Classwork: Theory of Stardom

Below is a classwork about a new theory our teacher taught us.

Reflection:

This classwork presentation helped me understand the theory better, and provided a deeper understanding on artists, and how they become stars. I tried to implement this theory on our project, mainly "ordinariness" and "consumption". We showed "ordinariness" through our character's casual clothing choices, which are typical casual male outfits. Also, some BTS posts on our artist's Instagram page also enhanced this further. Meanwhile, "consumption" is shown through the food and drink choices of our character in the music video.

Behind the Scenes

This blog post shows the scenes, pictures/footage of behind the scenes. This post was made by Kenzo and assisted by Candra.

Filming Schedule

Below is the schedule for the shooting of our music video. This post was mainly made by Candra. Any change of schedule will be kept track of.

ORIGINAL:

Scene	Date/Time	Props	Equipment	Location	Other
Kenneth walking alone and the light scene and the parking scene	02/01/26 18 00	No props	Phone camera	Lotte parking	We need to shoot this at night
Kenneth house scene	07/01/26 16 00	Paper , sandwich , book ,milk , bag	Phone camera	Kenneth house	Kenneth could record this alone

REHEARSED SCHEDULE:

Reflection:

This filming schedule allowed us to align our free time with each other, allowing us to maximise the time we have to shoot all the scenes we need.

Classwork: Technical Elements, Theories, etc.

This is an individual classwork which I completed on the Canva slides below.

Reflection:

Completing this classwork wasn't that challenging, since all I had to do was summarise what I've learned in class regarding these topics. Though at first, I misunderstood this classwork as being a group task, not individual. This delayed the completion of this classwork a bit, but in the end I managed to finish this quite quickly.

Lyrics Sheet & Storyboard

Below is a Canva document for both the lyrics sheet and storyboard for this project. These were done by Kenzo, but we all gave inputs and suggestions along the way.

The storyboard is on the next page.

Reflection:

Having both storyboard and lyrics sheet prior to the production stage of our music video project really helped us visualise our ideas and see whether the shots we had in mind will work when paired together. The lyrics sheet was a new task that our teacher had us complete, and it really helped make visualisation easier due to the nature of shots being reused back to back in various music videos, which would've been a bit confusing and tedious if done solely with a storyboard.

Moodboard

This is our moodboard for the music video project. This was made mostly by Kenzo, with a bit of help from the rest of us.

The reason we're going for this style and color is because we want to show the character's loneliness in neon-lit locations, which matches our chosen song's theme of emotional fatigue and isolation from depression. This moodboard helps convey all these emotions, which we will try to bring into our music video.

Reflection:

This is our first time being tasked with making a moodboard alongside the usual pre-production tasks. So far, it's helped us better visualise our music video, and also the steps that we need to take to bring this atmosphere to our music video. While Kenzo did most of the moodboard, I helped make some decisions on what color and atmosphere that should be present in this moodboard, since we'll be featuring those in our music video.

Location Scout & Risk Assessment

This is the location scout and risk assessment for our music video project. This was researched and written by Kenneth (me) and Candra.

Reflection:

Doing research on the available locations to shoot at, as well as assessing the risks, has really helped us better visualise our ideas for the music video. But all these might still change since we're still in the pre-production stage. A problem we encountered was that we didn't have much information on unique places here that we can gain access to. So, we had to utilise search engines to get a better idea of the locations available for us to shoot at, that also has the feel of being a dark gloomy isolated place.

Statement of Intent

This is our statement of intent, which we wrote and planned together, as a team.

Reflection:

Planning and writing the Statement of Intent as a team helped us envision and plan out our ideas for this music video project, including the genre, target audience, inspirations, representations, and also each of our roles in the making of this project.

A slight problem we had was Kenzo being absent, so we had to discuss in class without him. However, he agreed to the points we've discussed, and was satisfied with the roles he would take for this project. Another problem was the tight deadline to finish our Statement of Intent, which was only 2 days, compared to the 2 months we had for our previous project.

Overall, I'm satisfied with our Statement of Intent, which we also finished on time. We won't be sticking to this fully, as everything is still a work in progress. Changes made throughout this project will be added to this Statement of Intent.

