The document discusses conventions used in documentaries and how the student's media product compares. It examines the documentary "Super Size Me" and how it influenced the student's documentary on student finance. Both documentaries use similar filming techniques like handheld camera shots and interviews. However, the student's documentary challenges some conventions by using more transitions than typical for informative documentaries. Overall, the document shows how the student applied documentary conventions while also experimenting with new approaches.
Our film product challenges conventions through the unique use of montages that intertwine movie clips. Mise en scene uses low-key lighting when drugs are taken to show it is dangerous. Camera work includes close-ups and zooms on drugs to represent the genre and show what measures the film goes to. Editing produces perfect transitions between clips to make the opening look like a continuous montage. The soundtrack uses one piece of music throughout to foreshadow the continuity of footage. The film aligns with stereotypes of troubled teenagers influenced by drugs and enjoying time with friends.
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
Our documentary fits into the expository mode of documentaries as it uses a voiceover and visual aids to present arguments and facts. It also features elements of the reflexive and poetic modes. We studied techniques used in documentaries like Supersize Me such as camera shots, sound, background music, and facts/figures to develop our documentary. Our double page magazine spread and radio trailer employ conventions of those real media formats to advertise our documentary, like layouts, drop caps, and appealing music.
The document discusses a student's television documentary project on binge drinking among young people.
The student researched documentary conventions by watching many examples. The opening 5 minutes of their documentary uses an expositional style with narrative, voiceover, and facts/statistics to set the tone and guide viewers.
Interviews and sound are used conventionally, with professional lighting and positioning. Some conventions like reconstructions are avoided as unnecessary. Overall the documentary effectively uses many real documentary codes and conventions while challenging a few that do not fit its topic or audience.
In what ways does your media product use, develop or challenge forms and conv...a2cole13
The document discusses a group of teenagers creating a documentary called "Could You Live Without Your Mobile Phone?". It describes how they researched documentary conventions by watching examples like "Supersize Me" and "Teen Species". It explains how their documentary uses an expository mode with facts, statistics, interviews and voiceover narration. It also discusses how they challenged some conventions with slowed footage, graphics, and music choices. Overall the document analyzes how their documentary fits with and challenges real documentary conventions.
The document discusses how the student's media product followed conventions of real documentaries in various ways. It included expert interviews, a voiceover, opening montage, filler footage, captions during interviews, cutaways, transitions between clips, and establishing shots. The documentary used expository and poetic modes of documentary. The radio trailer and magazine article promoted the documentary by including sound bites and quotes from interviews. Both the documentary and ancillary texts appealed to parents by featuring experts alongside student opinions.
The document discusses how the media product, a TV documentary, uses conventions from real documentaries. It includes three expert interviews, a voiceover, backing music, and opening montage to set up the topic. Vox pops from students are included to represent different opinions on the topic. Captions are used during interviews to identify the expert and their topic expertise. Transitions fade between clips to make them flow smoothly. The documentary follows conventions like those seen in documentaries like "Supersize Me" to appear professional and informative for the audience.
The document provides details about conventions used in documentaries that a group analyzed as part of a project to create the opening 5 minutes of their own documentary. It discusses conventions found in the documentary "Supersize Me" such as shot types, voiceovers, interviews, and archival footage. It then explains how the group's documentary uses, develops, or challenges these conventions, including using reconstructions, actuality footage, an expositional introduction, interviews, and archival footage. Specific examples are analyzed from "Supersize Me" and compared to techniques used in the group's own documentary.
Our film product challenges conventions through the unique use of montages that intertwine movie clips. Mise en scene uses low-key lighting when drugs are taken to show it is dangerous. Camera work includes close-ups and zooms on drugs to represent the genre and show what measures the film goes to. Editing produces perfect transitions between clips to make the opening look like a continuous montage. The soundtrack uses one piece of music throughout to foreshadow the continuity of footage. The film aligns with stereotypes of troubled teenagers influenced by drugs and enjoying time with friends.
The document analyzes the media product's use of documentary conventions. It discusses how the product studied documentaries like "Supersize Me" to understand conventions around camera shots, sound, interviews, facts and statistics. It aimed to use conventions like these while also developing some, such as opening with a montage and using clips from shows. Some conventions were purposefully not used, such as reconstructions, as they did not fit the topic. Overall the document evaluates how the media product successfully utilized many documentary conventions to create an engaging and informative piece.
Our documentary fits into the expository mode of documentaries as it uses a voiceover and visual aids to present arguments and facts. It also features elements of the reflexive and poetic modes. We studied techniques used in documentaries like Supersize Me such as camera shots, sound, background music, and facts/figures to develop our documentary. Our double page magazine spread and radio trailer employ conventions of those real media formats to advertise our documentary, like layouts, drop caps, and appealing music.
The document discusses a student's television documentary project on binge drinking among young people.
The student researched documentary conventions by watching many examples. The opening 5 minutes of their documentary uses an expositional style with narrative, voiceover, and facts/statistics to set the tone and guide viewers.
Interviews and sound are used conventionally, with professional lighting and positioning. Some conventions like reconstructions are avoided as unnecessary. Overall the documentary effectively uses many real documentary codes and conventions while challenging a few that do not fit its topic or audience.
In what ways does your media product use, develop or challenge forms and conv...a2cole13
The document discusses a group of teenagers creating a documentary called "Could You Live Without Your Mobile Phone?". It describes how they researched documentary conventions by watching examples like "Supersize Me" and "Teen Species". It explains how their documentary uses an expository mode with facts, statistics, interviews and voiceover narration. It also discusses how they challenged some conventions with slowed footage, graphics, and music choices. Overall the document analyzes how their documentary fits with and challenges real documentary conventions.
The document discusses how the student's media product followed conventions of real documentaries in various ways. It included expert interviews, a voiceover, opening montage, filler footage, captions during interviews, cutaways, transitions between clips, and establishing shots. The documentary used expository and poetic modes of documentary. The radio trailer and magazine article promoted the documentary by including sound bites and quotes from interviews. Both the documentary and ancillary texts appealed to parents by featuring experts alongside student opinions.
The document discusses how the media product, a TV documentary, uses conventions from real documentaries. It includes three expert interviews, a voiceover, backing music, and opening montage to set up the topic. Vox pops from students are included to represent different opinions on the topic. Captions are used during interviews to identify the expert and their topic expertise. Transitions fade between clips to make them flow smoothly. The documentary follows conventions like those seen in documentaries like "Supersize Me" to appear professional and informative for the audience.
The document provides details about conventions used in documentaries that a group analyzed as part of a project to create the opening 5 minutes of their own documentary. It discusses conventions found in the documentary "Supersize Me" such as shot types, voiceovers, interviews, and archival footage. It then explains how the group's documentary uses, develops, or challenges these conventions, including using reconstructions, actuality footage, an expositional introduction, interviews, and archival footage. Specific examples are analyzed from "Supersize Me" and compared to techniques used in the group's own documentary.
