Kirandeep kaur 8055
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The document discusses the construction and evaluation of a music video and promotional materials for a techno remix of the Super Mario Bros theme song. Key points: 1) The music video and promotional materials use conventions of real media products like logos, barcodes, and fonts to target a techno and gaming audience aged 12-19. 2) Feedback showed narrative scenes were preferred over performance, so the music video and cover include animated game characters and scenes from the video. 3) Research into techno music audiences found an interest in video games, so the music video links gaming and techno music through its animated story and characters. 4) New media like online surveys and sharing the video on YouTube
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![In what ways does you media product use, develop or challenge forms and conventions of real media product? ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media and animation software were used extensively in the research, planning, construction and evaluation of the project. This allowed worldwide feedback to inform the project.
How effective is the combination of your main product and ancillary texts?
The document discusses three media products - a digipack, magazine advertisement, and music video - created to promote an artist and album. It explains that all three products were designed to have a cohesive visual style using a black and white/film effect theme. Key locations and images were also consistently featured across products to reinforce their connection. While some conventions were broken, such as the artist not being the protagonist in the music video, efforts were made to prominently feature the artist in all three to ensure the products worked together to successfully promote them. Audience feedback confirmed the products successfully represented the artist in a way that tied them all together.
Evaluation Question 2
The document discusses how the combination of a music video, digipack, and poster are an effective way to promote an artist. Consistency was the main focus, with all elements featuring the same font, artist image, and location to make them recognizable as promoting the same product. The same font is used for the album title on the digipack and poster. The artist is centered in the image on all materials. QR codes were added to allow viewing the music video from the poster and accessing the artist's website from the digipack, linking the physical and online promotions. This consistency across the ancillary texts helps the target audience recognize and relate the different elements as promoting the same music video and artist.
Media Question 1
The document provides an introduction and evaluation for a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used, developed, and challenged conventions of real media through research of similar works and targeting audiences. Feedback was gathered through surveys and interviews to improve the products. Media technologies like Final Cut Pro and Adobe tools were used to construct, research, plan, and evaluate the project.
How effective is the combination of your main product and ancillary texts
The document discusses how synergy is used between the main music video product and ancillary texts like an album advert and CD digipak to increase popularity and link the products. Synergy is created through consistent use of fonts, colors, designs and imagery like graffiti across products. For example, a handwriting font and three color streaks are used in all products to reinforce the artist's name and create brand recognition. Placing related scenes in the music video and ancillary texts also builds synergy. The goal of these linking techniques is to clearly associate all of the artist's products with each other for mutual promotional benefit.
Evaluation question 2
The document discusses the effectiveness of combining a music artist's main products with two ancillary texts. It emphasizes the importance of consistency across promotional materials to clearly link them and identify the brand. Specific techniques discussed include using the same logo, imagery, colors and fonts to create a recognizable style. The artist in this case effectively used consistent branding elements like the main character's outfit and logo across the music video and ancillary promotional texts to keep them symbiotically related and easily identifiable to viewers.
Evaluation Question 2
The combination of the main product (digipak) and ancillary texts (music poster and advert) was highly effective due to consistent brand identity and themes across all elements. A black and white color scheme, smudged images of the protagonist, and locations from the music video were carried over to convey the emotions of the video and create a recognizable style. This consistency linked all parts of the media product and developed the ideas and meanings of the album. The digipak design, with hidden identities and emotive color scheme, aimed to intrigue audiences and effectively sell albums. Similarly, the advert promoted the album and artist while maintaining visual consistency to represent the indie genre in a creative yet recognizable way.
Evaluation Question 2
The document discusses how the author incorporated consistency across three marketing products - a music video, website, and digipak - for a country music artist. Key elements of consistency included using the same colors (red, black, and white), costumes, and camera distances. Social media was used to link the video and website, and increase promotion. Synergy was created by making the video viewable on the website and allowing purchases on the website shop.
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Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media and animation software were used extensively in the research, planning, construction and evaluation of the project. This allowed worldwide feedback to inform the project.
