Evaluation
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The document describes the different assessment methods used to improve a music video project, including self-assessment, peer assessment, teacher feedback, and a focus group. Through self-assessment, the creator realized the video needed faster editing, more exciting visuals, and clearer flashbacks. Peer assessment validated these areas for improvement. Teacher feedback suggested more aggressive editing and jump cuts during bullying scenes. A focus group of the target audience provided positive feedback and insights into how the video portrayed its star and challenged music video conventions.
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Evaluation Question 3
The document describes the different assessment methods used to gather feedback on a music video draft. These included an anonymous survey, self-assessment, peer assessment, teacher assessment, and a focus group. Feedback was incorporated between drafts to improve editing, narrative clarity, performance, saturation, and inclusion of jump cuts. The final draft received positive feedback and no further changes were needed.
Evaluation question 3
The author received feedback on their initial music video pitch from peers that helped them improve their point-of-view (POV) concept and plan additional shots. They also received helpful feedback from media students they met at work and from teacher feedback on their first draft that pointed out specific ways to improve shots, pacing, and color correction to make the video look more professional. This feedback from multiple sources at different stages of development helped strengthen the music video.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
Question 3
Liam received feedback from both classmates and his target audience that helped him progress and adapt his music video project. Initial feedback from target audience on his treatment was positive and helped him understand what they wanted. Classmates' feedback on his rough cut was also positive but suggested re-filming shots and adding more band footage. Feedback from target audience on the second rough cut noted issues with lip syncing and consistency between shots. Later, target audience feedback via a survey helped Liam choose effective font and layout options for his packaging. He found using social media an effective way to get target audience feedback.
Question 4
The document discusses targeting a media product's audience. The target audience is identified as teenagers and young adults aged 16-24 years old, as they typically watch thriller films and have disposable income. This audience falls into the socioeconomic group D-E and the psychographic group of "explorers." Feedback on the opening sequence was positive overall, suggesting the target audience is being achieved, though some small improvements were recommended.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Audience feedback
The document discusses audience feedback from focus groups, polls, and surveys conducted to help determine the type of music video to create. Focus groups with 17-year-olds showed a preference for music videos with narratives and some performance elements while avoiding sexualization. Polls on the author's blog found narratives were the most popular video type. Surveys confirmed audiences responded positively to the planned fully narrative video.
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Evaluation Question 3
The document describes the different assessment methods used to gather feedback on a music video draft. These included an anonymous survey, self-assessment, peer assessment, teacher assessment, and a focus group. Feedback was incorporated between drafts to improve editing, narrative clarity, performance, saturation, and inclusion of jump cuts. The final draft received positive feedback and no further changes were needed.
Evaluation question 3
The author received feedback on their initial music video pitch from peers that helped them improve their point-of-view (POV) concept and plan additional shots. They also received helpful feedback from media students they met at work and from teacher feedback on their first draft that pointed out specific ways to improve shots, pacing, and color correction to make the video look more professional. This feedback from multiple sources at different stages of development helped strengthen the music video.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
Question 3
Liam received feedback from both classmates and his target audience that helped him progress and adapt his music video project. Initial feedback from target audience on his treatment was positive and helped him understand what they wanted. Classmates' feedback on his rough cut was also positive but suggested re-filming shots and adding more band footage. Feedback from target audience on the second rough cut noted issues with lip syncing and consistency between shots. Later, target audience feedback via a survey helped Liam choose effective font and layout options for his packaging. He found using social media an effective way to get target audience feedback.
Question 4
The document discusses targeting a media product's audience. The target audience is identified as teenagers and young adults aged 16-24 years old, as they typically watch thriller films and have disposable income. This audience falls into the socioeconomic group D-E and the psychographic group of "explorers." Feedback on the opening sequence was positive overall, suggesting the target audience is being achieved, though some small improvements were recommended.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Audience feedback
The document discusses audience feedback from focus groups, polls, and surveys conducted to help determine the type of music video to create. Focus groups with 17-year-olds showed a preference for music videos with narratives and some performance elements while avoiding sexualization. Polls on the author's blog found narratives were the most popular video type. Surveys confirmed audiences responded positively to the planned fully narrative video.
Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Initial audience research and results from questioner
Initial audience research provided some useful insights but more responses are needed for a concise understanding. The survey results revealed what topics to include or avoid in a music magazine, such as only including content relevant to the genre. However, the survey only received 5 responses so future research should aim for more to get a clearer picture, as some answers seemed unreliable.
What have you learned from your audience feedback?
From audience feedback on a music video, the creator learned that their target market enjoyed the lip syncing but felt there was too much of it, preferring more of a storyline. Feedback also helped identify small improvements, such as zooming in on the video to fill blank space. Some comments boosted the creator's confidence by saying shots looked professional. Feedback on a digipak helped the creator learn that their target market preferred a serious over smiling face, leading them to keep this theme for the poster. Mixed feedback on using the same front design multiple times led the creator to try alternative designs and pick one most audiences liked. Feedback affirmed that the poster, video, and digipak felt connected as intended and looked professional.
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The document provides tips for conducting an effective interview by creating an interview guide, starting with a smile and small talk, gently wrapping up by asking for any additional information, staying focused, listening actively and elaborating on vague answers, and looking for patterns when analyzing to draw conclusions.
Media Evaluation Question 3
The author conducted audience feedback on her music video by filming friends responding to and rating her work. She learned that the video successfully identified the pop-rock genre. Participants provided positive feedback and said the narrative was the most successful part. They agreed the target audience was teenage girls. Feedback indicated lip sync shots could be improved by making them more dramatic and clear. Overall, the video scored highly, showing it was entertaining and conveyed the genre and audience well despite not being perfect.
Evaluation of our ppe exam
The document summarizes the writer's reflections on their answers to three questions on a PPE exam.
For question 1, the writer felt they explained the pre-production process for their music video well but could have improved by providing more details and what they learned.
For question 2, the writer answered the genre question adequately but felt it lacked details and could have better linked the genre to their music video.
For question 3, the writer believed they answered strongly by providing various examples of postmodernism in films and a music video and linking them to media terms. They felt they could improve by better linking their examples back to the original point and using more specific media terminology.
Evaluation - What have you learned from your audience feed back
The document discusses feedback received from a survey about a media product targeted at 14-16 year olds. The survey identified that the target audience wanted a fast-paced opening sequence with clips of characters, and a catchy theme tune. Feedback on the final piece from a focus group of target audience members was positive about the editing and pacing, though one felt the opening was too short and childish. Additional positive feedback was received from YouTube likes and comments. In the future, the document notes ancillary tasks and the opening sequence could be improved by adding more content and lengthening the sequence.
Evaluation - What have you learned from your audience feed back
The document discusses the results of a survey the author conducted to understand their target audience's expectations for a media product. The survey identified that the audience wanted a fast-paced opening sequence with clips of main characters, and a catchy theme song. Feedback on the author's final piece from a focus group of their target age range was positive about the editing and pacing, though one person felt the opening was too short and childish. Overall feedback indicated the final piece met audience expectations for conventions.
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Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
Evaluation question
The creator conducted a survey of 15 people after creating a music video to gather audience feedback. Based on the survey results, they learned that while most people liked the song, the video did not effectively express or match the song. Several respondents also felt there was not enough variety of footage. However, most people said the video encouraged them to listen to the song. The creator concluded the feedback would help them improve by better linking the video and song and including more performance elements in the future.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
Mediaaaaa 2222
The document discusses audience feedback received on a music video. It describes conducting a questionnaire and receiving comments on YouTube and WhatsApp that indicated audiences wanted a clearer narrative and storyline. Based on this feedback, the group changed the music video to include a main character dealing with relationship problems. Audience feedback from multiple sources helped inspire improvements and ensured the final product met expectations of their target demographic.
music video facebook
The document discusses feedback received from uploading a music video to a Facebook fan page. It summarizes comments received that suggested improving the video by reducing shadows, making costumes brighter, reducing the amount of split screens, and changing distracting green screen backgrounds to more realistic backgrounds. The creator then describes implementing these suggested changes to improve the video based on audience feedback.
