Evaluation question 3
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The document discusses feedback received on a music video, digital packaging (digipak), and magazine advertisement created for an R&B genre project. Through questionnaires, focus groups, interviews, and pitches with the target audience, the creators learned what elements would and would not appeal to viewers, as well as what is typical in an R&B music video. Classmates provided constructive feedback during editing and design that helped improve the quality and brand identity across all elements. Additional feedback was gathered after release online and reinforced that the narrative and editing were generally well received, while some shots and the ending could be strengthened.
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Media Evaluations Q3
The document discusses the importance of audience feedback at various stages of creating a music video. Feedback was sought from peers early in the process to confirm genre and song choices. Seeing the first draft allowed teachers and students to provide technical feedback on framing and shots. Finally, feedback on the final draft ensured all required elements were included and that audience understanding improved through added transitions and creative shots. Overall, the repeated audience feedback at different stages was deemed very helpful for developing and strengthening the work.
Chris evaluation 3
The document discusses feedback received on various parts of a music video project. For the initial song idea, feedback indicated the chosen song did not fit the group's style and suggested rap music instead. The group then selected the song "Whole Lotta Lovin" by Travis Scott. Feedback on a proposed album digipack was mostly positive, though some said it was boring. Teacher feedback on magazine ads helped improve a dull first draft. Peer feedback on an early edit of the music video said it was over-edited; the group simplified the edit while keeping branding colors. Feedback on the second draft said it was polished enough as a final product.
What have you learned from your audience feedback?
Through various audience research methods, the document summarizes what was learned to inform the creation of a music video. A questionnaire revealed the primary target audience of 15-20 year old females and a secondary audience of 15-21 year old males. Focus groups confirmed the genre as R&B and identified expected elements for the music video. Interviews provided feedback that packaging and poster artwork appropriately targeted females. Receiving feedback on a rough cut highlighted needed improvements to lighting, incorporating more performance elements, and using a tripod for smoother shots.
Expectation and comitment needed to meet goals you want to set.
Eyebmusic offers PR and marketing services to coincide with artist goals for song, mixtape, EP and album releases. They request information to build an artist profile to identify development needs and keep content sourced to promoters. Eyebmusic aims to utilize resources to maximize exposure to targeted audiences, expecting artists to have a release plan, catalogue, agreements and identified public image, and will monitor input to determine development areas.
Question 2
The document discusses the design process for a CD digipak album cover. It describes researching other professional albums in the same genre to standardize the quality. A practice photoshoot was done to experiment with different cover ideas and get feedback. Influenced by theories that close-up artist images provide representation and publicity, close-up photos were chosen for the front and back covers to allow an emotional connection with audiences. Product placement in music videos was also used to market the album to a wide audience.
Evaluation question 3
The document discusses feedback received from the audience on the creator's indie/rock music video project. A questionnaire was distributed to peers to understand the target audience's preferences. Based on the feedback, the creator redesigned aspects of the music video and digipak to better suit the audience's expectations of the genre. Further feedback indicated the new designs successfully reflected the indie style and improved the overall project.
Evaluation three
The group began gathering audience feedback early in the process by distributing a Google form to peers to help decide on a genre. The feedback showed indie rock was preferred. Their research found audiences enjoy escapism in music videos. As a result, they included shots of the actor floating in clouds. They also tailored the video based on audience demographics like age and gender. Feedback was received through Google forms, YouTube comments, and screenings which helped improve the video.
Evaluation Question 3
The document discusses feedback received from a target audience on a student's music video project. The student learned: (1) to change the genre of the project from hip hop to bands like Two Door Cinema Club based on audience preferences; (2) the first draft received positive but superficial feedback, with identifiable issues in the narrative that confused viewers; (3) incorporating criticisms by re-shooting unclear shots helped make the storyline clearer and the final video feel more professional than amateur. The student concluded that audience feedback is essential for producing high quality professional work.
Recommended
Media Evaluations Q3
The document discusses the importance of audience feedback at various stages of creating a music video. Feedback was sought from peers early in the process to confirm genre and song choices. Seeing the first draft allowed teachers and students to provide technical feedback on framing and shots. Finally, feedback on the final draft ensured all required elements were included and that audience understanding improved through added transitions and creative shots. Overall, the repeated audience feedback at different stages was deemed very helpful for developing and strengthening the work.
Chris evaluation 3
The document discusses feedback received on various parts of a music video project. For the initial song idea, feedback indicated the chosen song did not fit the group's style and suggested rap music instead. The group then selected the song "Whole Lotta Lovin" by Travis Scott. Feedback on a proposed album digipack was mostly positive, though some said it was boring. Teacher feedback on magazine ads helped improve a dull first draft. Peer feedback on an early edit of the music video said it was over-edited; the group simplified the edit while keeping branding colors. Feedback on the second draft said it was polished enough as a final product.
What have you learned from your audience feedback?
Through various audience research methods, the document summarizes what was learned to inform the creation of a music video. A questionnaire revealed the primary target audience of 15-20 year old females and a secondary audience of 15-21 year old males. Focus groups confirmed the genre as R&B and identified expected elements for the music video. Interviews provided feedback that packaging and poster artwork appropriately targeted females. Receiving feedback on a rough cut highlighted needed improvements to lighting, incorporating more performance elements, and using a tripod for smoother shots.
Expectation and comitment needed to meet goals you want to set.
Eyebmusic offers PR and marketing services to coincide with artist goals for song, mixtape, EP and album releases. They request information to build an artist profile to identify development needs and keep content sourced to promoters. Eyebmusic aims to utilize resources to maximize exposure to targeted audiences, expecting artists to have a release plan, catalogue, agreements and identified public image, and will monitor input to determine development areas.
Question 2
The document discusses the design process for a CD digipak album cover. It describes researching other professional albums in the same genre to standardize the quality. A practice photoshoot was done to experiment with different cover ideas and get feedback. Influenced by theories that close-up artist images provide representation and publicity, close-up photos were chosen for the front and back covers to allow an emotional connection with audiences. Product placement in music videos was also used to market the album to a wide audience.
Evaluation question 3
The document discusses feedback received from the audience on the creator's indie/rock music video project. A questionnaire was distributed to peers to understand the target audience's preferences. Based on the feedback, the creator redesigned aspects of the music video and digipak to better suit the audience's expectations of the genre. Further feedback indicated the new designs successfully reflected the indie style and improved the overall project.
