2. Who Answered Our Questionnaires?
• In order to attain accurate information from what our TA requires from the music video we asked
late teens, ages 16-18. This was beneficial as they like to voice their true opinion and they are also
very accessible as they all attend our college.
• I don’t think we quite hit our exact TA. In my opinion we did a lot more adult based target
research which was harder for our younger TA to understand, for example a lot didn’t understand
the intertextually of the cards and the narrative as such.
• I feel that due to this, it was a wise idea changing our TA from 16-18 to 17-24 as people had a
better understanding of the concept, the intertextuality and the narrative
3. Ways In Which We Addressed Our TA?
• We addressed our TA by using a young star image that appealed to
them, we came to the conclusion after having a focus group answer a
questionnaire about what would appeal to them, this was the
deciding factor when making a lot of choices for the video.
• We also tried to address relationship problems youth face and how
they think it is the end of the world when something goes wrong. This
therefore appealed to the TA as It possibly makes their problems
relatable to those in the video.
4. Throughout the research and planning and construction stage of the
music video, we created 4 target audience researches.
We constructed different methods of receiving information from our
TA, including making questionnaires and focus groups. The
questionaires were critical in my opinion as it helped us find our exact
TA as our original younger audience did not have a great understanding
of the narrative, however the questionnaires helped us address this
problem and change our TA range to 17-24.
5. What Have You Learned From Your Audience
Feedback?
• After listening to feedback from our target audience and completing
some basic research on different aspects of a star e.g. class, status,
race, ethnicity and sexuality we decided what kind of star image we
wanted to create.
• After asking 10 people that fitted into our demographic we decided
that we need to make some alterations to our star image regarding
appearance in order for him to become a convincing character.
• This was heavily beneficial to our final product as we got a very solid
idea of how to dress our actors and how their relationship should be
portrayed in the video.
6. • I believe this criticism gave us more of a creative mind-set on how
Chase would appeal to the audience and adhere to their needs yet
still seem like an outcast and breaks some conventions so he is a
unique figure.
• Without the TA Feedback we would have got the star image wrong for
Chase because although he suited the genre, he didn’t have an edge
or a stand out point, our first idea was very bland.
• We used the oppositional readings to our advantage and that is what
helped us mould our star image to suit our TA. For example a lot of
people didn’t see how Myles emotions linked to the narrative, so we
made his emotions to the situation between him and Emily a lot more
obvious so connotations were not as hard to identify.
7. Intertextuality and Representations
• One of the key points of criticism for our music video was the
intertextuality that the cards held in our video and how they made a
subtle yet huge link to Chase and Emily’s relationship. A lot of our first
focus group felt that there were two unrelated storylines, one of
which was to do with the cards which made no sense.
8. • Some of the feedback we received was very difficult/not applicable
when trying to change our product to suit the TA, some of the were
responses voiced an opinion but were lazy and didn’t give us a
direction to work in to improve our error as well of it being irrelevant.
An example here cannot be taken to heart as I believe it is false, we
used many different types of outfits and colours in order to show the
change in outfits and emotion (linking to semiotics) and to make
things more difficult they haven’t left any method of improving our
error.
9. Conclusion
• Upon reflection the campaigns we carried out to receive feedback
from our intended TA were very beneficial as it gave us a structured
idea of how to direct and edit the music video as well as choose
outfits for the actors and how to portray the narrative and the
intertextuality. The change of TA midway through the project put us
on the right track and the focus groups gave us a certainty of what the
audience liked and disliked, therefore allowing us to satisfy our TA’s
needs.
