Evaluation Question 3
•Download as PPTX, PDF•
0 likes•552 views
Through receiving feedback from peers on four designs of a digipack cover and magazine advertisement, as well as comments on a Facebook page, the document author learned that a simpler design was most effective. Feedback also helped improve the color correction and text alignment. Posting the final music video resulted in positive comments praising the CGI sequences, showing that spectacle works well for music videos of songs for James Bond openings.
Report
Share
Report
Share
Recommended
Evaluation Question 3: Feedback
The document discusses feedback received on different creative works, including a magazine advert, digital music packaging, and a music video. For the magazine advert and digital packaging, the original designs are shown alongside the feedback and revised finished products, showing changes made based on the feedback. Feedback on the music video came verbally from friends during production and was positive after posting a teaser and the final video on Facebook. The feedback helped improve the works and shape the final products.
Evaluation Question 3
Jordan Ronan created a draft video to test their equipment and posted it online for feedback. They received positive feedback on the interesting camera angles and narrative progression. Negative feedback pointed out that parts were too dark to see and the audio quality of spoken parts was poor. To address this, Jordan decided to film in daylight and remove spoken parts so sound quality depended only on music. Suggestions were also made but one to use an established song was rejected so Jordan could use their written lyrics. This feedback helped identify positives to build on, negatives to improve, and suggestions to consider for the final video.
Question 3
The document discusses feedback received on various drafts of a music video and print products. For the music video, early feedback indicated the shots cut well to the beat and genre. Later feedback suggested improving sections with an actor by re-shooting under better conditions. Feedback on print products suggested adding reviews and links to boost sales. Overall, final feedback from the target audience found the video successful though some felt the print products could have different coloring.
What have you learned from your audience feedback?
The student collected feedback on a draft trailer they created from peers on YouTube and teachers. The feedback highlighted some common conventions missing from the trailer, such as title cards, and areas that could increase suspense like extending shot lengths. Positive feedback also noted strong use of different shots. Implementing suggestions to improve lighting contrasts, quick cuts, and syncing them to sound effects helped make the trailer seem more professional and suspenseful, better appealing to the target horror/thriller genre audience.
Music Video Evaluation.1
This document provides an evaluation of Leah Brackpool's process for creating a music video. It summarizes the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, strengths included gaining ideas and inspiration, while weaknesses were not exploring different genres. For planning, strengths were creating backup plans, but weaknesses were not noting diverse genre ideas. Time management caused using a simpler idea. Technical and aesthetic qualities turned out well but could improve synchronization and overlays. Audience appeal targeted the intended genre but some content did not match. Peer feedback suggested faster introductions and better endings.
Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered, improving font readability, and potentially brightening the magazine advert. The band found the feedback insightful and helpful for improving their work.
Evaluation Question 4
The student used various media technologies throughout the construction, research, planning, production, and evaluation stages of their project. During construction, they used Blogger to upload files and embed content from SlideShare, YouTube, and images. In research, they employed Survey Monkey, Facebook, Microsoft Office, YouTube, iMovie, and Vimeo. Planning incorporated SoundCloud, Facebook Messenger, Photoshop, and audio recording on an iPhone. Production featured Adobe Premier Pro, a Nikon DSLR camera, iPhone filming, and YouTube uploading. Evaluation analyzed footage in Premier Pro and shared on social media, while writing was done in Word and PowerPoint on a laptop.
Music Video Evaluation.
The document provides an evaluation of Leah Brackpool's process for creating a music video. It summarizes the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, strengths included gaining ideas and inspiration, while weaknesses were not exploring different genres. For planning, strengths were creating backup plans, and weaknesses were not noting diverse genre ideas. Time management caused using a simpler idea. Peer feedback suggested improvements like faster introductions, non-repeating clips, and better endings.
Recommended
Evaluation Question 3: Feedback
The document discusses feedback received on different creative works, including a magazine advert, digital music packaging, and a music video. For the magazine advert and digital packaging, the original designs are shown alongside the feedback and revised finished products, showing changes made based on the feedback. Feedback on the music video came verbally from friends during production and was positive after posting a teaser and the final video on Facebook. The feedback helped improve the works and shape the final products.
