Evaluation – question 3
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The document summarizes feedback received from various audiences on a music video project. Key points learned include: 1) The video resembled another work too closely and lacked variety in locations, while editing and costumes were effective. 2) Adding guitar later confused the genre and lost viewers' interest. 3) A class critique revealed issues with lip syncing, editing to the beat, and repetitiveness that need improvement. 4) Viewers responded positively to intended humorous moments but noticed flaws in secondary editing and a lead performance.
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Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered, improving font readability, and potentially brightening the magazine advert. The band found the feedback insightful and helpful for improving their work.
Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered and text on it and the advert more readable. The band found the feedback insightful to improve their work.
Evaluation 3
The document discusses various ways the author received feedback on creative works from audiences, including pitching ideas to classmates, receiving feedback from students in a similar course, and sharing work on social media. This feedback helped improve projects by highlighting what audiences liked and disliked and suggesting constructive changes. At each stage of production, from initial ideas to the final short film, feedback was gathered and revisions were made based on audience recommendations.
Evaluation question #3
Charlie Parry received feedback on their music video project from peers, teachers, and other media institutions. The feedback was mostly positive and helped identify aspects that worked well, such as the opening title sequence, a reversed shot of falling snow, and choreographed dance shots. Some criticisms included overusing one shot and an ending that did not flow well. Charlie created multiple versions of digipaks and ads to get feedback and chose the best final designs based on comments. The feedback will help Charlie's group improve planning and storyboarding for future projects.
What have you learnt from your audience feedback
The document discusses the feedback received from audiences on a student group's music video project. It received feedback from three separate groups as well as from within the group. The feedback praised aspects like the lighting, settings, shots and genre fit. However, it also noted room for improvement, such as some blurry shots and confusing inclusion of extra characters. Analyzing the varied feedback helped the group identify strengths and weaknesses to improve their media skills and understand how audience interpretation worked.
Question 3 evaluation
The document discusses feedback received on various stages of projects created by Rebecca Pollen for her music video and band portfolio. For the initial music video, feedback indicated the footage was too repetitive and the lighting was poor. Rebecca re-filmed at night to improve lighting and variety. For the website, initial feedback was that the homepage was too busy. Rebecca simplified the text and layout. Overall, Rebecca learned that audience feedback helps identify blind spots and improvements to make work more enjoyable for the target audience.
Evaluation Q3
Tom received feedback on his music video and ancillary texts from Facebook, YouTube comments, and interviews. He learned that the storyline and mixing of live performance and storyline in the video worked well. Some suggestions included adding a new note at the end of the video. The digipak and advert effectively created a brand identity that linked the products together. Constructive feedback included minimizing effects on the digipak and improving font readability. The feedback helped Tom evaluate his work and identify areas for potential improvement in future projects.
Evaluation Question Five
The document discusses how a film used point-of-view (POV) shots to attract and immerse their audience. POV shots put the audience in the perspective of the character to make them feel like they are experiencing the story firsthand. The film also used Facebook ads and word-of-mouth by asking people to watch and provide feedback to attract their audience.
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Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered, improving font readability, and potentially brightening the magazine advert. The band found the feedback insightful and helpful for improving their work.
Evaluation Question 3
The document summarizes feedback received from audiences on social media and interviews about a band's promotional package, which included a music video, digipak, and magazine advert. The feedback was generally positive, praising the video's storyline, editing, and professional quality of the products. Some constructive criticism included making the digipak less cluttered and text on it and the advert more readable. The band found the feedback insightful to improve their work.
Evaluation 3
The document discusses various ways the author received feedback on creative works from audiences, including pitching ideas to classmates, receiving feedback from students in a similar course, and sharing work on social media. This feedback helped improve projects by highlighting what audiences liked and disliked and suggesting constructive changes. At each stage of production, from initial ideas to the final short film, feedback was gathered and revisions were made based on audience recommendations.