Feedback analysis canon
Georgia Dodsworth conducted a survey of the people who viewed her pitch to get feedback. The survey included questions about whether they enjoyed the ideas, if there was enough detail, if the ideas were appropriate, if the ideas appealed to them, which parts they enjoyed, and how to improve. For most questions, the majority found the ideas interesting and enjoyable but suggested adding more details, structure, and information about the client to strengthen the pitch.
Swot analysis
This document contains a SWOT analysis for a music video project:
1) Strengths include having ideas for the video, people willing to participate as cast, and good communication and time management skills.
2) Weaknesses are a lack of familiarity with the editing software and filming techniques, which may slow down production. Creativity could also be limited.
3) Opportunities exist to get advice from others experienced in filmmaking and do research to improve the video and engagement. Locations could be suggested.
4) Threats include bad weather disrupting filming, cast members dropping out, and illness delaying production.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Mv production assignment evaluation form 2020 1.2
The document provides a summary and evaluation of the student's music video project. The student felt their strengths were choosing songs they connected with personally. They could have improved by incorporating different tempos. Their backup plan to switch ideas due to COVID rules worked well. They managed their time effectively to complete editing. Feedback suggested adding more sports footage or props to better link to the song, and cutting some shots to better fit the song's pace. The student agreed more close-ups or variety of footage could enhance the video.
Q.3 music video facebook
The document discusses feedback received from uploading a music video to Facebook. It summarizes:
1) Comments pointed out shadows were too prominent in clips, so the shadows were reduced without changing background colors.
2) Feedback suggested costumes should be brighter, so sections were re-filmed with different outfits.
3) Split screens were used too much and didn't work as intended, so many split screen clips were removed and backgrounds were adjusted.
4) Green screen backgrounds were distracting, so backgrounds were changed to ones that were more realistic.
Paragos raldurs revenge
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Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Initial audience research and results from questioner
Initial audience research provided some useful insights but more responses are needed for a concise understanding. The survey results revealed what topics to include or avoid in a music magazine, such as only including content relevant to the genre. However, the survey only received 5 responses so future research should aim for more to get a clearer picture, as some answers seemed unreliable.
What have you learned from your audience feedback?
From audience feedback on a music video, the creator learned that their target market enjoyed the lip syncing but felt there was too much of it, preferring more of a storyline. Feedback also helped identify small improvements, such as zooming in on the video to fill blank space. Some comments boosted the creator's confidence by saying shots looked professional. Feedback on a digipak helped the creator learn that their target market preferred a serious over smiling face, leading them to keep this theme for the poster. Mixed feedback on using the same front design multiple times led the creator to try alternative designs and pick one most audiences liked. Feedback affirmed that the poster, video, and digipak felt connected as intended and looked professional.
How to interview revised
The document provides tips for conducting an effective interview by creating an interview guide, starting with a smile and small talk, gently wrapping up by asking for any additional information, staying focused, listening actively and elaborating on vague answers, and looking for patterns when analyzing to draw conclusions.
Media Evaluation Question 3
The author conducted audience feedback on her music video by filming friends responding to and rating her work. She learned that the video successfully identified the pop-rock genre. Participants provided positive feedback and said the narrative was the most successful part. They agreed the target audience was teenage girls. Feedback indicated lip sync shots could be improved by making them more dramatic and clear. Overall, the video scored highly, showing it was entertaining and conveyed the genre and audience well despite not being perfect.