Evaluation three
The group began gathering audience feedback early in the process by distributing a Google form to peers to help decide on a genre. The feedback showed indie rock was preferred. Their research found audiences enjoy escapism in music videos. As a result, they included shots of the actor floating in clouds. They also tailored the video based on audience demographics like age and gender. Feedback was received through Google forms, YouTube comments, and screenings which helped improve the video.
Evaluation Question 3
The document discusses feedback received from a target audience on a student's music video project. The student learned: (1) to change the genre of the project from hip hop to bands like Two Door Cinema Club based on audience preferences; (2) the first draft received positive but superficial feedback, with identifiable issues in the narrative that confused viewers; (3) incorporating criticisms by re-shooting unclear shots helped make the storyline clearer and the final video feel more professional than amateur. The student concluded that audience feedback is essential for producing high quality professional work.
Evaluation 3
- The document discusses how the author gathered feedback at various stages of creating a music video, digipak, and magazine advertisement. This included feedback on song choices, styles, images, and draft designs.
- Feedback was collected through questionnaires, class discussions, social media, and by showing draft works. This helped the author understand preferences and improve their work to appeal to the target audience.
- Key decisions like song choice, style, and images used for the final products were influenced by analyzing the feedback received.
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.
Evaluation Question 3 - What have you learned from your audience feedback?
Media A-Level A2 Coursework - G324 Evaluation Question #3 (What have you learned from your audience feedback?)
A2 media portfolio evaluation 3
The document discusses feedback from focus groups on a student's music video, magazine advert, and digipak. The feedback was useful as it confirmed that visual connections to lyrics and popular conventions engaged audiences. It suggested improving shots and close-ups in the music video. Feedback reinforced that the magazine advert successfully targeted females with pink colors and professional design. It also confirmed that the digipak's original bubblegum idea and visual relationship between image and text made it memorable.
Question 3
Through collecting audience feedback on a music video, the author learned that their target audience was different than initially expected. Feedback from social media sites like YouTube showed that most fans of the band Maroon 5 were young females, not young males as originally thought. Focus groups provided helpful feedback on the strengths and weaknesses of the rough cut, including that the narrative was unclear at times. Collecting reactions on video and through questionnaires helped the author improve the music video and better understand how to share the final product with audiences.
Andrew evaluation question 3
Initially, the target audience for the band's music was males and females aged 16-24. They based this on the genre of their music and bands like Mumford and Sons and The Killers that appealed to similar audiences. They conducted questionnaires and interviews to learn about music preferences within this age range. The questionnaires found that the genre was popular within the target audience. This helped them in planning their video marketing. They also held a focus group to learn what people like about music videos. The focus group provided many new ideas that benefited the video. Audience feedback on their first video was overall positive.
Evaluation - Question Three
Through audience feedback on social media platforms and interviews, the document summarizes what was learned about the promotional package created for a band. Feedback indicated that the music video's editing, storyline, and live performance elements were effective overall. The digipak and magazine ad were praised for their simple yet eye-catching designs that matched the retro punk style. Suggestions included making the storyline and genre conventions in the video clearer and redesigning one graphic element digitally for consistency.
Evaluation question 3
The document discusses audience feedback methods used for a media project. It defines the target audience as males aged 16-24 and describes tailoring content to their interests like meaningful lyrics. Feedback was gathered through online surveys, pie charts, and peer reviews at different draft stages. The peer feedback helped improve locations, typography, images and video elements. Overall, the audience feedback helped ensure the content appealed to the target demographic and identify small changes needed to further improve the final products.
Evaluation question 3 what have you learned
The document discusses feedback received from the target audience of teenage girls for a music video created in the indie-pop genre. Feedback was gathered through peers, pitches, sketches, social media, surveys and word analysis and was helpful for understanding what the audience did and didn't like and improving representation of elements like editing techniques, themes and coding. While peers generally enjoyed aspects like editing, the document notes feedback indicated the music video needed clarification on some theoretical concepts for full audience understanding.
Andrew evaluation question 3
Initially, the target audience for the band's music was males and females aged 16-24. They based this on the genre of music and bands like Mumford and Sons and The Killers that appealed to a similar demographic. Questionnaires and interviews confirmed this target audience liked their style of music. The questionnaires provided information on listeners' favorite genres and what they liked in music videos. This informed the band that their genre was popular with the target age range. Focus groups also provided feedback that music videos should have narratives. Marketing the video through a digipak and poster used feedback from draft designs to successfully promote the video to the intended audience.
Question 3
Through audience feedback on a rough cut of his music video, the author learned that his target audience was young females, not young males as initially thought. Feedback from focus groups showed that the narrative was unclear and needed work. Questions to the focus groups assessed if the video represented the pop genre correctly and identified strengths and weaknesses. The author plans to present the final video on social media and YouTube to reach a wide audience and get feedback on views, likes, and comments.
Media Evaluation 3
The document discusses the importance of audience feedback in developing promotional materials for an unsigned artist. The creator gathered feedback at various stages of production, including questionnaires about music video conventions, comments on early edits of the video, and surveys about album artwork and magazine advertisements. This feedback revealed preferences of the target audience and helped shape the final products to better appeal to viewers. Changes like adding a color filter to the video and selecting the most popular album design increased the likelihood that the audience would engage with and purchase the artist's music and materials.
Evaluation 3
The document discusses feedback received on a music video created for a male target audience aged 18-25. A questionnaire was distributed before production to understand audience expectations, which informed the video's content. Positive comments on YouTube and social media showed the video was enjoyable and related well to the target group. Some feedback critiqued specific scenes, providing opportunities for improvement. Overall, receiving audience perspectives at different stages of creation helped ensure the video appealed to its intended demographic.
Evaluation question 3
Whilst completing their first draft, the filmmakers found audience feedback to be key to developing their music video product. They used surveys on Survey Monkey before and during the drafting process to gather feedback on aspects like music genre, clothing, location, pacing of edits, and ways to improve. Sharing the surveys on social media like Facebook allowed them to reach a wider target audience of 15-30 year olds. This feedback helped inform the infrastructure and analysis of their music video.
Audienece
The document discusses getting feedback on a music video from test audiences to help improve it. It summarizes receiving positive feedback from a group of media students who understood the creative process. It also details getting outside perspectives from two individuals - Anique, a fashion student and culture magazine editor, who praised the ambitious nature of the video but suggested faster editing; and Jerome, a student and model interested in music and film, who liked the camerawork and said the visuals fit the theme.