Evaluation Question 3
Jordan Ronan created a draft video to test their equipment and posted it online for feedback. They received positive feedback on the interesting camera angles and narrative progression. Negative feedback pointed out that parts were too dark to see and the audio quality of spoken parts was poor. To address this, Jordan decided to film in daylight and remove spoken parts so sound quality depended only on music. Suggestions were also made but one to use an established song was rejected so Jordan could use their written lyrics. This feedback helped identify positives to build on, negatives to improve, and suggestions to consider for the final video.
Question 3
The document discusses feedback received on various drafts of a music video and print products. For the music video, early feedback indicated the shots cut well to the beat and genre. Later feedback suggested improving sections with an actor by re-shooting under better conditions. Feedback on print products suggested adding reviews and links to boost sales. Overall, final feedback from the target audience found the video successful though some felt the print products could have different coloring.
What have you learned from your audience feedback?
The student collected feedback on a draft trailer they created from peers on YouTube and teachers. The feedback highlighted some common conventions missing from the trailer, such as title cards, and areas that could increase suspense like extending shot lengths. Positive feedback also noted strong use of different shots. Implementing suggestions to improve lighting contrasts, quick cuts, and syncing them to sound effects helped make the trailer seem more professional and suspenseful, better appealing to the target horror/thriller genre audience.
Music Video Evaluation.1
This document provides an evaluation of Leah Brackpool's process for creating a music video. It summarizes the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, strengths included gaining ideas and inspiration, while weaknesses were not exploring different genres. For planning, strengths were creating backup plans, but weaknesses were not noting diverse genre ideas. Time management caused using a simpler idea. Technical and aesthetic qualities turned out well but could improve synchronization and overlays. Audience appeal targeted the intended genre but some content did not match. Peer feedback suggested faster introductions and better endings.
Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered, improving font readability, and potentially brightening the magazine advert. The band found the feedback insightful and helpful for improving their work.
Evaluation Question 4
The student used various media technologies throughout the construction, research, planning, production, and evaluation stages of their project. During construction, they used Blogger to upload files and embed content from SlideShare, YouTube, and images. In research, they employed Survey Monkey, Facebook, Microsoft Office, YouTube, iMovie, and Vimeo. Planning incorporated SoundCloud, Facebook Messenger, Photoshop, and audio recording on an iPhone. Production featured Adobe Premier Pro, a Nikon DSLR camera, iPhone filming, and YouTube uploading. Evaluation analyzed footage in Premier Pro and shared on social media, while writing was done in Word and PowerPoint on a laptop.
Music Video Evaluation.
The document provides an evaluation of Leah Brackpool's process for creating a music video. It summarizes the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For research, strengths included gaining ideas and inspiration, while weaknesses were not exploring different genres. For planning, strengths were creating backup plans, and weaknesses were not noting diverse genre ideas. Time management caused using a simpler idea. Peer feedback suggested improvements like faster introductions, non-repeating clips, and better endings.
Evaluation media a2
The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
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 – 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
Melissa Turner learned several important lessons from obtaining audience feedback on her trailer and ancillary products:
1) Feedback helped improve the quality and professional appearance of her work, such as converting footage to black and white to address lighting issues and extending end titles.
2) Sites like SurveyMonkey and YouTube provided useful feedback mechanisms to gather input from her target audience on her trailer, magazine, and film poster designs.
3) In the future, she will obtain feedback earlier in the process and take more footage/images than needed to accommodate audience suggestions for improvement.
Moteleola Makinde-Akanni Evaluation
The document provides an evaluation of a media project that included a music video, website, and CD cover. It discusses the use of conventions in each product. The music video used lyrics, lighting, and props consistent with R&B music videos. Shots showed different locations and camera techniques. The website and CD cover used consistent fonts and colors, and featured the artist's name and music. Feedback was received on the products from classmates and online. Media technologies like cameras, editing software, and the internet were used at all stages of the project for construction, research, and evaluation.
