The following questions are offered as basic guidelines for students analysing their coursework in

relation to genre. This is a potential question in Section B of your summer examination. Note that an
analysis of a text which is framed exclusively in terms of genre may be of limited usefulness. Generic
analysis can also, of course, involve studying the genre more broadly. This is something we simply
don't have time to do in class so you will need to spend time outside of class doing this (although you
will hopefully have done lots of this when planning your production).
In what context did you encounter it? (web, film, TV etc)

1 What influence do you think this context might have had on your interpretation of the text?

If my stop motion music video was watched on a blog, or a website such a You Tube this would
please a niche market as the viewer will have seeked the video out or been searching for something
similar. If searched and found this way an email, link or message could be sent easily and quickly to
friends, viral marketing. If my stop motion video was viewed on TV it would be completely different,
this is because the viewer hasn’t chosen to watch this video. The viewer would be interested in music
and maybe that style of music, because they would be watching a music channel, but this does not
mean they would necessarily like my animation. This would also be shared differently, the viewer
may mention the stop motion to a friend or relative it they either really liked it or the subject was
relevant to a conversation. The music on the other hand, if the viewer enjoy part of the song they
could talk about it, pick out a favourite section, or even make a mash-up, re-mix or just download it to
there Itunes and ipod.

2 To what genre did you initially assign the text?

My chosen genre was a music video and my sub genre was stop motion. I decided to do this genre as I
wanted to mix my art work into a piece of film. I decided stop motion was the best way to create a
music video in this way.
3 What is your experience of this genre?
The genre of my music video in stop motion is mixed emotions, relevant to both male and female, but
probable easier for a female to relate to as Lily Allen is the artist. My animation also falls into the
genre category of the way media effects people.
4 What subject matter and basic themes is the text concerned with?
??
5 How typical of the genre is this text in terms of content?

In the Lily Allen music video sense I have broke a lot of conventions, such as there is no Lily Allen
featured in the video, in my practice animation I used an image of Lily Allen, this did not fit into the
rest of the animation and broke the idea of the arty, creative feel of the animation which could be seen
as Lily Allen’s imagination. Also after I created my practice animation I discovered that I would not
be able to use an image of Lily Allen, as this is breaks copyright rules. So in my 1st attempt of the
animation I did not use any human characters. After finishing this, my teachers believed I needed
someone in my animation so viewers can relate my video to other Lily Allen music videos.
Lily Allen always has her as the main character, and especially in her older video, Smile and the fear
has bold bright pastel colours and all of her videos tell a story of the song, always showing the song
for what it really means. This is apart from in Not fair, because the subject of the song is to rude to
make a music video about she has created a cowboy style video. In her newer music video, fuck you
and 22 she has used a much more mono colour scheme and has used a more sophisticated style. Her
video for Alfie is the out one out, using her brother as puppet and the main character, this is the only
time she has experimented with another form of filming apart from normal people telling a story.
From all the information above my stop motion music video does not keep to Lily Allen’s music
video genres. In terms off a stop motion video I have kept to a few more conventions, I have used
thousands of pictures to create a moving image, using my art work.

5 What expectations do you have about texts in this genre?

 That it will appeal to a large audience, not only people who like Lily Allen
or stop motion.

6 Have you found any formal generic labels for this particular text (where)?
carol vermalis theory – music videos beat.

7 What generic labels have others given the same text?

Genral public

8 Which conventions of the genre do you recognize in the text?

I have answered this in question 5

9 To what extent does this text stretch the conventions of its genre?

Iv answered this is question 5

10 Where and why does the text depart from the conventions of the genre?

Answered already

11 Which conventions seem more like those of a different genre (and which
genre(s))?

All through my genre is not conventional, I have not borrowed any

conventions, if anything I have taken ideas from abstract art, art work
which I looked at on flikr, which is on my blog, gave me ideas and
inspirations to create a pretty and abstract piece of art work as my stop
motion, which relevant images randomly appearing.

12 What familiar motifs or images are used?

I did not use motifs which relate to Lily Allen, I used a similar colour
scheme and items such as cupcakes and hearts in my stop motion which
relates to Lily Allen’s music video of the fear.

13 Which of the formal/stylistic techniques employed are typical/untypical of

the genre?
Camera angles, change

Because I created a stop motion, I did not use any camera angles apart
from the occasional zoom in and out to add depth and the tilt at the end.
Because of the content and sty Le of my animation I did not feel this would fit the
theme and there would be to much going on.