Evaluation question #3
Charlie Parry received feedback on their music video project from peers, teachers, and other media institutions. The feedback was mostly positive and helped identify aspects that worked well, such as the opening title sequence, a reversed shot of falling snow, and choreographed dance shots. Some criticisms included overusing one shot and an ending that did not flow well. Charlie created multiple versions of digipaks and ads to get feedback and chose the best final designs based on comments. The feedback will help Charlie's group improve planning and storyboarding for future projects.
What have you learnt from your audience feedback
The document discusses the feedback received from audiences on a student group's music video project. It received feedback from three separate groups as well as from within the group. The feedback praised aspects like the lighting, settings, shots and genre fit. However, it also noted room for improvement, such as some blurry shots and confusing inclusion of extra characters. Analyzing the varied feedback helped the group identify strengths and weaknesses to improve their media skills and understand how audience interpretation worked.
Question 3 evaluation
The document discusses feedback received on various stages of projects created by Rebecca Pollen for her music video and band portfolio. For the initial music video, feedback indicated the footage was too repetitive and the lighting was poor. Rebecca re-filmed at night to improve lighting and variety. For the website, initial feedback was that the homepage was too busy. Rebecca simplified the text and layout. Overall, Rebecca learned that audience feedback helps identify blind spots and improvements to make work more enjoyable for the target audience.
Evaluation Q3
Tom received feedback on his music video and ancillary texts from Facebook, YouTube comments, and interviews. He learned that the storyline and mixing of live performance and storyline in the video worked well. Some suggestions included adding a new note at the end of the video. The digipak and advert effectively created a brand identity that linked the products together. Constructive feedback included minimizing effects on the digipak and improving font readability. The feedback helped Tom evaluate his work and identify areas for potential improvement in future projects.
Evaluation Question Five
The document discusses how a film used point-of-view (POV) shots to attract and immerse their audience. POV shots put the audience in the perspective of the character to make them feel like they are experiencing the story firsthand. The film also used Facebook ads and word-of-mouth by asking people to watch and provide feedback to attract their audience.
Question 3
The document summarizes feedback received on a music video project from YouTube comments and a focus group.
Positive feedback praised the editing, storyline clarity, use of different locations, and bright colors used in promotional materials. Negative feedback suggested improving phone shot clarity, acting realism, reducing text on packaging, and linking promotional materials more clearly.
The comments reinforced the importance of audience feedback to identify strengths and areas for improvement. They highlighted the need for more production time on lighting, shots, and cuts to perfect technical aspects in future projects.
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
The document summarizes audience feedback received on a student project to create a music video for a band. It provides 4 questions asked of the target audience to gather feedback on draft versions of the poster, digipack, and video. For each question, sample feedback is shown and what was learned to improve the project. Feedback indicated adding band info, changing text/layout, and improving transitions. Charts show most audience members liked the final versions. Social media feedback on the finished video was also positive, praising effects and flow. The document concludes that audience feedback helped create a better overall product.
Evaluation question 3
The document discusses feedback received throughout the process of creating a music video project. Feedback was received during the initial pitch, on the rough edit, and on the final music video. Feedback indicated areas that could be improved such as better lip syncing. Positive feedback noted what worked well like quick editing to the beat. Feedback on drafts of a digipak design helped the creator refine the images and layout. Audience feedback was an important part of improving the work.
Evaluation 3
The document discusses feedback received during the production of a music video. It notes that feedback was gathered from the target audience at each stage of production to ensure the video appealed to them. Early feedback helped refine the use of filters and transitions. Later feedback suggested changing the font to be more typical of the genre and reworking a bike parade scene. Social media was used to share drafts and gather more feedback. The target audience's feedback helped improve the video at each stage of production.
Evaluation question 3
The student received feedback on a music video and tasks they completed. They learned that using varied camera shots and angles made the video more professional. Lip syncing could have been improved with more time spent on it. Changing locations occasionally would have prevented repetitiveness. Overall, the feedback was positive and provided constructive criticism to further improve video quality and attention to detail.
Evaluation question 3
The document summarizes audience feedback from focus groups on a music video and ancillary marketing materials. Key learnings included:
- The overlay of original footage with Breakfast at Tiffany's footage and the narrative structure were successes.
