The document evaluates the student's media production project. It discusses how the student's music video challenges conventions by depicting everyday environments and clothing. It also describes the use of editing techniques like cross dissolves to give the video a professional look. The student explains how their ancillary materials like posters fit the comedy genre. Feedback from audiences showed they wanted upbeat, story-driven videos like popular artists. The student learned skills from using programs like Photoshop, Premiere, Blogger and YouTube.

1. EVALUATION
By Danielle Emmett

2. In what ways does your media
product use, develop or challenge
forms and conventions of real
media products?

3.  My music video
challenges real media
conventions as it is set in
an environment that the
audience can relate to,
rather than for example a
huge Hollywood house
with a swimming pool. I
tried to make the
character seem as
‘normal’ and everyday as
possible rather than
dress him up to look like
a Hollywood star. By him
wearing plain looking
clothes a sense of
normality is achieved as
people can relate to
wearing these kind of
clothes as they go about
their everyday lives.

4. In terms of camera and editing I used effects such as a cross dissolve in order to give the video a
more professional feel and used quick, different shots to give the sense of a fast paced journey
which is similar to a lot of upbeat pop videos such as Pixie Lott’s ‘All About Tonight’ video where
the editing is quite moderate tempo but you can still follow the narrative of the video easily
without becoming confused.

5.  In terms of storyline, my music video has a continuous
time sequence and tells the story of a teenage boy who
cannot stop shuffling. The camera follow him throughout
his day and catches different encounters that occur such as
him having to see the school nurse. I think this is a
particular element present in most pop music videos
nowadays as videos like Taylor Swift’s ‘You Belong With
Me’ video also portrays a continuous time sequence and
tells a story.
 The genre of my music video is comedy as watching the
teenage boy dance around all day long in different
situations is amusing and this is what I tried to convey to
the audience through camera and mise en scene.

6. How effective is the combination
of your main product and
ancillary texts?

7.  My ancillary texts fit into the comedy genre as I
tried to make them seem as out there and colourful
as I could. As I used Photoshop to create my
ancillary texts I gained a wide variety of skills
which helped me to add detail to my texts and
helped me to appreciate the program more.

8.  On the front cover of my ancillary features a
close up of the teenage boy to help convey the
emotion on his face to the audience as he seems
extraordinarily happy.

9.  On the back cover of my In this case I chose Sony Music
ancillary a large long Entertainment and it’s subsidiary
Columbia Records to feature on
shot image of the
the back of my CD as they are
teenage boy is used to well respected and highly
create the feeling that he successful labels.
is still dancing even
though he is still. The
back cover also features
realistic items that you
would normally expect
to find on the back of a
CD cover, such as a
barcode and logos of the
music company that
manages the artist.

10.  I took the inspiration for my music poster from artists like
Katy Perry and Pixie Lott who’s CD covers and posters are
quite colourful so I wanted to create a poster that matched
modern media conventions.
 My ancillary tasks helped prepare me for my music video
as I had an insight of how to structure and edit my music
video to make it look the best that it could and to give that
slightly professional feel to it.

11. What have you learned from your
audience feedback?

12.  Before I started my project, I carried out some
relevant audience research so I had an idea of what
an audience who was a fan of pop music would
expect and like to see in a music video. I did this by
creating a questionnaire and a set of focus group
questions that I gave out to various people and once
I’d collected the data, I transferred it into easy to
understand pie charts.
 I thought that a focus group would be a good idea to
create along with a questionnaire as they would
give more specific detail and although in some ways
they can be time consuming, it is a sure way to
know exactly what your audience expects.

13.  This is the template of my questionnaire and
focus group that I gave to people to complete.

14.  Need to put pie charts in here.....

15. How did you use media
technologies in the construction
and research, planning and
evaluation stages?

16.  For my coursework I used
various different computer
programs which allowed me
to interpret my skills and
improve them by using the
software as often as I did. A
particular program that I
used often was Photoshop
in which I was not that
confident using as first as
there were so many
different options to choose
from when creating
something.

17.  Using Premiere was new to me
as I’d only ever used the
software once before so I had
forgotten how to do certain
things but it became easy to
used once I had uploaded the
footage and was editing our
video. There were quite a few
effects that I used in our music
video such as a cross dissolve in
order to make time seem as
though it had passed in the
storyline and to create the
sense that this had elements of
a real professional music video.

18.  Blogger was one of the most if not the most used website I
used whilst completing my coursework. By using Blogger I
could keep up with all of my work and have it organised
tidily without losing any of my files. It allowed me to see
what work had been completed and what work still
needed to be done and it helped me a lot.
 YouTube was also a very important website that I used as I
had to post my music video onto the site before
embedding it onto blogger. Seeing my music video on a file
sharing website made it seem that more professional.