What have you learned from your audience feedback?

1. WHAT HAVE YOU LEARNED
FROM AUDIENCE FEEDBACK?
Question 3

2. INTRODUCTION
Throughout our media A2 coursework we collected audience
feedback. Examples of how we collected the feedback were:
Questionnaires, Interviews, Pitches, discussions, detailed written
feedback from a select few etc. The reason we did this was so that we
knew our products were appealing to our target audience. Getting
information as often as possible made sure we knew we were on the
right track to making our product as appealing and successful as
possible.

3. TARGET AUDIENCE
Our primary target audience are mainly males in between the ages of
18 and 30 years old. The reason for this is that Dub-step/Hip-hop is
seen as a heavy, violent, anti-social and rebellious music genre and
males of this age tend to have a lifestyle like this. Going out drinking,
taking drugs and listening to this violent genre music. However our
secondary target audience are a few females of the same age. The
females are mainly associated with being black, or street dancers.
Although Dub-step/Hip-hop music genre have fans in most
ethnicities it most prominently has in the white and black ethnicities
as Dub-step/Hip-hop is very popular in England and America.

4. SURVEY MONKEY
The first stage of gathering audience feedback was
to create a survey monkey questionnaire to post
online on our social networking sites. This was so
that both our primary and secondary audience could
respond. The questions that we asked were simple
and easy to answer quickly. For example one
question that we asked was 'What colours do you
relate with Dup-step/Hip-hop music?' Asking this
question allowed us to know what colour scheme to
use on our products. Doing an online questionnaire
was very successful and helpful and we benefited
from it as we got a lot of responses that give us a
great insight to what both the primary and
secondary target audience would expect to see in a
product of this genre.

5. GATHERING RESEARCH
The results we gathered were very helpful and we
found out that the main colour associated with our
genre was Black being 54% followed by Red being
45%. Then the third two colours being white and
blue both being 38%.We also found out that 75%
expected the pace of music to be fast which was
then followed second by 12.5% saying very fast.
Another question that we asked was 'If you were to
watch a dub-step/hip-hop music video, what
would you expect the setting to be?'. We asked this
question with a text box space allowing the
answers to be written out in a detailed response.
The following are what we received: In a club,
Based at a gig, the hood, on the street or in a
random abandoned place. Although we received a
few silly answers that we could not include what
we did gather was very helpful and gave us a great
base of ideas as to where we should set our music
video.

6. INTERVIEWS
The second stage of our audience feedback was carrying out interviews. We
conducted three interviews with four members of our peer group/primary
target audience. Unlike the online survey monkey questionnaires we were able
to ask a lot more questions in depth and so created a word document of
detailed questions for all three sections of our product (music video, digipak,
website). Therefore the feedback and answers we got were also a lot more
detailed and in depth then the survey monkey questionnaires. When we asked
about the music video we found out that they expected the band or artist to be
wearing young modern clothing and dark colours . As well as colourful and
wild hair. They also said that they expected to see a lot of bright lights and
colours in the setting of the music video. When we asked about the website we
found out that they expected to see tour dates, images and a place where fans
can talk and share things on social networking sites. For the digipak they said
that the look on the front cover is very important and should include a photo of
the artist. All this detailed feedback was helpful to know and take into
consideration when planning our three media products.

7. GROUP PITCH
After the planning stage of our work we gave a pitch to
the class explaining our idea and stating who our primary
and secondary target audience were. We did this because
we needed to see what the audience thought of our idea
and to see if the product would look professional and
have typical conventions of real media for our chosen
genre. After we gave our pitch we asked a few questions
to the class to get an idea of what they thought about our
original idea and how we could improve it and how we
could establish brand identity throughout all three media
products. We got a mixed response but most of the
feedback was positive. The were impressed with our idea
of having a hybrid music video having both narrative and
performance based to suit both our genres; dubstep and
hip-hop. A worry was that because the target audience
might not have seen many successful hybrid music videos
for the mixed genres that it wouldn't appeal to them
directly.

8. TYPE FACE SURVEY
For our Font Type we used a
website called 'FontSpace' and
found five font types that we
liked a added them all onto the
same word document. We printed
it off and give it to 15 of our
peers and asked them to put a
tally mark next to the font which
was their favourite for our chosen
genre.

9. FIRST DRAFT FEEDBACK
After we completed our first draft we gave it to our peers/ target
audience and teacher and got feedback. As the work was only a draft
it was not yet completed to our best standers but for things that were
included it was helpful to know how we could improve. It was most
helpful to know how we could carry brand identity throughout all
three products.

10. CONCLUSION
Over all I think that gathering audience feedback through out our
planning and construction was a very important and helpful aspect to
our coursework. I think that without getting audience feedback we
would not have known what conventions were expected of our hybrid
based genre and we couldn't of produced our promotional products
that carried through brand identity.