- Some lip syncing was out of time and one shot looked squeezed, providing opportunities for improvement.
- While not fully professional due to budget, the overall concept was well executed.
- Feedback on album art, back cover, and ad provided guidance on visual design, appropriate level of details, and need to promote on social media.
Evaluation 3 powerpoint
The document discusses feedback received at various stages of producing a music video. [1] Initial feedback on the group's ideas was positive and helped address questions, while later feedback helped improve locations and lip syncing. [2] The first cut received constructive criticism that strengthened shots and lip syncing. [3] Additional footage was added based on feedback to improve the storyline, and the final cut received praise for its successful conclusion to the video. Overall, the group learned feedback is important from teachers and peers, while also maintaining independence in their ideas.
Question 3
The document summarizes feedback received from an audience on a music video and other promotional materials.
Positive feedback noted that the editing worked well with cuts on the beat, the storyline was clear, and different locations were used effectively. Comments praised the bright colors and overlapping images used in promotional materials.
Some constructive criticism addressed shots of a phone that could have been clearer and acting performances that seemed unrealistic at times. Suggestions were also made to simplify graphic design elements like reducing text.
Going forward, the document notes that more time would be spent on lighting, shots and production quality based on the lessons learned from both positive and negative audience feedback.
Question 3
The document summarizes feedback received from an audience focus group and YouTube comments on a music video. The feedback was mostly positive, praising elements like the editing, storyline, use of locations, and design of related promotional materials. Some constructive criticism addressed issues like grainy phone shots, unrealistic acting, and busy graphic design. Going forward, the creator will focus on improving lighting, shots, and spending more time on production elements for future projects.
Evaluation 3 V2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial pitch and rough edit helped address safety concerns and improve lip syncing.
- Feedback from target audiences on the final video confirmed they enjoyed the conceptual themes.
- Feedback prompted changes to mockups of the digipak to better link elements and appeal to the target audience.
- Feedback improved magazine advert drafts by changing fonts and formatting to be more eye-catching.
- Overall, the feedback process helped strengthen the links between products and meet target audience preferences.
Evaluation 3
The document provides feedback from an audience on the author's draft media products, including a digipak, advert, music video pitch, storyboard, and final music video. The key lessons learned from the feedback were:
1) The digipak and advert needed to be less busy and have a clearer structure.
2) Questions from the pitch feedback helped develop the music video idea and next steps.
3) Certain shots in the storyboard, like those featuring a car, were deemed unrealistic and were replaced.
4) Feedback on the music video emphasized matching shots to the fast tempo by adding more quick shots and cutting existing shots more rapidly.
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
Q3 evaluation
Robbie learned the importance of audience feedback through creating a music video and ancillary texts. Feedback from questionnaires, discussions with teachers and assistants, and social media helped identify what the target audience wanted and improve the work. Suggestions such as adding more performance shots to the video and using a red background for the digipack enhanced the projects. Audience feedback ensured the final products effectively delivered what the target audience desired.
Media evaluation Question 3
Oliver Beard received feedback from audiences during the construction of their media products. This feedback helped them decide which magazine cover design to pursue further and informed improvements to pacing and inclusion of voiceover in a film trailer. Audience comments also prompted changes to text size and images on the magazine cover as well as making characters on a movie poster more abstract. Overall, the feedback helped guide development but Oliver Beard also maintained their own input to create products they were happy with.
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 question 3
- The student showed their final music video to their class and received feedback describing it in one word and noting what they liked and would improve. This highlighted some areas to work on like lip syncing and including more varied shots.
- Feedback on their digipak and poster also provided positive feedback on the consistent color theme but suggested including more text on the inside cover.
- Gathering feedback has helped the student understand strengths and weaknesses in their work and feel more confident, while also identifying areas for improvement in future projects like adding more variety of shots and ensuring good timing.