Evaluation Question Three
Olivia Kelly conducted audience research to learn about the indie music genre and determine the target audience for her music video. She used online surveys and printed questionnaires to gather feedback from people aged 13-20. She learned that different age groups within that range have different music interests, so the video appeals to different parts of that age range. Including conventions of the indie genre was important to attract the target audience. The feedback received was generally positive and helped Olivia decide to use a central image across the music video, digipak, and magazine advertisement to better connect them.
Question 3
The document discusses how the author gathered feedback from audiences on their music video productions through questionnaires. They asked about elements like font, color, and layout to tailor their designs to appeal precisely to their target audience. Feedback helped the author improve their drafts and make amendments so the productions better suited the genre and encouraged audiences to purchase the materials. Including audience input allowed the productions to be more specifically aimed at and appealing to the target audience.
Question 3 - What have you learnt from your audience feedback ?
The document discusses feedback the author received on various media products from intended audiences. [1] The author found audience feedback vital for creating successful products that appeal to target demographics. [2] An early questionnaire provided insight into what music video elements audiences prefer, forcing a change in song choice. [3] Focus groups on the music video and digipak/poster designs identified both likes and areas for improvement to better suit target audiences.
Audience feedback media
The student collected feedback from an audience throughout their project in order to understand audience needs and make improvements. They created a questionnaire to determine popular music genres, ages, and artist inspirations. Most respondents preferred indie music. The student also used feedback from peers to refine their music video, digital album artwork, and magazine ad. Collecting audience feedback through various methods helped the student make informed decisions that aligned with their target audience's preferences.
Evaluation question 3
The document discusses feedback received from audiences on a music video project. Interviews were conducted with the target demographic before filming to understand what they would expect and want to see. During production, works-in-progress were shown to peers for feedback on improvements. After uploading the final video to YouTube and Facebook, comments were reviewed to identify what was good, bad, and could be improved. Classmates also provided feedback on the finished product. Audience feedback is seen as important for understanding viewer preferences and generating new ideas.
Evaluation Question 4
Media technologies were used extensively for research, planning, construction, and evaluation of the project.
For research, planning, and evaluation, technologies like Prezi, PowerPoint, Blogger, SlideShare, YouTube, and social media were used to showcase work and gather audience insights. Construction involved using cameras, microphones, Sony Vegas for editing footage, and Photoshop for imagery and packaging design.
Different media were tested for the evaluation, including Prezi for overviews, audio recordings with images for one question, and Powtoon for another, though Powtoon had usability issues. Overall, a variety of software provided options to complete all stages of work, with some proving more effective than others.
Digipak feedback
The document provides feedback on images being considered for a digipak album packaging. For Image 1, it recommends editing it to black and white in Photoshop, recreating the photo with varied shots, and using small cursive titles. For Image 2, it notes the image is only suitable for the inside sleeve due to its awkward angle. For Image 3, the feedback received was that the photo lacked intimacy and didn't clearly show the gender of the subjects. For the back cover, ideas proposed include featuring the artist isolated in a corner under a spotlight or using his silhouette with other essential details.
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Evaluation 3
- The document discusses how the author gathered feedback at various stages of creating a music video, digipak, and magazine advertisement. This included feedback on song choices, styles, images, and draft designs.
- Feedback was collected through questionnaires, class discussions, social media, and by showing draft works. This helped the author understand preferences and improve their work to appeal to the target audience.
- Key decisions like song choice, style, and images used for the final products were influenced by analyzing the feedback received.
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.
Evaluation Question 3 - What have you learned from your audience feedback?
Media A-Level A2 Coursework - G324 Evaluation Question #3 (What have you learned from your audience feedback?)
A2 media portfolio evaluation 3
The document discusses feedback from focus groups on a student's music video, magazine advert, and digipak. The feedback was useful as it confirmed that visual connections to lyrics and popular conventions engaged audiences. It suggested improving shots and close-ups in the music video. Feedback reinforced that the magazine advert successfully targeted females with pink colors and professional design. It also confirmed that the digipak's original bubblegum idea and visual relationship between image and text made it memorable.
Question 3
Through collecting audience feedback on a music video, the author learned that their target audience was different than initially expected. Feedback from social media sites like YouTube showed that most fans of the band Maroon 5 were young females, not young males as originally thought. Focus groups provided helpful feedback on the strengths and weaknesses of the rough cut, including that the narrative was unclear at times. Collecting reactions on video and through questionnaires helped the author improve the music video and better understand how to share the final product with audiences.
Andrew evaluation question 3
Initially, the target audience for the band's music was males and females aged 16-24. They based this on the genre of their music and bands like Mumford and Sons and The Killers that appealed to similar audiences. They conducted questionnaires and interviews to learn about music preferences within this age range. The questionnaires found that the genre was popular within the target audience. This helped them in planning their video marketing. They also held a focus group to learn what people like about music videos. The focus group provided many new ideas that benefited the video. Audience feedback on their first video was overall positive.
Evaluation - Question Three
Through audience feedback on social media platforms and interviews, the document summarizes what was learned about the promotional package created for a band. Feedback indicated that the music video's editing, storyline, and live performance elements were effective overall. The digipak and magazine ad were praised for their simple yet eye-catching designs that matched the retro punk style. Suggestions included making the storyline and genre conventions in the video clearer and redesigning one graphic element digitally for consistency.
Evaluation question 3
The document discusses audience feedback methods used for a media project. It defines the target audience as males aged 16-24 and describes tailoring content to their interests like meaningful lyrics. Feedback was gathered through online surveys, pie charts, and peer reviews at different draft stages. The peer feedback helped improve locations, typography, images and video elements. Overall, the audience feedback helped ensure the content appealed to the target demographic and identify small changes needed to further improve the final products.
Evaluation question 3 what have you learned
The document discusses feedback received from the target audience of teenage girls for a music video created in the indie-pop genre. Feedback was gathered through peers, pitches, sketches, social media, surveys and word analysis and was helpful for understanding what the audience did and didn't like and improving representation of elements like editing techniques, themes and coding. While peers generally enjoyed aspects like editing, the document notes feedback indicated the music video needed clarification on some theoretical concepts for full audience understanding.
