Audience feedback from focus groups and classmates helped improve the documentary project. Feedback highlighted effective aspects and needed changes. Questions provided rich qualitative data better than online surveys. Classmates noted shots that worked well and a transition that was too quick. Feedback also identified issues with some shots being too dark, but lighting effects in editing addressed this. A teacher suggested some students were too shy, prompting the filmmaker to interview a more outgoing student who drew attention and made reshoots easy.

1. WHAT HAVE YOU LEARNED
FROM YOUR AUDIENCE
FEEDBACK?

2.  Audience feedback from my focus group highlighted aspects that were
effective and what needed changing throughout the process this helped me
create a project which was suitable to my target audience. I gained this
information by asking many questions which provided me with rich qualitative
data. I chose to use qualitative date due to the nature of my documentary
extract, this is because the topic is education and my focus group consists of
people involved in education. This provided me with useful information that I
used to improve my project; it also helped having people who would could give
constructive criticism as many of them are informed educators. This would be
more effective than quantitative data that I could have received from online
surveys because it would tell me what people liked and disliked rather than how
many people liked or disliked the whole project. This also could have affected
confidentiality of the students involved, and due to the sensitive nature of the
documentary it would not be appropriate.

3.  Half way through editing process we also showed our rough copies
to the rest of our class to gain feedback; this told me the shots which
they thought were effective and what parts they especially liked. One
classmate made me away of a transition which was too quick and
ruined the nice flow of the documentary, this allowed me to change it
and once showing her again she thought it changed the whole
documentary and was much better in terms of shots and transitions.
Many of the class also liked that there were shots in different areas of
the school, and the interviews took place in different areas of the
school which stopped the documentary becoming boring and dull.
However, after this feedback I needed to edit lighting as this was the
main negative as some shots were too dark, however after using
effects on Premiere the whole atmosphere of the documentary was
lifted.

4.  My teacher also suggested that some students were too shy,
which I had realised after filming, this prompted me to get new
students who had more of a character such as Jack Wain who was
involved. This student drew in the attention of all of my focus
group and my class. They suggested that if I were creating a whole
documentary I should show more of him in action to gain an
understanding of his and other students’ personality. Jack also
made re shooting very simple as he was very open to talk about
anything and be filmed without noticing the camera. Although it
would have been nice for observational filming or catching people
off guard in a positive for example little interactions to show how
good the programme for example like a Ofsted inspection or miss
strut in action.