Evaluation question 4
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The document discusses feedback received from focus groups about a film trailer, poster, and magazine cover created for a supernatural horror film rated 15. Focus groups of 15-21 year olds, media students, and teachers provided both qualitative and quantitative feedback through questionnaires and social media posts. Feedback was gathered through YouTube, where the trailer was posted, and Facebook, where links and images were shared, to get comments from the target audience. Print screens showed examples of the feedback received on the poster, trailer, blog, and magazine cover from social media posts.
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![Age Rating… We gave our film a rating of a ‘15 certificate’. This means that the film is only suitable for viewers aged 15 years and over. Films under this category can contain adult themes, hard drugs, strong words, moderate-strong violence/sex references, and mild non-detailed sex activity. Due to this classification, we came to the conclusion that the film we would be advertising would be a 15 due to: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Question 3
The student conducted audience feedback throughout the planning and creation of their media package through questionnaires, surveys, and focus groups. They learned that their target audience prefers crime genres mixed with social realism dramas. Feedback also informed the inclusion of props like weapons, cigarettes, and drugs/alcohol and the development of their main character. While peers provided helpful feedback on an unclear synopsis, audience comments on their trailer indicated the genre and narrative were clear but wanted more dialogue. The focus group suggested including more characters/interaction and dialogue to improve the short trailer.
Evaluation question 3
The student presented their music video to their class and other classes, distributing questionnaires to collect feedback. They interviewed some classmates and teachers to gain a wider range of perspectives. The feedback showed that most viewers fit the target demographic of 15-20 years old, but some outside the target demographic also provided useful feedback. The student also shared the video on Facebook and used Survey Monkey to anonymously collect more feedback from a broader audience. Through this process, the student learned how to effectively collect and analyze feedback through various methods like social media, questionnaires, and online surveys.
Validity of my feedback – research activity
This document analyzes the validity and potential biases of feedback received on a student film project from four audience samples: 1) the student's class teacher, 2) a small group from the class, 3) a Facebook friend, and 4) YouTube demographics on views. Each sample is evaluated based on size, potential for influenced or biased opinions, and how representative they are. The student concludes that obtaining feedback directly from cinema-goers would have provided a larger, more statistically significant sample than those used.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
Question 5 A-level Media evaluation
The student conducted research to understand what attracts audiences to thriller films, including administering surveys. They incorporated codes and conventions of the thriller genre identified in research into their film. Additionally, they posted regular production updates on their blog to generate audience anticipation and interest in the completed film. Through these efforts, the student was able to attract an audience and gain insight into audience tastes regarding thriller films.
A2 Media Evaluation (Q3)
Alfie Bradbury used audience feedback throughout the creation of their music video project to ensure it effectively targeted their intended audience and genre. They conducted initial questionnaires with the general public and their target demographic of 18-22 year old males to inform their ideas. After creating a first cut, they held a focus group with peers who confirmed the video accurately represented the house music genre. Based on feedback, Alfie made changes before completion. They also incorporated audience suggestions to use screenshots from the video in their ancillary poster and digipak designs to clearly connect the pieces. In the end, feedback confirmed the final project cohesively targeted the intended target and genre.
Presentation1
This document summarizes the key details of a student media production project. It discusses conducting research through questionnaires and focus groups to define a target audience of 16-21 year olds interested in supernatural/fantasy genres. It also covers learning progression from preliminary to full production, including improved skills with camera and editing software. The student believes a film company like Warner Brothers would be suited to distribute the supernatural film project based on the opening sequence created.
Evaluation | Question One
The document discusses how the author used audience feedback to inform their media project. They sent out a questionnaire at the beginning of their project to get feedback on the proposed movie genre, title, and whether it should have a happy or sad ending. Most respondents preferred a romantic comedy genre, liked the proposed title, and wanted a happy ending. However, the author decided to end the trailer ambiguously to generate more interest. The audience feedback helped the author tailor their project to appeal to their target demographic of 16-18 year old females.
