Evaluation 3+4 notes and ideas
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The document discusses feedback received from audiences on a music video and lessons learned. The group found that the audience interpreted the storyline differently than intended, so additional scenes were filmed to clarify it. Props, costumes, effects, and lighting were found to attract audiences' attention. Media technologies like Premier Pro, After Effects, and various presentation tools were used at different stages of constructing, researching, planning and evaluating the music video.
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What have you learned from your audience
From audience feedback gathered through questionnaires and social media, the author learned that their target audience was interested in a story about everyday technology and how it could be used against people, which scared them. This feedback informed the author to focus their story on technology and make some changes to the music and scene order based on comments received on Facebook.
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What have you learned from your audience
From audience feedback gathered through questionnaires and social media, the author learned that their target audience was interested in a story about everyday technology and how it could be used against people, which scared them. This feedback informed the author to focus their story on technology and make some changes to the music and scene order based on comments received on Facebook.
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The document discusses several models of quality management including ISO 9000, VDA, Deming Prize, Malcolm Baldrige model, and European Foundation for Quality Management model. It provides details on the origins and focuses of each model. ISO 9000 is an international standard used widely. VDA was developed for the German auto industry. Deming Prize rewards excellence in Japan. Baldrige model evaluates leadership, strategic planning, customer focus, information/analysis, human resource focus, process management, and business results. The EFQM model was created in Europe and awards excellence.
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Evaluation questions – notes for q3 and q4
The document provides potential questions and ideas for evaluating a media project. For question 3, it suggests having an example of audience feedback to discuss what was learned, such as that the audience knew what they wanted and noticed things the creators did not. For question 4, it prompts listing the media technologies used for research, planning, and evaluation of the project, and discussing how the team worked together and evaluated their work. It also provides suggestions for media that could be used to present the answers, such as videos, presentations, and screen recordings.
Preliminary Evaluation Task
My group produced a documentary called 'Self phones' for a class assignment. We received feedback from other students that highlighted what worked well and areas for improvement. The soundtrack, editing, camera shots and archive material were praised, while framing, volume, credits and some background elements were issues. Overall the editing and camerawork were good, but more interviewees and archive footage could have strengthened the documentary. Feedback helped me learn how to structure a documentary and importance of careful music and editing choices.
Evaluation for media
The document discusses how various media technologies were used at different stages of creating a documentary. YouTube and existing documentaries were researched for inspiration and techniques. A blogger was used to document ideas and share research. PowerPoint was used to present storyboards and ideas to classmates. A tripod, camera, sound recorder, and iMovie were used for production and editing. Fireworks was used to assemble photos. Wikipedia, Google sites, and YouTube converters were used for additional research. Questionnaires and feedback were gathered from the target audience of youths and parents to improve the documentary. The documentary would air on Channel 4 at 8pm to reach this audience.
Evaluation for media
The document discusses how various media technologies were used at different stages of creating a documentary. YouTube, blogs, PowerPoint, and Excel were used for research and planning. A tripod, camera, sound recorder, and iMovie were used for production and editing. Feedback was gathered through questionnaires to improve the documentary. The target audience is identified as young people, parents, and the general public. The documentary will air on Channel 4 at 8pm to attract this audience within OFCOM standards.
Evaluation 3
We received feedback from teenagers at our college on early drafts of our film trailer and halfway through production. We used questionnaires and videoed questions to get their opinions on what could be improved. Their most common feedback was that the background music was too loud and drowned out the character's voices, so we made editing the sound our top priority. Overall, the audience feedback was very useful for improving our work.
Question 7 media evaluation
By reflecting on her preliminary task, the student learned several skills that helped her improve and develop her final media product. She learned how to properly record audio using professional equipment to ensure high quality. She also learned effective editing techniques like using transitions and cutting out errors. Additionally, she gained experience conducting research through surveys and online sources, and learning how to use various software and websites. Overall, she expanded her knowledge of the media industry and journalism practices through hands-on learning during this project.
Media evaluation question 4
The document discusses the use of various media technologies during the research, planning, and evaluation stages of a project. For research, YouTube, IMDb, Prezi, PowerPoint, and Blogger were used to find movie trailers, research similar genres, and present findings. Questionnaires, interviews, and video feedback were also used for research. Planning utilized the iPhone for note-taking, voice recordings, and portability, as well as Photoshop for image editing and SoundCloud for sourcing music. iTunes was used to save voice notes and music. Evaluation questions were conducted using media technologies as well.