Evaluation
The document summarizes feedback received at various stages of producing a music video and related marketing materials. It discusses surveys that helped determine the genre and content. Rough cuts received feedback on technical issues like inconsistent costumes and jumpy editing that needed fixing. Later feedback focused on completing footage and green screen shots. The final product feedback praised connecting to the genre through style but noted quality issues. Advert and digipak feedback suggested improvements like higher quality images and adding more visual elements.
3. research(1)
This document summarizes research conducted on potential target audiences for a music video product. It begins by reviewing four existing music videos and identifying common features such as them being music videos where the artist lipsyncs. It then analyzes responses from an audience questionnaire, finding that the target audience is mostly 16-18 year old males who enjoy watching and listening to music videos across various genres. Interviews were also conducted but not summarized. The document concludes by listing sources for the research.
Evaluation - Question Three - David Leighton
David received feedback at multiple stages of creating a music video. Initially, audience research found people liked Maroon 5's quirky and humorous style. For the rough cut, peers praised editing effects but noted lip syncing issues and unnecessary text. Minor edits addressed this. For the final video, feedback was positive though some felt too much editing slowed it down. Ancillary pack feedback led to using an unblurred photo. Overall, David learned to ensure perfect lip syncing, incorporate audience opinions, and avoid unnecessary editing.
Eval question 3
The document discusses feedback received on various products including two trailers and a magazine front cover. Feedback on the first trailer indicated it was too long so clips were shortened and volume was lowered on a scene. Only one comment was received for the magazine cover so it was only drafted once. Feedback was implemented to improve subsequent drafts, like adding a voiceover to the second trailer to make it seem more professional.
Evaluation 3
During the creation of a music video, the group sought feedback at various stages from others to identify strengths, weaknesses, and areas for improvement. An early reviewer suggested experimenting with makeup for more dramatic looks. Feedback on the final video, packaging, and poster was generally positive, but one critic pointed out that using the same three images on the packaging lacked creativity. This feedback was used to replace some images with more interesting shots that better represented the quality of the music video. Overall, the feedback process provided knowledge about seeing the work from others' perspectives and how interpretations can vary, reinforcing the choice to use a clear photo of the artist on promotional materials.
Muisc through the decades
A short powerpoint highlighting some major points from the 1960s to the 1980s, information gathered via elecrontic key-card at the O2 British Music Experience
Aprendizaje basado en problemas
Este documento describe los fundamentos del aprendizaje basado en problemas (ABP). Explica que el ABP es una técnica didáctica donde los estudiantes aprenden resolviendo problemas. Detalla los siete pasos del ABP y el papel del profesor como facilitador. También cubre la guía tutorial, la cual es un instrumento importante que ayuda a controlar los objetivos y el tiempo durante el proceso del ABP.
Actividades modelos de aprendizaje abp y aprendizaje significativo
El documento describe dos ejemplos de modelos de aprendizaje: aprendizaje basado en problemas (A.B.P.) y aprendizaje significativo. En el ejemplo de A.B.P., los estudiantes trabajan en grupos para resolver un problema sobre la propagación de zancudos. En el ejemplo de aprendizaje significativo, la maestra guía a los estudiantes a través de actividades prácticas para enseñarles sobre el círculo cromático.
How to Build a Dynamic Social Media Plan
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Learn BEM: CSS Naming Convention
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial music video pitch helped address safety concerns and led to using additional cameras.
- Feedback on the rough music video edit identified issues with lip syncing that were addressed in the final edit.
- Surveys and comments on the final music video confirmed that the conceptual themes appealed to the target audience.
- Feedback on initial digipak and magazine advert mockups identified needed changes to improve continuity and appeal.
- Revisions based on feedback ensured the media products successfully linked themes and appealed to the target group.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial pitch and rough edit helped address safety concerns and improve lip syncing.
- Feedback from target audiences on the final video confirmed they enjoyed the conceptual themes.
- Feedback prompted changes to mockups of the digipak to better link elements and appeal to the target audience.