Andrew evaluation question 3
Initially, the target audience for the band's music was males and females aged 16-24. They based this on the genre of music and bands like Mumford and Sons and The Killers that appealed to a similar demographic. Questionnaires and interviews confirmed this target audience liked their style of music. The questionnaires provided information on listeners' favorite genres and what they liked in music videos. This informed the band that their genre was popular with the target age range. Focus groups also provided feedback that music videos should have narratives. Marketing the video through a digipak and poster used feedback from draft designs to successfully promote the video to the intended audience.
Question 3
Through audience feedback on a rough cut of his music video, the author learned that his target audience was young females, not young males as initially thought. Feedback from focus groups showed that the narrative was unclear and needed work. Questions to the focus groups assessed if the video represented the pop genre correctly and identified strengths and weaknesses. The author plans to present the final video on social media and YouTube to reach a wide audience and get feedback on views, likes, and comments.
Media Evaluation 3
The document discusses the importance of audience feedback in developing promotional materials for an unsigned artist. The creator gathered feedback at various stages of production, including questionnaires about music video conventions, comments on early edits of the video, and surveys about album artwork and magazine advertisements. This feedback revealed preferences of the target audience and helped shape the final products to better appeal to viewers. Changes like adding a color filter to the video and selecting the most popular album design increased the likelihood that the audience would engage with and purchase the artist's music and materials.
Evaluation 3
The document discusses feedback received on a music video created for a male target audience aged 18-25. A questionnaire was distributed before production to understand audience expectations, which informed the video's content. Positive comments on YouTube and social media showed the video was enjoyable and related well to the target group. Some feedback critiqued specific scenes, providing opportunities for improvement. Overall, receiving audience perspectives at different stages of creation helped ensure the video appealed to its intended demographic.
Evaluation question 3
Whilst completing their first draft, the filmmakers found audience feedback to be key to developing their music video product. They used surveys on Survey Monkey before and during the drafting process to gather feedback on aspects like music genre, clothing, location, pacing of edits, and ways to improve. Sharing the surveys on social media like Facebook allowed them to reach a wider target audience of 15-30 year olds. This feedback helped inform the infrastructure and analysis of their music video.
Audienece
The document discusses getting feedback on a music video from test audiences to help improve it. It summarizes receiving positive feedback from a group of media students who understood the creative process. It also details getting outside perspectives from two individuals - Anique, a fashion student and culture magazine editor, who praised the ambitious nature of the video but suggested faster editing; and Jerome, a student and model interested in music and film, who liked the camerawork and said the visuals fit the theme.
Evaluation Question Three
Olivia Kelly conducted audience research to learn about the indie music genre and determine the target audience for her music video. She used online surveys and printed questionnaires to gather feedback from people aged 13-20. She learned that different age groups within that range have different music interests, so the video appeals to different parts of that age range. Including conventions of the indie genre was important to attract the target audience. The feedback received was generally positive and helped Olivia decide to use a central image across the music video, digipak, and magazine advertisement to better connect them.
Question 3
The document discusses how the author gathered feedback from audiences on their music video productions through questionnaires. They asked about elements like font, color, and layout to tailor their designs to appeal precisely to their target audience. Feedback helped the author improve their drafts and make amendments so the productions better suited the genre and encouraged audiences to purchase the materials. Including audience input allowed the productions to be more specifically aimed at and appealing to the target audience.
Question 3 - What have you learnt from your audience feedback ?
The document discusses feedback the author received on various media products from intended audiences. [1] The author found audience feedback vital for creating successful products that appeal to target demographics. [2] An early questionnaire provided insight into what music video elements audiences prefer, forcing a change in song choice. [3] Focus groups on the music video and digipak/poster designs identified both likes and areas for improvement to better suit target audiences.
Audience feedback media
The student collected feedback from an audience throughout their project in order to understand audience needs and make improvements. They created a questionnaire to determine popular music genres, ages, and artist inspirations. Most respondents preferred indie music. The student also used feedback from peers to refine their music video, digital album artwork, and magazine ad. Collecting audience feedback through various methods helped the student make informed decisions that aligned with their target audience's preferences.
Evaluation question 3
The document discusses feedback received from audiences on a music video project. Interviews were conducted with the target demographic before filming to understand what they would expect and want to see. During production, works-in-progress were shown to peers for feedback on improvements. After uploading the final video to YouTube and Facebook, comments were reviewed to identify what was good, bad, and could be improved. Classmates also provided feedback on the finished product. Audience feedback is seen as important for understanding viewer preferences and generating new ideas.
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Evaluation Question 3 - What have you learned from your audience feedback?
Evaluation Question 3 - What have you learned from your audience feedback?
Question 3 - What have you learnt from your audience feedback ?
Question 3 - What have you learnt from your audience feedback ?
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Evaluation Question 4
Media technologies were used extensively for research, planning, construction, and evaluation of the project.
For research, planning, and evaluation, technologies like Prezi, PowerPoint, Blogger, SlideShare, YouTube, and social media were used to showcase work and gather audience insights. Construction involved using cameras, microphones, Sony Vegas for editing footage, and Photoshop for imagery and packaging design.
Different media were tested for the evaluation, including Prezi for overviews, audio recordings with images for one question, and Powtoon for another, though Powtoon had usability issues. Overall, a variety of software provided options to complete all stages of work, with some proving more effective than others.
Digipak feedback
The document provides feedback on images being considered for a digipak album packaging. For Image 1, it recommends editing it to black and white in Photoshop, recreating the photo with varied shots, and using small cursive titles. For Image 2, it notes the image is only suitable for the inside sleeve due to its awkward angle. For Image 3, the feedback received was that the photo lacked intimacy and didn't clearly show the gender of the subjects. For the back cover, ideas proposed include featuring the artist isolated in a corner under a spotlight or using his silhouette with other essential details.
Evaluation question 4
The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of a project. Blogger was used to upload coursework and receive feedback. Prezi was used for online presentations. YouTube was used to watch videos related to different genres and to upload content. Google was used for searching. BBC Class Test provided information about the target audience. Powtoon was used to create dynamic presentations and videos. Sony Vegas was used to edit videos. Photoshop was used to create a digipak cover and magazine advert. Panasonic HD cameras were used to film high quality video and audio.
Drafts advert
The document discusses three draft designs for a magazine advertisement for a band's new album. The first draft features the album cover as the main image and uses the same font to increase brand recognition. It also includes tour dates and information on where to purchase the album. The second draft features a picture of the band as the main image and includes the album cover to help with brand recognition. It also lists tour dates and purchase information. The third draft features a picture from the band's music video but uses a different font that does not improve the brand identity. All three drafts include tour dates and purchase information.