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Question 3
The student conducted audience feedback throughout the planning and creation of their media package through questionnaires, surveys, and focus groups. They learned that their target audience prefers crime genres mixed with social realism dramas. Feedback also informed the inclusion of props like weapons, cigarettes, and drugs/alcohol and the development of their main character. While peers provided helpful feedback on an unclear synopsis, audience comments on their trailer indicated the genre and narrative were clear but wanted more dialogue. The focus group suggested including more characters/interaction and dialogue to improve the short trailer.
Evaluation question 3
The student presented their music video to their class and other classes, distributing questionnaires to collect feedback. They interviewed some classmates and teachers to gain a wider range of perspectives. The feedback showed that most viewers fit the target demographic of 15-20 years old, but some outside the target demographic also provided useful feedback. The student also shared the video on Facebook and used Survey Monkey to anonymously collect more feedback from a broader audience. Through this process, the student learned how to effectively collect and analyze feedback through various methods like social media, questionnaires, and online surveys.
Validity of my feedback – research activity
This document analyzes the validity and potential biases of feedback received on a student film project from four audience samples: 1) the student's class teacher, 2) a small group from the class, 3) a Facebook friend, and 4) YouTube demographics on views. Each sample is evaluated based on size, potential for influenced or biased opinions, and how representative they are. The student concludes that obtaining feedback directly from cinema-goers would have provided a larger, more statistically significant sample than those used.
Audience feedback
The document discusses feedback received on a student film project from its audience on Facebook. The feedback informed improvements and identified what worked well, such as different camera angles. Suggestions were also made on how to improve elements like having the attacker die as a plot twist. Through receiving audience feedback, the students learned how to better make videos in the future, especially the importance of considering how the audience will perceive and understand the media text.
Question 5 A-level Media evaluation
The student conducted research to understand what attracts audiences to thriller films, including administering surveys. They incorporated codes and conventions of the thriller genre identified in research into their film. Additionally, they posted regular production updates on their blog to generate audience anticipation and interest in the completed film. Through these efforts, the student was able to attract an audience and gain insight into audience tastes regarding thriller films.
A2 Media Evaluation (Q3)
Alfie Bradbury used audience feedback throughout the creation of their music video project to ensure it effectively targeted their intended audience and genre. They conducted initial questionnaires with the general public and their target demographic of 18-22 year old males to inform their ideas. After creating a first cut, they held a focus group with peers who confirmed the video accurately represented the house music genre. Based on feedback, Alfie made changes before completion. They also incorporated audience suggestions to use screenshots from the video in their ancillary poster and digipak designs to clearly connect the pieces. In the end, feedback confirmed the final project cohesively targeted the intended target and genre.
Presentation1
This document summarizes the key details of a student media production project. It discusses conducting research through questionnaires and focus groups to define a target audience of 16-21 year olds interested in supernatural/fantasy genres. It also covers learning progression from preliminary to full production, including improved skills with camera and editing software. The student believes a film company like Warner Brothers would be suited to distribute the supernatural film project based on the opening sequence created.
Evaluation | Question One
The document discusses how the author used audience feedback to inform their media project. They sent out a questionnaire at the beginning of their project to get feedback on the proposed movie genre, title, and whether it should have a happy or sad ending. Most respondents preferred a romantic comedy genre, liked the proposed title, and wanted a happy ending. However, the author decided to end the trailer ambiguously to generate more interest. The audience feedback helped the author tailor their project to appeal to their target demographic of 16-18 year old females.
Evaluation Question 3
1) The document discusses what the author has learned from conducting a questionnaire about their music video among their target audience of teenagers aged 13+.
2) The feedback indicated that the audience liked the makeup used to make the zombies look realistic but did not mention the camera angles, suggesting the audience did not think there were enough.
3) This feedback has helped the author realize aspects of the music video that could be improved, such as incorporating more camera angles, and the importance of meeting the criteria for their target age group.
Evaluation question 3
After gathering feedback from peers, teachers, family and friends, the student learned several things. Feedback on the movie trailer, magazine cover and poster helped improve the final products. Surveys and questionnaires distributed on social media and through email provided feedback on strengths and weaknesses. Feedback indicated that some fonts and taglines did not clearly relate to the horror genre. Feedback on the movie trailer taught the student about pacing and constructing a compelling two-minute preview, as editing trailers was new. The feedback was incorporated to further challenge genre conventions and stand out.