- Feedback improved magazine advert drafts by changing fonts and formatting to be more eye-catching.
- Overall, the feedback process helped strengthen the links between products and meet target audience preferences.
Media evaluation part 2
The document discusses feedback the author received from audiences on their music video and digipak designs. They used Survey Monkey to collect feedback on the initial draft of the video, which revealed that the target audience was 15-20 years old. Feedback also showed that the setting was too busy and the ice skating scene was cliché, so these elements were changed for the final draft. Similarly, feedback on three digipak designs indicated a preference for the final design's style and font. The author incorporated this audience feedback to improve their work.
Evaluation Question Four (Pt2)
The document discusses the media technologies used by the author at different stages of creating a music video project. In the construction stage, the author used a Canon DSLR camera to film footage for higher quality than an iPhone, and iMovie to edit the video, taking advantage of stabilization, precision editing, and color/exposure adjustments. The author also used Keynote for titles and Final Cut Pro for some performance scenes. During evaluation, the author created presentations and a vlog using screenshots, videos, and effects to support answers. Various technologies like Blogger were used to collect audience feedback.
Evaluation question 3
The document discusses feedback received throughout the process of creating a music video project. Feedback was received during the initial pitch, on the rough edit, and on the final music video. Feedback indicated areas that could be improved such as better lip syncing. Positive feedback noted what worked well like quick editing to the beat. Feedback on drafts of a digipak design helped the creator refine the images and layout. Audience feedback was an important part of improving the work.
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.
More Related Content
What's hot
Evaluation media a2
The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
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 – 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
Melissa Turner learned several important lessons from obtaining audience feedback on her trailer and ancillary products:
1) Feedback helped improve the quality and professional appearance of her work, such as converting footage to black and white to address lighting issues and extending end titles.
2) Sites like SurveyMonkey and YouTube provided useful feedback mechanisms to gather input from her target audience on her trailer, magazine, and film poster designs.
3) In the future, she will obtain feedback earlier in the process and take more footage/images than needed to accommodate audience suggestions for improvement.
Moteleola Makinde-Akanni Evaluation
The document provides an evaluation of a media project that included a music video, website, and CD cover. It discusses the use of conventions in each product. The music video used lyrics, lighting, and props consistent with R&B music videos. Shots showed different locations and camera techniques. The website and CD cover used consistent fonts and colors, and featured the artist's name and music. Feedback was received on the products from classmates and online. Media technologies like cameras, editing software, and the internet were used at all stages of the project for construction, research, and evaluation.
Evaluation
The document summarizes feedback received at various stages of producing a music video and related marketing materials. It discusses surveys that helped determine the genre and content. Rough cuts received feedback on technical issues like inconsistent costumes and jumpy editing that needed fixing. Later feedback focused on completing footage and green screen shots. The final product feedback praised connecting to the genre through style but noted quality issues. Advert and digipak feedback suggested improvements like higher quality images and adding more visual elements.
3. research(1)
This document summarizes research conducted on potential target audiences for a music video product. It begins by reviewing four existing music videos and identifying common features such as them being music videos where the artist lipsyncs. It then analyzes responses from an audience questionnaire, finding that the target audience is mostly 16-18 year old males who enjoy watching and listening to music videos across various genres. Interviews were also conducted but not summarized. The document concludes by listing sources for the research.
Evaluation - Question Three - David Leighton
David received feedback at multiple stages of creating a music video. Initially, audience research found people liked Maroon 5's quirky and humorous style. For the rough cut, peers praised editing effects but noted lip syncing issues and unnecessary text. Minor edits addressed this. For the final video, feedback was positive though some felt too much editing slowed it down. Ancillary pack feedback led to using an unblurred photo. Overall, David learned to ensure perfect lip syncing, incorporate audience opinions, and avoid unnecessary editing.
Eval question 3
The document discusses feedback received on various products including two trailers and a magazine front cover. Feedback on the first trailer indicated it was too long so clips were shortened and volume was lowered on a scene. Only one comment was received for the magazine cover so it was only drafted once. Feedback was implemented to improve subsequent drafts, like adding a voiceover to the second trailer to make it seem more professional.
