Detainee 238 question 3
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The document discusses how a media product received audience feedback through various methods. A sample of the audience watched the film and left comments identifying a mistake in how a letter was obtained that was later reshot. Feedback on Facebook and YouTube was also received, with the YouTube video getting views but no comments. A young male was recorded giving feedback after watching the film.
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Evaluation question 3
The document discusses testing and promoting a film trailer. It aimed the trailer at audiences aged 15 and older as the film lacked violence or sexuality. A questionnaire survey of classmates provided feedback on the trailer's genre, editing, camerawork and ratings. Overall, the feedback was positive but some found the genre unappealing. Suggestions to improve included making the soundtrack quieter and adding a twist or bolder title. Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Question 3
From audience feedback on their film, the detainee learned that it wasn't clear how the main actor obtained a key letter, so they re-shot that scene for clarity. The feedback also found the film's theme came across clearly and audience members provided noteworthy moral commentary on the film.
Evaluation question 3
The student gathered feedback from their primary audience (classmates) throughout the process of creating their short film. They would ask classmates to watch iterations of the film and provide input on how it could be improved. Based on this feedback, the student would make changes like altering sound effects or re-shooting scenes. Gathering frequent feedback in this way allowed the student to continuously improve the film. The student found it more difficult to get feedback and make changes based on input from their secondary audience on YouTube. Overall, the frequent feedback from the primary audience helped the student create a film that better met those viewers' preferences.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
What have you learned from your audience feedback
Audience feedback is important for film producers to understand if audiences are enjoying a film and how it could be improved. Methods of collecting feedback include test screenings, where volunteers watch and provide opinions, and questionnaires to understand audience expectations and desires. The document discusses using these methods on student film projects, including having students rate scenes and choose the best movie poster design. The feedback helped identify weak areas to improve.
What have you learned from your target audience feedback?
The document discusses feedback received from a target audience throughout the process of creating a teaser trailer. Feedback was gathered through questionnaires, film pitches to peers, storyboard reviews, and focus groups to watch drafts of the teaser trailer. The target audience feedback helped determine the genre, identify confusing elements of the narrative, and highlighted needed improvements like making scenes brighter or shortening the logo clip. Overall, the feedback allowed the group to iteratively improve the teaser trailer and ensure it met the expectations of the target audience.
Evaluation question 3.0
The document discusses a film group's process in creating a film trailer, gathering feedback, and ways to improve. It describes:
- The target 15+ audience for the non-violent, non-sexual film.
- How classmates viewed the trailer and provided feedback through a questionnaire about aspects like editing, camerawork, and whether they'd watch.
- The feedback was overall positive but some didn't like the genres, and constructive criticism was given to improve the trailer.
- Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Evaluation Q3
Test screenings are preview screenings where audience members watch films before their main release and provide feedback. This feedback is important for film studios as it helps determine audience reaction and can influence changes to films. The feedback from test screenings helps inform how a film is presented to the public.
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Evaluation question 3
The document discusses testing and promoting a film trailer. It aimed the trailer at audiences aged 15 and older as the film lacked violence or sexuality. A questionnaire survey of classmates provided feedback on the trailer's genre, editing, camerawork and ratings. Overall, the feedback was positive but some found the genre unappealing. Suggestions to improve included making the soundtrack quieter and adding a twist or bolder title. Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Question 3
From audience feedback on their film, the detainee learned that it wasn't clear how the main actor obtained a key letter, so they re-shot that scene for clarity. The feedback also found the film's theme came across clearly and audience members provided noteworthy moral commentary on the film.
Evaluation question 3
The student gathered feedback from their primary audience (classmates) throughout the process of creating their short film. They would ask classmates to watch iterations of the film and provide input on how it could be improved. Based on this feedback, the student would make changes like altering sound effects or re-shooting scenes. Gathering frequent feedback in this way allowed the student to continuously improve the film. The student found it more difficult to get feedback and make changes based on input from their secondary audience on YouTube. Overall, the frequent feedback from the primary audience helped the student create a film that better met those viewers' preferences.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
What have you learned from your audience feedback
Audience feedback is important for film producers to understand if audiences are enjoying a film and how it could be improved. Methods of collecting feedback include test screenings, where volunteers watch and provide opinions, and questionnaires to understand audience expectations and desires. The document discusses using these methods on student film projects, including having students rate scenes and choose the best movie poster design. The feedback helped identify weak areas to improve.
What have you learned from your target audience feedback?