This documentary analyzes Morgan Spurlock's documentary "Supersize Me" which explores the negative health impacts of a 30-day diet of only McDonald's food. The documentary uses a mix of interviews, footage of Morgan's daily experiences, and observations to tell its story. It examines themes like health versus fast food, obesity, and the manipulation of consumers by corporations for profit. Through the use of techniques like handheld camerawork, interviews, and graphics showing Morgan's progress, the film creates an immersive experience for viewers as they witness the physical toll the month-long fast food diet takes.
This document summarizes a student's coursework evaluation for a documentary project. It discusses how the student's group produced a short documentary opening, as well as a magazine article and radio trailer. It also covers how they researched documentaries and planned their work. The evaluation questions ask how the student's media product did or did not follow documentary conventions, the effectiveness of combining the different tasks, what was learned from audience feedback, and how media technologies were used in production.
This documentary uses a mixed style with interviews, observations, and acknowledgement of the camera to examine the themes of healthy vs. fast food, obesity, dieting, and the fast food industry's influence. It follows the director over 30 days as he exclusively eats fast food, showing the linear narrative and multi-stranded discussion of related topics. Technical elements like two shots, zooms, handheld camera, establishing shots, logo emphasis, and medical props communicate information and impact.
The document discusses how the documentary production followed conventions of the documentary genre and real media forms. It used aspects of Bill Nichols' documentary modes, including the participatory mode through "makeover" footage, similar to Morgan Spurlock's documentary "Super Size Me." It also featured the expository mode by presenting an argumentative perspective. Interviews followed conventions like using medium shots and side eye lines. Background music and narration were also used conventionally. Shot types, magazine layout, and radio trailer formats similarly drew upon industry standards to effectively communicate information about the documentary.
The document discusses how a student's media documentary about legalizing cannabis uses and develops conventions of real documentaries. It uses conventions like a serious tone in the opening, factual voiceovers, interviews with experts, statistics, and an expository style. It discusses the different documentary modes and how the student incorporated elements of various modes. The student researched documentaries to incorporate conventions like shot types, handheld camera work, graphics, and proper interview setup. The goal was to create a well-rounded documentary that felt professional while addressing its topic through common documentary techniques.
The document describes a student's work on creating different media pieces for a documentary on bullying. They were tasked with making the opening 5 minutes, a 30-45 second radio trailer, and a double page magazine spread. To create the documentary, the student researched conventions like interviews, narration, and reconstructions. They applied similar techniques to the radio trailer and magazine spread. The document provides examples of shots and editing in the documentary and discusses following conventions to make the pieces successful.
The document provides an evaluation of a media studies project creating a product to appeal to teenagers. It summarizes the planning, production timeline, research conducted, conventions and stereotypes used, audience testing and feedback received. Key aspects included surveying the target audience of 15+, creating a hybrid teen-drama-horror genre, using conventions like costumes and locations while challenging stereotypes. Audience feedback on the rough cut was received to make improvements.
This document summarizes what the student has learned from constructing their media product. They discuss learning about color treatment and editing techniques in Premiere Pro. They also learned that an expensive camera is not necessary for a high quality product. Comparing their preliminary task to the full product, the student learned how to properly add audio, use a tripod, and refine the editing process. Overall, they gained valuable experience with various production and post-production skills.
The document provides an analysis of the opening sequence of the student's media product "Burnouts" which is a teen comedy film. It summarizes how the opening sequence develops conventions of the genre through its characters and their relationships. While it adheres to some conventions like the "cool guy" protagonist Jay and the love interest relationship between him and Amy, it also challenges conventions through characters Brad and Jessica who parody intensely romantic relationships. The target audience is identified as 15-25 year olds who would be interested in similar films about drug use and youth culture. In producing this, the student learned skills with editing software like Final Cut Express and camerawork.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
The document analyzes documentary film conventions that the author observed in films like "Super Size Me" and "My Big Fat Gypsy Wedding" and how those conventions were applied to their own documentary. It discusses choices made regarding camera work, interviews, editing, graphics, music, research, and a radio trailer. The author aimed to follow typical conventions like using different shot types, title screens, narration, statistics, and voice clips while also attempting some unconventional techniques to engage their target audience.
The document describes the design process for a music magazine cover and contents pages. It summarizes:
- The magazine is titled "NE" to represent new edge music and feature upcoming artists, music, and events.
- The cover features a model wearing glasses with a fierce expression to convey power and attitude, fitting the magazine's style. Additional images were edited into the model's sunglasses.
- The contents pages are organized into columns with varied fonts, colors, and boxed text sections to attract different audiences. Images of artists are included to appeal to both male and female readers.
- An exclusive feature on the cover model continues across pages to keep readers engaged with her story throughout the magazine.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document outlines the tasks that a group was briefed on, which included making an opening for a documentary on bullying, a 30-45 second radio trailer, and a double page spread. It then discusses how the group analyzed various professional documentaries to understand conventions. The rest of the document provides examples of techniques used in documentaries like interviews, reconstructions, establishing shots, and special effects that the group implemented in their own documentary and other pieces.
The document discusses the construction, research, planning, and evaluation stages of a documentary project. It describes researching similar documentaries online through sites like YouTube and Netflix. Planning included creating a PowerPoint, storyboard, script, and animatic. Filming involved location scouting and props. Evaluation was done through a PowerPoint presentation posted on a Blogger site, which analyzed audience feedback and changes made based on that feedback.
The document discusses the construction of a media product and what was learned throughout the process. It describes using conventions like titles, music and camera techniques to engage the audience. Specifically, it discusses using a close-up of a gun to draw the audience in and using a phone call at the end of the opening to leave them with questions. The document reflects on learning how to use editing software, add transitions and incorporate different angles to convey meaning. Overall, it addresses progressing from an initial task to developing a more complex full product and storyboard.
The document provides feedback from an audience evaluation of the short film "Cried Wolf". The audience felt that one scene where the main characters were drunk was too long and made the film feel like a music video. They suggested shortening this scene or choosing music more suited to the target audience. The creator learned the importance of considering how elements like music choice will affect whether the audience engages with the plot. In planning and producing the film, the creator researched techniques used by other filmmakers online and used Final Cut Pro software to edit shots and apply filters to improve image quality.
The document discusses evaluation functions and objectives of documentaries, including informing audiences, using real settings to add authenticity, and answering all audience questions by the end. It also discusses narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's beginning-middle-end structure, and quest narratives. Forms and conventions for real-life documentaries are examined, along with reasons for following or breaking conventions. The document concludes by discussing how audience feedback will be obtained, including focus groups, questionnaires, and using new technologies like Facebook and YouTube.
The student created a documentary called "Student Finance" along with accompanying media products to promote it. The documentary explores options for students after college through interviews and footage of student life. A magazine article and radio trailer were also created to advertise the documentary. These ancillary texts effectively promoted the documentary by using consistent branding, targeting students as the audience, and conveying the same key information across all products. Broadcasting the radio trailer on a popular youth radio station further helped to reach the intended 16-18 year old target audience. Overall, the combination of the documentary and supplementary materials formed a cohesive media package about an issue relevant to students.