Evaluation of our ppe exam
The document summarizes the writer's reflections on their answers to three questions on a PPE exam.
For question 1, the writer felt they explained the pre-production process for their music video well but could have improved by providing more details and what they learned.
For question 2, the writer answered the genre question adequately but felt it lacked details and could have better linked the genre to their music video.
For question 3, the writer believed they answered strongly by providing various examples of postmodernism in films and a music video and linking them to media terms. They felt they could improve by better linking their examples back to the original point and using more specific media terminology.
Evaluation - What have you learned from your audience feed back
The document discusses feedback received from a survey about a media product targeted at 14-16 year olds. The survey identified that the target audience wanted a fast-paced opening sequence with clips of characters, and a catchy theme tune. Feedback on the final piece from a focus group of target audience members was positive about the editing and pacing, though one felt the opening was too short and childish. Additional positive feedback was received from YouTube likes and comments. In the future, the document notes ancillary tasks and the opening sequence could be improved by adding more content and lengthening the sequence.
Evaluation - What have you learned from your audience feed back
The document discusses the results of a survey the author conducted to understand their target audience's expectations for a media product. The survey identified that the audience wanted a fast-paced opening sequence with clips of main characters, and a catchy theme song. Feedback on the author's final piece from a focus group of their target age range was positive about the editing and pacing, though one person felt the opening was too short and childish. Overall feedback indicated the final piece met audience expectations for conventions.
How to manage people | Managers |Rahul Gulab SIngh
This document provides tips for managing employees effectively. It recommends having regular check-ins with employees to discuss their work and get feedback. Managers should set clear and measurable goals, address any issues factually by citing specific examples rather than opinions, and handle difficult employees professionally by following company policies and seeking help from superiors and HR as needed. The document also suggests asking employees for feedback on the manager's own performance and developing self-development plans to help employees improve their skills and confidence.
Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
Evaluation question
The creator conducted a survey of 15 people after creating a music video to gather audience feedback. Based on the survey results, they learned that while most people liked the song, the video did not effectively express or match the song. Several respondents also felt there was not enough variety of footage. However, most people said the video encouraged them to listen to the song. The creator concluded the feedback would help them improve by better linking the video and song and including more performance elements in the future.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
Mediaaaaa 2222
The document discusses audience feedback received on a music video. It describes conducting a questionnaire and receiving comments on YouTube and WhatsApp that indicated audiences wanted a clearer narrative and storyline. Based on this feedback, the group changed the music video to include a main character dealing with relationship problems. Audience feedback from multiple sources helped inspire improvements and ensured the final product met expectations of their target demographic.
music video facebook
The document discusses feedback received from uploading a music video to a Facebook fan page. It summarizes comments received that suggested improving the video by reducing shadows, making costumes brighter, reducing the amount of split screens, and changing distracting green screen backgrounds to more realistic backgrounds. The creator then describes implementing these suggested changes to improve the video based on audience feedback.
Feedback analysis canon
Georgia Dodsworth conducted a survey of the people who viewed her pitch to get feedback. The survey included questions about whether they enjoyed the ideas, if there was enough detail, if the ideas were appropriate, if the ideas appealed to them, which parts they enjoyed, and how to improve. For most questions, the majority found the ideas interesting and enjoyable but suggested adding more details, structure, and information about the client to strengthen the pitch.
Swot analysis
This document contains a SWOT analysis for a music video project:
1) Strengths include having ideas for the video, people willing to participate as cast, and good communication and time management skills.
2) Weaknesses are a lack of familiarity with the editing software and filming techniques, which may slow down production. Creativity could also be limited.
3) Opportunities exist to get advice from others experienced in filmmaking and do research to improve the video and engagement. Locations could be suggested.