Evaluation Q3
Throughout the development of their music video and ancillary tasks, the document author received valuable feedback from their target audience, classmates, teacher, and a wider online audience. This feedback helped them improve their work. Early audience research found that people wanted to see the artist in the video and disliked dance troops. As a result, the author made their video feature the artist with simple, classy imagery. Later feedback suggested adding more of a narrative, which improved the video. Classmates also provided helpful feedback on drafts and transitions that led the author to make their video more unique and polished. Overall, the feedback process helped the author create higher quality final products that better met audience needs and expectations.
Music video feedback
The student's music video group was worried that their video may not be screened for the audience. However, it was screened last to leave a lasting impression. The audience gave the group a standing ovation and warm feedback. When collecting more feedback outside, the target audience praised the video's strong points like the well-timed rose scene and syncing of visuals with music. The only suggested improvement was to use a better video filter to make it more professional. This showed the group successfully acted on earlier feedback to improve.
Personal branding pearson asa
This document discusses personal branding and using social media to communicate one's personal brand. It provides an overview of personal branding and how individuals can use platforms like LinkedIn, Twitter, Facebook and blogs to help others learn about their qualities and expertise. The document also discusses how social media can help establish a personal brand and the importance of using current platforms to reach audiences. Millennials and future generations expect learning and relationships to include an online component through social media.
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Question 3
The document summarizes feedback received on a music video project from YouTube comments and a focus group.
Positive feedback praised the editing, storyline clarity, use of different locations, and bright colors used in promotional materials. Negative feedback suggested improving phone shot clarity, acting realism, reducing text on packaging, and linking promotional materials more clearly.
The comments reinforced the importance of audience feedback to identify strengths and areas for improvement. They highlighted the need for more production time on lighting, shots, and cuts to perfect technical aspects in future projects.
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
The document summarizes audience feedback received on a student project to create a music video for a band. It provides 4 questions asked of the target audience to gather feedback on draft versions of the poster, digipack, and video. For each question, sample feedback is shown and what was learned to improve the project. Feedback indicated adding band info, changing text/layout, and improving transitions. Charts show most audience members liked the final versions. Social media feedback on the finished video was also positive, praising effects and flow. The document concludes that audience feedback helped create a better overall product.
Evaluation question 3
The document discusses feedback received throughout the process of creating a music video project. Feedback was received during the initial pitch, on the rough edit, and on the final music video. Feedback indicated areas that could be improved such as better lip syncing. Positive feedback noted what worked well like quick editing to the beat. Feedback on drafts of a digipak design helped the creator refine the images and layout. Audience feedback was an important part of improving the work.
Evaluation 3
The document discusses feedback received during the production of a music video. It notes that feedback was gathered from the target audience at each stage of production to ensure the video appealed to them. Early feedback helped refine the use of filters and transitions. Later feedback suggested changing the font to be more typical of the genre and reworking a bike parade scene. Social media was used to share drafts and gather more feedback. The target audience's feedback helped improve the video at each stage of production.
Evaluation question 3
The student received feedback on a music video and tasks they completed. They learned that using varied camera shots and angles made the video more professional. Lip syncing could have been improved with more time spent on it. Changing locations occasionally would have prevented repetitiveness. Overall, the feedback was positive and provided constructive criticism to further improve video quality and attention to detail.
Evaluation question 3
The document summarizes audience feedback from focus groups on a music video and ancillary marketing materials. Key learnings included:
- The overlay of original footage with Breakfast at Tiffany's footage and the narrative structure were successes.
- Some lip syncing was out of time and one shot looked squeezed, providing opportunities for improvement.
- While not fully professional due to budget, the overall concept was well executed.
- Feedback on album art, back cover, and ad provided guidance on visual design, appropriate level of details, and need to promote on social media.
Evaluation 3 powerpoint
The document discusses feedback received at various stages of producing a music video. [1] Initial feedback on the group's ideas was positive and helped address questions, while later feedback helped improve locations and lip syncing. [2] The first cut received constructive criticism that strengthened shots and lip syncing. [3] Additional footage was added based on feedback to improve the storyline, and the final cut received praise for its successful conclusion to the video. Overall, the group learned feedback is important from teachers and peers, while also maintaining independence in their ideas.
