Ocr advice nov 13 version2

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Ocr advice nov 13 version2

  1. 1. Advice from OCR exam board – Nov 13 AUDIENCE RESEARCH
  2. 2. Questionnaires and audience research - Questionnaires have a limited usefulness unless the questions are well designed, linked to the focus areas below or a RELEVANT AUDIENCE THEORY and give you MEANINGFUL data. For example, handing out 25 questionnaires with a question asking, ‘What’s your favourite genre of film/music?’ and then claiming that your film/music video has an audience isn’t really meaningful research. If you have completed surveys/questionnaires already DON’T WORRY but don’t make wild claims about your data. You can phrase it such as this… ‘We completed a small scale survey which was limited in its scope and number of responses but found that…’ Showing an invited audience who you have identified as your target audience a selection of music videos similar to the one you plan and filming their responses to some carefully designed questions is more valuable.
  3. 3. Audience Research • Audience research is more productive if it addresses the following: · What do real audiences consume? · Who are the specific audiences for particular products? · How do media industries target those audiences?
  4. 4. Suggestions: Researching audience When researching a film opening (AS) or music video (A2) follow the entire trail of the product: - Look at the magazine adverts (if ads were taken out in specialist music/film mags only and not in the mainstream media – what does that tell us about the audience?), billboard posters, TV ads, album covers, money generated, box office sales. TRY AND PICK ONE WHICH YOU IDENTIFY AS TARGETING THE SAME MARKET AS YOU.
  5. 5. Audience Research for your film/music video Later audience research should be considered in a series of stages, each involving formative qualitative feedback. So, for example:
 
· Pitching the product to the rest of the group and taking feedback, noting the responses from this and deciding how to act as a result.
 
· Showing early drafts of the work (such as an animatic of the storyboard or a mock up front cover) and asking some carefully framed questions about them to get a sense of the audience’s understanding of the product rather than just a measure of whether the audience liked it.

 · Taking peer feedback at later stages and then again on the finished product; asking things like “can you tell me what happened in that sequence, what the relationship between the characters is and what do you think will happen in the rest of the film?” to look for audience readings of the work. ‘

 ‘These approaches can be presented in a variety of ways- video extracts with framing commentary from the makers; audio, written. All would help move away from the pie chart of responses model which tends to be fairly unproductive. ‘
  6. 6. 
· Pitching the product to the rest of the group and taking feedback, noting the responses from this and deciding how to act as a result. 
 • Organise some time with two other groups where you can present your ideas as either a group presentation or an animatic of your storyboards. • Ask them for feedback (give them carefully targeted questions) and then make any relevant changes to your idea.
  7. 7. Taking peer feedback at later stages and then again on the finished product; asking things like “can you tell me what happened in that sequence, what the relationship between the characters is and what do you think will happen in the rest of the film?” to look for audience readings of the work. ‘

 - Later on after filming and editing, stop and export a ‘rough cut’ and show it to a focus group of other groups/friends etc. - If you are ahead of time give them two alternative versions to choose from - Give them carefully guided questions about what works, needs to improve and what they prefer! THIS WILL ALSO BE EXTREMELY USEFUL FOR YOUR EVALUATION
  8. 8. Music Video Can they use existing music such as Bruno Mars?

 Yes, the music video is the only task where pre-existing music can be used for the complete product. However, there should be an indication that permission has been sought to use the track. If using a well-known artist, care must be taken not to get too influenced by the existing image of the artist nor to simply reproduce an existing video (e.g. same shots, same narrative, etc.). The latter works well as an exercise but not for the assessed task.

 A2 group work - can ancillary tasks be completed as a group or do they have to be done individually? 

Can be done as a group but all students in the group need to contribute to their construction and the teacher must comment on contribution level on record form. An alternative which works well with some tasks is for individuals within the group to create their own competing versions, which gives everyone in the group more to consider at the evaluation stage in terms of comparison of possible approaches and allows teachers to allocate individual marks without any difficulties.
  9. 9. Music Video • A2 ancillary task - can candidates literally mimic the complete style of say the Empire magazine review page down to the font/layout etc or do they need to develop their own style? • Obviously this would need to be replicated not copied or pasted.

Yes, lots of centres take this approach. Obviously if that is what they are doing and put the Empire name on it, they would be expected to show they really do understand the conventions of Empire itself and the institutional context, so they may have more flexibility, for example in the short film brief, if they create a wholly new publication.

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