SlideShare a Scribd company logo
1 of 6
This is the feedback I received when I
  asked them whether the narrative suited
                    the genre -
  “Very clear narrative”
                                      “The editing helped with that a lot”



                “I think it definitely suits the genre”

“It flowed really well”
                                  “I think it does, It’s quite sorrowful
                                             and emotional”


 “Had quite a lot of performance in it”
• I am very pleased with my feedback as they all agreed that the narrative
  suited the indie folk genre. I wanted my audience to feel emotionally
  involved in the narrative as it quite an emotional and serious song, and I
  wanted my audience to be able to relate to the storyline. I am happy that
  they thought it had a “very clear narrative” and “flowed really well” as this
  Is important as all of the indie folk music videos I have watched all have
  this in common. Also I did not want the audience to get bored or think the
  video is too dull. The fact that one member of the focus group said that the
  video is quite “sorrowful and emotional” is also a positive thing as this is
  what I wanted to achieve as it isn't till the end of the video that the couple
  are brought together, making it a happy ending.

• The fact that my audience are feeling these emotions while watching the
  video also show that they are emotionally involved in the narrative and
  may be using the video as something to relate to. When looking at other
  indie folk videos I also noticed that they include quite a lot of performance,
  which I wanted to incorporate into mine. However once I had finished the
  music video I was a bit worried that I hadn't included enough, but now that
  one member of my focus group has said that it has “quite a lot of
  performance in it” I now feel that I included just the right amount.
This is feedback I received when I asked my
 audience about uses and gratification, and
what they might have gained from watching the
                   video:-
“If you were doing exams and
stuff, you'd want a chance to                  “Yeah, It was like
           watch it”                           watching a short
                                                    film”
                            “Quite relaxing”


   “Very clear narrative”

                                “It felt like I was watching some sort
                                of love story as apposed to watching
                                              a music video”
• I am quite pleased with this feedback, as this means my
  audience understood the narrative and the fact that
  they were aware of the love story and compared it to a
  short film also shows that they were engaged, which is
  vital if you want your product to be successful. My
  feedback also shows that my audience would watch the
  video and maybe use it for diversion, as they found it
  'relaxing' and also suggested watching it when they are
  In the middle of their exams, a very stressful period. This
  is important and good news as this suggests that the
  audience may use it for personal identity as they
  enjoyed representations, messages and values that are
  depicted in my video.
• I also asked my audience whether they thought the Mis En scene was
  realistic, which they all agreed on. This is good as I wanted the storyline to
  look realistic and believable so I decided to use locations that you would
  see someone passing if they were travelling through the city to get to a
  certain place. Hence why the 'singer' in the video catches buses and travels
  through town.

• However one member explained how the girl in the video gets into a car
  and then it cuts to a shot of her running through some gates which didn't
  look quite right. I understand what she means as this is isn't very
  continuous and may look slightly weird, however I did have some shots of
  the 'singer' getting out of the car at the next location, but unfortunately I
  had no room to put it in so I used the cut as a way of showing a pass of
  time. I was also worried that the audience would not understand why she
  gets into the car, however one member mentioned about her hitch hiking
  in the video, which suggests that my audience knew what was going on.
• When I asked my audience whether they thought the video
  was redundant of entropic most of them said that they found
  the video to be redundant. I am quite pleased with this as that
  is what I wanted to achieve. As I said earlier, genre is
  dependant on a high degree of redundancy, and so I think it is
  important that this Is clear in my music video especially as
  certain ages/genders in society have expectations about the
  style and content of the text.

More Related Content

What's hot

Evaluation doc
Evaluation docEvaluation doc
Evaluation dochollie22
 
Compass Health Courageous Conversations
Compass Health Courageous ConversationsCompass Health Courageous Conversations
Compass Health Courageous ConversationsRosetta Eun Ryong Lee
 
Charts and analysis of audience research results new
Charts and analysis of audience research results newCharts and analysis of audience research results new
Charts and analysis of audience research results newannamartin1501
 
Ellis Navigating Microaggressions Students
Ellis Navigating Microaggressions StudentsEllis Navigating Microaggressions Students
Ellis Navigating Microaggressions StudentsRosetta Eun Ryong Lee
 