The document discusses feedback received from a target audience throughout the process of creating a teaser trailer. Feedback was gathered through questionnaires, film pitches to peers, storyboard reviews, and focus groups to watch drafts of the teaser trailer. The target audience feedback helped determine the genre, identify confusing elements of the narrative, and highlighted needed improvements like making scenes brighter or shortening the logo clip. Overall, the feedback allowed the group to iteratively improve the teaser trailer and ensure it met the expectations of the target audience.
Evaluation question 3.0
The document discusses a film group's process in creating a film trailer, gathering feedback, and ways to improve. It describes:
- The target 15+ audience for the non-violent, non-sexual film.
- How classmates viewed the trailer and provided feedback through a questionnaire about aspects like editing, camerawork, and whether they'd watch.
- The feedback was overall positive but some didn't like the genres, and constructive criticism was given to improve the trailer.
- Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Evaluation Q3
Test screenings are preview screenings where audience members watch films before their main release and provide feedback. This feedback is important for film studios as it helps determine audience reaction and can influence changes to films. The feedback from test screenings helps inform how a film is presented to the public.
Question 3
The document summarizes feedback from a focus group on a trailer for the film "Eat The Rich". The focus group consisted mainly of 17-19 year olds. The feedback was generally positive, though some felt the narrative was confusing. Camera work and editing received the best reviews. Music choices were more controversial. Most felt the appropriate age rating would be 15. Responses were mixed on whether the trailer appealed more to male or female audiences, but most agreed it would suit middle class viewers best.
What are test screenings
Test screenings involve showing a movie to a sample audience before its release to assess reactions and make improvements. Critic screenings are invitation-only viewings for national critics to meet press deadlines. Focus groups involve formal screenings with 25-30 people who fill out surveys and participate in discussions about the film. Private screenings are for investors and VIPs, while preview screenings may be used to finalize marketing strategies based on audience feedback collected at public boutique theaters. Sneak previews are unannounced public screenings held before the official release date.
Audience Feedback
The document summarizes audience feedback from a survey about a student film music video. Most viewers enjoyed the video but some felt the costumes looked amateur. Specific feedback noted a contrast between casually dressed and more formally dressed band members. Suggestions included adding more establishing shots at the beginning, reducing band scenes, and having band members wear similar clothing. The feedback was seen as constructive by the filmmakers.
Film screenings
Test screenings involve showing a movie to a sample audience before its general release to gauge reactions through questionnaires or feedback. Focus group screenings provide more detailed audience responses and sometimes involve group discussions. Critic screenings are held far in advance for national and major market critics by invitation only, though some studios may skip this step if negative reviews are expected or a film is still being edited.
Feedback
The feedback received by the filmmaker from peers and the target audience was largely positive. Most commented that they enjoyed the editing technique used in the film. Viewers felt the film effectively explained and presented the social media marketing used by Marvel. When asked what they liked, many said they enjoyed the intensity, visuals, and feeling of watching an actual trailer. Some suggested minor changes like using less stock footage if the budget allowed or shortening the outro, but the filmmaker felt the outro length was fine. The filmmaker plans to consider adding more dynamic elements to the outro like motion graphics and text effects to engage viewers further.
Film screenings
Test screenings involve previewing movies or TV shows with selected audience members to gauge reactions through questionnaires or feedback. Focus group screenings similarly screen films for target audiences but collect more detailed responses through surveys, interviews, and group discussions. Critic screenings are held privately for professional reviewers ahead of release deadlines. Feedback from all these types of test screenings should be considered to improve films and make them more appealing to intended audiences.
Evaluation Q3
Test screenings are preview screenings where audience members watch films before their release and provide feedback, which studios use to determine how to market and alter films. Feedback from test screenings can significantly impact how a film is presented to the public. The target audience for the author's film is males and females aged 15-35 from social classes C1 and C2. Feedback on the film's pitch presentation helped identify strengths and weaknesses to develop the story further. Feedback on the rough cut identified issues like confusing font and storyline, which the filmmakers addressed in revisions. Feedback after the final screening was very positive, showing the changes from the rough cut improved the film and synergy between its products for the target audience.
What have you learned from your audience feedback?
Audience feedback is important for media producers to understand what viewers like and dislike about their work, and to learn viewers' expectations. The author conducted a survey to learn more about their target audience for a horror film project. Questions covered demographics, viewing habits, and preferences for horror movies and trailers. This provided insight into what the audience wanted to see before filming began. Additionally, the author shared their trailer online and asked for verbal feedback from family and friends. Incorporating this feedback improved the final product to better meet audience expectations and ensure it would be well-received. In conclusion, audience feedback is very important for creating media that audiences will love.
