Hit Me Baby One More Time

Sydney Amass

Mid-shot of Britney’s foot. She is tapping her foot – this shows that she is bored. The colours seen are dull and reflect her mood. The shot zooms in to have more focus on her boredom.

Mid-shot of Britney's upper body. The boredom is carried through in her facial expressions. The music is yet to start. The duration of the shot is fairly long so that the audience can work out her emotions.

A close-up of the clock. Foley is used for the ticking noise which enhances how dull the atmosphere is. The classroom window is shining light on the clock which adds realism.

Another close-up of Britney’s face which again conveys her boredom. Her hand is pressed against her face and shows her to be slouching making the audience assume that she is care free. There is no eye contact which shows how she is disengaged. The background is blurred and the focus is upon Britney’s face.

The teacher too appears bored. The angle of this frame is lowered to show how the teacher has more power over characters such as Britney. The teacher is also standing up which shows her to be on another level. She is wearing dull glasses and in the background we can see a classroom map.

This is the third close-up of Britney and her facial expression has not changed – she is still bored and does not want to be in the situation that she is in.

Another close-up of the clock is shown however this time the shot is more extreme as it is showing that time has passed by – this is good thing for Britney.

A close-up of the bell as it rings. This is a significant moment as it suggests that this is the beginning – this is why the director has chosen to show clear focus upon this particular prop. The background is still dull.

A long shot is used to show how the lesson that Britney was in is finally over and that it is ending. This again signifies that something is about to begin.

A fourth close-up is used to show Britney’s facial expression, however this time she appears to be much happier. The lighting is of a higher key. The audience are aware that something is going to happen.

This shot focuses upon movement as the music has finally started. The shot has a more focus upon the background characters to show that Britney is a popular girl.

A long shot is used to show the location. This confirms that the setting is in a school as teenagers are shown to be rushing and running around. The walls and doors are the same colours and create a working atmosphere.

This next shot shows the characters to be dancing and conforming together. The dance aspect relates to the music video conventions in the context of this time when the video was released.

A mid-shot is used to show different angles whilst they are dancing. This reflects the upbeat atmosphere of the song.

A close-up is used to show Britney singing. This is conventional in a performance music video.

A close-up is used to show Britney singing. This is conventional in a performance music video.

This is the third shot were the focus has been on the same character. This tells the audience that she is the main person within the video.

The camera then focuses upon the dancers gain in order to follow the conventions of a performance music video.

A close-up is used to show Britney. A close-up is used to show Britney singing. This is conventional in a performance music video.

A close-up is used to show Britney singing. This is conventional in a performance music video.

A close-up shows one of the backing characters – this adds to the idea of a narrative music video which are shown in this video through some aspects such as the intro and the other characters.

The lighting is very high key as the video is progressing on wards and further away from the dull atmosphere that was created at the beginning.

A close-up is used to show Britney singing. This is conventional in a performance music video.

I analysed these shots briefly in order to help when re-creating this section of the video for our class preliminary task.