The student created a documentary called "Student Finance" along with accompanying media products to promote it. The documentary explores options for students after college through interviews and footage of student life. A magazine article and radio trailer were also created to advertise the documentary. All products target students aged 16-18 to help inform their decisions after college. Similar techniques are used across the products to maintain branding and ensure the audience remains consistent.
O documento apresenta informações sobre Daniella Borges de Brito, incluindo sua formação acadêmica e experiência profissional em marketing digital e agências. Também descreve suas atuações como professora, palestrante, escritora e blogueira.
The document discusses McDonald's operations globally and reactions to criticisms of its food. It outlines how McDonald's expanded internationally, the negative health effects shown in the documentary "Super Size Me", and McDonald's rebranding efforts in response. McDonald's partnership with Abans in Sri Lanka is described, including various charitable activities. Operations in Italy are also mentioned, with McDonald's denying responsibility for rising childhood obesity.
This documentary analyzes Morgan Spurlock's documentary "Supersize Me" which explores the negative health impacts of a 30-day diet of only McDonald's food. The documentary uses a mix of interviews, footage of Morgan's daily experiences, and observations to tell its story. It examines themes like health versus fast food, obesity, and the manipulation of consumers by corporations for profit. Through the use of techniques like handheld camerawork, interviews, and graphics showing Morgan's progress, the film creates an immersive experience for viewers as they witness the physical toll the month-long fast food diet takes.
This document summarizes a student's coursework evaluation for a documentary project. It discusses how the student's group produced a short documentary opening, as well as a magazine article and radio trailer. It also covers how they researched documentaries and planned their work. The evaluation questions ask how the student's media product did or did not follow documentary conventions, the effectiveness of combining the different tasks, what was learned from audience feedback, and how media technologies were used in production.
This documentary uses a mixed style with interviews, observations, and acknowledgement of the camera to examine the themes of healthy vs. fast food, obesity, dieting, and the fast food industry's influence. It follows the director over 30 days as he exclusively eats fast food, showing the linear narrative and multi-stranded discussion of related topics. Technical elements like two shots, zooms, handheld camera, establishing shots, logo emphasis, and medical props communicate information and impact.
The document discusses how the documentary production followed conventions of the documentary genre and real media forms. It used aspects of Bill Nichols' documentary modes, including the participatory mode through "makeover" footage, similar to Morgan Spurlock's documentary "Super Size Me." It also featured the expository mode by presenting an argumentative perspective. Interviews followed conventions like using medium shots and side eye lines. Background music and narration were also used conventionally. Shot types, magazine layout, and radio trailer formats similarly drew upon industry standards to effectively communicate information about the documentary.
The document discusses how a student's media documentary about legalizing cannabis uses and develops conventions of real documentaries. It uses conventions like a serious tone in the opening, factual voiceovers, interviews with experts, statistics, and an expository style. It discusses the different documentary modes and how the student incorporated elements of various modes. The student researched documentaries to incorporate conventions like shot types, handheld camera work, graphics, and proper interview setup. The goal was to create a well-rounded documentary that felt professional while addressing its topic through common documentary techniques.
The document describes a student's work on creating different media pieces for a documentary on bullying. They were tasked with making the opening 5 minutes, a 30-45 second radio trailer, and a double page magazine spread. To create the documentary, the student researched conventions like interviews, narration, and reconstructions. They applied similar techniques to the radio trailer and magazine spread. The document provides examples of shots and editing in the documentary and discusses following conventions to make the pieces successful.
The document provides an evaluation of a media studies project creating a product to appeal to teenagers. It summarizes the planning, production timeline, research conducted, conventions and stereotypes used, audience testing and feedback received. Key aspects included surveying the target audience of 15+, creating a hybrid teen-drama-horror genre, using conventions like costumes and locations while challenging stereotypes. Audience feedback on the rough cut was received to make improvements.
This document summarizes what the student has learned from constructing their media product. They discuss learning about color treatment and editing techniques in Premiere Pro. They also learned that an expensive camera is not necessary for a high quality product. Comparing their preliminary task to the full product, the student learned how to properly add audio, use a tripod, and refine the editing process. Overall, they gained valuable experience with various production and post-production skills.
The document provides an analysis of the opening sequence of the student's media product "Burnouts" which is a teen comedy film. It summarizes how the opening sequence develops conventions of the genre through its characters and their relationships. While it adheres to some conventions like the "cool guy" protagonist Jay and the love interest relationship between him and Amy, it also challenges conventions through characters Brad and Jessica who parody intensely romantic relationships. The target audience is identified as 15-25 year olds who would be interested in similar films about drug use and youth culture. In producing this, the student learned skills with editing software like Final Cut Express and camerawork.
The document analyzes how the student's media project on underage binge drinking follows conventions of real documentaries. It discusses researching documentary genres and topics. It examines how the student's documentary incorporates elements from examples like "Supersize Me" - using an omniscient narrator, interviews structured by rules of thirds, establishing shots, and ordering bottles by size. Background music was made in Garage Band to parallel scenes. Research included distributing questionnaires and finding news articles for case studies. Special effects like speeding up clips while voiceover explains statistics were also used to challenge conventions.
The document analyzes documentary film conventions that the author observed in films like "Super Size Me" and "My Big Fat Gypsy Wedding" and how those conventions were applied to their own documentary. It discusses choices made regarding camera work, interviews, editing, graphics, music, research, and a radio trailer. The author aimed to follow typical conventions like using different shot types, title screens, narration, statistics, and voice clips while also attempting some unconventional techniques to engage their target audience.
The document describes the design process for a music magazine cover and contents pages. It summarizes:
- The magazine is titled "NE" to represent new edge music and feature upcoming artists, music, and events.
- The cover features a model wearing glasses with a fierce expression to convey power and attitude, fitting the magazine's style. Additional images were edited into the model's sunglasses.
- The contents pages are organized into columns with varied fonts, colors, and boxed text sections to attract different audiences. Images of artists are included to appeal to both male and female readers.
- An exclusive feature on the cover model continues across pages to keep readers engaged with her story throughout the magazine.
The document analyzes the media product created by the author's group for their advanced portfolio. It discusses how they used and developed conventions of real media forms. They created an opening for a documentary on brand manipulation, a radio trailer, and a magazine listing. For the documentary, they researched modes like expository and implemented techniques such as establishing shots, expert interviews, and public interviews. Their magazine listing used consistent colors and screenshots. Their radio trailer was 30 seconds, using music and documentary voice clips to promote the content in an engaging way.
The document outlines the tasks that a group was briefed on, which included making an opening for a documentary on bullying, a 30-45 second radio trailer, and a double page spread. It then discusses how the group analyzed various professional documentaries to understand conventions. The rest of the document provides examples of techniques used in documentaries like interviews, reconstructions, establishing shots, and special effects that the group implemented in their own documentary and other pieces.