Question 3
The document summarizes feedback received from an audience on a music video and other promotional materials.
Positive feedback noted that the editing worked well with cuts on the beat, the storyline was clear, and different locations were used effectively. Comments praised the bright colors and overlapping images used in promotional materials.
Some constructive criticism addressed shots of a phone that could have been clearer and acting performances that seemed unrealistic at times. Suggestions were also made to simplify graphic design elements like reducing text.
Going forward, the document notes that more time would be spent on lighting, shots and production quality based on the lessons learned from both positive and negative audience feedback.
Question 3
The document summarizes feedback received from an audience focus group and YouTube comments on a music video. The feedback was mostly positive, praising elements like the editing, storyline, use of locations, and design of related promotional materials. Some constructive criticism addressed issues like grainy phone shots, unrealistic acting, and busy graphic design. Going forward, the creator will focus on improving lighting, shots, and spending more time on production elements for future projects.
Evaluation 3 V2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial pitch and rough edit helped address safety concerns and improve lip syncing.
- Feedback from target audiences on the final video confirmed they enjoyed the conceptual themes.
- Feedback prompted changes to mockups of the digipak to better link elements and appeal to the target audience.
- Feedback improved magazine advert drafts by changing fonts and formatting to be more eye-catching.
- Overall, the feedback process helped strengthen the links between products and meet target audience preferences.
Evaluation 3
The document provides feedback from an audience on the author's draft media products, including a digipak, advert, music video pitch, storyboard, and final music video. The key lessons learned from the feedback were:
1) The digipak and advert needed to be less busy and have a clearer structure.
2) Questions from the pitch feedback helped develop the music video idea and next steps.
3) Certain shots in the storyboard, like those featuring a car, were deemed unrealistic and were replaced.
4) Feedback on the music video emphasized matching shots to the fast tempo by adding more quick shots and cutting existing shots more rapidly.
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
Q3 evaluation
Robbie learned the importance of audience feedback through creating a music video and ancillary texts. Feedback from questionnaires, discussions with teachers and assistants, and social media helped identify what the target audience wanted and improve the work. Suggestions such as adding more performance shots to the video and using a red background for the digipack enhanced the projects. Audience feedback ensured the final products effectively delivered what the target audience desired.
Media evaluation Question 3
Oliver Beard received feedback from audiences during the construction of their media products. This feedback helped them decide which magazine cover design to pursue further and informed improvements to pacing and inclusion of voiceover in a film trailer. Audience comments also prompted changes to text size and images on the magazine cover as well as making characters on a movie poster more abstract. Overall, the feedback helped guide development but Oliver Beard also maintained their own input to create products they were happy with.
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 question 3
- The student showed their final music video to their class and received feedback describing it in one word and noting what they liked and would improve. This highlighted some areas to work on like lip syncing and including more varied shots.
- Feedback on their digipak and poster also provided positive feedback on the consistent color theme but suggested including more text on the inside cover.
- Gathering feedback has helped the student understand strengths and weaknesses in their work and feel more confident, while also identifying areas for improvement in future projects like adding more variety of shots and ensuring good timing.
Evaluation Q3
Throughout the development of their music video and ancillary tasks, the document author received valuable feedback from their target audience, classmates, teacher, and a wider online audience. This feedback helped them improve their work. Early audience research found that people wanted to see the artist in the video and disliked dance troops. As a result, the author made their video feature the artist with simple, classy imagery. Later feedback suggested adding more of a narrative, which improved the video. Classmates also provided helpful feedback on drafts and transitions that led the author to make their video more unique and polished. Overall, the feedback process helped the author create higher quality final products that better met audience needs and expectations.
Music video feedback
The student's music video group was worried that their video may not be screened for the audience. However, it was screened last to leave a lasting impression. The audience gave the group a standing ovation and warm feedback. When collecting more feedback outside, the target audience praised the video's strong points like the well-timed rose scene and syncing of visuals with music. The only suggested improvement was to use a better video filter to make it more professional. This showed the group successfully acted on earlier feedback to improve.