How effective is the combination of your main product and ancillary texts?
The document discusses three media products - a digipack, magazine advertisement, and music video - created to promote an artist and album. It explains that all three products were designed to have a cohesive visual style using a black and white/film effect theme. Key locations and images were also consistently featured across products to reinforce their connection. While some conventions were broken, such as the artist not being the protagonist in the music video, efforts were made to prominently feature the artist in all three to ensure the products worked together to successfully promote them. Audience feedback confirmed the products successfully represented the artist in a way that tied them all together.
Evaluation Question 2
The document discusses how the combination of a music video, digipack, and poster are an effective way to promote an artist. Consistency was the main focus, with all elements featuring the same font, artist image, and location to make them recognizable as promoting the same product. The same font is used for the album title on the digipack and poster. The artist is centered in the image on all materials. QR codes were added to allow viewing the music video from the poster and accessing the artist's website from the digipack, linking the physical and online promotions. This consistency across the ancillary texts helps the target audience recognize and relate the different elements as promoting the same music video and artist.
Media Question 1
The document provides an introduction and evaluation for a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used, developed, and challenged conventions of real media through research of similar works and targeting audiences. Feedback was gathered through surveys and interviews to improve the products. Media technologies like Final Cut Pro and Adobe tools were used to construct, research, plan, and evaluate the project.
How effective is the combination of your main product and ancillary texts
The document discusses how synergy is used between the main music video product and ancillary texts like an album advert and CD digipak to increase popularity and link the products. Synergy is created through consistent use of fonts, colors, designs and imagery like graffiti across products. For example, a handwriting font and three color streaks are used in all products to reinforce the artist's name and create brand recognition. Placing related scenes in the music video and ancillary texts also builds synergy. The goal of these linking techniques is to clearly associate all of the artist's products with each other for mutual promotional benefit.
Evaluation question 2
The document discusses the effectiveness of combining a music artist's main products with two ancillary texts. It emphasizes the importance of consistency across promotional materials to clearly link them and identify the brand. Specific techniques discussed include using the same logo, imagery, colors and fonts to create a recognizable style. The artist in this case effectively used consistent branding elements like the main character's outfit and logo across the music video and ancillary promotional texts to keep them symbiotically related and easily identifiable to viewers.
Evaluation Question 2
The combination of the main product (digipak) and ancillary texts (music poster and advert) was highly effective due to consistent brand identity and themes across all elements. A black and white color scheme, smudged images of the protagonist, and locations from the music video were carried over to convey the emotions of the video and create a recognizable style. This consistency linked all parts of the media product and developed the ideas and meanings of the album. The digipak design, with hidden identities and emotive color scheme, aimed to intrigue audiences and effectively sell albums. Similarly, the advert promoted the album and artist while maintaining visual consistency to represent the indie genre in a creative yet recognizable way.
Evaluation Question 2
The document discusses how the author incorporated consistency across three marketing products - a music video, website, and digipak - for a country music artist. Key elements of consistency included using the same colors (red, black, and white), costumes, and camera distances. Social media was used to link the video and website, and increase promotion. Synergy was created by making the video viewable on the website and allowing purchases on the website shop.
Evaluation question #2
The document discusses the importance of developing a consistent brand identity across all of an artist's media products. It emphasizes that a unique logo, graphics, colors and style allow the artist to be easily recognized and remembered by audiences. A strong visual identity fulfills key functions like being recognizable, giving the artist personality, and standing out from competitors. It also provides examples of how one artist, MK, effectively uses a simple yet memorable logo. The document asks how the respondent has created a brand identity across their own music video, album packaging, and magazine advertisement through consistent use of fonts, images and design elements.
A2 music video evaluation pp
The document discusses how the student used conventions and challenged conventions in their music video for Coldplay's "The Scientist". They incorporated common narrative and editing techniques but also included unique stop motion scenes drawing lyrics. Audience feedback helped tweak the video and informed the album packaging design, ensuring appeal and understandability. A variety of media technologies were used at different stages, including cameras, editing software, and design programs.