The document discusses the construction, research, planning, and evaluation stages of a documentary project. It describes researching similar documentaries online through sites like YouTube and Netflix. Planning included creating a PowerPoint, storyboard, script, and animatic. Filming involved location scouting and props. Evaluation was done through a PowerPoint presentation posted on a Blogger site, which analyzed audience feedback and changes made based on that feedback.
The document discusses the construction of a media product and what was learned throughout the process. It describes using conventions like titles, music and camera techniques to engage the audience. Specifically, it discusses using a close-up of a gun to draw the audience in and using a phone call at the end of the opening to leave them with questions. The document reflects on learning how to use editing software, add transitions and incorporate different angles to convey meaning. Overall, it addresses progressing from an initial task to developing a more complex full product and storyboard.
The document provides feedback from an audience evaluation of the short film "Cried Wolf". The audience felt that one scene where the main characters were drunk was too long and made the film feel like a music video. They suggested shortening this scene or choosing music more suited to the target audience. The creator learned the importance of considering how elements like music choice will affect whether the audience engages with the plot. In planning and producing the film, the creator researched techniques used by other filmmakers online and used Final Cut Pro software to edit shots and apply filters to improve image quality.
The document discusses evaluation functions and objectives of documentaries, including informing audiences, using real settings to add authenticity, and answering all audience questions by the end. It also discusses narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's beginning-middle-end structure, and quest narratives. Forms and conventions for real-life documentaries are examined, along with reasons for following or breaking conventions. The document concludes by discussing how audience feedback will be obtained, including focus groups, questionnaires, and using new technologies like Facebook and YouTube.
The student created a documentary called "Student Finance" along with accompanying media products to promote it. The documentary explores options for students after college through interviews and footage of student life. A magazine article and radio trailer were also created to advertise the documentary. These ancillary texts effectively promoted the documentary by using consistent branding, targeting students as the audience, and conveying the same key information across all products. Broadcasting the radio trailer on a popular youth radio station further helped to reach the intended 16-18 year old target audience. Overall, the combination of the documentary and supplementary materials formed a cohesive media package about an issue relevant to students.
The student created a documentary called "Student Finance" along with accompanying media products to promote it. The documentary explores options for students after college through interviews and footage of student life. A magazine article and radio trailer were also created to advertise the documentary. All products target students aged 16-18 to help inform their decisions after college. Similar techniques are used across the products to maintain branding and ensure the audience remains consistent.
O documento apresenta informações sobre Daniella Borges de Brito, incluindo sua formação acadêmica e experiência profissional em marketing digital e agências. Também descreve suas atuações como professora, palestrante, escritora e blogueira.
The document discusses McDonald's operations globally and reactions to criticisms of its food. It outlines how McDonald's expanded internationally, the negative health effects shown in the documentary "Super Size Me", and McDonald's rebranding efforts in response. McDonald's partnership with Abans in Sri Lanka is described, including various charitable activities. Operations in Italy are also mentioned, with McDonald's denying responsibility for rising childhood obesity.
Morgan Spurlock's documentary Super Size Me examines the health effects of eating only McDonald's food for 30 days. Spurlock eats three meals a day at McDonald's and supersizes whenever offered to mimic the average American diet. The film documents the physical toll this takes on Spurlock's body and sparks debate about the role of fast food in the obesity epidemic. While supporters argue fast food is the primary cause of obesity, especially among low-income groups, opponents counter that individuals are ultimately responsible for their own diets and fast food restaurants simply provide options without forcing consumption. The film raises questions about the social and economic factors influencing consumer choice and health.
The documentary Supersize Me, directed by Morgan Spurlock, follows Spurlock as he eats only McDonald's food for 30 days to investigate the health effects. The documentary uses a linear, chronological structure to tell the story of Spurlock's month-long fast food diet. It employs various camera shots, locations, sounds, editing techniques, archive footage, graphics, and propaganda-style imagery to convey its critical message about the impacts of overconsumption of fast food on health and obesity rates in America.
The document discusses how the media product challenges and develops documentary conventions. It created a 5-minute documentary on body modification, alongside a radio trailer and magazine spread. It analyzed documentary modes like expository, and strove to educate audiences through facts and multiple perspectives. Care was taken to professionally film interviews in line with conventions, use establishing shots, statistics, and represent experts' professions. The radio trailer and magazine spread similarly followed conventions to effectively promote the documentary.
The document discusses how a media portfolio project used conventions of real media forms to create a documentary, TV listing, and radio advert about teenagers and sports. It compares the documentary to "Supersize Me" and finds similarities in use of music, sound, archival footage, vox pops, transitions, interviews and other conventions. The TV listing is similarly compared to a real magazine spread. The radio advert is also compared to a Channel 4 documentary advert, finding similarities in use of music but also ways it challenged conventions through placement of soundbites. Overall the document examines how the portfolio both used and sometimes challenged real media conventions across its three linked products.
The document discusses how the student's media product follows conventions of real documentaries while also challenging some conventions. The documentary is in the expository mode and uses techniques like voiceover, statistics on screen, and music to advance its argument. It follows conventions from the documentary "Supersize Me" but challenges some, like using a handheld camera at times and a cube transition. The magazine spread is modeled after Radio Times and uses images and pull quotes but challenges conventions with bright colors. The radio trailer is inspired by Capital FM and uses rhetorical questions to engage listeners within the standard 20-40 second length.
Education Questioning the Quality Evaluation Question 1Ben Shuttleworth
The document discusses the process of creating a documentary, including researching different documentary styles, filming techniques used in other documentaries, editing conventions like sound, graphics and effects, and creating additional promotional materials like a magazine article and radio trailer. Key documentaries analyzed include Morgan Spurlock's Supersize Me, Jamie's Dream School, and Educating Essex.
The document discusses how the media producer's documentary, magazine article, and radio trailer used and challenged conventions of real media products. To make the pieces feel realistic and professional, conventions like straight cuts and interviews were followed. However, the documentary did not include an on-screen narrator to fit all the information in the 5 minute runtime. The pieces were also effectively combined by having a similar theme, target audience, voice, and colors to attract younger viewers and tie the products together cohesively.
We were tasked with creating a 5 minute documentary opening on a chosen topic, as well as a radio trailer and magazine article to promote it. Extensive research was conducted into the topic, audience, and documentary genres and conventions. The documentary argues whether being gay is innate or learned, matching the expository mode of presenting arguments and addressing the viewer directly. Various techniques were used effectively, such as establishing shots, interviews following rules of thirds, close-ups during voiceovers, and archive footage in a montage to introduce the topic. Reconstructions were also used innovatively. The documentary follows conventions while challenging some, such as using dramatizations.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like voiceovers, interviews, and archival footage. It explains how these elements were incorporated, such as using interviews, statistics, and a neutral voiceover to take an expository approach and inform viewers on the topic factually. Overall it provides a behind-the-scenes look at the considerations that went into crafting the 5-minute documentary introduction.
