A2 introduction
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This presentation evaluates a student group's music video project which included additional promotional materials. The group consisted of 4 members with roles of producer, director, cinematographer, and editor. The evaluation will answer 4 questions: 1) How the music video uses or challenges conventions of real music videos; 2) The effectiveness of combining the music video with additional promotional texts; 3) What was learned from audience feedback; 4) How new media technologies were used in production and evaluation. The music video, CD cover, booklet, back cover, and magazine advert will also be presented and discussed in the evaluation.
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The document asks several questions about a group's creative projects reproducing a given product in different media, and the extent they achieved genre conventions in their film, music video, digipak, and music advert. It inquires about the group's use of film techniques, narrative development, representation of social groups in their film and video. It also asks about layout, images, colors, fonts, actors, shots, and mise-en-scene in their digipak and advert. Finally, it questions what post-production decisions were made to appeal to target audiences, and how Goodwin's music video theory influenced their video planning and post-production choices.
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Media intro
My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions about how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new media technologies.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions about how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new media technologies.
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The document outlines various media theorists and their key ideas about visuals in music videos. It discusses John Berger's point that dance tracks often synchronize visuals to the beat and feature the artist. It also mentions Vladimir Propp's concept of stock characters, Levi-Strauss' theory of conflicts between opposites, Roland Barthes' five codes that engage audiences, Todorov's five stages of media texts, Steve Archer's discussion of cuts between narrative and band performance, and Andrew Goodwin's four ways visuals can relate to songs.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions on how our media products used or challenged real media conventions, how effectively our main and supporting materials combined, what we learned from audience feedback, and how we used new technologies.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions about how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new media technologies.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions on how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new technologies.
Tips on the evaluation
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The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
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Our media product uses many conventions of a real opening sequence, including representing particular social groups and targeting a specific audience. We developed the conventions in a unique way that challenges expectations. The product is suitable for distribution by a streaming service, appealing to a young audience with its creative representation of social issues and smooth integration of technologies learned throughout the project.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions on how our media products used or challenged real media conventions, how effectively our main and supporting materials combined, what we learned from audience feedback, and how we used new technologies.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions about how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new media technologies.
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My advanced media coursework involved creating a music video alongside supporting materials. As the cinematographer, I worked with a producer, director, and editor to film a reggae music video about a 16-24 year old target market. In this presentation, I will discuss and evaluate the process of creating the music video, magazine ad, and CD package. I will also answer questions on how our media products used or challenged real media conventions, how effectively our main and ancillary texts combined, what we learned from audience feedback, and how we used new technologies.
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This document provides guidance for answering questions on an advanced portfolio evaluation. It discusses addressing forms and conventions used or challenged in a media product by comparing it to other music videos or inspired works. It suggests aiming a product at a specific audience and including supporting texts like treatments, proposals, or advertisements. It emphasizes the importance of gathering audience feedback through a simple survey to learn what type of fans the video is aimed at and where it could be shown. Finally, it prompts an explanation of all media technologies used to create the product and how effective they were.
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This document provides guidance and assessment criteria for a media production coursework assignment. Students must apply their knowledge of how meanings are created in media to analyze existing media products and evaluate their own practical work. The assignment will be assessed based on a planning document (20%), the completed media product (60%), and a reflective evaluation (20%). The evaluation must address how conventions were used or challenged, how ancillary materials worked with the main product, what was learned from audience feedback, and the use of technology.
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The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
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The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
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A2 introduction
- 1. A2Media Product Evaluation Chathuri Kothalawala
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- 4. CD cover
- 6. Back Cover
- 7. Advert