Proposal for documentary
Proposal for documentaryProposal for documentary
Proposal for documentaryhollie22
 
Community Summit 2019 Courageous Conversations
Community Summit 2019 Courageous ConversationsCommunity Summit 2019 Courageous Conversations
Community Summit 2019 Courageous ConversationsRosetta Eun Ryong Lee
 
Hotchkiss Dialogue Tools for Microaggressions
Hotchkiss Dialogue Tools for MicroaggressionsHotchkiss Dialogue Tools for Microaggressions
Hotchkiss Dialogue Tools for MicroaggressionsRosetta Eun Ryong Lee
 
Park School Navigating Microaggressions
Park School Navigating MicroaggressionsPark School Navigating Microaggressions
Park School Navigating MicroaggressionsRosetta Eun Ryong Lee
 
Miss Hall's School HS Navigating Microaggressions
Miss Hall's School HS Navigating MicroaggressionsMiss Hall's School HS Navigating Microaggressions
Miss Hall's School HS Navigating MicroaggressionsRosetta Eun Ryong Lee
 
Polytechnic Navigating Microaggressions
Polytechnic Navigating MicroaggressionsPolytechnic Navigating Microaggressions
Polytechnic Navigating MicroaggressionsRosetta Eun Ryong Lee
 
Presentation
PresentationPresentation
Presentationhollie22
 
Harvard Westlake High School Students Navigating Microaggressions
Harvard Westlake High School Students Navigating MicroaggressionsHarvard Westlake High School Students Navigating Microaggressions
Harvard Westlake High School Students Navigating MicroaggressionsRosetta Eun Ryong Lee
 
Pitch for doccumentary
Pitch for doccumentaryPitch for doccumentary
Pitch for doccumentaryItsRylan
 
Fmpresearchlukesimpson 190303192342 (1) (1)
Fmpresearchlukesimpson 190303192342 (1) (1)Fmpresearchlukesimpson 190303192342 (1) (1)
Fmpresearchlukesimpson 190303192342 (1) (1)Luke Simpson
 
In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...jenjen23_92
 
UW Community-Oriented Public Health Practice Microaggressions
UW Community-Oriented Public Health Practice MicroaggressionsUW Community-Oriented Public Health Practice Microaggressions
UW Community-Oriented Public Health Practice MicroaggressionsRosetta Eun Ryong Lee
 
Paideia School Courageous Conversations
Paideia School Courageous ConversationsPaideia School Courageous Conversations
Paideia School Courageous ConversationsRosetta Eun Ryong Lee
 
Bader Martin Courageous Conversations
Bader Martin Courageous ConversationsBader Martin Courageous Conversations
Bader Martin Courageous ConversationsRosetta Eun Ryong Lee
 

What's hot (20)

Evaluation doc
Evaluation docEvaluation doc
Evaluation doc
 
CSH Navigating Microaggressions
CSH Navigating MicroaggressionsCSH Navigating Microaggressions
CSH Navigating Microaggressions
 
Compass Health Courageous Conversations
Compass Health Courageous ConversationsCompass Health Courageous Conversations
Compass Health Courageous Conversations
 
Charts and analysis of audience research results new
Charts and analysis of audience research results newCharts and analysis of audience research results new
Charts and analysis of audience research results new
 
Questionnaire results
Questionnaire resultsQuestionnaire results
Questionnaire results
 
Ellis Navigating Microaggressions Students
Ellis Navigating Microaggressions StudentsEllis Navigating Microaggressions Students
Ellis Navigating Microaggressions Students
 
Proposal for documentary
Proposal for documentaryProposal for documentary
Proposal for documentary
 
Community Summit 2019 Courageous Conversations
Community Summit 2019 Courageous ConversationsCommunity Summit 2019 Courageous Conversations
Community Summit 2019 Courageous Conversations
 
Hotchkiss Dialogue Tools for Microaggressions
Hotchkiss Dialogue Tools for MicroaggressionsHotchkiss Dialogue Tools for Microaggressions
Hotchkiss Dialogue Tools for Microaggressions
 
Park School Navigating Microaggressions
Park School Navigating MicroaggressionsPark School Navigating Microaggressions
Park School Navigating Microaggressions
 