Evaluation for media project q3
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
Mediaevaluation
- The document describes the design process for a music video, digipack, and website for an artist.
- Various design conventions from existing media products in the genre were developed or challenged in the designs. Feedback from the target audience was also gathered on social media.
- A range of media technologies were used at different stages of the process, including for research, design/construction, and evaluation. Software like Photoshop, Illustrator, Dreamweaver, and editing programs were utilized.
Digipak and Poster Analysis
This document describes the design process for a digipak and poster for a music album. It discusses selecting images of the artist for the front cover, editing photos in Photoshop, and including song lyrics, ratings, and QR codes. Photoshop was used to alter photos, add effects, layer images, and place text. Steps included uploading photos to a template, selecting fonts, and positioning elements like the date and album name to attract audiences. The goal was to create cohesive designs for the digipak and poster that showcase the artist and intrigue potential buyers.
Question 2 (2)
The combination of the main music video product and two ancillary texts (a digipak and advertisement) is effective when they are consistent and match the same theme. It is important that the audience can visually connect all three and understand they are related. The student ensured their music video, digipak, and advertisement used consistent fonts, colors, visual techniques, and featured the same character to clearly link all three together as a cohesive promotional package. Primary market research in the form of a questionnaire was conducted to gauge how effectively the audience could see the connection between all three pieces.
Evaluation
The document discusses the student's media product, a music video they created. It uses standard music video conventions like a 3-4 minute length and focusing on a band. The student incorporated professional lighting, camera work, and sound editing. They recorded the band playing and later dubbed the studio version of the song. This challenges a convention by also including live dialogue. The video uses morphing effects seen in other music videos to represent the coming together of different musical elements. By not including a storyline and instead using symbolic images, it challenges the convention of including an acted narrative.
Evaluation Question 2
A powerpoint presentation showing and discussing the effectiveness of my main media product and ancillary tasks.
Evaluation for media project question 2
The document discusses how various ancillary texts for a music video - including a CD cover, magazine advertisement, and inside liner notes - effectively combine and relate to the main music video product. Specific shots, colors, and themes were carried over from the video to create consistency across the materials. For example, the magazine ad uses a similar shot of the artist against a red backdrop as in the video. The CD cover also references shots and color schemes used in the video to promote the artist. This combination of ancillary texts helps tell the overall story and message of the music video.
Evaluation
My media product uses, develops, and challenges conventions of real media in the following ways:
1) It uses urban locations like Manchester and graffiti art which are stereotypically associated with my target audience of younger people.
2) It develops conventions like the use of graffiti, which is common in hip-hop videos but not as prominently used in electronic music videos.
3) It challenges conventions by editing the video in reverse order and using inconsistent camera techniques like frequent changes between in-focus and out-of-focus shots.
4) It keeps some conventions like naming the video after the song title and using costumes and props that would be familiar to the target audience.
Evaluation 4
We used various digital media technologies in the planning, production, and evaluation stages of creating a music video, magazine advertisement, and digipak.
Digital surveys on social media and Google Drive helped with audience research and planning. DSLR cameras were used to film and take photos. StoryboardThat created storyboards and Google Sites provided research inspiration. Microsoft Office created early drafts.
Premiere Pro edited the music video. Photoshop edited photos and created the final products. Prezi, Powtoon, and PowerPoint were used for evaluations.
Challenges included learning new software, and technical issues were sometimes overcome by using alternative programs or asking for help. The digital media technologies were crucial
Question 4
The document discusses the various media technologies used by Brooke Patrick at different stages of a coursework project. These included blogger for research, findings, planning, products and evaluation; SurveyMonkey for research; Google for research, planning and production; Twitter and Facebook for research; SlideShare for presenting written work; Word and PowerPoint for documenting work; YouTube for research; Adobe Photoshop and Premiere for production; and a DSLR camera for production of a music video. Each technology was found to serve an important purpose and help save time or present work in a professional manner.