What have you learned from your audience feedback
From audience feedback, the filmmaker learned:
- The target audience of 15-19 year olds enjoyed the film and soundtracks.
- Minor improvements could be made to the lift sequence and some sound effects.
- The poster was effective at explaining the plot.
- Positive feedback on Facebook and YouTube showed people understood and enjoyed the storyline.
- Expert feedback identified areas for sound quality improvements and shorter editing of certain scenes.
- Overall, the feedback helped the filmmaker improve storytelling and understand what the audience liked.
Evaluation 5
The document discusses how the filmmakers attracted and addressed their target audience for an opening film sequence. They used YouTube and Facebook to get audience feedback, making changes like altering the music based on majority votes. They also did surveys to determine what costumes the characters should wear to intrigue and persuade the target audience to watch based on genre conventions.
How did i learn from my audience feedback1
The document discusses how the author learned from audience feedback when creating a trailer. They conducted a questionnaire, polls on an app to get quantitative feedback, and interviews to get qualitative feedback from different genders. This feedback helped them decide to include a relatable protagonist and start the trailer at a slow pace that increases. Overall, gathering this audience feedback helped ensure certain elements of the trailer would appeal to the target viewers.
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The document summarizes feedback received from various audiences on a video project. Key points learned include:
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3) The lead singer's performance seemed fake and lacked quality.
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Evaluation – question 3
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1) The video resembled another work too closely and lacked variety in locations, while editing and costumes were effective.
2) Adding guitar later confused the genre and lost viewers' interest.
3) A class critique revealed issues with lip syncing, editing to the beat, and repetitiveness that need improvement.
4) Viewers responded positively to intended humorous moments but noticed flaws in secondary editing and a lead performance.
Evaluation 3
The document discusses various ways the author received feedback on creative works from audiences, including pitching ideas to classmates, receiving feedback from students in a similar course, and sharing work on social media. This feedback helped improve projects by highlighting what audiences liked and disliked and suggesting constructive changes. At each stage of production, from initial ideas to the final short film, feedback was gathered and revisions were made based on audience recommendations.
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Question 3
The document summarizes feedback from a focus group on a trailer for the film "Eat The Rich". The focus group consisted mainly of 17-19 year olds. The feedback was generally positive, though some felt the narrative was confusing. Camera work and editing received the best reviews. Music choices were more controversial. Most felt the appropriate age rating would be 15. Responses were mixed on whether the trailer appealed more to male or female audiences, but most agreed it would suit middle class viewers best.
What are test screenings
Test screenings involve showing a movie to a sample audience before its release to assess reactions and make improvements. Critic screenings are invitation-only viewings for national critics to meet press deadlines. Focus groups involve formal screenings with 25-30 people who fill out surveys and participate in discussions about the film. Private screenings are for investors and VIPs, while preview screenings may be used to finalize marketing strategies based on audience feedback collected at public boutique theaters. Sneak previews are unannounced public screenings held before the official release date.
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The document summarizes audience feedback from a survey about a student film music video. Most viewers enjoyed the video but some felt the costumes looked amateur. Specific feedback noted a contrast between casually dressed and more formally dressed band members. Suggestions included adding more establishing shots at the beginning, reducing band scenes, and having band members wear similar clothing. The feedback was seen as constructive by the filmmakers.
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Test screenings involve showing a movie to a sample audience before its general release to gauge reactions through questionnaires or feedback. Focus group screenings provide more detailed audience responses and sometimes involve group discussions. Critic screenings are held far in advance for national and major market critics by invitation only, though some studios may skip this step if negative reviews are expected or a film is still being edited.
Feedback
The feedback received by the filmmaker from peers and the target audience was largely positive. Most commented that they enjoyed the editing technique used in the film. Viewers felt the film effectively explained and presented the social media marketing used by Marvel. When asked what they liked, many said they enjoyed the intensity, visuals, and feeling of watching an actual trailer. Some suggested minor changes like using less stock footage if the budget allowed or shortening the outro, but the filmmaker felt the outro length was fine. The filmmaker plans to consider adding more dynamic elements to the outro like motion graphics and text effects to engage viewers further.