Final draft digipak
This document outlines a final draft for a digipak cover. The front cover will feature an edited landscape image from the creator's music video with changed colors and a generic font for the artist and album title, resembling a Red Hot Chili Peppers album cover. The back cover will show the back of a car from the music video with the track listing under the shadow and details like the record label and copyright information, connecting to the front cover through slightly changed colors.
Evaluation question 4
The document discusses the use of various media technologies throughout the stages of a project to create a music video, advertisement, and digital package (digipak).
During planning and research, websites like YouTube and music platforms were used to understand target audiences and gather inspiration. Questionnaires and blogs captured audience demographics. Cameras and microphones recorded focus group interviews.
Sony Vegas was the primary software for editing the music video during construction. Photoshop designed the advertisement and digipak. Cameras captured footage and phones communicated between team members.
Evaluation involved sharing the final products on platforms like YouTube, Blogger, Prezi and SlideShare to gather feedback. Various technologies supported research, communication and presentation
Evaluation question 4
The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of a project. During research and planning, the student used YouTube, Blogger, Prezi, and Google to research their chosen genre and gather information. Blogger allowed them to track their progress. During construction, they used a camera, Movie Studio Platinum 12 for editing, Adobe Photoshop for image editing, and lighting equipment during filming. Evaluation similarly involved tools like Prezi, Blogger, and SlideShare for documentation and presentation. Overall, a wide range of technologies supported the project at each stage.
Evaluation question 4
Matthew Wheeldon discusses the use of various media technologies in the different stages of a media production project. In the research and planning stage, the group used tools like Blogger, YouTube, Prezi, Google, and BBC tests to inform their work. Cameras were used to film interviews with the target audience. In construction, they used cameras, lighting equipment, phones for logistics, and Sony Movie Studio for editing. Their evaluation involved screenshot tools to provide examples and back up points made. Overall, the technologies helped with research, production, and evaluation of their three media texts.
Evaluation question 4
The document discusses the media technologies used during the research, planning, construction, and evaluation stages of creating three products. During research and planning, the author used a computer, internet, Google, Blogger, Prezi, Movie Studio Platinum, cameras, YouTube, an iPhone, and lightening cables. Construction involved using cameras, a tripod, GoPro, and key light for filming, and Movie Studio Platinum and Photoshop for editing. The author provides examples and screenshots to illustrate how each technology was used at different stages of the process.
Student digipak analysis
The document analyzes and compares a student-made digipak cover for a song to the original album cover. It notes similarities and differences between the two covers. Some key similarities include the use of earthy/rich color tones and inclusion of jewelry imagery. Differences include the student cover displaying both the artist name and album title while the original only lists the album title. The back covers also share similarities like listing the song tracks, but differ in image choice and color schemes used. Overall, the analysis finds the student cover captures many conventions of the genre and original album design.
Conventions of adverts for a digipak
The document outlines several common conventions for advertisements promoting digipaks, which are packaging formats for music albums. These conventions include prominently displaying the artist's name to catch attention, listing the album title and genre to inform audiences, noting the release date or indicating if the album is "out now", including positive reviews to encourage purchases, specifying retailers where it can be bought, occasionally mentioning related tour dates, and displaying the artist and label websites for more information. The conventions are aimed at promoting the digipak, informing potential buyers, and appealing to audiences.
Evaluation 4
The document discusses how media technologies were used at different stages of the student's media production project.
During the research and planning stage, the student used blogs, Prezi, YouTube, and websites to organize information and findings. Cameras, microphones, and movie editing software were used to record interviews, presentations, and capture feedback.
During the construction stage, the same cameras and a pistol microphone were used to film scenes for the music video. Learning how to properly operate the camera equipment from prior experience helped the filming go smoothly.
Overall, the student gained experience using various technologies at each stage and felt they improved their camera and software skills over the course of the project.
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Similar to Evaluation question 3
Media evaluation question 3: What have you learnt from your audience feedback?
From distributing questionnaires to their target audience of females aged 15-25, the document summarizes the following key findings:
1) Most listened to music with friends or in cars, and watched music videos on channels like MTV. Pop, R&B, and indie music were most popular.
2) To appeal to their mainstream audience, the video was filmed in a studio following pop music conventions, though an "edge" was needed to stand out.
3) Green screening was difficult and led to picture quality flaws, so more planning was needed for special effects.
4) Audience testing helped refine editing and ensure the video intrigued and interested their target demographic.
Evaluation Question 3
The document discusses audience feedback that was gathered during the production of a music video, poster, and digipak for rising artist Isaiah Dreads. Research showed Isaiah's main fan base was 18-24 year old males. Questionnaires and focus groups with this target audience helped decide to create a heavily performance-based music video for the song "Hype in the Booth." Feedback guided location and concept choices. Though some non-target feedback disagreed, following the target audience ensured a professional product fitting the grime genre. Further target audience feedback confirmed the high quality of the final products and their synergy across formats. Audience research was crucial throughout to shape the products for maximum success and profits.
Ina Evaluation Question 3
- The document discusses research conducted through a questionnaire to understand audience preferences for music genres and video styles. It found R&B was the most popular genre at 44% followed by pop at 34%.
- Initially, the creators planned an R&B video but ultimately decided on pop to suit their horror concept idea, feeling the 34% pop preference was sizable.
- Feedback emphasized the importance of narrative, creative compositions, and connecting themes across related works like the music video and album packaging. Minor lip-syncing issues in the video were also noted.
Question 3 - Part 2
The document summarizes audience feedback on a music video and ancillary tasks created to promote an artist. [1] The music video was generally well-received but could have benefited from more editing effects. [2] The digipak and website effectively captured the genre but the digipak could have included more information. [3] Receiving feedback helped the creators understand how to potentially improve their work and be more effective in promoting the artist.
Final evaluation of music video & addtional products.
The document provides an evaluation by Ahmad Safari of media products created by himself and his group, including a music video, CD cover, and advert for the rap/grime genre. It discusses how the products developed and challenged conventions of the genre through the use of montage shots and avoiding violence. Feedback from a pilot audience group was positive, showing most would refer the video to friends and rate it highly. Areas for potential improvement are identified.
Evaluation Question 3
The document discusses feedback received on a music video from various audiences. Classmates felt the black and white style worked well and the actor's performance was good. A focus group of the target audience provided feedback on how well the video captured grime culture. Analytics on YouTube showed the video was most popular among males aged 13-17, matching the target audience. Overall, the feedback was positive and identified some minor technical issues to improve, such as varying locations more. The document also discusses relevant music video theory.