Evaluation 3
During the creation of a music video, the group sought feedback at various stages from others to identify strengths, weaknesses, and areas for improvement. An early reviewer suggested experimenting with makeup for more dramatic looks. Feedback on the final video, packaging, and poster was generally positive, but one critic pointed out that using the same three images on the packaging lacked creativity. This feedback was used to replace some images with more interesting shots that better represented the quality of the music video. Overall, the feedback process provided knowledge about seeing the work from others' perspectives and how interpretations can vary, reinforcing the choice to use a clear photo of the artist on promotional materials.
What's hot (10)
Viewers also liked
Muisc through the decades
A short powerpoint highlighting some major points from the 1960s to the 1980s, information gathered via elecrontic key-card at the O2 British Music Experience
Aprendizaje basado en problemas
Este documento describe los fundamentos del aprendizaje basado en problemas (ABP). Explica que el ABP es una técnica didáctica donde los estudiantes aprenden resolviendo problemas. Detalla los siete pasos del ABP y el papel del profesor como facilitador. También cubre la guía tutorial, la cual es un instrumento importante que ayuda a controlar los objetivos y el tiempo durante el proceso del ABP.
Actividades modelos de aprendizaje abp y aprendizaje significativo
El documento describe dos ejemplos de modelos de aprendizaje: aprendizaje basado en problemas (A.B.P.) y aprendizaje significativo. En el ejemplo de A.B.P., los estudiantes trabajan en grupos para resolver un problema sobre la propagación de zancudos. En el ejemplo de aprendizaje significativo, la maestra guía a los estudiantes a través de actividades prácticas para enseñarles sobre el círculo cromático.
How to Build a Dynamic Social Media Plan
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Learn BEM: CSS Naming Convention
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Viewers also liked (6)
Actividades modelos de aprendizaje abp y aprendizaje significativo
Actividades modelos de aprendizaje abp y aprendizaje significativo
Similar to Evaluation Question 3
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial music video pitch helped address safety concerns and led to using additional cameras.
- Feedback on the rough music video edit identified issues with lip syncing that were addressed in the final edit.
- Surveys and comments on the final music video confirmed that the conceptual themes appealed to the target audience.
- Feedback on initial digipak and magazine advert mockups identified needed changes to improve continuity and appeal.
- Revisions based on feedback ensured the media products successfully linked themes and appealed to the target group.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial pitch and rough edit helped address safety concerns and improve lip syncing.
- Feedback from target audiences on the final video confirmed they enjoyed the conceptual themes.
- Feedback prompted changes to mockups of the digipak to better link elements and appeal to the target audience.
- Feedback improved magazine advert drafts by changing fonts and formatting to be more eye-catching.
- Overall, the feedback process helped strengthen the links between products and meet target audience preferences.
Media evaluation part 2
The document discusses feedback the author received from audiences on their music video and digipak designs. They used Survey Monkey to collect feedback on the initial draft of the video, which revealed that the target audience was 15-20 years old. Feedback also showed that the setting was too busy and the ice skating scene was cliché, so these elements were changed for the final draft. Similarly, feedback on three digipak designs indicated a preference for the final design's style and font. The author incorporated this audience feedback to improve their work.
Evaluation Question Four (Pt2)
The document discusses the media technologies used by the author at different stages of creating a music video project. In the construction stage, the author used a Canon DSLR camera to film footage for higher quality than an iPhone, and iMovie to edit the video, taking advantage of stabilization, precision editing, and color/exposure adjustments. The author also used Keynote for titles and Final Cut Pro for some performance scenes. During evaluation, the author created presentations and a vlog using screenshots, videos, and effects to support answers. Various technologies like Blogger were used to collect audience feedback.