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EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
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The student learned several important lessons from their preliminary magazine project to the final product. [1] They improved the layout, use of fonts, colors, and making the dominant image stand out more to catch the target audience's eye. [2] Specifically, they worked on coloring the magazine cover to match the outfit of the featured artist and presented them in a way that showed what the magazine was featuring. [3] They also ensured the title was colorful, bold and eye-catching so the target audience of teenage girls could easily see the magazine's name.
36933005 scm4latest
This document discusses supply chain management. It introduces supply chains and how they have evolved over time. It describes alternative supply chain strategies linked to product types and production processes. It also discusses how demand fluctuations can occur in a supply chain due to the bullwhip effect. Current trends and the impact of technology on supply chains are presented. Requirements for successful supply chain management are defined, including trust, long-term relationships, and information sharing between partners.
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Vijay & Parul - Cloud testing
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Organization: BMC Software
Topic: - Cloud Testing
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Este documento proporciona una lista de 74 barcos participantes en la Ruta de la Sal 2014, con su número, país, nombre, patrón, marca y modelo de cada barco y el club al que pertenece. Los barcos están clasificados en diferentes categorías que van de la A a la I. Procede de España, Francia, Italia, Bélgica, Alemania y Reino Unido.
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Similar to Evaluation – question 3
Charlotte a2 media evaluation
The document provides an evaluation of a music video created by Charlotte English for her A2 Media course. It discusses the planning process, including researching conventions of pop music videos. The original idea involved drug/alcohol scenes but these were difficult to film, so the concept changed to focus more on the relationship between the couple. Feedback was gathered from audiences on drafts to improve the narrative clarity and performance shots. Technologies like YouTube, Blogger, iMovie and Photoshop were used to construct, research, plan and evaluate the project. The final music video and accompanying materials like the album cover were well-received by audiences for following conventions of the genre.
What have you learned from your audience feedback media A2
Hannah learned several things from receiving audience feedback on her group's music video project. They gained useful feedback from classmates while editing and filming that helped them improve the final product. Screening it at a media showcase provided positive feedback on the professional quality of the editing, though some commented that the lip syncing could have been more precise. Surveys and social media feedback also indicated that the lighting, editing style, narrative, and costumes were generally engaging for the audience and suited the genre of music. Hannah learned that lip syncing is difficult to perfect and that she and the group could have practiced and edited it more carefully. Overall, the feedback was mostly positive and helped identify areas for future improvement.
Evaluation question three
The document summarizes the results of a questionnaire and online feedback the creator received about a music video. The feedback showed that most audiences enjoyed the video and thought the length was just right. The balloon scene was commonly cited as the favorite part, while a darker scene was seen as the weakest. Most felt the camera work, editing, genre, and costumes were effective. The feedback provided insights on how to improve future videos.
Question Three
The document discusses audience feedback received for a media product created for 16-20 year olds. Various methods were used to collect feedback, including surveys, social media posts, and emails. While social media did not generate feedback, the video received many views and likes. Feedback from peers identified areas for improvement, such as shaky camerawork and too much visual effect. Suggestions like including additional shots were implemented. Further questions were developed to collect audience perspective on narrative understanding, lip syncing, locations, editing, and performance. Feedback also addressed the digipak and advert to understand links between elements and areas for improvement.
Analysis question 3
The document discusses audience feedback the author received for a music video titled "Love$ick". They conducted a focus group and asked additional people ages 18-25 for feedback. Popular opinions included praise for the cinematography, editing, narrative, and mis-en-scene fitting the genre. Areas for improvement included clearer lip-syncing in one shot and strengthening the narrative ending. Comparing feedback showed consistency in views across different audiences. The author learned about crafting an effective music video and received knowledge on better appealing to their target demographic for future projects.