Evaluation
My pop promo uses conventions of real media products and challenges some conventions. I created a pop promo about a man with mental disabilities using techniques like close-ups, locations, and cinematography to tell the narrative story. Due to actor dropouts, I restructured around one actor, which worked better. I created ancillary texts like a DVD cover and magazine ad using the pop promo stills and researched conventions of these real products. Feedback said my work effectively matched the mood and character and could be a real media product. I learned techniques like using consistent fonts and blurring backgrounds. I researched and created these using technologies like cameras, editing software, and Photoshop.
Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media, animation software, and YouTube were used extensively in the research, planning, construction, and evaluation of the project.
Evaluation for media project q3
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, and InDesign were used to create supporting materials. Research was conducted online to inform planning and design of the project elements.
Final evaluation
The document summarizes Luke Tanner's media project, which included a concept music video for the Coldplay song "The Scientist" and two ancillary tasks.
The music video adhered to conventions of the genre like including a narrative that relates to the song lyrics. However, it also included stop motion scenes depicting the lyrics, breaking conventions. Audience feedback helped tweak the video to improve understanding.
Ancillary tasks of album artwork and an advertisement used similar colors and themes to create brand identity. Feedback also informed the design of these pieces to appeal to the target audience.
Various technologies like video cameras, editing software, and design programs were used to produce the project's elements.
In what-ways-does-your-media-product-use
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
Evaluation
- The student used various media technologies like Panasonic HD cameras, Final Cut Pro editing software, and Photoshop to construct their pop promo, DVD cover, and magazine advert.
- Research was conducted by looking at real DVD covers, magazine ads, and photographers' work online and in textbooks.
- Planning involved storyboarding, shotlisting, and considering design elements like fonts, colors, and layout.
- Evaluation came from audience feedback which helped the student improve readability and better represent the mood of their work.
Evaluation
The document discusses the student's media project, which combines a traditional band performance with unconventional stop motion animation in a music video. Audience feedback indicated that the creative combination appealed to viewers and kept their interest, even though it went against conventions of a typical punk rock music video. The student learned that small production details, like changes in lighting, were noticeable to viewers. New media technologies used included a music hosting website to find the track, video editing software to create an animated logo, a digital camcorder for filming, and an online document sharing site to publish storyboards and presentations.
Evaluation
The student used various media technologies at different stages of creating their pop promo and ancillary texts. They used Panasonic HD cameras to film the pop promo and Final Cut Pro to edit it. Photoshop was used to design the DVD cover and magazine ad layouts. Research of real DVD covers and ads informed the design conventions incorporated. Social media tags were included to help promote the artist online. Feedback confirmed the works matched conventions while also challenging norms through unique narrative elements.
Evaluation
The document discusses the technologies used during the pre-production, production, and post-production stages of creating a music video. During pre-production, the author used websites like "Best of British Unsigned" and "SoundCloud" to research and select a song. A GoPro camera was used for filming due to its wide angle shot and maneuverability. Adobe Premiere Pro was used to edit the footage, applying techniques like matching cuts to the beat. Audience feedback was gathered through an online Google Forms survey. Overall, new media technologies have enhanced opportunities for young people to both consume and create film content through more accessible cameras and editing/sharing platforms.
Media A2 evaluation
The document discusses the student's evaluation of their media production project. It covers how the project used, developed, or challenged conventions of real music videos. The student researched music video conventions and aimed to both follow conventions like relating the video to the music, while also challenging conventions by creating a video without lyrics for a non-mainstream genre. Feedback from audiences suggested people understood the video concept and enjoyed aspects like the atmosphere and shot types, though some found it confusing without a linear story. The student used new media technologies like online research and surveys during planning, research, and construction stages, and aimed to effectively use conventions and aesthetics across their video and ancillary materials.
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Evaluation question #2
The document discusses the importance of developing a consistent brand identity across all of an artist's media products. It emphasizes that a unique logo, graphics, colors and style allow the artist to be easily recognized and remembered by audiences. A strong visual identity fulfills key functions like being recognizable, giving the artist personality, and standing out from competitors. It also provides examples of how one artist, MK, effectively uses a simple yet memorable logo. The document asks how the respondent has created a brand identity across their own music video, album packaging, and magazine advertisement through consistent use of fonts, images and design elements.