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like interviews, voiceovers, and archival footage. It explains how the documentary uses an expository style to present facts on both sides of the tuition fee issue through interviews. The document also reflects on documentary genres and how examining examples like "Super Size Me" informed shooting and editing decisions.
The document discusses the process of creating a 5-minute documentary, radio trailer, and double page spread for an A2 coursework project. It outlines the research conducted on documentary conventions, similar documentaries, radio trailers, and double page spreads. The document then describes how various documentary techniques and conventions were applied to the projects, including voiceover narration, interviews, footage selection, and examining the works under Bill Nichols' documentary modes.
Our documentary focused on healthy eating and exercise among teenagers. We analyzed existing documentaries like "Supersize Me" for their conventions. Our documentary used elements of observational and expository modes, with a voiceover narrator and formal interviews. We filmed interviews in a style similar to "Supersize Me" but used background music at a low level so the voiceover could still be heard clearly.
Our media product uses and develops conventions of real documentaries in several ways:
1) It follows the expository documentary mode with a "voice of god" narrator and includes interviews, archival footage, and facts/statistics to investigate the topic of underage drinking.
2) Shots and editing mirror those in exemplar documentaries like "Supersize Me" with medium close-ups in interviews and title sequences.
3) The radio trailer and magazine article employ conventions like sound bites, pacing, and layouts seen in other media to engage the target audience.
4) While generally conforming to expectations, some elements like additional background images in the article and mixed narrator voices in
Question 1 in what ways does your media product use, develop or challenge co...atkinsh1
Our documentary emulates real documentaries by using codes and conventions from examples like Supersize Me and World's Strictest Parents. We include interviews, graphics with facts, establishing shots, mid shots and captions introducing subjects. We also use techniques like fast-paced editing, close-ups showing expression, blurring for effects, and text overlays. While following conventions, we aim to make our documentary on health and fitness for teenagers feel realistic and professionally produced.
The documentary "Super Size Me" uses common documentary techniques to represent modern American society and influence viewers. It follows director Morgan Spurlock as he eats only McDonald's for a month. Interviews with experts and average citizens, as well as Spurlock's narrative, portray Americans as unhealthy and dominated by fast food marketing. While some scenes show positive changes being made, the overall representation of society is overwhelmingly negative. Editing, music, and cinematography are employed to manipulate audiences into agreeing with the film's perspective.
The document summarizes the planning and production process for an opening scene for a teen comedy created by GrayWolf Entertainment. Key points include forming a team, researching conventions of the genre, creating a storyboard and script, filming with different camera shots, and editing the final draft based on feedback. The target audience was identified as teenage males.
The document summarizes the planning and production process for an opening scene for a teen comedy created by GrayWolf Entertainment. A team of 4 students conducted research on conventions of teen comedies, created a storyboard and script, filmed with different camera shots, and edited the draft opening scene based on feedback. They aimed to represent their target audience of teenage males and included various character stereotypes common in teen comedies.
This document provides a summary of a media studies evaluation for a film about teenagers taking drugs at parties and raves. It discusses how the film uses conventions like lighting, camerawork, editing and sound to represent this topic. It also summarizes how the film represents today's teenage social groups and their behaviors. Finally, it proposes that Film4 would be a good media institution to distribute the film because of the types of controversial films they have supported in the past.
The student was assigned to create a 5 minute documentary introduction along with additional promotional materials. To ensure high quality, they conducted research on documentary conventions by analyzing exemplar documentaries. Their documentary explores body modification and uses conventions like voiceover, interviews, and archival footage to present various views on the topic. They followed conventions from documentaries like SuperSize Me in their shots and interview styles. Their documentary takes an open narrative structure to reflect the ongoing nature of the issues presented.
The document provides an evaluation of GrayWolf Entertainment's opening scene for a teen comedy media coursework project. It describes the planning, research, production, and evaluation process undertaken by the 4-person team. Key aspects included determining conventions of the teen comedy genre, creating a storyboard and script, filming with various camera shots, and gathering audience feedback to improve the final draft. The use of technology such as iMovie for editing and a Panasonic camera for filming is also discussed.
The document discusses how the student's media documentary product uses and develops conventions of real documentaries. It examines several existing documentaries like Supersize Me and Miley: The Movement to identify conventions around shots, interviews, music, statistics, presenters/narrators, and more. The student incorporates many of these real conventions into their own documentary, magazine spread, and radio trailer while also challenging some conventions, like using their own survey statistics rather than online sources. The document analyzes how their multi-media product compares to real examples and ensures continuity across formats.
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Advanced portfolio evaluationnearly
1. ADVANCED PORTFOLIO EVALUATION
1) In what ways does your media product use, develop or challenge forms
and conventions of real media products?
The coursework consisted in making the opening 5 minutes of a documentary, a radio trailer for
this documentary and a magazine article also on the documentary. We decided to produce our
media product about Student Finance and choices students have after they finish college. Each
member of our group had a variety of understanding about documentary conventions which we
used in the making of our media project. As the task was to produce a 5 minute opening, we
could plan how we want our documentary product to look like by researching other
documentaries to get a better understanding.
During class we watched several documentaries to see the different styles and
influences they may or may not use. The documentary ‘Super Size Me’ follows Morgan
Spurlock on his 30-day period of only eating McDonald’s food, 3 meals per day. This
documentary shows what effect this food can have on a person’s lifestyle and physical
well-being. This documentary is similar to the documentary I produced with my group as
they have the same purpose to inform the audience about the chosen topic. As well as
similarities, ‘Super Size Me’ and my documentary ‘Student Finance’ both use different
styles of filming, genres and representation.
Our ‘Student Finance’ documentary was done in a cinema verite style. This is because of the
use of techniques we used when filming footage to convey students at college. We used a lot of
hand – held camera and the use of a tripod, when filming still shots, interviews and also students
working around the college. This was to show the audience of our documentary what choices
students have and showing them in a realistic way whilst they’re at college. This style of genre
that we have used is also similar to direct cinema. Direct cinema is another documentary genre
but they use no voice over’s or interviews, but show fly-on-the-wall real events, leaving the
audience to draw up own conclusions. There are similar elements in both genres, but cinemas
verite suits our documentary as we can give interviews, and use a voice over to help give the
message and develop understanding about ‘Student Finance’ for the audience. ‘Super Size Me’
uses direct cinema as it has a lot of fly-on-the-wall footage. But it challenges this genre style, as
Morgan Spurlock is the presenter and the documentary includes interviews and dissolve edits,
where in the rules of direct cinema, this shouldn’t be allowed. Understanding this, ‘Super Size Me’
includes a variety of styles of documentary as it includes several genres and sub-genres. These
sub genres includes; video diary entries which are made by Spurlock, talking about how he
feels and about the situation he had got himself into. These are effective for ‘Super Size Me’ as
the video entries can show the audience how Spurlock is truly feeling and it gives a sense of
realism and seriousness about eating fast food everyday. ‘Super Size Me’ gives a fly-on-the-wall
feel to it and the audience can clearly see what is happening to Morgan Spurlock and other
people during the documentary. For the documentary my group and I made, we didn’t use any
diary entries, as it was more of an informative and public affair documentary. Our documentary
would be usually shown on public service broadcasting channels, and in particular Channel 4.