Q3 plan
The target audience for the creator's products is 15-24 year old students to appeal to a sense of youth and freedom. Feedback was gathered through an online survey linked on social media that asked about what was done well and could be improved. Suggestions to make lighting more consistent, include more camera movement, and use a variety of question types provided useful feedback to enhance the video's professionalism.
Audience feedback planning
The group meeting discussed methods for obtaining audience feedback on their three products to improve upon last year's feedback. They decided to conduct a focus group where they will film participants watching a documentary and ask questions afterwards. They will also conduct face-to-face interviews about magazine pages and distribute a written questionnaire after a radio trailer. Conducting different types of feedback for each product will help them develop skills while obtaining varied audience perspectives.
Media Evaluation Question 3
I have learned through receiving audience feedback on my teaser trailer that different people enjoy different aspects of movies. Conducting audience research is important for filmmakers to understand what their target audience wants and to avoid financial losses. My group acquired feedback at multiple stages of our project, from the initial idea phase to the final trailer, and used that feedback to refine our work at each stage. We found that our target audience of classmates responded positively overall and were engaged with our thriller genre and plot details.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Q3 with changes
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that the audience preferred a happy ending over a confusing one for the music video. Feedback also provided insights into the elements and shots preferred by the target demographic, such as romantic indoor scenes with dim lighting. Comments on other projects helped the student understand what elements make content popular and well-received. Overall, audience feedback helped improve the student's work and skills.
Evaluation Question 3
The document discusses different methods the author used to gather audience feedback on a music video project, including a written questionnaire and face-to-face interviews. It compares the advantages and disadvantages of written versus face-to-face questionnaires. The author also notes limitations of the small sample size and age range of respondents. The feedback received informed improvements to the music video and helped the author understand how the target audience might receive the video.
Q#3
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that their target audience of teens and couples preferred music videos with romantic indoor scenes with dim lighting. As a result, the student incorporated such a scene into their music video. Audience feedback also helped the student identify popular elements to include and informed the casting of actors. Both positive and negative feedback helped the student improve and gain experience.
Audience feedback
The document summarizes the results of a survey conducted to get audience feedback on a music video. It discusses how Survey Monkey was used to create questions targeted to the goals of the project. The survey received 26 responses from social media and provided both helpful and less useful feedback. Most rated the professionalism of the video as 4/5 and said elements like camera work could be improved. Respondents felt the visuals and genre matched the song. They also believed the 1950s costumes and props fit the time period setting. An overall rating question will help further refine the music video.
Question 3
Liam received feedback from both classmates and his target audience that helped him progress and adapt his music video project. Initial feedback from target audience on his treatment was positive and helped him understand what they wanted. Classmates' feedback on his rough cut was also positive but suggested re-filming shots and adding more band footage. Feedback from target audience on the second rough cut noted issues with lip syncing and consistency between shots. Later, target audience feedback via a survey helped Liam choose effective font and layout options for his packaging. He found using social media an effective way to get target audience feedback.
Music video evaluation powerpoint question 3
Christopher conducted audience research to determine what type of music video would be most successful. He created an online survey using Survey Monkey to gather feedback from a large audience. The survey found that narrative storylines were the most popular type of music video. Christopher also received feedback from his media class on technical elements. In the future, he plans to gather more diverse audience feedback during the music video creation process.
Evaluation question 3.0
The document discusses a film group's process in creating a film trailer, gathering feedback, and ways to improve. It describes:
- The target 15+ audience for the non-violent, non-sexual film.
- How classmates viewed the trailer and provided feedback through a questionnaire about aspects like editing, camerawork, and whether they'd watch.
- The feedback was overall positive but some didn't like the genres, and constructive criticism was given to improve the trailer.
- Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Sian Hunt A Level Media - Question 3 - What have you learned from your audien...
The document summarizes feedback received from an audience questionnaire about the creator's media texts, including a video and two ancillary texts. Key findings include:
- The target age group of 15-24 years was correctly identified, showing the media was appropriate.
- The genre of action was correctly identified by most.
- While most thought the target audience was male, some thought female, showing it appealed to both genders.
- The narrative was understood by all.
- Character roles were correctly identified by most but some were incorrect.