Pre-Production: Genre Research

Here is my Genre Research presentation for the genre my group has picked for our music video project: pop.

Reflection

Focusing my research on the specific genre we've chosen, pop. Some of the problems I've had was my busy schedule and not being familiar with some of the new theories at first. But, doing this research has made me understand better the elements that are present in different kinds of music videos.

Pre-Production: Preliminary Research

Weekly Progress + Plan

This is my weekly progress, as well as the problems I encountered and the solutions to them. These were written by me.

Week 1

What we did?

First week after our first term break. For the remainder of grade 12, we'll be working on creating music video.

This week, we learned about media ecology and how new technology affects media. Media ecology is how technology and media influence and shape our behavior and society. I also did Preliminary Research.

Problems

I haven't finished my individual research on songs of the genre my team chose: pop. My team and I also haven't come to a decision on which song to create a music video of.

Solutions

We'll decide on a song soon.

Week 2

What we did?

We began with our genre research. We also learned about various convergences: like technological convergence, textual convergence, etc.

Problems

Internet didn't run smoothly during one of the media classes, so the teacher could only teach using the presentation available locally. I also still struggle remembering the definitions of each of the convergences.

Solutions

I need to learn harder.

Week 3

What we did?

Continued with genre research and song selection.

Problems

At first, we wanted to pick Just Keep Watching by Tate McRae for our music project. But since the song features a female voice and we didn't have a female in our group (recruiting a suitable one would take too much time, and our schedule was tight), we decided to choose a different song instead.

Solutions

We decided to have each of us pick a song and conduct a vote to decide.

Week 4

What we did?

We began creating our storyboard and statement of intent. My teammate, Kenzo participated in a 2-day sports competition, so he couldn't come to school. Because of that, the rest of us made the statement of intent without Kenzo. But later, we showed it to him and he was satisfied.

Problems

At first, we wanted to pick Just Keep Watching by Tate McRae for our music project. But since the song features a female voice and we didn't have a female in our group (recruiting a suitable one would take too much time, and our schedule was tight), we decided to choose a different song instead.

Solutions

We decided to have each of us pick a song and conduct a vote to decide.

Week 5

What we did?

This week, we started doing location scout and risk assessment. It took some time for us to decide which locations to feature in our music video, but we finished it on time.

Problems

We weren't able to finish parts of the storyboard and moodboard.

Solutions

We'll make sure to finish them in our free time at home, so we can focus on the remaining tasks.

Week 6

What we did?

This is our final week before semester exam. The teacher allowed us to finish Comp 3 during media studies period this week, which gave us enough time to finish our tasks. Though, we did miss out on a classwork about media theories.

Problems

We didn't have a proper schedule and were running out time, which led to me getting stressed out.

Solutions

We'll do finish them on the weekend and add them to our blogs. I also need to double-check the contents of my blog, making sure everything has been included and there's nothing missing.

Week 7

What we did?

This week we completed our planning, and reworked on our schedule for our filming sessions before our semester break.

Problems

Solutions

_________________________________________________________________________________

Week 1

Throughout the semester break, we were each equally busy, so we were unable to film. But, we plan on shooting very soon now that we're all free and back to school. Our teammate, Arnold, was still on holiday at Java during this first week, so we couldn't discuss with him face-to-face. At class, we learned new theories, such as the theory of stardom which talks about the 5 criteria that makes someone not just an artist, but a star, remembered by fans for years to come. These 5 include: success, ordinariness, consumption, love life, and downfall. Our teacher also introduced us to brand identity which is the impression that a message gives out by certain artists that makes them recognizable by the audience.

Week 2

This week, our teacher introduced us to the colonial gaze, which is often associated with: "non-western people lack voice and agency", "centered western perspective", "exoticisation of the 'other'", "erasure of historical context", "power imbalance in storytelling", and "language". We also learned these key words often associated with colonial gaze, which are: "eurocentric", "othering", and "double consciousness". Colonial gaze is basically how white supremacist is shown as more advanced and powerful, while people of color are considered old-fashioned, exotic, and weird. We began shooting on Friday this week, but we were unable to finish everything, so we'll continue shooting next week. We'll also be awaiting our teacher's suggestions on our music video so far.