Our documentary explores the options students have and the problems with going to university or
not, and employment rates for 16-24 year olds. Compared to ‘Super Size Me’ they both follow
media conventions but just not the same, as they both are for different audiences and showing
different parts of social issues.
My media product represents student life and choices students have to make during college life.
The documentary presents different views about what is best to do for students when they leave
college. It gives a neutral view as it shows good and bad views in either going university or
seeking for a job. It explores student life and future aspirations for them. It gives facts that will be
helpful for students when making such decisions. It takes a good attitude towards this, as the
2. documentary is there to help students and keep them in mind so they feel supported. When
looking at other documentaries such as ‘Super Size Me’ it represents a polemical view which
expresses that McDonalds food is really unhealthy for people. This view comes across as they
show what happens when eating this fast food, and shows letters/stories that are biased in
against eating McDonald’s food. The filming that we see shows Morgan Spurlock getting ill and
unhealthy, so people who see this documentary will automatically see what ‘Super Size Me’ is
representing.
Documentary
We have watched several documentaries during class such as ‘Super Size Me’ and ‘Airline’.
Seeing these documentaries, we can see the basic conventions and gain ideas on how to put a
documentary together. Both documentaries gave variety of shots by the use of the camera,
which included; close up shots, medium shots and wide/long shots. I also witnessed different
edits and ways of showing the information. I gained a lot of experience by watching these
documentaries so I was able to follow these conventions for when I put own documentary
together.
We used the camera when filming footage for our ‘Student Finance’ documentary. We used the
camera in different ways to get a variety of shots, so it looks more interesting and appealing for
the documentary. I filmed these shots by using a handheld camera and also the tripod to gain
stability in the filming. Most of the footage we used was using the tripod as it was easy to control
and set up. Also, using the tripod made it easier to set up interviews, as you could change
different heights the filming took place. We used the tripod when gain footage of students walking
around the college, setting up interviews, tracking, panning and zooming. Following these
conventions, you can see the way we set up our expert interviews, and made sure we used the
rule of thirds. This can be seen when looking at ‘Super Size Me’ that we have followed the same
conventions.
Student Finance, Interview Super Size Me, Interview
As you can see both shots follow the convention when interviewing an expert. Both interviews show
surroundings of the experts and give an idea of what their profession is. Both of them also follow the rule of
thirds by making sure the eye lines an also a third way down of the screen. As they are both positioned on the
left, they should be looking out towards the right, to the interviewer – which is what is happening.
When creating the background music and putting the voiceover in the documentary, I used
Garage Band and Final Cut to blend these together to make sure they sounded right. The sound
is very important during TV documentaries as using voiceovers, presenters or soundtracks
can help the TV documentary seem more interesting or help get across the message they are
trying to portray. In ‘Super Size Me’ they used a voiceover, and a presenter which was the same
person, as well as background music’s. This works well for this documentary as having a
presenter help show what Morgan Spurlock went through and how he felt. This also brought a
comedy feel to the documentary. In my media product, we used a voiceover to help the flow of
the documentary and explain what it is about. This worked well for the theme of the documentary
3. and also the audience. When picking the background music, we looked at different tunes in
Garage Band. As we couldn’t use copyright music, then using this program was good for our
documentary. We chose an upbeat sound for our background music as this was a simple tune
that could play during the background. We made sure we change it slightly, so it didn’t get
annoying as well. TV documentaries use background music to
suit their documentary. As our audience was students, then
we thought this suited it well. However, when looking back at
the documentary with the music, sometimes it was
overpowering against the voiceover and interviews.
Selection of different
tunes on Garage Band.
Other conventions that we used that other TV documentaries
use, is special effects. We did this by using effects of the
camera, and on Final Cut Express. This was to make the
visual part of the documentary interesting and adding different
things to get peoples attention. When using effects on the camera, I created these by zooming in
to loose focus or create a focus that’s blurred around the edge of the picture. From seeing
‘Super Size Me’ they used several special effects such as out of focus shots. We followed the
same convention so this shows that we are using this correctly.
Out of focus of
students walking,
Student Finance.
Out of focus shot of a
sign in a McDonalds,
Super Size Me.
As well as using special effects, we also used transitions in our documentary. We did a lot of
‘Non-Addictive Dissolves’ and ‘Cross Dissolves’. We challenged this convention though, as
most documentaries don’t use a lot of these transitions, especially informative documentaries
such as our ‘Student Finance’. We challenged this convention by using these transitions but
overall it worked out well as we used a variety which suited our documentary.
4. Magazine Article
When following and challenging the conventions of articles, I
looked at ‘Radio Times’ and ‘TV Mag’ to see how the normal
articles are laid out. I already knew what programme to use
when creating it, which is InDesign. These magazines that
feature TV listings for documentaries and TV programmes give
information about the listing such as what it is about and when it
will be shown. Also they give several still shots of the
documentary. When creating the magazine we made sure we
included these conventions in order for it to be successful and
look like it would actually be shown inside ‘Radio Times’.
Layout of
magazine Page Number
Still shot of
footage of
documentary
Title, sub
heading
Information about
times and dates Pull out quotes
Drop caps
Picture – related
to ‘Student
Finance’
documentary
Use of
columns
Here are two different programme
listings that were in ‘Radio Times’. They
both show the same conventions that I
have shown above with the picture of the
article about my documentary. Our article
includes lots of the simple conventions
that normal articles should have. It
includes pull out quotes, pictures that
represent the finance side of the
documentary and follows the rules of
columns, page numbers and drop
caps. By looking at the other articles, we
could have included either more
information about the documentary or
more graphics; this is to fill up the whiter
spaces.
5. Radio Trailer
Documentaries use radio trailers to promote their TV listings and inform people what the
documentary is about. In class we were given sheets to write down about different radio trailers.
This was a good experience as we could analyse the way they work and what information they
include.
Our radio trailer was created by recording the script with a microphone and camera, so we could
upload this on to garage band. We again picked a backing track for the radio trailer. We kept a
similar choice to our documentary upbeat soundtrack, as we decided a track with a beat like this
would attract listeners. We included two different clips that were recorded into our documentary,
to get across what the documentary was about. We were very pleased with our results, and of
course we included the dates and time that it would be shown.
Screen shot of using
Garage Band
This is following the conventions of producing the music and putting it together with the
script/voice over in order to make it successful.