Evaluation question 3
The document discusses feedback received throughout the process of creating a music video project. Feedback was received during the initial pitch, on the rough edit, and on the final music video. Feedback indicated areas that could be improved such as better lip syncing. Positive feedback noted what worked well like quick editing to the beat. Feedback on drafts of a digipak design helped the creator refine the images and layout. Audience feedback was an important part of improving the work.
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.
What have you learned from your audience feed evaluation 3
This document discusses the improvements made to a final music video based on feedback from a rough cut. Feedback on the rough cut suggested starting the video in black and white to create an abnormal effect that fit the track. It also prompted learning how to use effects in Vegas to add elements like swirls on passing cars. Feedback on initial magazine ads and a digital pack created in Word and PowerPoint led to enhancing them in Photoshop with edited images and fonts fitting the desired look. Overall, audience feedback played a large role in improving the final products.
Evaluation Question 3
The document discusses feedback received on a music video, digipack, and magazine advertisement created to promote the song "Try Again" by Tom Cox. Feedback helped improve all three products. For the video, viewers suggested edits to fix glitches and tweak certain effects. Feedback informed changes to the digipack cover image and layout. Suggestions to add reviews and social media links enhanced the magazine ad. Overall, incorporating audience feedback helped create higher quality promotional materials better suited to the target demographic.
Evaluation question 2
The document discusses how various media technologies were used at different stages of creating a music video.
In the planning stage, the creator used YouTube to research techniques, Facebook to gather feedback and ideas from friends, and Blogger to document ongoing ideas. Google Sketchup was used to create a model of the setting.
During production, two DSLR cameras were used for filming. A zoom lens and phone footage were also utilized. LED lights and colored gels were used for lighting.
Adobe Premiere Pro was the primary editing software, and After Effects was used for some sci-fi elements. YouTube and the artist's website were used to distribute the final video.
Evaluation question 1
1) The document discusses conventions used in various media products like music videos, websites, and digipacks.
2) It provides examples of three conventions used in the author's music video - using black and white footage, including behind-the-scenes footage, and unintentionally captured footage.
3) Conventions used on the author's website included a main landing page with band identity, an embedded music player, and an expanded tour page with additional information.
4) For the digipack, conventions like a large front cover photo and back cover information were used, while the inside design was challenged with unique translated text rather than following conventions.
Question 4
The student used various media technologies at different stages of their project. In the research stage, they used Photoshop, Prezi, and Microsoft Word to analyze images, present findings, and write long-form responses. For pre-production, they created an animatic using Sony Vegas and survey using SurveyMonkey. In production, they made a music video with After Effects, 3D object for a poster with Cinema 4D, and digipak with Photoshop. The student was most familiar with After Effects, Photoshop, and Word which aided their work, while they had to learn to use drives and backup files effectively over the course of the project.
Media eval 2
The document discusses feedback the author received on their music video and digipak from online surveys. They learned that their target audience was 15-20 years old and preferred younger actors. Feedback also showed that viewers enjoyed the final video and found the concept easy to follow. The author made improvements based on feedback, such as changing the busy setting that was affecting the acting. They also removed an ice skating scene viewers felt was cliche. For the digipak, feedback indicated viewers preferred the author's final design and font choice over earlier versions. The author used various media technologies for research, planning, and gathering feedback including YouTube, SurveyMonkey, and blogs.
Question 3 evaluation
The document summarizes feedback received from audiences on a music video, digipak, and magazine advert created by the author. Most of the feedback was positive, praising elements like consistent color schemes and creative designs. However, some provided constructive criticism, such as the low video quality, need for more design elements, and small text in the advert. The author acknowledges both the praise and areas for improvement, and is grateful to those who shared feedback.
Evaluation 3
The student asked for feedback at various stages of creating a music video to identify strengths and weaknesses. An early reviewer suggested experimenting with makeup for dramatic looks. Overall the feedback was positive, but one critic pointed out that using the same three images on the album artwork was not as creative as varying the images. The student was advised to replace the repeated images with more interesting shots to match the quality of the music video. From receiving audience feedback, the student learned about considering different perspectives and interpretations, and was counseled to use a clear photo of the artist on the album to clearly identify them.