Week 3

This week the teacher revised on Power and the Media. We were also taught about the Fandom theory by Henry Jenkins which talks about different levels, which are: "semiotic", "enunciative" and "textual" productivity. Semiotic fans consume and negotiate their own readings. Enunciative fans are more active in their consumption, being more engaged with showing their interest by copying clothing, makeup, fanspeak, etc. We were also taught about a theory by Clay Shirky called "End of Audience", which states that there are no more passive audience, since they expect the media to be interactive (e.g., being able to interact with producers), media production being more democratic, and media corporations having less power over the media.

Week 4

This week, we were given time to do our projects during class, where we were able to ask for opinions from our teacher regarding our progress and the editing of our music video. Our teacher suggested for us to add more stories of our artist's daily life to fill up the page. We also need to have at least 9 posts in total on our account. I'll be finishing off our video project, as well as the BTS, digipaks, brand research, social media account, editing process, screen test, weekly progress and anything else we need to complete. Me and Kenzo have been doing the digipak, while Arnold is adding finishing touches to the editing of our music video. We've also had the Instagram account set up earlier this week, and we've added all sorts of posts, stories, and highlights to the page.

Reflection:

Despite sometimes forgetting to jot down my progress, it has really helped me set goals and track my improvements, as well as allowing me to reflect on the mistakes that my team and I made in order to not make those same mistakes in the future. Admittedly, sometimes I found writing down my progress here to be time-consuming, but after realising the benefits of it, I've been finding it quite helpful. As seen in my Weekly Progress above, I often had little time left to complete some of my tasks, meaning that I need to manage my time better as to keep myself on schedule, especially since this is my last media project before I graduate.

My Team

My team for this music video project: Kenneth (me), Kenzo, Candra, Arnold.

Brief

Final Documentary & Thumbnail

Final Documentary

 Thumbnail

Critical Reflection (CR)

Below is the Critical Reflection of our documentary project that I wrote, answering the questions provided by my teacher below.

Questions for the CR :

- How do your products represent social groups or issues?

- How do the elements of your production work together to create a sense of 'branding'?

- How do your products engage with audience?

- How did your research inform your products and the way they use or challenge conventions?

My team and I produced a crime documentary intro titled The Final Bell: Thirteen Seconds, alongside a thumbnail. This documentary centers on a school bombing that was caused by a student.

Branding in media is commonly known as the factor that allows the audience to create and establish connections through distinct and recognised themes, making it easy to associate between a media text and another. Branding is also important because it helps create a sense of coherence throughout the story, making it clearer and easier to follow for the audience. Throughout our project, branding was established between the darker muted colors on our thumbnail and similar muted colors found within the documentary intro. Another example of branding in our project is the image used on the thumbnail, which is a CCTV point-of-view of the classroom, which the footage can also be found in the documentary, when the bombing took place. Also, branding is present in the bold clear yellow text on our thumbnail, which symbolises danger and toxicity, much like the theme of our crime documentary, which is school bombing. The audience can now establish a connection easily between the documentary and its thumbnail because of the distinct themes found on both.

My research on various crime documentaries, mainly the ones on Netflix, prior to our shooting helped us immensely in calculating the challenges we might face throughout the making of our documentary, as well as giving us the ability to plan ahead and visualise the final product. The first form of research that we did was Location Scout, in which we researched areas nearby that suit our vision and needs. Then, we also researched various crime documentary intros, which was really helpful in showing us how the bigger budget documentaries pull off their first few minutes. This allowed us to base our documentary intro to those typically seen on streaming sites, as well as giving us the ability to summarise and follow the conventions typically found in these crime documentary intros, such as 911 call voiceovers, interviews, images of the criminal, etc. We also used bold typography, eerie music, and jump cuts to emphasize instability. While editing our intro, we also researched various crime documentary thumbnail designs, images, fonts, and color theme. This allowed us to make our thumbnail based on the style of those commonly found in crime documentaries on most streaming sites.