34. evaluation q3
Tom received feedback on his music video and promotional products from Facebook, YouTube, interviews, and surveys. The feedback was mostly positive and helped him recognize what aspects worked well, such as the video's storyline and linking of the different products. He also learned some ways to improve, like minimizing effects on the digipak and making the font more readable. The feedback showed that his goals of creating a brand identity were successful. Overall, Tom found the audience feedback very helpful for evaluating his work and identifying areas of strength and growth for future projects.
Question3
The audience provided feedback on a music video through a questionnaire. Overall, the impressions were positive with most feeling a connection to the main character and understanding the storyline and how it matched the lyrics. The camera angles were seen as varied but could have been more shots to avoid repetition. Feedback confirmed it was a clear narrative-based video fitting conventions well though some felt more transitions were needed for smoother flow. Most agreed it created a successful music video for the artist.
Question 3
Seun learned valuable lessons from audience feedback on their music video and other works. The feedback helped them improve the quality and narrative clarity. For the music video, negative feedback noted some shaky camera shots and an unnatural interaction that could be reshot. Seun would also include more actors if given another chance. Feedback on the digipak said the artist wasn't clear and there were too many males, which Seun addressed. The website feedback said the promotion content needed more detail and genre clarity, which Seun also worked to improve.
Question 3 version 2
- The document discusses feedback received on various stages of creating media products for a music video.
- Feedback on the initial music video pitch helped address safety concerns and led to using additional cameras.
- Feedback on the rough music video edit identified issues with lip syncing that were addressed in the final edit.
- Surveys and comments on the final music video confirmed that the conceptual themes appealed to the target audience.
- Feedback on initial digipak and magazine advert mockups identified needed changes to improve continuity and appeal.
- Revisions based on feedback ensured the media products successfully linked themes and appealed to the target group.
Audience feedback
- The document discusses feedback received on a music video from classmates, social media users, and Facebook users.
- Feedback was generally positive and praised the use of camera angles, character development, editing, and how the video matched the pace of the music and represented the lyrics visually.
- Some minor feedback suggested reducing the number of fade transitions, which the creator addressed based on further discussion.
Evaluation - Question Three - David Leighton
David received feedback at multiple stages of creating a music video. Initially, audience research found people liked Maroon 5's quirky and humorous style. For the rough cut, peers praised editing effects but noted lip syncing issues and unnecessary text. Minor edits addressed this. For the final video, feedback was positive though some felt too much editing slowed it down. Ancillary pack feedback led to using an unblurred photo. Overall, David learned to ensure perfect lip syncing, incorporate audience opinions, and avoid unnecessary editing.
6. evaluation mv 2018 (1) (1) (1) (1)
Louis Biddles evaluated his music video production project. He researched techniques from other music videos and conducted experiments to test different directing styles. While his time management and portrayal of the song's message were good, he could have improved by filming in consistent lighting and collecting more shots. Peer feedback agreed the editing was strong but suggested adding more variation and avoiding smiles in scenes. Biddles learned to work with different lighting and effects and will apply this experience to future projects.
Audience feedback final presentation
The document summarizes feedback received from audiences on a student music video project. It discusses using questionnaires with open-ended, closed, and rating scale questions to gather feedback from different aged students. The feedback indicated areas that went well like creative elements and lip syncing, and areas to improve like appearance and scene locations. Peer feedback also noted strengths in genre linking and needed lip sync tuning. Overall, the group learned to improve lip syncing, making the advert and packaging more appealing and linked to the narrative from the varied feedback received.
What have you learned from your audience feedback
The document discusses feedback received from audiences on a short film. It describes receiving feedback through online surveys, interviews with classmates, and views on YouTube. This helped identify elements in need of improvement, such as unclear dialogue. Scenes were removed and dialogue re-shot based on feedback. Showing the film to audiences during editing ensured it was appealing and the plot was understood. Audience feedback was found to be important for creating the perfect short film.
Media evaluation part 2
The document discusses feedback the author received from audiences on their music video and digipak designs. They used Survey Monkey to collect feedback on the initial draft of the video, which revealed that the target audience was 15-20 years old. Feedback also showed that the setting was too busy and the ice skating scene was cliché, so these elements were changed for the final draft. Similarly, feedback on three digipak designs indicated a preference for the final design's style and font. The author incorporated this audience feedback to improve their work.