4) Threats include bad weather disrupting filming, cast members dropping out, and illness delaying production.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Mv production assignment evaluation form 2020 1.2
The document provides a summary and evaluation of the student's music video project. The student felt their strengths were choosing songs they connected with personally. They could have improved by incorporating different tempos. Their backup plan to switch ideas due to COVID rules worked well. They managed their time effectively to complete editing. Feedback suggested adding more sports footage or props to better link to the song, and cutting some shots to better fit the song's pace. The student agreed more close-ups or variety of footage could enhance the video.
Q.3 music video facebook
The document discusses feedback received from uploading a music video to Facebook. It summarizes:
1) Comments pointed out shadows were too prominent in clips, so the shadows were reduced without changing background colors.
2) Feedback suggested costumes should be brighter, so sections were re-filmed with different outfits.
3) Split screens were used too much and didn't work as intended, so many split screen clips were removed and backgrounds were adjusted.
4) Green screen backgrounds were distracting, so backgrounds were changed to ones that were more realistic.
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Initial audience research and results from questioner
Initial audience research and results from questioner
What have you learned from your audience feedback?
What have you learned from your audience feedback?
Evaluation - What have you learned from your audience feed back
Evaluation - What have you learned from your audience feed back
Evaluation - What have you learned from your audience feed back
Evaluation - What have you learned from your audience feed back
How to manage people | Managers |Rahul Gulab SIngh
How to manage people | Managers |Rahul Gulab SIngh
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Similar to Evaluation
Question 3 - Improved
The respondent learned several things from audience feedback on their media products:
1) Feedback helped improve the music video by suggesting adding more static effects and applying effects to additional scenes.
2) Feedback was useful for the advertising poster, suggesting changing too much pink text to white for better focus on the subject.
3) Feedback on the digipak recommended using screenshots instead of images for easier reading of text panels.
4) Overall, the diverse focus group provided varied but useful feedback that helped strengthen the appeal and quality of the media products from different perspectives within the target genre.
Question 3
The document discusses feedback received from audiences on a music video. Key points:
- Feedback was gathered through surveys on Survey Monkey, YouTube comments, and in-person discussions to get a variety of perspectives.
- Face-to-face feedback provided the most honest and useful criticism from more experienced people to improve the video.
- The audience feedback showed what aspects of the video worked best and needed improvement to better appeal to the target genre and audience.
- Based on the feedback, changes were made like adding more transitions, overlays, and color to give the video more of a dance feel consistent with the genre.
Evaluation 3
The document discusses how receiving feedback helped improve the author's music video project. Some key points:
- The author conducted research and surveys to determine audience preferences for music video style, song choice, and visual elements. Feedback guided decisions on a narrative/cameo hybrid style and song selection.
- Drafts were shared and revisions made based on feedback, such as adding establishing shots, overlay effects, and improving video quality.
- Feedback also informed the design of supplemental materials like a digipak and magazine ad, influencing layout, images, and quality.
- Social media feedback through platforms like Snapchat allowed for visual comparison and advice on works in progress. The feedback process helped create a polished final
Presentation for audience feedback
The presenter learned from audience feedback on their music video. The 16-19 year old audience mostly rated it 7/10 and enjoyed how the shots matched the music and showed emotion realistically. Feedback helped the presenter see what worked well and improve issues like color correction and transition usage. The presenter concluded feedback is valuable for evaluating their work and learning to attract their target audience.
Presentation for audience feedback
The presenter learned several things from audience feedback on their music video:
- The target audience of 16-19 year olds mostly rated the video 7/10 or higher, showing it was well received.
- Comments indicated the shots, emotions, and lip syncing were effective at conveying the feelings in the song.
- Suggestions from dislikes led to improvements like color correction and adjusting transition effects.
- Overall, feedback showed the video successfully represented the genres and felt realistic to the target audience. The presenter learned feedback is valuable for evaluating and improving their work.