Film screenings
Test screenings involve previewing movies or TV shows with selected audience members to gauge reactions through questionnaires or feedback. Focus group screenings similarly screen films for target audiences but collect more detailed responses through surveys, interviews, and group discussions. Critic screenings are held privately for professional reviewers ahead of release deadlines. Feedback from all these types of test screenings should be considered to improve films and make them more appealing to intended audiences.
Evaluation Q3
Test screenings are preview screenings where audience members watch films before their release and provide feedback, which studios use to determine how to market and alter films. Feedback from test screenings can significantly impact how a film is presented to the public. The target audience for the author's film is males and females aged 15-35 from social classes C1 and C2. Feedback on the film's pitch presentation helped identify strengths and weaknesses to develop the story further. Feedback on the rough cut identified issues like confusing font and storyline, which the filmmakers addressed in revisions. Feedback after the final screening was very positive, showing the changes from the rough cut improved the film and synergy between its products for the target audience.
What have you learned from your audience feedback?
Audience feedback is important for media producers to understand what viewers like and dislike about their work, and to learn viewers' expectations. The author conducted a survey to learn more about their target audience for a horror film project. Questions covered demographics, viewing habits, and preferences for horror movies and trailers. This provided insight into what the audience wanted to see before filming began. Additionally, the author shared their trailer online and asked for verbal feedback from family and friends. Incorporating this feedback improved the final product to better meet audience expectations and ensure it would be well-received. In conclusion, audience feedback is very important for creating media that audiences will love.
What have you learned from your audience feedback
From audience feedback, the filmmaker learned:
- The target audience of 15-19 year olds enjoyed the film and soundtracks.
- Minor improvements could be made to the lift sequence and some sound effects.
- The poster was effective at explaining the plot.
- Positive feedback on Facebook and YouTube showed people understood and enjoyed the storyline.
- Expert feedback identified areas for sound quality improvements and shorter editing of certain scenes.
- Overall, the feedback helped the filmmaker improve storytelling and understand what the audience liked.
Evaluation 5
The document discusses how the filmmakers attracted and addressed their target audience for an opening film sequence. They used YouTube and Facebook to get audience feedback, making changes like altering the music based on majority votes. They also did surveys to determine what costumes the characters should wear to intrigue and persuade the target audience to watch based on genre conventions.
How did i learn from my audience feedback1
The document discusses how the author learned from audience feedback when creating a trailer. They conducted a questionnaire, polls on an app to get quantitative feedback, and interviews to get qualitative feedback from different genders. This feedback helped them decide to include a relatable protagonist and start the trailer at a slow pace that increases. Overall, gathering this audience feedback helped ensure certain elements of the trailer would appeal to the target viewers.
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- Humans can be distracted by any of their 9 senses, not just visual and auditory stimuli, making distraction difficult to avoid completely.
- Many common tasks performed while driving like eating, changing music, or interacting with passengers can cause distraction.
- New in-vehicle technologies like cameras, larger displays, and advanced driver assistance features have the potential to both reduce and increase distraction, depending on how they are designed and implemented.
- Companies are encouraged to establish safe driving policies, choose vehicles and systems that minimize distraction, and use technologies like telematics to
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Similar to Detainee 238 question 3
Evaluation – question 3
The document summarizes feedback received from various audiences on a video project. Key points learned include:
1) The video resembled another work too closely and lacked variety in locations.
2) The guitar coming in late caused confusion over the genre.
3) The lead singer's performance seemed fake and lacked quality.
4) Editing was not always invisible and could be improved by cutting more on the beat.
Evaluation – question 3
The document summarizes feedback received from various audiences on a music video project. Key points learned include:
1) The video resembled another work too closely and lacked variety in locations, while editing and costumes were effective.
2) Adding guitar later confused the genre and lost viewers' interest.
3) A class critique revealed issues with lip syncing, editing to the beat, and repetitiveness that need improvement.
4) Viewers responded positively to intended humorous moments but noticed flaws in secondary editing and a lead performance.
Evaluation 3
The document discusses various ways the author received feedback on creative works from audiences, including pitching ideas to classmates, receiving feedback from students in a similar course, and sharing work on social media. This feedback helped improve projects by highlighting what audiences liked and disliked and suggesting constructive changes. At each stage of production, from initial ideas to the final short film, feedback was gathered and revisions were made based on audience recommendations.
Trailer evaluation q3
The document discusses audience feedback received on a film trailer. It describes using Survey Monkey to collect feedback from a diverse range of viewers on YouTube, finding that the trailer appealed to both male and female young to middle-aged audiences. Most feedback was positive, though some noted inconsistent lighting and shaky camera work at times. The filmmaker addresses negative feedback and is pleased overall with the learning experience.