14 What institutional constraints are reflected in the form of the text?

Lily Allen has created a few songs which cannot be played on MTV, for
example fuck you. And her song ‘it’s not me it’s you’ this is because the
topic is to crude to make a story about for her video so she had to break
her usual conventions of making the video a literal story of the song. So
she created a video in a western cowboy style to change the meaning so
the song could be played on MTV. MTV have institutional constraints
 which mean songs and videos about sex, drugs, and songs with explicit
lyrics can not be played during the water shed. This means music under
these categories will not have as much publicity. A solution to this problem
is the internet which has no restrictions to what is play at what time.

15 What relationship to 'reality' does the text lay claim to?

My stop motion music video creates a new reality, music videos are not
realistic anyway but the stop motion clarifies this. My stop motion is
creative, arty and dreamy, it creates the feeling that everything is ok
although this is not the real case of the song. The fear music video was
created from Lily Allen, everything sweet and wonderful, contrasting with
the words and meaning of the song, to some extent. I have created a
piece of art which portrays this, her imagination.

16 Whose realities does it reflect?

Everyone, because although the theme may seem more feminine it is

about emotions and everybody feels mixed emotions.

17 What purposes does the genre serve?

The purpose of this is to show that everyone has different emotions, its ok,
everyone fears something whether it’s the media or clowns. Lily Allen’s
mixed emotions about the media, good and bad.

18 In what ways are these purposes embodied in the text?

These purposes are embodied in the text to involve audiences who are not
necessarily fans of Lily Allen or stop motion.

19
a. To what extent did your purposes match these when you engaged
with the text?
?
b. What ideological assumptions and values seem to be embedded in
the text?
Emotions, fear, happiness, worry, joy ?
c. What pleasures does this genre offer to you personally?
?
d. What pleasures does the text appeal to (and how typical of the
genre is this)?
?
e. Did you feel 'critical or accepting, resisting or validating, casual or
concentrated, apathetic or motivated' (and why) ??????????
f. Which elements of the text seemed salient because of your
knowledge of the genre?
?
 g. What predictions about events did your generic identification of the
text lead to (and to what extent did these prove accurate)?
?
h. What inferences about people and their motivations did your genre
identification give rise to (and how far were these confirmed)?
?

i. How and why did your interpretation of the text differ from the
interpretation of the same text by other people?
Because people have different opinions on different topics.

20 Mode of address

a. What sort of audience was your text aimed at (and how typical was
this of the genre)?
My text is aimed at not only fans of Lily Allen and stop motion but
people interested in art and photography, for example students, or
anyone ages 13 – 35, male and female although mostly female,
because of Allen and the beads.
b. How does the text address your classmates?
Both male and female classmates gave me mostly positive
feedback. They preferred the second half as there was more going
on and it was more exciting.
c. What sort of person does it assume they are?
That they are media, creative students who have a appreciation for
music and stop motion.
d. What assumptions have you made about their class, age, gender
and ethnicity?
My classmates – I no them so thats a stupid question
e. What interests does it assume they have?
Same as the question before
f. What relevance does the text actually have for you?
I love Lily Allen’s song the fear, its an creative piece of work and I
am arty, plus I created it so obliviously its relevant to me.
g. What knowledge does it take for granted?
The you no who Lily Allen is and that you have heard of the song,
the fear. Although even if you haven’t you could still appreciate the
context on face value. Also I suppose the fact that you have seen
Allen’s music video of the fear and that you have felt mixed
emotions!
h. To what extent do you resemble the 'ideal reader' that the text
seeks to position you as?
Look at blog entry on audience.
i. Are there any notable shifts in the text's mode of address (and if so,
what do they involve)?
no
 j. What responses does the text seem to expect from your audience?
?

k. How open to negotiation is their response (are they invited,

instructed or coerced to respond in particular ways)?
?
l. Is there any penalty for not responding in the expected ways (think
in terms of enjoyment for the audience or consequences for the
institution)?
?
m. To what extent did people find themselves 'reading against the
grain' of the text and the genre?
If you don’t understand the text it can be watched on face value but
if you did no a little about stop motion or the song or Lily Allen then
you would be more involved in the text which would probable mean
you enjoy it more.
n. Which attempts to position your audience in this text do they
accept, reject or seek to negotiate (and why)?
People took different aspects out of the text depending on the there
personality and knowledge of the subject.
o. How closely aligned is the way in which the text addresses you with
the way in which the genre positions you (Kress 1988, 107)?
?

21 Relationship to other texts

a. What intertextual references are there in the text you have created
(and to what other texts)?
Colour scheme and items randomly positioned and as I said in an
earlier question
b. Generically, which other texts does the text you created resemble
most closely?
The fear video by Lily Allen, although this is not a close
resembelment.
c. What key features are shared by these texts?
Answered before
d. What major differences do you notice between them?
My stop motion is created with paint and beads and Lily Allen’s
music video is a literal life video with her prancing around a massive
colourful house with ballons and colourful smoke.

Is there any reasons why all the questions are the same?