Question 3
The document discusses audience research and feedback for a media project focused on the synthpop music genre. The author conducted research on synthpop audiences which found they were primarily 18-24 year olds. They created an online survey to identify potential focus group participants within this demographic who enjoyed synthpop. Three survey respondents were selected for the focus group based on their responses. The focus group provided positive and constructive feedback on the first draft of the author's music video, highlighting specific elements they enjoyed and offering ideas for improvement. Their feedback was incorporated into revising the music video. The focus group also provided feedback on an advertising poster which helped the author further improve it.
Question Three - Audience Feeback
The document discusses how the creator gathered feedback from their audience and peers to improve their music video. They created a survey to assess audience opinions on their storyboard and found this useful to edit sections before filming. Peer and teacher feedback also helped identify strengths and areas for improvement. For the final video, the creator surveyed just their target audience, who felt the narrative could be clearer and editing faster-paced. Gathering this feedback helped the creator understand how to improve and better meet audience expectations.
Evaluation question 3 what have you learned
The document discusses the feedback received from the audience during different stages of creating a music video. Feedback was gathered before filming began to select the best idea, and then periodically after sections were filmed to improve subsequent sections. The feedback was consistently positive and helped ensure the music video appealed to the target audience by incorporating their suggestions, such as including more locations, eye contact, and slow motion shots. Gathering iterative feedback at various stages proved effective for creating a music video that received overwhelmingly positive feedback in the end.
Audience feedback from ‘afterglow 2’
The document summarizes feedback from a questionnaire targeted at girls aged 14-17 about a music video titled "Afterglow 2." Key findings include:
- Respondents identified the genre as pop, fulfilling the creator's goal.
- The most liked aspects were the bright colors and makeup/lips of the artist.
- Suggested improvements included syncing lyrics and visuals better and removing concert clips that did not fit the narrative.
Audience feedback from ‘afterglow 1’
The document summarizes feedback from a questionnaire targeted at girls aged 14-17 about a music video titled "Afterglow 1." Key findings include:
- Respondents identified the genre as pop, fulfilling the creator's goal.
- The most liked aspects were the bright colors and the artist's makeup, especially pink lips.
- Feedback suggested removing concert clips that did not fit the overall narrative and syncing visuals better to lyrics.
- This feedback will help the creator improve the music video for its target audience.
My music video Evaluation
- The document provides feedback and evaluation on Giselle Elsom's media project which included creating an album cover, advertisement, and music video.
- The music video featured a dancer performing different styles of dance to represent changing between a club and ballet. Editing the video to sync the dancing with lip syncing was challenging.
- Feedback was received throughout the process and suggested improvements like adding more color, effects, and a storyline. Lighting in some shots could also be improved.
- Overall, Giselle feels the project met the brief despite room for improvement and gained valuable experience in research, production, and responding to audience feedback.
Evaluation Question 3
The student learned the importance of incorporating audience feedback throughout their coursework. At first, they ignored suggestions to change the actor in their music video to better fit the song. Later feedback encouraged them to change actors and helped shape ideas for storylines, clothing, names, designs, and improving their final music video. The student found feedback especially useful when stuck or making final decisions.
Evaluation Question 3 -What have you learnt from your audience feedback
Throughout the production of a music video, the document discusses obtaining audience feedback at various stages:
1) During initial planning, classmates and teachers provided feedback on the proposed ideas, storyline, and visual elements.
2) While editing, multiple people evaluated footage quality and whether the cuts matched the song.
3) After publishing a rough cut online, a focus group provided feedback, noting specific shots that could be improved or removed to better match the song.
4) This feedback helped the creator refine the editing and experiment with new effects to create a higher quality final music video.