Evaluation question 4
Tom Harris used various media technologies throughout the different stages of his project. During research and planning, he relied on YouTube to explore postmodernism and genres through film clips. He also used his college's Moodle site, past student blogs, and general internet research on sites like IMDB, Wikipedia, and Google. For production, his group used a Canon DSLR camera, external microphone, and track for shooting. They edited with Adobe Premiere Pro and used Photoshop to manipulate images. For evaluation, Tom presented using PowerPoint and Slideshare and shared their trailer on YouTube to gain feedback. He also created social media accounts to advertise and keep viewers updated on progress.
Question 3
The document summarizes audience feedback received on a student film trailer. It includes:
- Pie charts showing most audience members understood the storyline and genre, would watch the full film, and felt the editing, sound, and pacing were effective.
- Specific feedback noting things done well like the music, storyline, and scene length. Suggestions to improve like clarifying the stalking plot, adding voiceover or characters.
- Changes made to the trailer based on feedback, such as adding a voiceover from the stalker's perspective and tightening editing.
Evaluation Q4
The student used various media technologies throughout their media project, including Blogger and Prezi for research and planning, YouTube to research music videos and present findings, and the internet to research their genre and target audience. During construction, they used a camera to film footage and Movie Studio Platinum to edit videos. For evaluations, they used Prezi, Movie Studio Platinum, Microsoft Word, and PowerPoint. Overall, they felt they improved most at editing skills by working independently this year.
Audit of skills
This document discusses the software, skills, and concepts the author learned over the course of their media studies work. It includes summaries of how they used software like Photoshop and PowerPoint. The document also reflects on techniques learned, such as managing time and file organization. Overall, it provides an overview of the key areas the author focused on and wants to improve for next year.
Evaluation Question 4
The document summarizes the hardware and software used by the author at each stage of creating three media products. At the research stage, the author relied on computers, the internet, YouTube, Word, PowerPoint and Prezi to research target audiences and conventions. Cameras, an iPhone, Movie Studio Platinum and YouTube were used to film interviews and pitches. The author used Photoshop, a still camera, Movie Studio Platinum and YouTube to construct the media products, applying new editing techniques. Word and Blogger documented the process.
Media evaluation question 4
The document discusses various technologies used in creating a music video and promotional package for a pop genre project. The key technologies discussed include a camera, tripod, phones to play music, YouTube for research on pop music videos, Photoshop for creating print materials, Blogger for recording research, Prezi and Animoto for presenting ideas, Facebook and Twitter for feedback, and a Facebook group for communication within the project group.
What have you learned from your audience feedback?
The document outlines the feedback received from the target audience and teacher throughout the creation of music products. This feedback helped shape the projects. Surveys and focus groups provided insights into preferences like styling the artist as relatable. Twitter polls helped choose the artist's outfit. First draft feedback noted strong points like lighting and areas for improvement like adding more projection scenes. Overall, gathering audience perspectives at each stage helped ensure the final products would appeal to them.
Evaluation question 3
The document discusses feedback received from peers and audience members on a documentary. It analyzes survey responses that identified areas for improvement, such as smoother transitions, clearer audio, and adding more cutaways. This feedback helped the filmmakers learn that they need to be more critical of details like clip length and text clarity. It also shaped their views to recognize there is always room for enhancing a film, but that they had created a good documentary that could be improved further.
Marking students work
This document summarizes a student group's work on a media project. It provides evaluations of their research and planning, video, and evaluation sections. For research and planning, the group received a level 3 rating for having complete, well-presented research that met the audience and product requirements. Their video was given a 47/60 mark for being effective and appropriate for the target audience. The evaluation received a level 4 for its excellent use of digital screenshots and pictures to structure the evaluation and show development from preliminary to full tasks.
Question 6
Through constructing a collaborative blog and film project, I learned several technical and collaborative skills. For the blog, I learned how to embed work from other sites and improve my Prezi presentation skills. Filming the film taught me how to use camera equipment like tripods and DSLRs, and techniques like different angles and pull focus. Editing in Premiere Elements helped me learn skills like continuous editing across shots, applying color filters, intercutting scenes, jump cuts, and using transitions. Fixing the sound issues also improved my understanding of layering diegetic and non-diegetic sounds and timing. Overall, I gained experience with collaborative online work, film production and editing techniques.
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Website: https://pecb.com/
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Evaluation questions – notes for q3 and q4
The document provides potential questions and ideas for evaluating a media project. For question 3, it suggests having an example of audience feedback to discuss what was learned, such as that the audience knew what they wanted and noticed things the creators did not. For question 4, it prompts listing the media technologies used for research, planning, and evaluation of the project, and discussing how the team worked together and evaluated their work. It also provides suggestions for media that could be used to present the answers, such as videos, presentations, and screen recordings.