- Feedback from classmates was also received and suggestions for improvements were provided.
Audience profile - media
The target audience for a horror film was informed by survey results showing that the primary audience is males aged 15-25. The survey also found that males had a stronger interest in horror films. While social class is less important, the target demographics are middle-class and working-class. Most survey respondents were students, so the main character could be a student to appeal to this key audience.
Criteria 4 and 5
The document discusses using a questionnaire to identify the target audience for a 2-minute film introduction in the social realism genre. The questionnaire asked about viewing habits, tastes, knowledge of the genre, and if they enjoyed socially realistic or anti-social youth films. Most respondents were young males aged 16-23 from a middle class background who enjoyed these types of films but did not fully understand social realism. After showing the introduction, feedback found it dragged and seemed like a first scene, not an introduction. Revisions based on this helped attract the target demographic.
3.what have you learnt from audience feedback
Through submitting drafts of media products and questionnaires to audiences, the document discusses what was learned from audience feedback. Drafts of a movie trailer uploaded to social media received comments about unsteady camera shots, blurry focus, and an interesting narrative. A second draft addressed these issues. A questionnaire provided quantitative and qualitative data, showing that males aged 18 preferred horror, audiences enjoyed complicated storylines, and posters should be simplistic with eye-catching images and prominent title/release dates.
Quest 3
Joshua Millington collected audience feedback on a media evaluation project from Facebook, YouTube, and a questionnaire. The Facebook feedback provided more demographic data like gender and age. YouTube allowed for qualitative feedback. Analyzing the comments showed the project succeeded in following genre conventions like locations, lip syncing, close ups, and narrative structure. However, some felt there could have been more shots. Overall, the feedback helped identify what worked well and areas for improvement.
4. proposal(1)
1. The document proposes a magazine reviewing the crime drama film Goodfellas. It will include a double-page spread reviewing the film, incorporating quotes from professional reviews.
2. The target audience is males and females over 18 interested in crime dramas and thrillers, based on the film's rating and popularity with similar films. Research will include analyzing professional reviews to compare with the author's own review.
3. The review will discuss how closely the film follows its source material, hidden messages, and character development and motivations. Ongoing evaluation and a final self-reflection will help the author develop working practices and analyze strengths, weaknesses, and rationale for choices made.
Q5
To attract their target audience of males and females aged 16-20, the document's author uploaded their film opening to YouTube and shared the link on social media sites like Facebook Messenger. They sent the link directly to people in their target demographic and asked for feedback on the film opening. They also posted the film opening to their blog to reach regular viewers. By distributing the film opening online and through social media, which has strong influence among teenagers and young adults, the author was able to effectively share their work and attract their intended audience to provide feedback.
Evaluation 3
The document discusses the filmmakers' target audience research and feedback gathering process. Their target audience was males and females aged 12-30 based on the film's 12A rating. They created pre-production and post-production questionnaires to gather feedback on the title, narrative, characters, and overall film. Most respondents were aged 12-16, so they focused social media marketing on platforms popular with teenagers. Receiving and applying this audience feedback helped strengthen the film and ancillary materials.
Evaluation 3
- The document discusses gathering feedback from a target audience of 12-30 year olds for a short film about a character undergoing chemotherapy.
- Pre-production, the filmmakers created an online questionnaire to understand how the audience felt about the title, narrative, and concept. Most respondents were 12-16 years old.
- Based on feedback, the filmmakers expanded the number of relatable characters.
- Post-production, another questionnaire gathered feedback on adjustments made. Social media was used to promote to the young adult audience.
- Receiving criticism of initial work helped improve ancillary materials and the film. The filmmaker incorporated feedback to create a stronger final product.
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Evaluation Question 3
1) The document discusses what the author has learned from conducting a questionnaire about their music video among their target audience of teenagers aged 13+.
2) The feedback indicated that the audience liked the makeup used to make the zombies look realistic but did not mention the camera angles, suggesting the audience did not think there were enough.
3) This feedback has helped the author realize aspects of the music video that could be improved, such as incorporating more camera angles, and the importance of meeting the criteria for their target age group.