Analysis question 3
The document discusses audience feedback the author received for a music video titled "Love$ick". They conducted a focus group and asked additional people ages 18-25 for feedback. Popular opinions included praise for the cinematography, editing, narrative, and mis-en-scene fitting the genre. Areas for improvement included clearer lip-syncing in one shot and strengthening the narrative ending. Comparing feedback showed consistency in views across different audiences. The author learned about crafting an effective music video and received knowledge on better appealing to their target demographic for future projects.
Evaluation: Part 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Asking for audience feedback on weaknesses helped identify issues to improve, like clarifying a main point to avoid confusion. The main lesson learned is to consider how the audience will understand the video rather than just the creator's vision.
Evaluation 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Receiving audience feedback on weaknesses helped identify areas to improve, like clarifying a main point, to better suit the target audience. The key lesson learned was to consider how the audience will interpret the video when planning, not just the creator's vision.
Question 5
The document discusses obtaining feedback from an audience about their preferences for a movie opening sequence. A questionnaire found the audience wanted a realistic but imaginative opening. Most said an attractive, interesting opening grabs attention and sets expectations. The filmmakers uploaded a two-minute opening to YouTube and Facebook to collect additional feedback, which suggested improvements like better following audience preferences and ideas. In the end, the audience seemed pleased with the opening's twist that a detective's voice was the same as in a key video, intriguing them about what would happen next.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
What have you learned from your audience feedback
The document discusses feedback received from audiences on a short film. It describes receiving feedback through online surveys, interviews with classmates, and views on YouTube. This helped identify elements in need of improvement, such as unclear dialogue. Scenes were removed and dialogue re-shot based on feedback. Showing the film to audiences during editing ensured it was appealing and the plot was understood. Audience feedback was found to be important for creating the perfect short film.
Question Three
The document discusses audience feedback received for a media product created for 16-20 year olds. Various methods were used to collect feedback, including surveys, social media posts, and emails. While social media did not generate feedback, the video received many views and likes. Feedback from peers identified areas for improvement, such as shaky camerawork and too much visual effect. Suggestions like including additional shots were implemented. Further questions were developed to collect audience perspective on narrative understanding, lip syncing, locations, editing, and performance. Feedback also addressed the digipak and advert to understand links between elements and areas for improvement.
Q3 power point
The document summarizes audience feedback received for a music video project. Feedback on the rough cut suggested adding more variety of shots and locations. Based on this, additional footage was filmed. When the final cut was shown, the audience felt it had improved and was enjoyable to watch. They noted it had an energetic feel from the colors and dancing. Positive feedback was also received from views on YouTube and social media. The performers felt comfortable with the environment and process.
Question 6
Blogger allows users to organize work into categories using labels, which the author has used to categorize planning for their film. As a social networking site, Blogger also enables users to get inspiration from others' work and receive feedback through comments. YouTube provides inspiration through watching other media clips and allows feedback through likes, dislikes, and comments, which helped the author understand their audience. IMDb was helpful for researching the target audience of similar films like Scream to inform how they created their horror film. Digital camcorders were essential for filming clips, and watching techniques in other horror films helped with camera angles and shots.
Question 6
Blogger allows users to organize work into categories using labels, which the author has used to categorize planning for their film. As a social networking site, Blogger also enables users to get inspiration from others' work and receive feedback through comments. YouTube provides inspiration through watching other media clips and allows feedback through likes, dislikes, and comments, which helped the author understand their audience. IMDb was helpful for finding the target audience of similar films like Scream to inform how the author created their horror film. Digital camcorders were essential for filming clips, and watching techniques in other horror films helped show effective camera angles and lighting.
Task 3 evaluation
The document discusses feedback received from audiences on a film project at different stages of production. It describes getting feedback on a rough cut to gauge the structure and pacing. Minor issues like spelling errors were identified. Additional feedback was solicited near completion on the trailer, poster, and magazine cover. Feedback was generally positive but provided ideas on lighting, fonts, and empty space to improve the projects.
Task 3 media
The document discusses audience feedback for a student film project. It describes conducting test screenings of a rough cut and final teaser trailer for a romantic drama targeted at female audiences ages 14-20. Feedback from the rough cut helped improve audio and voiceover. Feedback for the final trailer was positive with no suggested changes, showing the best possible trailer was created. The filmmakers benefited from audience feedback to improve editing techniques and ensure success.