Miss Hall's School HS Navigating Microaggressions
Miss Hall's School HS Navigating MicroaggressionsMiss Hall's School HS Navigating Microaggressions
Miss Hall's School HS Navigating Microaggressions
 
Polytechnic Navigating Microaggressions
Polytechnic Navigating MicroaggressionsPolytechnic Navigating Microaggressions
Polytechnic Navigating Microaggressions
 
Presentation
PresentationPresentation
Presentation
 
Harvard Westlake High School Students Navigating Microaggressions
Harvard Westlake High School Students Navigating MicroaggressionsHarvard Westlake High School Students Navigating Microaggressions
Harvard Westlake High School Students Navigating Microaggressions
 
Pitch for doccumentary
Pitch for doccumentaryPitch for doccumentary
Pitch for doccumentary
 
Fmpresearchlukesimpson 190303192342 (1) (1)
Fmpresearchlukesimpson 190303192342 (1) (1)Fmpresearchlukesimpson 190303192342 (1) (1)
Fmpresearchlukesimpson 190303192342 (1) (1)
 
In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...
 
UW Community-Oriented Public Health Practice Microaggressions
UW Community-Oriented Public Health Practice MicroaggressionsUW Community-Oriented Public Health Practice Microaggressions
UW Community-Oriented Public Health Practice Microaggressions
 
Paideia School Courageous Conversations
Paideia School Courageous ConversationsPaideia School Courageous Conversations
Paideia School Courageous Conversations
 
Bader Martin Courageous Conversations
Bader Martin Courageous ConversationsBader Martin Courageous Conversations
Bader Martin Courageous Conversations
 

Similar to Evaluation powerpoint

Audience Feedback
Audience FeedbackAudience Feedback
Audience Feedbackchloestreet
 
Evaluation Question 3
Evaluation Question 3 Evaluation Question 3
Evaluation Question 3 StephBlanchard
 
Audience feedback
Audience feedbackAudience feedback
Audience feedbacklenahughes
 
What i have learned from my audience feedback
What i have learned from my audience feedbackWhat i have learned from my audience feedback
What i have learned from my audience feedbackcsm21
 
Question 3:- What have you learned from your audience feedback?
Question 3:- What have you learned from your audience feedback?Question 3:- What have you learned from your audience feedback?
Question 3:- What have you learned from your audience feedback?David Wooldridge
 
Further feedback
Further feedbackFurther feedback
Further feedbackCaitlenX
 
A2 Evaluation Question 3
A2 Evaluation Question 3A2 Evaluation Question 3
A2 Evaluation Question 3tylerradcliffe
 
Question 3 and 4 regret
Question 3 and 4 regretQuestion 3 and 4 regret
Question 3 and 4 regretDigby16
 
Focus group analysis
Focus group analysisFocus group analysis
Focus group analysisCharLilyMay
 
Evaluation Question3
Evaluation Question3Evaluation Question3
Evaluation Question325423
 
Audience research
Audience researchAudience research
Audience researchMillett
 
Evaluation Q3
Evaluation Q3Evaluation Q3
Evaluation Q3mcjbird
 
Media evaluation question 1
Media evaluation question 1Media evaluation question 1
Media evaluation question 1jackahern11
 

Similar to Evaluation powerpoint (20)

Audience Feedback
Audience FeedbackAudience Feedback
Audience Feedback
 
Evaluation Question 3
Evaluation Question 3 Evaluation Question 3
Evaluation Question 3
 
Audience feedback
Audience feedbackAudience feedback
Audience feedback
 
What i have learned from my audience feedback
What i have learned from my audience feedbackWhat i have learned from my audience feedback
What i have learned from my audience feedback
 
Question 3
Question 3Question 3
Question 3
 
Question 3:- What have you learned from your audience feedback?
Question 3:- What have you learned from your audience feedback?Question 3:- What have you learned from your audience feedback?
Question 3:- What have you learned from your audience feedback?
 