Feedback presentation
The document provides feedback from classmates, friends on social media, YouTube comments, and the teacher on a student's rough cut of a music video. The feedback was largely positive, praising the creative theme, good lip syncing, varied shots, professional look, and how the editing suited the genre and music. Some feedback suggested softening the color of fire scenes and brightening the lipstick in phone scenes. The student was happy with the feedback validating their creative choices.
Feedback presentation
The document provides feedback from classmates, friends on social media, YouTube comments, and the teacher on a student's rough cut of a music video. The feedback was mostly positive, praising the creative theme, good lip syncing, varied shots, professional look, and how the editing suited the genre and music. Some feedback suggested softening the color of fire scenes and making the lipstick brighter in phone scenes. The student was happy with the feedback and felt it indicated they were on track to creating a professional music video.
3. What have you learned from your audience feedback?
The feedback received from audiences helped improve the music video project. Questionnaires and interviews found that younger audiences and women prefer to watch music videos more. Narrative videos were preferred as they are more engaging. The test screening of two videos confirmed audiences liked the narrative style better. Feedback on the promotional video noted positives like the bookending shots and location changes keeping pace with the song. Negatives included a split screen issue and argument scene that was addressed in revisions. Overall, receiving feedback ensured the final video better matched expectations of the indie target genre.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
Question 3
The document contains feedback from an audience on a music video. The feedback was mostly positive and provided some constructive criticism to improve future work. Viewers understood the narrative of the video and thought the edits worked well, though some felt clips were too long. They also correctly identified the genre as indie rock. The combination of narrative clips and performance clips was seen as effective in highlighting the song's meaning.
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Evaluation – question 3
- 1. Evaluation – Question 3: What Have You Learned From Your Audience Feedback? So Far We have managed to get several different types of audience feedback. We have put our video on YouTube and facebook and got a small amount of feedback. However, our most useful feedback has been through our video response and our media class’s responses.
- 2. YouTube Response: From this response I can see that this audience member liked our video in several ways but also had some positive input on how to improve it. Pro’s: Editing, mise en scene, choreography Con’s: Lack of Locations, instantly resembles another videos From this response I can see that the lack of locations has caused boredom in my audience. I needed to add more to the production to keep my audience intrigued. Also, I have strongly resembled another video. Whilst this was one of my influences, I didn’t intend for it to be so evident within my production. Perhaps by adding more shot types then this resemblance would be doused somewhat. However, I can also see that my editing was effective and that the morphsuits were a good choice.
- 3. Facebook Response: I uploaded my video onto my facebook to get an audience response from my friends. Whilst this wasn’t as successful as I hoped, I did manage to get a useful comment that I can learn from. I can see from this person that the Guitar coming in so late was not such a good idea. It created confusion within the audience as to what genre I was trying to create. The direct effect of this is that the audience ends up concentrating on this confusion and begins to lose interest in the video. Whilst the audience member appears to have a preferred reading, it takes quite a while for them to understand the genre. However, we can also see that the use of costumes was, yet again, well received. Also, he believes that the editing matches the beat well. This qualitative feedback has pointed out a lot to me about my video and I believe that if I could make changes to it, a large improvement would be made.
- 6. He was seen to be false and not singing or properly playing guitar, which was a massive down point for the viewer. I’ve learned the importance of the quality of a performance from seeing this persons response first hand. He was very unimpressed and it gave our video a negative response.
- 8. It allowed me to see the major faults with my video.
- 9. If I was able to go back and change my video now, these would be the key areas of improvement that I would focus on.
- 10. I’ve learned that my editing was not to a high enough standard and that our lip synching needed massive improvement.
- 12. It was seen by this member of my audience that the use of editing for the difference in pace between characters is obvious.
- 15. It has now been proven to have been noticed.
- 16. This is a very positive comment and has made me confident that members of our target audience will be able to see the desired effect of our product.