A2 music video evaluation pp
The document discusses how the student used conventions and challenged conventions in their music video for Coldplay's "The Scientist". They incorporated common narrative and editing techniques but also included unique stop motion scenes drawing lyrics. Audience feedback helped tweak the video and informed the album packaging design, ensuring appeal and understandability. A variety of media technologies were used at different stages, including cameras, editing software, and design programs.
Evaluation for media project q3
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
Mediaevaluation
- The document describes the design process for a music video, digipack, and website for an artist.
- Various design conventions from existing media products in the genre were developed or challenged in the designs. Feedback from the target audience was also gathered on social media.
- A range of media technologies were used at different stages of the process, including for research, design/construction, and evaluation. Software like Photoshop, Illustrator, Dreamweaver, and editing programs were utilized.
Digipak and Poster Analysis
This document describes the design process for a digipak and poster for a music album. It discusses selecting images of the artist for the front cover, editing photos in Photoshop, and including song lyrics, ratings, and QR codes. Photoshop was used to alter photos, add effects, layer images, and place text. Steps included uploading photos to a template, selecting fonts, and positioning elements like the date and album name to attract audiences. The goal was to create cohesive designs for the digipak and poster that showcase the artist and intrigue potential buyers.
Question 2 (2)
The combination of the main music video product and two ancillary texts (a digipak and advertisement) is effective when they are consistent and match the same theme. It is important that the audience can visually connect all three and understand they are related. The student ensured their music video, digipak, and advertisement used consistent fonts, colors, visual techniques, and featured the same character to clearly link all three together as a cohesive promotional package. Primary market research in the form of a questionnaire was conducted to gauge how effectively the audience could see the connection between all three pieces.
Evaluation
The document discusses the student's media product, a music video they created. It uses standard music video conventions like a 3-4 minute length and focusing on a band. The student incorporated professional lighting, camera work, and sound editing. They recorded the band playing and later dubbed the studio version of the song. This challenges a convention by also including live dialogue. The video uses morphing effects seen in other music videos to represent the coming together of different musical elements. By not including a storyline and instead using symbolic images, it challenges the convention of including an acted narrative.
Evaluation Question 2
A powerpoint presentation showing and discussing the effectiveness of my main media product and ancillary tasks.
Evaluation for media project question 2
The document discusses how various ancillary texts for a music video - including a CD cover, magazine advertisement, and inside liner notes - effectively combine and relate to the main music video product. Specific shots, colors, and themes were carried over from the video to create consistency across the materials. For example, the magazine ad uses a similar shot of the artist against a red backdrop as in the video. The CD cover also references shots and color schemes used in the video to promote the artist. This combination of ancillary texts helps tell the overall story and message of the music video.
Evaluation
My media product uses, develops, and challenges conventions of real media in the following ways:
1) It uses urban locations like Manchester and graffiti art which are stereotypically associated with my target audience of younger people.
2) It develops conventions like the use of graffiti, which is common in hip-hop videos but not as prominently used in electronic music videos.
3) It challenges conventions by editing the video in reverse order and using inconsistent camera techniques like frequent changes between in-focus and out-of-focus shots.
4) It keeps some conventions like naming the video after the song title and using costumes and props that would be familiar to the target audience.
Evaluation 4
We used various digital media technologies in the planning, production, and evaluation stages of creating a music video, magazine advertisement, and digipak.
Digital surveys on social media and Google Drive helped with audience research and planning. DSLR cameras were used to film and take photos. StoryboardThat created storyboards and Google Sites provided research inspiration. Microsoft Office created early drafts.
Premiere Pro edited the music video. Photoshop edited photos and created the final products. Prezi, Powtoon, and PowerPoint were used for evaluations.