Question 3
The filmmakers received feedback on their film from an audience questionnaire and video interviews. The audience found the story line confusing but liked the overall idea. To address this, the filmmakers simplified the plot. They also posted a rough cut online and received feedback to make the story clearer, such as adding voiceovers. After completing the final cut while implementing this feedback, they posted it online again and received a positive comment, showing their improvements addressed the audience's initial concerns.
Q3 power point
The document discusses feedback received on a music video project from various stages of production. Early feedback on the rough cut suggested adding more variety of shots and locations. Additional footage was filmed as a result. Later feedback on the final cut said it was enjoyable to watch and met requirements. Positive comments were also received on YouTube and social media, praising the video and performances. The feedback process helped the students improve their video.
Focus group summary of Final Product
The document summarizes feedback from a focus group on a music video:
1) Participants felt the special effects like a reverse sequence were unique and didn't distract from the narrative. Some shots needed better quality and exposure.
2) The narrative with only two characters was easy to understand and relatable to the target audience.
3) Scenes in a pub were too dark; quality needed more consistency.
4) Flashback scenes effectively explained the story and made audiences feel more connected and sympathetic.
5) The indie/alternative genre was conveyed well through costume and narrative.
Overall the response was positive but the video quality needed to be more consistent across all scenes.
Q3 audience feedback
The document summarizes audience feedback received for a music video project. Feedback on the rough cut suggested adding more variety of shots and locations. Based on this, additional footage was filmed. When the final cut was shown, the audience felt it had improved and was enjoyable to watch. Feedback also noted the energetic feel from the colors and dancing. The video was uploaded to YouTube and Facebook, where it received positive comments and likes. The performers were comfortable with the environment and process. Overall, the feedback helped the students improve and produce the best possible final project.
Similar to Detainee 238 question 3 (20)
What have you learned from your audience feedback?
What have you learned from your audience feedback?
More from CFGSSalmaA
Question 1
Detainee 238 uses conventions from real media in its storyline, suspense, and ending while also challenging some conventions. It draws similarities to the film Road to Guantanamo in its storyline of an innocent Muslim man accused of terrorism, but challenges conventions by not clearly proving the main character's innocence. It uses suspense to make the audience feel sympathetic for characters, as in other works. While most dramas have happy endings, it challenges this by having an open-ended narrative. It also challenges conventions through its use of costumes and flashbacks.
Detainee 238 question 3
The document discusses how a media product received audience feedback through various methods. A sample of the audience watched the film and left comments identifying one mistake around how a letter was obtained. This scene was re-shot for clarification. Most of the feedback understood the storyline as intended. Screenshots show feedback from Facebook friends and YouTube views and comments. One person's recorded feedback after watching is also included.
Question 1
Detainee 238 uses conventions from real media in its storyline, suspense, and ending while also challenging some conventions. It draws similarities to the film Road to Guantanamo in its storyline of an innocent Muslim man accused of terrorism, but challenges conventions by not clearly proving the main character's innocence. It uses suspense to make the audience feel sympathetic for characters, as in other works. While most dramas have happy endings, it challenges this by having an open-ended narrative. It also challenges conventions through its use of costumes and flashbacks.
Question 4
The student used various media technologies at different stages of their film project. In the research stage, they used the internet to locate props, Survey Monkey to create questionnaires, and Facebook to share the questionnaires. YouTube was used for researching filming and editing techniques. Hotmail, phones, and Microsoft Word were used for planning and organization. iMovie was used to create an animatic, and Final Cut Pro for editing. QuickTime, iMacs, external hard drives, PowerPoint, and BlogSpot were also utilized at various stages of construction and evaluation.
Question 1
Detainee 238 uses conventions from real media in its storyline, suspense, and ending while also challenging some conventions. It draws similarities to the film Road to Guantanamo in its storyline of an innocent Muslim man accused of terrorism, but challenges conventions by not clearly proving the main character's innocence. It uses suspense to make the audience feel sympathetic for characters, as in other works. While most dramas have happy endings, it challenges this by having an open-ended narrative. It also challenges conventions through its use of costumes and flashbacks.
Question 3
The document discusses how a media product received audience feedback through various methods. A sample of the audience watched the film and left comments identifying a mistake in how a letter was obtained that was later reshot. Feedback on Facebook and YouTube was also received, with the YouTube video getting views but no comments. A young male was recorded giving feedback after watching the film.
