In the web 2.0 (3.0 now?) era, you have extraordinary resources at hand to aid you not just in your research into conventions, but also your search for ideas and inspirations!!!!
- Most videos are of course available on YouTube
- Many which aren't can be found on alternatives such as Vimeo
- Don't discount DVDs, a technology which Apple has decided is soooo noughties but which comes with the benefits of no ads, no need for broadband, viewable through larger screens, convenient to watch in a leisurable context, often come with great extras that teach you a lot about how videos work and are created...
- There are collections of a single act's work; directors; record labels; genres; eras. If ever flagging on the idea of music video I'll throw on the Depeche Mode collection, which is primarily Anton Corbin's work, and get freshly inspired all over again
- Back to YouTube - look out for playlists which gather a useful range of videos, perhaps including some/many you wouldn't have heard of...
- ...and, as I have here, create your own!!!! The playlist tool (just click 'Add To' underneath a video) is extremely useful, a form of bookmarking; you can create as many as you like ... its your channel!!
- Posting a question on fan sites/hashtags, including using social media such as Twitter and Instagram, can furnish very useful details and ideas from passionate fans - and being able to evidence building an online following is a very useful achievement looking beyond school
- There are many sites which are dedicated to lists, and you can find great resources such as this metalhead user's (cheers Harakant!) RateYourMusic list of Sepultura videos, all conveniently embedded and ready to play
- you of course have past students' blogs too, content on Slideshare, and much more
- Lets not forget books and journals ... I can't recommend Austerlitz's history of the music video enough; you will (probably) be unfamiliar with most of the examples, underlining its usefulness! Your range of reference points can be greatly expanded through such work, and your ability to intertextualise with older videos (that might help boost your older secondary audience appeal, plus, as several audience theorists argue, providing a puzzle [identify the reference] is a draw for many; Pierre Bourdieu might argue that you offer cultural capital to those who can recognise your full range of intertextualised reference points!)
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