Preliminary Evaluation Task
My group produced a documentary called 'Self phones' for a class assignment. We received feedback from other students that highlighted what worked well and areas for improvement. The soundtrack, editing, camera shots and archive material were praised, while framing, volume, credits and some background elements were issues. Overall the editing and camerawork were good, but more interviewees and archive footage could have strengthened the documentary. Feedback helped me learn how to structure a documentary and importance of careful music and editing choices.
Evaluation for media
The document discusses how various media technologies were used at different stages of creating a documentary. YouTube and existing documentaries were researched for inspiration and techniques. A blogger was used to document ideas and share research. PowerPoint was used to present storyboards and ideas to classmates. A tripod, camera, sound recorder, and iMovie were used for production and editing. Fireworks was used to assemble photos. Wikipedia, Google sites, and YouTube converters were used for additional research. Questionnaires and feedback were gathered from the target audience of youths and parents to improve the documentary. The documentary would air on Channel 4 at 8pm to reach this audience.
Evaluation for media
The document discusses how various media technologies were used at different stages of creating a documentary. YouTube, blogs, PowerPoint, and Excel were used for research and planning. A tripod, camera, sound recorder, and iMovie were used for production and editing. Feedback was gathered through questionnaires to improve the documentary. The target audience is identified as young people, parents, and the general public. The documentary will air on Channel 4 at 8pm to attract this audience within OFCOM standards.
Evaluation 3
We received feedback from teenagers at our college on early drafts of our film trailer and halfway through production. We used questionnaires and videoed questions to get their opinions on what could be improved. Their most common feedback was that the background music was too loud and drowned out the character's voices, so we made editing the sound our top priority. Overall, the audience feedback was very useful for improving our work.
Question 7 media evaluation
By reflecting on her preliminary task, the student learned several skills that helped her improve and develop her final media product. She learned how to properly record audio using professional equipment to ensure high quality. She also learned effective editing techniques like using transitions and cutting out errors. Additionally, she gained experience conducting research through surveys and online sources, and learning how to use various software and websites. Overall, she expanded her knowledge of the media industry and journalism practices through hands-on learning during this project.
Media evaluation question 4
The document discusses the use of various media technologies during the research, planning, and evaluation stages of a project. For research, YouTube, IMDb, Prezi, PowerPoint, and Blogger were used to find movie trailers, research similar genres, and present findings. Questionnaires, interviews, and video feedback were also used for research. Planning utilized the iPhone for note-taking, voice recordings, and portability, as well as Photoshop for image editing and SoundCloud for sourcing music. iTunes was used to save voice notes and music. Evaluation questions were conducted using media technologies as well.
Evaluation question 4
Tom Harris used various media technologies throughout the different stages of his project. During research and planning, he relied on YouTube to explore postmodernism and genres through film clips. He also used his college's Moodle site, past student blogs, and general internet research on sites like IMDB, Wikipedia, and Google. For production, his group used a Canon DSLR camera, external microphone, and track for shooting. They edited with Adobe Premiere Pro and used Photoshop to manipulate images. For evaluation, Tom presented using PowerPoint and Slideshare and shared their trailer on YouTube to gain feedback. He also created social media accounts to advertise and keep viewers updated on progress.
Question 3
The document summarizes audience feedback received on a student film trailer. It includes:
- Pie charts showing most audience members understood the storyline and genre, would watch the full film, and felt the editing, sound, and pacing were effective.
- Specific feedback noting things done well like the music, storyline, and scene length. Suggestions to improve like clarifying the stalking plot, adding voiceover or characters.
- Changes made to the trailer based on feedback, such as adding a voiceover from the stalker's perspective and tightening editing.
Evaluation Q4
The student used various media technologies throughout their media project, including Blogger and Prezi for research and planning, YouTube to research music videos and present findings, and the internet to research their genre and target audience. During construction, they used a camera to film footage and Movie Studio Platinum to edit videos. For evaluations, they used Prezi, Movie Studio Platinum, Microsoft Word, and PowerPoint. Overall, they felt they improved most at editing skills by working independently this year.
Audit of skills
This document discusses the software, skills, and concepts the author learned over the course of their media studies work. It includes summaries of how they used software like Photoshop and PowerPoint. The document also reflects on techniques learned, such as managing time and file organization. Overall, it provides an overview of the key areas the author focused on and wants to improve for next year.
Evaluation Question 4
The document summarizes the hardware and software used by the author at each stage of creating three media products. At the research stage, the author relied on computers, the internet, YouTube, Word, PowerPoint and Prezi to research target audiences and conventions. Cameras, an iPhone, Movie Studio Platinum and YouTube were used to film interviews and pitches. The author used Photoshop, a still camera, Movie Studio Platinum and YouTube to construct the media products, applying new editing techniques. Word and Blogger documented the process.