To choose an audience for our crime documentary, we looked into the typical age ratings of these crime documentaries, which are mostly TV-14 and TV-MA, meaning for people ages 14 and above. This is because of the weight of some of the scenes and footages showcased in most crime documentaries, as well as the potential unsettling and violent imagery of those crimes and how detailed they've been described within those documentaries. Also, people in this age group would better relate with the school-related problems covered in this documentary. Our documentary is centered around a school bombing, which includes a fight scene as well as moments of despair, so we've decided that our target audience would be mature teens and adults, as some scenes in our documentary wouldn't be suitable for children. To appear to mature teens and adults, we added longer interviews which will appeal more to people of this age group, as well as more photos, crime footage, and 911 voiceovers to put the event in better context.

The groups we represent in our crime documentary are various. First off, we represent women as key part of the bombing; one being the bomber, and some being her female friends. They are shown multiple times, mainly through group photos. The female bomber subverts audience expectation of a typical male criminal. We also represent students, along with their point of view through interviews, and their different roles in the events leading up to the bombing and how they are related to the bomber. Not only that, but we also have interviews of teachers, who provide the story of the bombing through their eyes, a different take to the story. This plays a huge role in showing the audience how no one truly expected the bomber to do such a thing. Our documentary also tap into the victims of this bombing and the people close to them who are deeply affected. This is important as to humanise the victims and make the audience feel bad and sorry for these unfortunate individuals. Not only that, but we also represent bullying and its impact on certain individuals.

Thumbnail Research + Development

The presentation below contains the Thumbnail Research for our documentary project.

I also did some of my own research on crime documentary thumbnails below prior to the making of the presentation above.

The purpose of thumbnails is to show the audience a glimpse of what the documentaries are about, which in this case are all related to crime.

What stands out from the image above is the constant use of bold fonts, which conveys that the crimes are big and daring.

I personally like the thumbnail of A Deadly American Marriage the most.

I've chosen these 3 thumbnails to analyse.

The color is bland and gloomy, conveying that something isn't right.

The image shows a couple's marriage, but they look eerily unhappy in the picture.

The font is large, bold, and in all capital, hinting at a bold crime that had taken place.

The color is dark blue, adding a layer of mystery and eeriness for the audience.

The image shows a missing person paper floating in a rocky sea, and a cruise ship in the background. These hints tell the audience a bit of where it might've taken place.

The font is bold, clear, and in all capital, hinting at a mystery-packed documentary that the audience will surely enjoy.

The color is dark and shadowy, prompting the audience to feel uneasy and threatened.

The image shows the silhouette of a mugshot of a woman, blended together with an image of a man's silhouette in front of a door. This image, paired with the title, gives the impression that the man entering the room is about to commit a crime against the woman.

The font is white, clear, and in all capital, suggesting the documentary will showcase bold stories of relationship-related crimes.

Editing

Tisha did the editing for this documentary project. She also created the presentation below.

I also found this guide on Netflix's Partner Help Center which discusses the formats and requirements that must be met for a Netflix documentary.

Behind the Scenes

This is the behind-the-scenes of our documentary project. The presentation was created by Tisha and Panji.

Filming Schedule

Here is our filming schedule that has been created by our team member Tisha.

The Final Bell: Thirteen Seconds

A Level Media Studies Documentary

---

Date: Tuesday, 26 August 2025 

Location: School Field + School Hallway 

Scene / Scene Number: 

• 1 - 4 → Students in their usual day at school without the bomb
• 6 → 911 voice over phone calls
• Drone Shot of the school 

People / Actor: 

• Other students as background character

Things needed: 

• Camera
• Drone
• School bags
• Paper Plane 

---

Date: Thursday, 28 August 2025

Location: Classroom

Scene / Scene Number: 

• Interviews of the student & teacher 
• Drone shot of the school 

People: 

• Main student 
• Teacher
• Students 

Things needed: ( + Prop) 

• Camera
• Phone
• Drone
• Books
• Computer
• Pen & book / Stationary → represents student 