7. fmp evaluation two updated
The document provides a summary and evaluation of the student's music video project. Some strengths of the student's research included analyzing screenshots from similar genre music videos to identify techniques to incorporate. Weaknesses included only analyzing one frame per video rather than multiple frames. The student's planning was strengthened by pre-visualizing shots and angles needed. Weaknesses included lack of detail on some aspects. Time management was good as the student was able to complete tasks outside of class. Peer feedback suggested using different filming locations and addressing some audio/visual syncing issues in parts of the video. The student agreed with suggestions to film in multiple locations but disagreed that visual effects were too "bouncy" as that style fits the hip-hop
Audience feedback
The document summarizes feedback received from an audience questionnaire about a music video. Responses indicated that the genre of the video was correctly identified as pop or indie. Positive feedback focused on shots, editing, color effects, and lip syncing. Suggested improvements included adding more variety of shots and locations. Additional feedback from social media praised elements like the intro and slow motion but also recommended more variety of shots and possibly more people in the video. The questionnaire and social media responses provided helpful criticism and highlighted aspects that worked well, helping the creator understand how to strengthen future videos.
Evaluation Question 3
The feedback received on the music video was positive overall, with one focus group suggesting slowing the pace of editing and using longer shots. However, the creator decided not to make this change as the fast pace matched the upbeat music. Peer feedback did not note this but suggested adding lip syncing or reducing clip repetition, which the creator also chose not to implement. Feedback on ancillary products from the focus group was positive, noting the clear beach theme and house style. Minor changes were made to the ancillary products to better match the "handy cam" style of the video based on this feedback. The creator found peer and focus group feedback valuable, though peer feedback suggestions would not have largely improved the video.
Question 3
From feedback on his first draft music video, the student learned that it lacked lip syncing and needed something to finish the ending stronger. Feedback from classmates suggested re-shooting close-ups of lip syncing in a new location or setting. The student then posted an updated version on Facebook to get more feedback. This feedback noted the video had good narrative and flow, but could be improved by filling the blank background space, such as adding the song lyrics visually. The student learned that audience feedback helped identify issues they did not notice and improved their work.
6. evaluation mv 2018 3
The document contains a student's self-evaluation and reflection of their research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback for a music video production project. The student identifies strengths such as their in-depth research and consideration of planning factors, but also weaknesses such as a lack of genre diversity in research, limited planning details, and not leaving enough time for production and evaluation. Peer feedback indicated the song did not fully match the video style and there was a need for clearer links between the song and clips. The student agrees more song integration was needed and will focus more on footage quality and less editing for future projects.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Question 3 evaluation
The document discusses feedback received on various stages of projects created by Rebecca Pollen for her music video and band portfolio. For the initial music video, feedback indicated the footage was too repetitive and the lighting was poor. Rebecca re-filmed at night to improve lighting and variety. For the website, initial feedback was that the homepage was too busy. Rebecca simplified the text and layout. Overall, Rebecca learned that audience feedback helps identify blind spots and improvements to make work more enjoyable for the target audience.
Similar to Evaluation (20)
Evaluation Question 3 -What have you learnt from your audience feedback
Evaluation Question 3 -What have you learnt from your audience feedback
Evaluation
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- 6. I would look at it from an audiences position and analyze it thoroughly I would write everything that did not seem to work and needs to be changed self criticism was a good way to get the results I wanted I knew what the aims and goals of my music video were the first draft I realized that the editing should be faster the video had to be more visually exciting I had to make it clear that the shots of the boy were flashbacks from the past edit the saturation
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- 8. to make them enjoy it even more This is why pair assessment was very useful. The feedback was very similar to the self assessment. For example: make the editing a bit faster, make the colours more saturated for the flashback shots
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- 10. I gained feedback from the teachers This gave me ideas on how I could improve this draft to produce a final Music Video the editing should be more fierce I should include jump cuts on the shots where the boy is being bullied
- 11. they made the scenes appear more aggressive Menu
- 12. I gathered a group of people who fit the target audience profile Their thoughts on the star image were what I was aiming for They also pointed out the ways I challenged the existing conventions of hip hop music videos It was really interesting to listen to their opinions and interpretations Most importantly the feedback was very positive Menu