Media evaluation question 4
The document discusses various technologies used in creating a music video and promotional package for a pop genre project. The key technologies discussed include a camera, tripod, phones to play music, YouTube for research on pop music videos, Photoshop for creating print materials, Blogger for recording research, Prezi and Animoto for presenting ideas, Facebook and Twitter for feedback, and a Facebook group for communication within the project group.
What have you learned from your audience feedback?
The document outlines the feedback received from the target audience and teacher throughout the creation of music products. This feedback helped shape the projects. Surveys and focus groups provided insights into preferences like styling the artist as relatable. Twitter polls helped choose the artist's outfit. First draft feedback noted strong points like lighting and areas for improvement like adding more projection scenes. Overall, gathering audience perspectives at each stage helped ensure the final products would appeal to them.
Evaluation question 3
The document discusses feedback received from peers and audience members on a documentary. It analyzes survey responses that identified areas for improvement, such as smoother transitions, clearer audio, and adding more cutaways. This feedback helped the filmmakers learn that they need to be more critical of details like clip length and text clarity. It also shaped their views to recognize there is always room for enhancing a film, but that they had created a good documentary that could be improved further.
Marking students work
This document summarizes a student group's work on a media project. It provides evaluations of their research and planning, video, and evaluation sections. For research and planning, the group received a level 3 rating for having complete, well-presented research that met the audience and product requirements. Their video was given a 47/60 mark for being effective and appropriate for the target audience. The evaluation received a level 4 for its excellent use of digital screenshots and pictures to structure the evaluation and show development from preliminary to full tasks.
Question 6
Through constructing a collaborative blog and film project, I learned several technical and collaborative skills. For the blog, I learned how to embed work from other sites and improve my Prezi presentation skills. Filming the film taught me how to use camera equipment like tripods and DSLRs, and techniques like different angles and pull focus. Editing in Premiere Elements helped me learn skills like continuous editing across shots, applying color filters, intercutting scenes, jump cuts, and using transitions. Fixing the sound issues also improved my understanding of layering diegetic and non-diegetic sounds and timing. Overall, I gained experience with collaborative online work, film production and editing techniques.
Théa main task evaluation final
My group's opening sequence for our media product compares to the urban drama genre in some ways, as our characters are dressed similarly to those in the film Anuvahood. We constructed our characters to represent particular social groups by considering their ages, races, genders, classes, and disabilities. Channel 4 would be a suitable media institution to distribute our product because they show similar teen urban/drama content that has been popular. Our target audience would be mainly people aged 15-30 of mostly white race, as we attracted this group through the use of colloquial language and typical clothing styles shown in our research. Through making this product, I learned how to use technologies like cameras, Final Cut editing software, and improved
Audio visual presentation in teaching
The document discusses the use of audio visual materials in teaching computer subjects. It notes that audio visual aids involve both sight and sound, and are used by instructors to clearly explain lessons to students. The document examines how audio visual materials can help students learn better by making classes more engaging, clarifying concepts, increasing vocabulary, and saving time and money. It explores the relationship between instructors' use of audio visual aids and students' study habits and participation. The study aims to help instructors improve their teaching techniques with these tools.
Trailer analysis ethan
The document summarizes feedback received from an audience on a horror movie trailer. The feedback was positive, praising the sound and music, scary elements like the music and main character, and the tension and jump scare ending. Audience members noted similarities to professional horror trailers in the music and fonts used. They identified conventions like the haunted house setting and use of music. The overall rating was high, with most audience members rating it 4 or 5 stars. The creators are pleased that key elements they focused on, like the music, were well-received.
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- 1. Evaluation Question 3 and 4: notes and ideas By Nazmin Jahan
- 2. Evaluation question 3: What have you learnt from your audience feedback? • I have learnt that the way my group and I viewed the storyline of the music video could not be said for the audience as they had interpreted the story wrong, thus why we had to change and film more scenes to make it more sense on what the storyline is about. • Use of props and costume is interesting, for example instruments and angel wings • Effects attract the audience’s attention e.g. overlay • Lighting is very important as it has a huge impact on the look of music videos
- 3. Evaluation question 4: How did you use media technologies in the construction and research, planning and evaluation stages • Premier Pro was used to edit and add effects to the music video, e.g. black and white. • After effects used to add in transitions and overlays, etc. • Prezi, Emaze, Slidshare, Timetoast, Powtoon, Photosnack used to present research and planning