---

Date: Monday, 1 September 2025 

Location: Classroom

Scene / Scene Number: 

• Interviews of the student and detective

People: 

• Main student
• Detective 

Things needed: 

• Camera
• Phone

---

(Extra scene, only if needed) 

Date: Tuesday, 2 September 2025 

Location: Classroom 

Scene / Scene Number: 

• Additional scenes (students everyday life, empty footage) 
• Interview (Retake if needed) 
• Drone shot 

People: 

• Students

Things needed: 

• Camera
• Drone
• School bags 
• Phone

Location Scout

The location scout below contains risk assessments done before shooting. The document was researched and written by Kenneth (me) and Tisha.

Script

Here is our groups script that Kristine created and with the help from Tisha and Panji to insert it in the template.

Storyboard

Here is our group's storyboard which was written and drawn by Tisha. 

Before the making of this storyboard, we gathered as a team to discuss ideas and then compile them below:

With those ideas in mind, we created a draft of the plotline which acts as a guide for the creation of the storyboard.

Using this guide, we were then able to create a detail storyboard. 

This style of storyboard was good as it has details of each shot, but it was very time consuming. So we decided to do a much simpler version for the rest of our storyboard. 

Additional notes: From the storyboard, shot 17 shows real footage of a photograph that was taken before the documentary timeline. Where shot 23 and 24 are stage footage, including shot 8 and 9. 

Reflection: Looking back, I think a group discussion before creating the storyboard really helped in making sure every member of our team was in the same page with each other. It also really helped that we kept track of the ideas we mentioned on a document, a draft of our documentary's intro plotline. Meanwhile, the storyboard itself helped visualise our combined ideas, which will help us prepare for the filming.

Statement of Intent

This is our initial idea for our project.

Sub-genre (crime)
Mass Murder	Mass murder means it may affect a lot of people / a majority which makes it interesting to talk about as we can talk about the correlation between the people who died in the crime scene and the bomber itself.
Topic
School bombing
Primary Target Audience
Demographic Teenagers to young adult (15-25), can be in high school or even a university student	Reason Because not only the documentary will be majorly focused on bombing, but also talks about the school environment itself that creates these types of events from happening which will make them most likely to be interested as well these people are familiar with school setting which can stand out more.
Psychographic Interest in plot twist / shock factor  True Crime Analysis	Reason The plot of the documentary story contains a plot twist of who the bomber is which will be good for people who enjoy plot twists as these people would want to be more engaged emotionally. The documentary itself will contain real footage and a complex story line of the situation which with a true crime audience who enjoys analysis would suit this as this will make them curious and wanting to know what happened and who did it.
Message (Dominant Reading)
Do not trust anyone around you.	This message talks about how the most unexpected people who may be someone you know have another side of them that you don't know at all. This explains it is better to be cautious because we don't know what will happen.
Characters
Students / Teachers Detectives Police
Representations (groups, places, events)
Groups: Student, Detectives (authority), School counselor (Teacher)  Places: School environment Events: School bombing	Reason The documentary represents students as the groups because the students will be the main focus of this documentary as the plot twist of the main story is the student who made this school bombing happen.  A school counselor is the closest to an adult that is close to students, as they are the ones who would ask and try to understand students. By having the school counselor to be represented in this documentary it shows the awareness of teachers with students actions and attitude but sometimes a teacher doesn’t know a full story or what has made them change. The detectives or an authority gives an outside perspective that does not only talk about the victims but also the suspects from this documentary. This shows how even if it happens at school it becomes a more serious matter that the impact has affected a wider community.  The school environment helps in making the story to be more believable as it happens at a school. The school as well symbolises a place where it is safe and full of life because there are a lot of children but with this context it will be a very big contrast. This also allows our audience group may feel a sense of relatability as they know the feeling of being in a classroom which can make them feel more emotional about it.  This documentary represents the event of school attacks which specifically talks about school bombing, where it shows how the event has escalated to something that was up until it was too much.
What will be the hook? (The mystery that keeps audiences watching)
The person wasn’t someone that the audience would expect, no signs that the person would actually be the one bombing as the person was the complete opposite of what a bomber would do.