Evaluation
This document contains the evaluation of Robert Martyn Thompson's media products project. It includes his responses to 4 questions about how he used and developed media conventions in his products, how effective the combination of his products were, what he learned from audience feedback, and how he used media technologies in creating his products. For each question, Thompson provides images, links to his products, and descriptions to further explain his answers and what he learned from the process.
Evaluation
The document summarizes the creation of a clay animation advertisement by the author for E4, using stop motion animation techniques. Feedback was gathered through an online survey about the Christmas/space-themed animation. Both positive and negative feedback indicated areas for improvement, such as adding characters and improving clay structures. The feedback will help strengthen future projects by identifying strengths and weaknesses.
Evaluation 3
The document provides feedback from an audience on the author's draft media products, including a digipak, advert, music video pitch, storyboard, and final music video. The key lessons learned from the feedback were:
1) The digipak and advert needed to be less busy and have a clearer structure.
2) Questions from the pitch feedback helped develop the music video idea and next steps.
3) Certain shots in the storyboard, like those featuring a car, were deemed unrealistic and were replaced.
4) Feedback on the music video emphasized matching shots to the fast tempo by adding more quick shots and cutting existing shots more rapidly.
Audience feedback on draft music video.
The author created a first draft of a music video and sought feedback through an online survey and from media experts to improve it. The survey responses were positive about the visual effects and connection between music and video. Experts suggested adding color and another transition effect. Based on this feedback, the author made changes like including more color, another grid transition, and adding the band's logo and title at the end to finish on a typical genre convention.
Evaluation 3
The document discusses feedback received on three aspects of a coursework project: a music video, accompanying digipak, and website.
For the music video, feedback from band members revealed unintentional mixed messages from smiling in shots that contradicted the video's theme of depression. Reshoots were required. For the digipak, feedback identified a distorted photo that was replaced, and the slides were moved to the designed template. For the website, feedback suggested reducing band information and increasing news updates about the video production. These changes improved the professionalism and focus of each aspect.
Evaluation question 7
The document discusses the learning and improvements the author made from their preliminary magazine design task to the final production. Some key areas of improvement included laying out a more professional design, incorporating a wider range of unique fonts, using professional lighting and backgrounds for images, and developing skills in Photoshop. The author learned how to make text appear 3D and enhance text to stand out more. They also improved their masthead design to be bolder and developed image composition techniques like shallow focus.
Similar to Evaluation Question 3 (20)
What have you learned from your audience feed evaluation 3
What have you learned from your audience feed evaluation 3
Evaluation Question 3
- 1. Evaluation Question 3: Feedback What have you learned from audience feedback?
- 2. First Draft of the digipack front cover Feedback screenshots from a Facebook conversation and comments about the third draft of the digipack After much similar verbal feedback from peers, I went though four designs, each similar in style
- 3. 1 2 3 4
- 4. Final Draft of the digipack After four drafts I was still receiving heavy constructive criticism, so I looked at the essentials and created a much simpler composition. This turned out to be a special CGI render of a large cube made of tiny cubes; this also closely follows the visual themes of the music video.
- 5. Magasine feedback I created the magasine advertisement from the ashes of the fourth digipack design. My resulting composition was well received by the people who liked my Facebook page, with constructive criticism screenshots from posts below. Above – a screenshot of a post on my Facebook page, which I used as a medium to collect feedback, which is seen in the screenshot to the left
- 6. Further magasine feedback Above – in response to previous comments on the magasine I created this image testing subtle differences in colour correction, so I could demonstrate my options Left – responses to the image
- 7. Before and After The ‘before’ image to the left, the ‘after’ image to the right. The differences are all results of what I learned from feedback – the colour correction in the latter image looks far more natural. New text alignment in the final design is also a result of verbal feedback.
- 8. Response to the music video After dealing with the two ancillary products, I posted the finalised music video for feedback. All comments on the music video were positive, primarily praising the CGI sequences. I learned from this that employing the use of spectacle works very well when making music videos to songs created for the opening sequences of 007 films.