Question 3
Question 3Question 3
Question 3
 
Qu 3
Qu 3Qu 3
Qu 3
 
Quesrtion 3
Quesrtion 3 Quesrtion 3
Quesrtion 3
 
Audience1
Audience1Audience1
Audience1
 
Forms and Conventions
Forms and ConventionsForms and Conventions
Forms and Conventions
 
Forms and Conventions
Forms and ConventionsForms and Conventions
Forms and Conventions
 
Further feedback
Further feedbackFurther feedback
Further feedback
 
A2 Evaluation Question 3
A2 Evaluation Question 3A2 Evaluation Question 3
A2 Evaluation Question 3
 
Question 3 and 4 regret
Question 3 and 4 regretQuestion 3 and 4 regret
Question 3 and 4 regret
 
Focus group analysis
Focus group analysisFocus group analysis
Focus group analysis
 
Evaluation Question3
Evaluation Question3Evaluation Question3
Evaluation Question3
 
Audience research
Audience researchAudience research
Audience research
 
Evaluation Q3
Evaluation Q3Evaluation Q3
Evaluation Q3
 
Media evaluation question 1
Media evaluation question 1Media evaluation question 1
Media evaluation question 1
 

Evaluation powerpoint

  • 1. This is the feedback I received when I asked them whether the narrative suited the genre - “Very clear narrative” “The editing helped with that a lot” “I think it definitely suits the genre” “It flowed really well” “I think it does, It’s quite sorrowful and emotional” “Had quite a lot of performance in it”
  • 2. • I am very pleased with my feedback as they all agreed that the narrative suited the indie folk genre. I wanted my audience to feel emotionally involved in the narrative as it quite an emotional and serious song, and I wanted my audience to be able to relate to the storyline. I am happy that they thought it had a “very clear narrative” and “flowed really well” as this Is important as all of the indie folk music videos I have watched all have this in common. Also I did not want the audience to get bored or think the video is too dull. The fact that one member of the focus group said that the video is quite “sorrowful and emotional” is also a positive thing as this is what I wanted to achieve as it isn't till the end of the video that the couple are brought together, making it a happy ending. • The fact that my audience are feeling these emotions while watching the video also show that they are emotionally involved in the narrative and may be using the video as something to relate to. When looking at other indie folk videos I also noticed that they include quite a lot of performance, which I wanted to incorporate into mine. However once I had finished the music video I was a bit worried that I hadn't included enough, but now that one member of my focus group has said that it has “quite a lot of performance in it” I now feel that I included just the right amount.
  • 3. This is feedback I received when I asked my audience about uses and gratification, and what they might have gained from watching the video:- “If you were doing exams and stuff, you'd want a chance to “Yeah, It was like watch it” watching a short film” “Quite relaxing” “Very clear narrative” “It felt like I was watching some sort of love story as apposed to watching a music video”
  • 4. • I am quite pleased with this feedback, as this means my audience understood the narrative and the fact that they were aware of the love story and compared it to a short film also shows that they were engaged, which is vital if you want your product to be successful. My feedback also shows that my audience would watch the video and maybe use it for diversion, as they found it 'relaxing' and also suggested watching it when they are In the middle of their exams, a very stressful period. This is important and good news as this suggests that the audience may use it for personal identity as they enjoyed representations, messages and values that are depicted in my video.
  • 5. • I also asked my audience whether they thought the Mis En scene was realistic, which they all agreed on. This is good as I wanted the storyline to look realistic and believable so I decided to use locations that you would see someone passing if they were travelling through the city to get to a certain place. Hence why the 'singer' in the video catches buses and travels through town. • However one member explained how the girl in the video gets into a car and then it cuts to a shot of her running through some gates which didn't look quite right. I understand what she means as this is isn't very continuous and may look slightly weird, however I did have some shots of the 'singer' getting out of the car at the next location, but unfortunately I had no room to put it in so I used the cut as a way of showing a pass of time. I was also worried that the audience would not understand why she gets into the car, however one member mentioned about her hitch hiking in the video, which suggests that my audience knew what was going on.
  • 6. • When I asked my audience whether they thought the video was redundant of entropic most of them said that they found the video to be redundant. I am quite pleased with this as that is what I wanted to achieve. As I said earlier, genre is dependant on a high degree of redundancy, and so I think it is important that this Is clear in my music video especially as certain ages/genders in society have expectations about the style and content of the text.