Evaluation question 3
After gathering feedback from peers, teachers, family and friends, the student learned several things. Feedback on the movie trailer, magazine cover and poster helped improve the final products. Surveys and questionnaires distributed on social media and through email provided feedback on strengths and weaknesses. Feedback indicated that some fonts and taglines did not clearly relate to the horror genre. Feedback on the movie trailer taught the student about pacing and constructing a compelling two-minute preview, as editing trailers was new. The feedback was incorporated to further challenge genre conventions and stand out.
Q3 plan
The target audience for the creator's products is 15-24 year old students to appeal to a sense of youth and freedom. Feedback was gathered through an online survey linked on social media that asked about what was done well and could be improved. Suggestions to make lighting more consistent, include more camera movement, and use a variety of question types provided useful feedback to enhance the video's professionalism.
Audience feedback planning
The group meeting discussed methods for obtaining audience feedback on their three products to improve upon last year's feedback. They decided to conduct a focus group where they will film participants watching a documentary and ask questions afterwards. They will also conduct face-to-face interviews about magazine pages and distribute a written questionnaire after a radio trailer. Conducting different types of feedback for each product will help them develop skills while obtaining varied audience perspectives.
Media Evaluation Question 3
I have learned through receiving audience feedback on my teaser trailer that different people enjoy different aspects of movies. Conducting audience research is important for filmmakers to understand what their target audience wants and to avoid financial losses. My group acquired feedback at multiple stages of our project, from the initial idea phase to the final trailer, and used that feedback to refine our work at each stage. We found that our target audience of classmates responded positively overall and were engaged with our thriller genre and plot details.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Q3 with changes
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that the audience preferred a happy ending over a confusing one for the music video. Feedback also provided insights into the elements and shots preferred by the target demographic, such as romantic indoor scenes with dim lighting. Comments on other projects helped the student understand what elements make content popular and well-received. Overall, audience feedback helped improve the student's work and skills.
Evaluation Question 3
The document discusses different methods the author used to gather audience feedback on a music video project, including a written questionnaire and face-to-face interviews. It compares the advantages and disadvantages of written versus face-to-face questionnaires. The author also notes limitations of the small sample size and age range of respondents. The feedback received informed improvements to the music video and helped the author understand how the target audience might receive the video.
Q#3
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that their target audience of teens and couples preferred music videos with romantic indoor scenes with dim lighting. As a result, the student incorporated such a scene into their music video. Audience feedback also helped the student identify popular elements to include and informed the casting of actors. Both positive and negative feedback helped the student improve and gain experience.
Audience feedback
The document summarizes the results of a survey conducted to get audience feedback on a music video. It discusses how Survey Monkey was used to create questions targeted to the goals of the project. The survey received 26 responses from social media and provided both helpful and less useful feedback. Most rated the professionalism of the video as 4/5 and said elements like camera work could be improved. Respondents felt the visuals and genre matched the song. They also believed the 1950s costumes and props fit the time period setting. An overall rating question will help further refine the music video.
Question 3
Liam received feedback from both classmates and his target audience that helped him progress and adapt his music video project. Initial feedback from target audience on his treatment was positive and helped him understand what they wanted. Classmates' feedback on his rough cut was also positive but suggested re-filming shots and adding more band footage. Feedback from target audience on the second rough cut noted issues with lip syncing and consistency between shots. Later, target audience feedback via a survey helped Liam choose effective font and layout options for his packaging. He found using social media an effective way to get target audience feedback.
Music video evaluation powerpoint question 3
Christopher conducted audience research to determine what type of music video would be most successful. He created an online survey using Survey Monkey to gather feedback from a large audience. The survey found that narrative storylines were the most popular type of music video. Christopher also received feedback from his media class on technical elements. In the future, he plans to gather more diverse audience feedback during the music video creation process.
Evaluation question 3.0
The document discusses a film group's process in creating a film trailer, gathering feedback, and ways to improve. It describes:
- The target 15+ audience for the non-violent, non-sexual film.
- How classmates viewed the trailer and provided feedback through a questionnaire about aspects like editing, camerawork, and whether they'd watch.
- The feedback was overall positive but some didn't like the genres, and constructive criticism was given to improve the trailer.