We used rhetorical questions in the script in order to gain the audiences attraction so they can
hear the advert on the radio, and then carry on to listen to it to gather information about it. The
scripts questions said “Worried about University? Or where to go next?” Which were spoken in an
enthusiastic voice to be friendly and warming to the audience, specially the students. I learnt
when listening to the different documentaries that they seem friendly to invite people in to listen. I
used these techniques from the different radio trails in order to put this when creating my radio
trailer.
2) How effective is the combination of your main product and ancillary
texts?
The documentary, radio trailer and magazine article are all combined to make an effective brand
identity. When creating all of these products, I made sure that they were all connected by giving
the same information and making sure it reaches the same target audience.
The target audience for our product is aimed for 16-18 year old boys and girls in college. It’s
aimed at students in particular to help them for future references about going to university, or
seeking a job. It gives them support and facts about what options they can do, and where they
can go for help. Although it is aimed at students as the information given is for them, it is also
aimed for their parents, or other people who may be interested in the subject of ‘Student Finance’.
It is important that we portray everything for this target audience other wise the products wouldn’t
be any good and wouldn’t gain the proper audience it is meant to. The documentary takes place
at Sixth Form College, Solihull in the West Midlands. This doesn’t mean to say that it’s only
suitable for people in this local area to watch it, as it records students in the college that may
have a resemblance with other students around the UK.
When looking back when watching ‘Super Size Me’ it’s purpose is about informing their target
audience about obesity and healthy living/eating. In our documentary ‘Student Finance’ it also
targets our target audience which is students, about student life and what to do when leaving
college. Both documentaries are notifying their audiences on these social issues that effect a
large population of them. The students are our target audience, and leaving college and thinking
about their future is a big part of their college life. From my own personal experience I know how
hard college can be and choosing options, so this documentary can help students with this issue
by gaining information about what to do next.
6. The target audience isn’t for anyone in particular with certain characteristics. This means that
the documentary is for different types of people as in no specific race, gender, disability or
religion. This means it’s for a wider variety of people and isn’t stopping people from different
backgrounds or who have a disability from also gaining the information about ‘Student Finance’.
Documentary
When creating the tasks for the product, we made sure we used certain techniques so it suits
the target audience. To show the documentary is for our chosen target audience, there is lots of
footage of student life including students. We filmed at the Sixth Form College, Solihull where all
filming was chosen from as well as interviews.
Several shots of student
like, college and shots of
resources students use.
All of the footage is about students, and they can relate to this as they are watching it. As the
documentary involves two expert interviews, this can help students as they can recognise the
same people in the colleges they go. This is to help them to see where they can go and makes it
effective as helps to get information across to students as its coming from someone who know
what they are talking about. It shows how realistic the interviews are so students are more likely
to gain more from it and enjoy the visual sided as well. The pictures used in the magazine article
can also be seen in the documentary as well.
Magazine Article
People who would have seen the TV listing inside ‘Radio Times’ will be able to recognise what
they saw and read about, as they both match up effectively. A still shot of one interviewee was
used for the article to show what the filming it about for the article. This connects both of the
products together as we used actual footage that is going to be shown. The article as well
includes lots of features that the documentary features, such as certain facts.
Shown in
documentary and
then used for article
Its effective for the product and the target
audience can’t be confused as the products
7. match each other creating a brand. As the magazine article would be shown in the ‘Radio
Times’, this gives a great opportunity for people to be attracted to the article and then watch the
documentary. Using a reliable source like the ‘Radio Times’ can help update people about the
upcoming documentary if they didn’t already know. ‘Radio Times’ is subscribed to over
2,280,000. Most of these people are actually from the older populations, which could seem a
problem. This isn’t in fact a problem as about 580,000 readers are actually younger between 15
and 44 years old. This is good for the documentary and these people can read the article and be
inspired to see the documentary. The older generations can also help out by letting people they
know who are students, about the documentary.
Radio Trailer
To reach out to even more students and the target audience, the radio trailer would be
broadcasted to inform people. We decided to reach out more to the younger people, by choosing
Capital FM to broadcast the trailer. Capital FM reaches out across the UK having over 7,000,000
listeners. Their target audience is ranged 15-34 year olds, (information found at
http://www.thisisglobal.com/radio/capital/) and is said to be ‘UK’s No.1 hit music station’ so you
would expect lots of listeners. With their repetition, we are able to reach out to students across
the UK to inform them about things that students worry about. As the
‘Student Finance’ documentary was part of a series, using a radio
station like Capital FM can help the series be more popular amongst
the younger population to help them for future references. Using a
popular radio station like Capital helps to connect the radio trailer
and the documentary as our target audience is students – young
people. As the radio station is especially for the same target
audience then it gains the population we need for the documentary.
Overall
All of the 3 different texts make a clear brand identity for ‘Student
Finance’. This is because they all use the same information that is
given about the upcoming documentary and connect by using the texts in each other. This was
seen when the magazine article included quotes of what was going to be said in the
documentary, and on the radio trailer. As they all use the same voice over, this is effect as well as
people are able to recognise the same voice, tone and information given by the voiceover. It’s
important for our brand identity to include the same things so the product can be clearer to the
target audience and they aren’t confused by hearing or seeing different things from all 3
products. We made sure the brand was apparent for the listeners and readers of ‘Capital FM’
and ‘Radio Times’ as these were the organisations we would use to help spread the word about
the documentary that would be showing. Using these organisations helped to promote the
documentary by using the information about what it is about, as well as promoting to the same
target audience. Our target audience is important in this documentary and there wouldn’t be
much point of it if students didn’t see it. ‘Capital FM’ and ‘Radio Times’ were able to support our
documentary by showing the article and broadcastings about the documentary to help our target
audience be interested.
3) What have you learned from your audience feedback?
During the research and planning for the documentary, we had to do a questionnaire
regarding what people like to see in documentaries. (This can be found in our blog posts). We
created these questionnaires so we were able to get feedback from students and some teachers
from our college, to see what they thought about the subject of student finance. We got some
good feedback about the subject as we wanted to find out what people thought of the idea and
things if they didn’t have a job or didn’t know what to do when they leave college. Other feedback
we got was what they like to see in documentaries, such as visual effects. People said they
enjoyed to see transitions, different shots including special effects and interviews and facts
as it looks more interesting to see.
8. We used this feedback questionnaire to help create our filming and produce our documentary,
radio trailer and the magazine article. It helped us to see what our target audience wanted to see
from these products. So eventually when we finished creating these 3 products about ‘Student
Finance’, we have done another feedback questionnaire with our classmates to see how we
done in relation to what the people wanted to see. Here are the questions asked and results;
Before asking questions about each individual product,
we asked personal questions to help build our 6
documentary on. We asked our candidates to state
weather if they were unemployed and if they were 5
planning to go to university.
6 people said that they were unemployed in their current 4
state. This was good information to gain as we were able
to apply this in our documentary. Over half of the 3
students we asked said that they weren’t employed. We
used this information to help students in our 2
documentary on where to look for jobs and how to apply
1
for them. We found statistics to show that the age most
unemployed people are 16-24 years olds in the UK. The
0
employment rate has recently increased over the last
couple of years, so we were able to gather this No Job Going to
information to use in our documentary. University is Uni
another option students may take when leaving college.