Evaluation Question 3
The document discusses what the author has learned from collating target audience feedback on their promotional package for an indie music artist. Specifically, the author learned that their package successfully created continuity across the three components, had a clear stylistic cohesion, and was interpreted by audiences as fitting within the indie genre based on its use of conventions from other real indie products. The target audience feedback also identified areas for improvement, such as ensuring a clearer narrative in the music video. Overall, collating qualitative feedback helped the author create a professional promotional package that audiences received as expected for the indie genre.
Evaluation Question 3
The document discusses feedback received on a music video from various audiences. Classmates felt the black and white style worked well and the actor's performance was good. A focus group was also held with the target audience. Feedback on YouTube showed the video was most popular with males aged 13-17. Overall, the feedback was positive about the locations, style, and performer, though some felt more varied locations could have improved it. The document also discusses music video theory about relating visuals to lyrics and building artist representation.
Evaluation question 3
The document discusses what the author has learned from audience feedback on their promotional package for an indie music artist. They collected qualitative feedback at various stages of the project via video interviews, a Facebook group, and a final video interview. The feedback helped the author identify redundant features that situated their work within the indie genre, as well as aspects that could be improved. Key lessons included ensuring continuity across all elements, having a clear stylistic cohesion, and telling a fully clear narrative. The audience feedback confirmed that the work conformed to expectations of the indie genre.
Media Evaluation 3
The document discusses feedback received from audiences on a media product. It indicates that audience feedback is important to improve the product based on the audience's perspective. Selective audiences provided feedback at different stages of development. Early feedback helped refine the song and video ideas. Later feedback resulted in introducing the artist and song title earlier in the video. Final feedback from teachers identified technical improvements. Overall, audience feedback helped inspire and improve the product, though the author notes there may have been more opportunities for feedback during the challenging construction process.
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
Q3
The document discusses feedback received from the audience on a media project. It describes conducting a focus group with the target audience to get in-depth feedback on aspects like location and costumes. A questionnaire was also used to get audience opinions on mock-ups, helping decide which designs to pursue. While social media feedback was positive, it lacked constructive comments. Verbal feedback sessions on video edits proved most useful, providing suggestions to tighten shots, add humor, and avoid obvious endings. This feedback helped strengthen the project.
Evaluation Question Three
The candidate learned several important lessons from receiving feedback on their music video, magazine advertisement, and digipak from their target audience. They found that regularly incorporating feedback helped improve their work and make it more appealing. While not all feedback was applied, considering suggestions and finding compromises helped enhance the projects. The candidate discovered that pleasing all audience members can be difficult but that variability in elements like cutting pace kept most engaged.
Question 3
1) The student learned from audience feedback that their music video, magazine advertisement, and digipack met most of the target audience's needs according to Maslow's hierarchy, but the digipack design did not match the color schemes of the other pieces.
2) Feedback showed the music video and magazine ad effectively gained attention and interest through their designs, and the video storyline created a desire in viewers to be the protagonist.
3) However, the digipack design stood out in a negative way from the black and white schemes of the other pieces.
What have you learned from your audience feedback
The document discusses various techniques the author used to gather feedback from their target audience during the process of creating an indie music video. This included questionnaires, focus groups, informal discussions, social media engagement, and surveys to understand preferences and ensure the video would appeal to its intended demographic. Feedback revealed key insights like the popularity of indie among teenagers and importance of including both male and female band members to appeal to both genders. Multiple feedback opportunities throughout pre-production and post-production allowed the author to refine various elements and ensure the video successfully reached their target audience.
Evaluation Part Two
The group created a range of ancillary texts like a digipack and magazine advertisement to promote the artist Belle Rose and increase her fan base. Feedback from questionnaires showed that viewers responded positively to the natural beauty theme and camera work in the music video but that additional locations could have improved engagement. Various media technologies were used at each stage of research, planning, production, and distribution to make the project accessible across platforms and evaluate effectiveness.
Evaluation question 3
The document discusses using audience feedback to improve a music video project. It describes conducting questionnaires and focus groups to learn that their target audience preferred male protagonists, story-driven videos, and Eminem as an artist. Their video focused on these elements through a narrative about mental illness. Feedback on YouTube and Facebook was mostly positive about the editing, art direction, and message, but some found the black box and clown mask distracting. Overall, the document argues that audience research was critical to understanding preferences and creating a successful video.
Question 3
The document discusses the importance of gathering audience feedback and how the student used various methods like surveys, interviews, and focus groups with professionals and their target audience to inform the design of their promotional media package for a rock band. The feedback helped them understand what would appeal to their primary target audience of males aged 16-25 who listen to rock music. They incorporated this feedback throughout the development and construction of their music video, website, and other ancillary products to make sure it aligned with their target audience's preferences.
Q3 what have you learned from your audience feedback
The document summarizes audience feedback received on a music video production. It discusses using anonymous voting cards in class to collect impartial feedback. Strengths identified included editing, lip syncing, glitches between shots, mood transitions, and use of polaroids. Areas for improvement were emphasizing the narrative, using a wider variety of shots, and focusing some shots. The document also discusses using social media like Twitter polls to gather feedback and the importance of understanding the target audience to appeal to them based on Blumer and Katz theory.
Evaluation question 3
1) The document discusses feedback received from audiences on a music video project. Feedback was gathered from the target audience, classmates, friends, family, and actors to help improve the music video and ensure it appealed to the target demographic.
2) Early feedback from the target audience informed choices about format, visuals, and themes. Classmates provided critique on the narrative, scenes, and transitions to create a stronger story. Additional drafts were reviewed to select the best ideas.
3) Later feedback from friends, family, and actors confirmed the music video successfully represented Johnny Cash and conveyed themes of regret through visuals and music. This feedback process helped strengthen the project to clearly portray the song lyrics and artist.
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Media evaluation question 3: What have you learnt from your audience feedback?
Media evaluation question 3: What have you learnt from your audience feedback?
Final evaluation of music video & addtional products.
Final evaluation of music video & addtional products.
Q3 what have you learned from your audience feedback
Q3 what have you learned from your audience feedback
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Evaluation question 3
The document summarizes feedback received from target audiences on a music video project. Key points:
- Interviews with 3 target audience members provided insight into what they want from music videos, such as something different, narrative-based videos, and authentic characters.