Challenges included learning new software, and technical issues were sometimes overcome by using alternative programs or asking for help. The digital media technologies were crucial
Question 4
The document discusses the various media technologies used by Brooke Patrick at different stages of a coursework project. These included blogger for research, findings, planning, products and evaluation; SurveyMonkey for research; Google for research, planning and production; Twitter and Facebook for research; SlideShare for presenting written work; Word and PowerPoint for documenting work; YouTube for research; Adobe Photoshop and Premiere for production; and a DSLR camera for production of a music video. Each technology was found to serve an important purpose and help save time or present work in a professional manner.
Evaluation
My pop promo uses conventions of real media products and challenges some conventions. I created a pop promo about a man with mental disabilities using techniques like close-ups, locations, and cinematography to tell the narrative story. Due to actor dropouts, I restructured around one actor, which worked better. I created ancillary texts like a DVD cover and magazine ad using the pop promo stills and researched conventions of these real products. Feedback said my work effectively matched the mood and character and could be a real media product. I learned techniques like using consistent fonts and blurring backgrounds. I researched and created these using technologies like cameras, editing software, and Photoshop.
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Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media, animation software, and YouTube were used extensively in the research, planning, construction, and evaluation of the project.
Evaluation for media project q3
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, and InDesign were used to create supporting materials. Research was conducted online to inform planning and design of the project elements.
Final evaluation
The document summarizes Luke Tanner's media project, which included a concept music video for the Coldplay song "The Scientist" and two ancillary tasks.
The music video adhered to conventions of the genre like including a narrative that relates to the song lyrics. However, it also included stop motion scenes depicting the lyrics, breaking conventions. Audience feedback helped tweak the video to improve understanding.
Ancillary tasks of album artwork and an advertisement used similar colors and themes to create brand identity. Feedback also informed the design of these pieces to appeal to the target audience.
Various technologies like video cameras, editing software, and design programs were used to produce the project's elements.
In what-ways-does-your-media-product-use
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
Evaluation
- The student used various media technologies like Panasonic HD cameras, Final Cut Pro editing software, and Photoshop to construct their pop promo, DVD cover, and magazine advert.
- Research was conducted by looking at real DVD covers, magazine ads, and photographers' work online and in textbooks.
- Planning involved storyboarding, shotlisting, and considering design elements like fonts, colors, and layout.
- Evaluation came from audience feedback which helped the student improve readability and better represent the mood of their work.
Evaluation
The document discusses the student's media project, which combines a traditional band performance with unconventional stop motion animation in a music video. Audience feedback indicated that the creative combination appealed to viewers and kept their interest, even though it went against conventions of a typical punk rock music video. The student learned that small production details, like changes in lighting, were noticeable to viewers. New media technologies used included a music hosting website to find the track, video editing software to create an animated logo, a digital camcorder for filming, and an online document sharing site to publish storyboards and presentations.
Evaluation
The student used various media technologies at different stages of creating their pop promo and ancillary texts. They used Panasonic HD cameras to film the pop promo and Final Cut Pro to edit it. Photoshop was used to design the DVD cover and magazine ad layouts. Research of real DVD covers and ads informed the design conventions incorporated. Social media tags were included to help promote the artist online. Feedback confirmed the works matched conventions while also challenging norms through unique narrative elements.
Evaluation
The document discusses the technologies used during the pre-production, production, and post-production stages of creating a music video. During pre-production, the author used websites like "Best of British Unsigned" and "SoundCloud" to research and select a song. A GoPro camera was used for filming due to its wide angle shot and maneuverability. Adobe Premiere Pro was used to edit the footage, applying techniques like matching cuts to the beat. Audience feedback was gathered through an online Google Forms survey. Overall, new media technologies have enhanced opportunities for young people to both consume and create film content through more accessible cameras and editing/sharing platforms.