- Social media like YouTube, Twitter and Facebook were used to promote the trailer and get more feedback.
Sian Hunt A Level Media - Question 3 - What have you learned from your audien...
The document summarizes feedback received from an audience questionnaire about the creator's media texts, including a video and two ancillary texts. Key findings include:
- The target age group of 15-24 years was correctly identified, showing the media was appropriate.
- The genre of action was correctly identified by most.
- While most thought the target audience was male, some thought female, showing it appealed to both genders.
- The narrative was understood by all.
- Character roles were correctly identified by most but some were incorrect.
- Feedback from classmates was also received and suggestions for improvements were provided.
Audience profile - media
The target audience for a horror film was informed by survey results showing that the primary audience is males aged 15-25. The survey also found that males had a stronger interest in horror films. While social class is less important, the target demographics are middle-class and working-class. Most survey respondents were students, so the main character could be a student to appeal to this key audience.
Criteria 4 and 5
The document discusses using a questionnaire to identify the target audience for a 2-minute film introduction in the social realism genre. The questionnaire asked about viewing habits, tastes, knowledge of the genre, and if they enjoyed socially realistic or anti-social youth films. Most respondents were young males aged 16-23 from a middle class background who enjoyed these types of films but did not fully understand social realism. After showing the introduction, feedback found it dragged and seemed like a first scene, not an introduction. Revisions based on this helped attract the target demographic.
3.what have you learnt from audience feedback
Through submitting drafts of media products and questionnaires to audiences, the document discusses what was learned from audience feedback. Drafts of a movie trailer uploaded to social media received comments about unsteady camera shots, blurry focus, and an interesting narrative. A second draft addressed these issues. A questionnaire provided quantitative and qualitative data, showing that males aged 18 preferred horror, audiences enjoyed complicated storylines, and posters should be simplistic with eye-catching images and prominent title/release dates.
Quest 3
Joshua Millington collected audience feedback on a media evaluation project from Facebook, YouTube, and a questionnaire. The Facebook feedback provided more demographic data like gender and age. YouTube allowed for qualitative feedback. Analyzing the comments showed the project succeeded in following genre conventions like locations, lip syncing, close ups, and narrative structure. However, some felt there could have been more shots. Overall, the feedback helped identify what worked well and areas for improvement.
4. proposal(1)
1. The document proposes a magazine reviewing the crime drama film Goodfellas. It will include a double-page spread reviewing the film, incorporating quotes from professional reviews.
2. The target audience is males and females over 18 interested in crime dramas and thrillers, based on the film's rating and popularity with similar films. Research will include analyzing professional reviews to compare with the author's own review.
3. The review will discuss how closely the film follows its source material, hidden messages, and character development and motivations. Ongoing evaluation and a final self-reflection will help the author develop working practices and analyze strengths, weaknesses, and rationale for choices made.
Q5
To attract their target audience of males and females aged 16-20, the document's author uploaded their film opening to YouTube and shared the link on social media sites like Facebook Messenger. They sent the link directly to people in their target demographic and asked for feedback on the film opening. They also posted the film opening to their blog to reach regular viewers. By distributing the film opening online and through social media, which has strong influence among teenagers and young adults, the author was able to effectively share their work and attract their intended audience to provide feedback.
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Sian Hunt A Level Media - Question 3 - What have you learned from your audien...
Sian Hunt A Level Media - Question 3 - What have you learned from your audien...
Similar to Evaluation question 4
Evaluation 3
The document discusses the filmmakers' target audience research and feedback gathering process. Their target audience was males and females aged 12-30 based on the film's 12A rating. They created pre-production and post-production questionnaires to gather feedback on the title, narrative, characters, and overall film. Most respondents were aged 12-16, so they focused social media marketing on platforms popular with teenagers. Receiving and applying this audience feedback helped strengthen the film and ancillary materials.
Evaluation 3
- The document discusses gathering feedback from a target audience of 12-30 year olds for a short film about a character undergoing chemotherapy.
- Pre-production, the filmmakers created an online questionnaire to understand how the audience felt about the title, narrative, and concept. Most respondents were 12-16 years old.
- Based on feedback, the filmmakers expanded the number of relatable characters.