- Feedback confirmed the video succeeded in being different through visual filters and a narrative-based approach without the artist. It showed meaning through props and used authentic 17-year-old actors without lyrics.
- Pitching the idea to classmates helped identify flaws and gain additional perspective, though the final video diverged from the original plan based on this feedback.
- Feedback on draft digipak designs was incorporated, combining elements like the 3D effect and
Evaluation question 4
Jack Francis used various media technologies at different stages of his music video project. In the research and planning stage, he used his computer to conduct online research and draft documents using Word and PowerPoint. He also used his mobile phone to communicate with actors and find inspiration by viewing other music videos. During construction of the video, Jack used a Panasonic camera and tripod to film footage, downloading software to obtain the music file, and Movie Studio Platinum to edit the footage and add the music. He uploaded the final video to YouTube. For ancillary tasks like a digipak and advertisement, Jack used Photoshop to add text and edit images, an online filter website, and a printer. Finally, he uploaded all
Risk assessment
The document contains 3 risk assessments for filming scenes for a music video at different outdoor locations. Key hazards identified include water and quicksand near the beach, uneven surfaces and smoke bombs in the woods, and vehicles and crowds at an unspecified third location. Measures taken to prevent injuries include ensuring proper footwear, first aid kits, adequate clothing, and supervision of teenagers. Additional actions such as locating hazards beforehand, monitoring tide and crowd levels, and having phones and transportation available are also outlined. Responsibilities for addressing risks are assigned to the project manager Jade Paul.
Risk assessment jf
This document outlines potential hazards, injuries, severity levels, prevention measures, and emergency response plans for a film shoot. It identifies hazards from camera equipment, falling down stairs, getting hit by a car, low lighting, and alcohol in the eyes. Prevention measures include safety checks, practice, road safety reminders, lighting the environment, and emptying alcohol containers. The emergency response plan is to call an ambulance if anyone is injured from these hazards. Responsible parties are identified for any required actions.
Mise-en-scene
The document outlines the mise-en-scene elements for a music video including costume, lighting, actors, makeup, props, setting, and editing. Costumes will show the relationship is unstable through dark clothes for the female actor and concealed faces for the male actor. Lighting will use high key when the female is happy and low key when sad. The video will focus on older teenage actors to match the target audience. Minimal makeup on the female will show she is controlled by the male. Props like sparklers and lanterns will symbolize moving on from the past. Multiple settings like the beach and woods will avoid boredom. Editing will use smooth transitions and color correction to engage the audience.
Casting
This document provides casting considerations for a music video about a female protagonist who is unhappy in her relationship and is better off alone. It describes two main characters, Cleo and Finn, and proposes several actors for each role. For the role of Cleo, Kat is suggested due to her extensive acting experience from childhood productions. Megan is also proposed but is younger than the character. For the role of Finn, Callum is put forward given his experience acting in school productions playing various roles, though he is younger than the character. Sam is also proposed but has less overall acting experience than Callum.
Shooting schedule
This document provides a shooting schedule detailing the date, time, location, actors, and shot types for filming a project. It includes shots at V festival in Chelmsford on August 21st, close-ups of Kat and Callum at Callum's house on September 20th, establishing and tracking shots of Kat and Callum at Mablethorpe beach during sunset on September 24th, tilt and tracking shots of Kat and Callum in Blackpool on September 30th, and establishing and close-up shots of Kat at Willinghamwoods on October 1st.
Shooting schedule a2
The document provides a shooting schedule for a music video by the band The Vaccines. It details that filming will take place over one day, September 21st, beginning at dusk at a petrol station with scenes of Kirsty and Oliver, then moving indoors at night to film scenes inside a house of Kirsty and Callum using a camera and tripod along with alcohol as props. Filming will conclude the following early morning with exterior street scenes of Kirsty and Oliver filmed with a camera and tripod.
Shot list music video
The shot list documents scenes for a music video involving characters Kirsty, Oli, Ellie, and Callum. It includes 35 shots at a petrol station of Kirsty and Oli awkwardly sitting together and Kirsty walking away from Oli. It then details 15 shots of Kirsty walking along a pathway from different angles. Additional shots include Kirsty drinking alcohol at a house, being sick, and a sexual encounter with Callum. The list concludes with shots of Ellie walking along the same pathway from different angles and Kirsty and Oli hugging at the petrol station.
Evaluation Question 3
From audience feedback on their music video concept, the document summarizes that they learned to:
1) Keep makeup and costumes natural to make characters more relatable to indie genre conventions.
2) Favor a mixed narrative over including diegetic sound which could be distracting.
3) Film entirely outside to create atmosphere and meet indie genre conventions rather than including indoor scenes.
Evaluation question 6
The document discusses technologies used during each phase of constructing a media product. In planning and research, the author learned to use Blogger and Prezi effectively but had difficulties with Slideshare. During construction, the author gained skills using a camera, microphone, LED light, and movie editing software. In evaluation, the author became familiar with Emaze but was already proficient in presentation software like PowerPoint. Overall, the author felt their media skills improved the most during the construction phase of the large project.
Question 3
Warner Bros would be an effective major distributor for the film Imperium. As one of the big six film studios, Warner Bros has the resources and experience needed to distribute a mainstream crime/drama film widely. With over 8000 employees and $13 billion in revenue in 2015, Warner Bros can handle large production and promotion campaigns. They successfully promoted Goodfellas, which made a $21 million profit. To reach the target audience of males and females aged 35+ for Imperium, the distributor must carefully select promotion platforms and design advertisements appropriately. Television, online social media, and fan pages would be effective low-cost promotion methods.
Risk assessment
This document identifies potential hazards during an outdoor activity and measures to prevent injuries. It lists hazards such as roads, cameras, leaves, trees, and wildlife/dogs. For each hazard, it identifies potential injuries, a severity rating, measures taken to prevent injury, the number of people at risk, additional required measures, and those responsible. The hazards include getting run over, electrocution from cameras, slipping on leaves, falling branches from trees, and bites from wildlife or dogs. Preventative measures include being vigilant around roads, checking cameras for damage, walking carefully through leaves, avoiding trees, and not approaching wildlife. Those participating are responsible for their own safety.
Shooting schedule
This document contains a shooting schedule for a film being shot over one day. It lists 15 scenes, all taking place on October 12, 2016. The locations are either exterior shots on a road near a village or interior shots in a barn. The main characters involved are Wilson, Makenzie, and Detective McCoy. Scenes include shots of Wilson walking and smoking, entering the barn, dialogue exchanges between the characters, and a close-up of a gun.