Media A2 evaluation
The document discusses the student's evaluation of their media production project. It covers how the project used, developed, or challenged conventions of real music videos. The student researched music video conventions and aimed to both follow conventions like relating the video to the music, while also challenging conventions by creating a video without lyrics for a non-mainstream genre. Feedback from audiences suggested people understood the video concept and enjoyed aspects like the atmosphere and shot types, though some found it confusing without a linear story. The student used new media technologies like online research and surveys during planning, research, and construction stages, and aimed to effectively use conventions and aesthetics across their video and ancillary materials.
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The document provides an evaluation of promotional products created for a music promotion client. It summarizes the process of creating a music video, podcast, and print materials to promote up-and-coming artists. Key points included researching existing media to understand effective promotion techniques, preparing production documents like storyboards, conducting client meetings, and iterating based on audience feedback to refine the final products. The goal was to appeal to audiences aged 16-25 and promote the artists in a way that met the client's expectations.
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The media product challenges conventions by including a piece of diagetic speech at the end of the music video, combining studio recorded music with live action video. It develops the convention of dubbed media by including this element. The video also challenges conventions by not including an acted storyline, wanting the song to tell its own story without conflicting narratives. Audience feedback helped shape the inclusion of images, video, acting and sound in the product. New media technologies like the internet, video cameras, and editing software were used for research, planning, construction, and evaluation of the project.
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- Research of existing products helped inspire styles and techniques used. Case studies informed color schemes, fonts, and layouts. A questionnaire identified the target audience.
- Planning a color scheme of black, white, yellow, and blue represented urban youth culture. Layout designs helped choose the best format. A work plan scheduled tasks.
- Strict time management and use of holidays allowed filming, photo shoots, and early completion with feedback time.
- Technical software like Audacity and Photoshop were used but had limitations. Effects like filters engaged audiences.
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The document discusses how various media technologies were used at different stages of constructing a music video. Final Cut Pro was used to edit video clips and add effects. A DSLR camera captured footage. Mobile phones communicated with collaborators. YouTube provided inspiration by watching other music videos. An online blog shared research and gathered feedback. PowerPoint and SlideShare were used to plan settings, target audiences, and get feedback on pitches and storyboards.
Advanced media evaluation
The document summarizes the process of creating an animated music video for an anti-folk song. Key details include:
- The student created still images in Photoshop and animated GIFs to illustrate lyrics, as using real people was not possible.
- Final Cut Pro was used to assemble the stills and GIFs into a 2 minute and 24 second music video with no transitions between clips.
- Research online involved looking at other music videos for conventions, as well as using Wikipedia to learn about the anti-folk genre.
Media Evaluation
The document is a music video evaluation by Jordan Brady. It discusses how the music video follows conventions of the indie genre by researching similar videos and styles, while also adding some personal ideas. Feedback from the target audience helped identify issues with lighting and synchronization that were addressed. During production, online research, video streaming, and band websites were used to analyze other music videos and album art. Video editing software helped construct the poster, album cover, and finalize the music video project.
Evaluation 4
The document summarizes the use of various digital technologies in planning, researching, constructing, and promoting a music video project. Technologies used included:
- Blogger, YouTube, SlideShare, Google Docs, Vimeo, Prezi, SurveyMonkey for research and planning
- IMovie and iTunes for editing, sound editing, and obtaining rights to use a song
- Websites like Wix to create a website marketing and promoting the music video
- Paint and PowerPoint for editing photos and assembling a digital packaging (digipak) mock-up
The document emphasizes how these technologies were essential at every stage for professional and high-quality results that met genre and project conventions.
Evaluation for media project q3
The document discusses the use of new media technologies in various stages of a media project to create a music video, magazine advertisement, and CD cover design. YouTube was used for researching indicative music videos, broadcasting the finished music video, and receiving audience feedback. Facebook was used to gather critical feedback on the media products from potential audiences. This feedback helped improve the music video by addressing things like a lack of originality, limited camera angles, and needing more content. The feedback also influenced changing the magazine advertisement to black and white to better suit audience preferences.
Media a2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author created a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author included fast pacing to match upbeat parts of the instrumental music. Feedback showed most viewers understood it as a montage and enjoyed the concept of a late night drive for self-discovery, though some found the camera work too shaky.
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