Question 4
The student used various media technologies at different stages of their film project. In the research stage, they used the internet to locate props, Survey Monkey to create questionnaires, and Facebook to share the questionnaires. YouTube was used for researching filming and editing techniques. Hotmail, phones, and Microsoft Word were used for planning and organization. iMovie was used to create an animatic, and Final Cut Pro for editing. QuickTime, iMacs, external hard drives, PowerPoint, and BlogSpot were also utilized at various stages of construction and evaluation.
Question 1
Detainee 238 uses conventions from real media in its storyline, suspense, and ending while also challenging some conventions. The film draws similarities to the storyline of "Road to Guantanamo" but challenges conventions by not clearly proving the main character's innocence. It uses suspense to elicit sympathy from audiences for the characters. While most dramas have happy endings, this film ends with an open narrative to leave audiences questioning. Costumes are used to convey the innocence of the main character, referencing orange suits from Guantanamo Bay. Flashbacks are denoted through changing shots to sepia tone, employing a common convention.
Question 3
The document summarizes audience feedback received for a media product from various sources. A sample audience watched the film and provided feedback on what was good, what could be improved, and suggestions. One key mistake identified was lack of clarity around how the main actor obtained an important letter. This scene was re-shot to address the issue. Additional feedback was received from friends on Facebook and general viewers on YouTube, with the film's storyline understood and several hundred views received on YouTube. A recorded discussion with one reviewer provided further feedback.
Question 4
Detainee 238 used various media technologies at different stages of their film project. During research, they used the internet to locate props, Survey Monkey to create questionnaires, and Facebook to share the questionnaires. YouTube was used for researching filming and editing techniques. Planning involved using Hotmail to contact organizations and actors, phones for communication, and Microsoft Word for scripts and safety checks. iMovie was used to create an animatic, Final Cut Pro for editing, and QuickTime and YouTube for sharing the final film. iMacs were used for complicated tasks and external hard drives for storage. PowerPoint and BlogSpot were used for evaluation.
Question 4
The document discusses how various media technologies were used at different stages of creating a film project. SurveyMonkey and Facebook were used to conduct research and distribute a questionnaire. YouTube was used for research on filming techniques. Hotmail and phones were used for planning and communication. Microsoft Word was used to create a safety checklist. Windows Movie Maker, cameras, and Final Cut Pro were used for construction and editing. QuickTime, external hard drives, and iMacs were also utilized at different stages of the project. The evaluation was posted on a Blogspot blog using PowerPoint.
In what ways does your media product use, develop or challenge forms and conv...
Detainee 238 uses conventions from real films such as Road to Guantanamo in its storyline about an innocent Muslim man accused of terrorism. However, it challenges conventions by not clearly proving the main character's innocence. The film aims to create a sympathetic reaction in viewers by using suspense similar to other films but leaves the ending ambiguous rather than providing closure. Costumes and flashbacks are employed as conventions to communicate aspects of the plot and characters to viewers.
Universal studios
Universal Studios was founded in 1912 by Carl Laemmle, who also owned Nickelodeon and the Yankee film company. He formed Universal film manufacturing company by partnering with several other small film companies that he eventually bought out. By the end of 1912, Universal was focusing its production in Hollywood and used an Earth logo with rings and text. Some of Universal's most successful films over the years include E.T., The Mummy, King Kong, Pride and Prejudice, Mamma Mia!, American Pie, Gladiator, and Scarface.
Health and Safety Check
This document summarizes potential health and safety risks identified for the bedroom and living room of a house and a police station. For the bedroom, risks include electric shock from extension cords, tripping over limited walking space or a tripod, and burns or cuts from a table lamp. In the living room, the main risk is from electrical appliances and their wires. At the police station, the primary risks come from interacting with prisoners without officer supervision or accidentally triggering emergency buttons, which could lead to an attack by officers assuming danger. Safety checks were noted as completed for the bedroom and living room but not the police station.
Youth radio powerpoint
The document summarizes the conventions, target audience, and key learnings from creating a youth radio program. It represents teenagers in both negative and positive ways across different reports. The intended audience is teenagers aged 13-19 and others interested in topics covered. Stories and an upbeat theme tune were used to engage the target audience. The process taught skills in using recording equipment, interviewing, and working as a team to produce media.
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In what ways does your media product use, develop or challenge forms and conv...