Shooting schedule
The document contains a shooting schedule for a film with 12 scenes planned for the first day of shooting. The first 6 scenes take place outside on a road and show Wilson walking into and around a village, including shots of his torso and him throwing down a cigarette. Scenes 7-11 take place inside a barn and include introductions of the characters Wilson, Makenzie, and Detective McCoy. These scenes involve dialogue exchanges between the characters shot over shoulders and in close-ups. Props include a desk, chairs, and cigarettes.
Student video analysis
The document provides instructions for a student video analysis assignment. Students are asked to analyze 2-3 past student film openings, considering elements like camera work, editing, pacing, setting, sound, acting, and titles. At least one film must be from the student's genre. Two sample student films are then analyzed in detail based on these elements:
1) A thriller film opening showing two students captured in an abandoned building trying to escape their captor.
2) A black-and-white noir film opening featuring a detective investigating a serial killer case.
Title sequence analysis
This document analyzes the title sequences of three films: The Shining, Se7en, and Reservoir Dogs. It finds that all three films include the studio logo, director, film title, and key or other cast members in their opening credits. The order that most commonly appears is studio logo first, followed by the film title, director, producer, key cast, and other cast. Based on this analysis, the author concludes that their own title sequence should include at least the studio logo, director, film title, and cast members, with that standard order.
Shooting schedule
The document contains a shooting schedule for a film titled "Imperium" with 10 shots planned over 1 day. The locations include a road outside a village, a barn interior. Characters include Wilson, Makenzie and Detective McCoy. Scenes include Wilson walking on the road and throwing down a cigarette, then entering the barn where a freeze frame will capture his face and a master shot of the whole barn setting. Dialogue shots between the characters are also scheduled inside the barn.
Student film opening analysis
This document provides an analysis and review of two student film openings titled "Carnage" and "Counterpart". For Carnage, the reviewer provides positive feedback on the camera work, editing, sound design, costumes, lighting, and setting in building tension and suspense. The only criticism is that it felt more like a trailer than an opening. For Counterpart, the reviewer critiques the shaky camera work, distracting background elements, uneven editing, and stiff acting, though notes some successful elements like the shadowy masked characters and fitting title/music. Overall, Carnage received higher marks for its effective techniques in setting an ominous tone through its technical elements.
Mise en scene
The document discusses the importance of mise-en-scene elements for establishing believability in a 1960s-set film opening scene involving the interrogation of a detective by gangsters. Costumes of the time period, natural lighting outside transitioning to low-key lighting inside, realistic makeup depicting injuries, and props like plain chairs, period-appropriate guns and cigarettes will be used. The rural setting provides isolation for the interrogation without witnesses.
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Evaluation question 3
- 1. What have youlearnedfromyouraudience feedback? At the start of the audience feedback workwe wantedtogetenough feedbacktohelpusimprove ourwork, we usedvariousmethodsto collectinformationaboutourtarget audience andourgenre suchas questionnaires,focusgroupsandinterviews.We alsousedapitchto showand tell ourideas. Aftercollectingall the feedbackwe neededwe concludedonwhattouse and whatnot to use inour musicvideo,digipakandmagazine advert. From thiswe alsolearntwhatwouldmake the audience happyandwhat wouldnotmake themhappyand whatwas typical of an R&B music video.We alsoknew tohave a narrative basedvideothattellsaclear storybecause thisisthe feedbackwe got from ourtarget audience and whattheysaid theywouldexpectinanR&B musicvideo. For the target audience interview andfocusgroupswe got differentviewsonourmusicvideo,songandgenre choice.Fromthe interview we foundthatthe songwas a good choice andtheyare interestedinseeingthe videowhenitcomesout,we alsofoundoutwhat type of musicvideotheywouldpreferittobe,how it could be editedandfilmedandprobablylocationsinvolved. Theysaidtheywouldlike ittobe a narrative or/anda conceptbasedvideowitharomance basedstoryline.
- 2. Constructive feedback: We got constructive feedbackfromthe classbothpositve andnegative.During the editingprocesswe gota lotof feedbackonwhatto improve andwhatto keep inour musicvideo,digipakand magzine advert. Some feedbackwe gotwasgoodshots,re filmsome parts,make the camera straightandtake the distractionsoutof the shotse.g.the camneraor tripod couldbe in the shot. From thiswe learntthe typesof filers, transitionsandcutsto put for mostshots. We alsohad feedbackduringthe constructionof our ancillarytasksto make sure we produce the bestwe could. The feedbackwe gotfor the constructionof our digipak were basedonwhat to include andwhatnotto include on our digipakaftermaking3 draftsso that ourclass couldchoose their choice. From thiswe learntbrandidentityisthe keyandthe onlyway people wouldknow the magazineadvertanddigipakwasfromthe same artist.The firsttime we showedourclassmatesour first three draftstheylikedall three andchose whichwouldgowhere but afterwe realizedthere wouldbe lackinbrandidentitysowe decidedtochange all three completelytoaforestythemed background so itcould match the musicvideoas well asthe digipakandthe magzine advert. Aftershowingthe classsthe 3 draftstheygave us postive adnegative feedback. Evaluationfeedback: Duringthisprocess we got a lot of feedbackfromourclassmatesonhow to improve the final product. The feedbackwe gotwas prettymuchequal on bothsides,positive andnegative. Fromthe feedback we got we knewourstoryline made sense tosome butnotto all. For our musicvideowe finished quite late sowe keptgettingfeedbackinordertokeepimprovingourvideo. There wasalso
- 3. constructive critism/feedback whichhelpedusprogresswithourvideo,digipakandmagazine adverts. Whenthe videowasdone we put iton facebookandyoutube togainmore feedbackasto what people thoughtof the video,howmanypeople actuallylikeditandcritism.Some of the feedback we got wasnice shots,reallygood,nice transitionsandnice filters.We alsogotfeedbackfromourclass matesand the year12’s and 13’s, the feedbackwe gotwas generallygoodbutthere were alsosome negative commentsandimprovemntssuchasat the endwe shouldhave made ita still shotwith Tosinand Ore walkingfromeachendsof the cameraintothe sunlight.Peoplealsolikedthe filters, narrative andeditingtransitions. If we were toimprove ourvideobasedonour overall feedback,we wouldpossiblyuse more angles and shotsto make the ideaof our characters ina relationship more obvious.