With these results that only 3 people are planning to go to university which seems a very low
number. We knew that the fees for university have now increased, so wanted to see if anyone
leaving college soon have planned to go to university, even due to the increase in fees.
This was useful for us as we decided that as there weren’t many people who said they were
planning on going to university, that we would include this into the documentary.
TV Documentary
Were there any problems with the sound levels?
There were a few problems with the sound levels of the 7
documentary as we found out when watching it back. 6
The results are as show and 7 people agreed that there
were problems with the sound levels. The music was 5
overpowering the script and speeches of people being
4 Yes
interviewed. It did ruin it a bit as people couldn’t hear
that well. This slip up was noticed by ourselves, and we 3 No
know what we would have to do to change this in the
future. I agree with these comments, but as well I think 2
that the sound levels did work well on the occasions they 1
didn’t mess up. I think that the script of the voiceover
worked very well as it was all of the same sounds level 0
and wasn’t too quiet or loud, which is something we
worked hard on during Final Cut Express.
Was the music suitable?
8
The results were spilt for this question as people said
different things. The background music we used was 7
different and we thought blended well into the background 6
for the documentary. Some people said that the music did
5
make them loose interest a bit as it became irritating to Yes
them. As the music was at times increased over the 4
No
documentary’s voiceover and interviews, then this would be 3
noticeable for the audience to see. It would put people off 2
trying to hear a voice over loud music. This would be
1
0
9. something we would have to change when doing this again, by slightly changing the volume of
the music, sometimes even cutting it off completely at times. I think listening to more
documentaries could help solve this situation. This would mean not changing to music as 8
people did say that it was suitable, so I just think the levels need tweaking.
In the questionnaire, we always asked questions about the visual side of the documentary,
everyone commented that the transitions worked well, the documentary kept them interested
and also they learnt something new from the documentary.
Rate documentary overall
We asked our candidates to rate the documentary from; Excellent, Good, Fair and Poor. These
results turned out very well as no one rates it as Poor. We are pleased that we were rate ‘Good’
10 times and ‘Excellent’ once. This is good feedback for the documentary but there is room for
improvement. I think that main thing for the documentary was sorting out the music sound levels
specially when there is a voiceover or an interview. This could be done by turning the sound
levels down or completely off.
Radio Trailer
When asking about the radio trailer, we got great feedback. All of the questions that we asked
specifically about the radio trailer all got 100% positive feedback. This is really good feedback for
our group as we enjoyed putting together the radio trailer, and personally I think it was really
good. We wanted to make sure that all of the products were good bye each aspect of the product
is good and works well. This shows that we have put a lot of hard work into the radio trailer and
by using the techniques we used, shows we done well to meet the criteria.
The positive feedback shows that everything links together and works well to meet the target
audience. As we included the rhetorical questions and clips form the documentary, it catches
people attention and feedback even included “If I heard this it would make me want to watch the
documentary”. This shows that using the clips from the documentary and the way we put the
radio trailer together, it catches the right audience and keeps them interested to keep on listening.
10
8
6
4
Yes
2
No
0
Is the Is the Does it
music purpose keep
suitable? clear? your
interest?
10. Rate radio trailer overall
This rating was very good and helped to show how people really think of the radio trailer. 4
people rated the radio trailer ‘Excellent’ and 6 said it was ‘Good’. This is good as no one rated the
trailer as ‘Poor’ or ‘Fair’. Even our teacher said that it was very good, and from all this feedback I
think it’s hard to see where improvements can be made. These results show that we created the
trailer in the correct and good amount of time.
Excellent
Good
Fair
Poor
8
7
Magazine Article 6
Does it grab your attention?
5
The results back from this question are that 2 people said no and Yes
4
the rest said yes. This is good as only 20% of the people asked No
gave a negative feedback to it. From looking at the results it is 3
good as people did say it did grab attention. To agree with the 2 2
people that attention the magazine didn’t grab, I think because the 1
colours where very simple and not eye catching. Although the 0
pictures and title people said grabs the attention as it’s bold and
stands out clearly.
Next we asked if the layout looked good and if the articles 10
9
relevant, which got positive feedback again. Everyone 8
answered these questions as yes, again being 100%. This is 7
good and we can see from these results that the target 6
audience like the way it looks which is good as they will be 5 Yes
interested to watch the documentary. These are pleasing 4 No
results as we know we are attracting our target audience 3
2
which is what we need.
1
0
Does the Was the
layout article
look relevant?
good?
6
Is there enough imagery?
It features two different imagery pictures, which one was a 5
still shot from the documentary. The feedback from these
results is spilt half and half which can be hard to analyse. 4
Because of these results, I think that it depends on Yes
3
peoples opinions as well. Some people may prefer articles No
to have a lot of imagery or lots of writing. I personally think 2
that there is enough imagery but I think there was some
white space that could have been covered. I think if we 1
0
11. improved the article this would be a reason to improve it, but I wouldn’t say to add more imagery
as I think there is enough.
Rate magazine article overall
These results were good again even though there was one person who rated it as ‘Fair’. I think
that there could be improvements made to the article by either change colour scheme or adding
another pull out quote to cover up white space areas.
Excellent
Good
Fair
Poor
Overall
I have learnt from this exercise that there is always room for improvement. We had good
feedback and it was both critical and positive. I think the mixed results can help to make
improvements and also it’s a positive way in seeing the good parts of the products. One of the
improvements would be sorting out the sound levels on the documentary, with the music. The
sound levels on the documentary didn’t match and weren’t that well, whereas the radio trailer had
good use of sound levels. To improve the sound levels of the music on the documentary, I would
turn them off during interviews and turn them down more when the voiceover is narrating. This
would improve this straight away and would be less distracting for the audience so they can stay
interested. Other improvements would be for the magazine article. There was some negative
feedback about the attraction for it and not having
imagery. To resolve this I would say to have more
imagery in order to grab the attention that it’s
missing. Also maybe to change the colour scheme to
a slightly brighter colour scheme, but not too bright
as it wouldn’t have the superior look about it, as it’s Excellent
for an informative documentary. Good
From the results of the overall rating of the project, Fair
we got good rating which didn’t include being rated Poor
at ‘Fair’ or ‘Poor’. People must have really enjoyed
the products and understood to concept and how
they all linked together.
From the feedback I was surprised in some of the
results, like the fact that most of the products got
good feedback and we only had a few improvements to make over the 3 products. I was
surprised because as the topic was ‘Student Finance’ you don’t know if people will like it and use
the information given on the show, or dislike it as the subject it is about. I hope that people gained
information from the trailer as we used real life facts about finance for students. I was glad that
the feedback contained specific improvements to make as it helps use to create something better
next time and we can gain the knowledge.