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原版一模一样【微信：741003700 】【美国莱斯大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理美国莱斯大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国莱斯大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国莱斯大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国莱斯大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
The Power of Gratitude: How Gratitude Can Change Your Life
n our fast-paced world, it’s easy to get caught up in the hustle and bustle of daily life, often forgetting to pause and appreciate the beauty that surrounds us. Yet, there is a simple but profound practice that can significantly transform our lives: gratitude. Embracing gratitude isn’t just about saying “thank you” but about adopting an attitude of thankfulness that can shift our perspective, enhance our well-being, and lead to a more fulfilling life.
Press Release - Invisible Disease June 21, 2024
Invisible Disease
PRESS RELEASE: 21 June 2024 / Lenawee County
When I moved my family to Clinton Village in 2021, I had no idea how much our lives would change. I was drawn in by the cute Victorian homes, and the historical presence of the rural community. Little did I know that the reality of a family like mine moving into the community would have so many immediate negative repercussions. Despite my love of our new home and the idealism of a country lifestyle, only a few people wanted us to share in their same happiness. Life over the past couple of years has changed drastically.
We first came to Michigan to take care of my then nine-year-old son Ben. Ben was diagnosed with incurable brain cancer at the age of 2. He has had three reocurrences and one aneurysm during that time. In 2020, he had his last reocurrence which resulted in seven weeks of gamma knife radiation treatment to a little over a quarter of his brain in the front left parietal lobe. The remaining scar tissue affects various aspects of the brain. He also has 36 staples, bolts, and plates in his brain and parts that are keeping his skull together.
Ben looks like a regular boy. His disease is what we call invisible because to look at him, you would never know he has brain trauma. He is the epitome of a cancer warrior! I thought Clinton Village was perfect for us. The motto is exactly what I’ve always said about Raising Ben. “It takes a Village.”
My naivete was shattered because of the constant turmoil we’ve encountered with the Clinton school system, The Village Inc. and the local police. The problems started immediately after living in the village for only a few weeks. The police became a consistent presence at our front door, prompted by our neighbors who felt we needed formal reprimands for a variety of reasons which included having a dangerous carport, owning a loud pocket dirt bike, and complaints that our front and backyard lawns were apparently too long. These are just a few of the supposed violations that were cited by our neighbors and that compelled them to report us to The Village headquarters and/or the police department.
During this time, we as a family tried to be good neighbors, were always friendly, smiled, said hello, and continued to offer baked goods whenever possible. They weren’t having it!
The Clinton elementary school held an IEP meeting, upon my request, to help Ben in school when we arrived in 2021. Ben had a few minor needs that required attention such as additional breaks during class time to give his over-stimulated brain a rest, extra help on assignments, assistance from a paraprofessional a few hours a day for redirecting and fine motor skill attention, as well as ADHD and non grand mal seizures (Epilepsy). The control factor for the implementation of Ben’s IEP is ongoing. He needs brakes when he feels overwhelmed, and that time cannot be scheduled.
Imagine a child swimming underwater. The child needs to breathe, so he comes up f
July/August Kol Echad, Forestdale Heights Lodge
Kol Echad is the official publication of Forestdale Heights Lodge. It is published every other month.
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Detainee 238 question 3
- 1. What have you learned from your audience feedback? Detainee 238
- 2. How we got our feedback? Audience feedback for our media product was gained in various ways. A sample of our audience was chosen to watch the film and leave their views. The video was posted on Facebook in order to allow friends and family to watch it and leave comments. The video was also posted on YouTube so that anyone who wanted to watch the film may watch it and leave their remarks.
- 3. Audience Sample This is when a small group from your target audience watches your film and reviews it giving judgements on what they think was good about the film, what could be improved, and how you could improve it. From our audience feedback we became aware of some mistakes we made in the film. One of these mistakes was that it wasn’t clear on how the main actor got hold of the letter which was sent to the president. To rectify this mistake the only method was to re-shoot that scene making the moving of the letter clearer, which was done soon after.
- 4. Audience Sample Other than the mistake that the audience had picked out (which was later on fixed) I was pretty impressed with the audience feedback that we had got. Everyone who had watched the film had understood the storyline accurately which was the most important factor for us.
- 5. Audience Sample This is a screen shot of the feedback that was given from friends on Facebook.
- 6. YouTube I uploaded our film on YouTube to see how many views it gets and also if anyone leaves comments. The screenshot below shows the number of views we got for the film. YouTube Link: http://www.youtube.com/watch?v=jJBZc0h2czQ
- 7. Other Feedback A young male was given our film to watch and then he was told to feedback. This was recorded on tape and is posted below on the actual blog.