- Post-production, another questionnaire gathered feedback on adjustments made. Social media was used to promote to the young adult audience.
- Receiving criticism of initial work helped improve ancillary materials and the film. The filmmaker incorporated feedback to create a stronger final product.
Evaluation question 3
The document discusses the feedback the student received from audiences on their film project. They conducted surveys to get input on the film name, magazine name, expectations for different marketing materials, and rough cuts of their poster, magazine, and trailer. The feedback helped them improve their work through multiple drafts. For example, they changed fonts, images, and added more color based on comments. Gathering audience perspectives helped ensure their final products accurately targeted their demographic.
Evaluation question 3
The document discusses the feedback the student received from audiences on their film project. They conducted surveys to get input on the film name, magazine name, expectations for different marketing materials, and rough cuts of their poster, magazine, and trailer. The feedback helped them improve their work through multiple drafts. For example, they changed fonts, images, and added more color based on comments. Gathering audience perspectives helped ensure their final products accurately targeted their demographic.
Q3. What have you learned from your audience feedback?
The document summarizes what the author learned from audience feedback on their film trailer project. They conducted initial surveys that helped define their target demographic as 15-25 year old students and part-time workers. Feedback on early drafts of the trailer highlighted issues with lighting, sound, and location that needed improvement. The author realized it was important to conform to audience expectations of film trailers and incorporate feedback to avoid alienating viewers and ensure the trailer was effective.
Evaluation question 3
The document discusses audience feedback that was received for a film project. It describes targeting an audience of males and females aged 15-24. Feedback was gathered from classmates on drafts of the teaser trailer, film, and poster through online comments, filled-out forms, and verbal feedback. The feedback from the target audience was beneficial as it allowed the filmmakers to improve weaknesses and see potential strengths. The final product feedback showed that the audience understood the connection between the three works and preferred the new poster design, which had been changed based on earlier feedback.
A2: Evaluation Question Three
The document discusses how the author gathered and incorporated audience feedback throughout their coursework to create products that would appeal to their target audience. They used surveys, social media, and direct feedback to better understand preferences around horror film themes, imagery, and trailers. This feedback revealed that the target audience preferred paranormal horrors with more female leads. It also highlighted specific ways the author could improve elements like poster design, magazine layout, and trailer elements. The author believes regularly obtaining audience perspectives was crucial for creating work aligned with their target's interests and expectations.
Evaluation question 3
The student learned several important lessons from receiving audience feedback on their media products. Feedback on the film trailer suggested including unique cinematography and a fitting soundtrack. For the magazine cover, respondents expected images and information about the featured film. Feedback also helped the student select the film name "Psyche" and the magazine name "Cinematic". Respondents provided suggestions for improving drafts, which the student implemented in revised versions. The feedback process helped the student create higher quality, more professional final products that better met audience expectations.
Evaluation question 3
The document discusses various methods the author used to gather audience feedback during the creation of a short film. It describes conducting peer feedback on initial ideas and a film pitch. Test screenings with classmates provided feedback on the editing and characters. A questionnaire gathered feedback on poster ideas, helping narrow options. Blog comments from a teacher also provided feedback to improve the film poster. Overall, the author found audience feedback crucial at various stages of development to help shape the work for the target 13-25 age range.
Evaluation Question 3
The document discusses audience feedback for film test screenings. It provides details on different types of test screenings, including intimate screenings with around 100 people and full-scale screenings with up to 400 people. Feedback is used to make final edits to films before wide release. The document also discusses establishing a target audience through research on similar films' demographics and using feedback to further develop marketing materials like posters, trailers, and magazines to effectively engage the target audience.
Evaluation question 3
The document discusses how film studios conduct test screenings before a film's release to get audience feedback. It describes two types of post-production test screenings - intimate screenings with around 100 people and full-scale screenings with up to 400 people. The feedback from these screenings is used to make final edits to the film. It also discusses how the feedback has a greater quantitative impact for full-scale screenings but standard industry measures are supplemented with open-ended questions and focus groups.
Q3
The document summarizes what the author has learned from audience feedback on their media production work. They conducted early primary research using surveys to understand their target audience and presented feedback to their class. The author realized the importance of meeting audience expectations shaped by their exposure to other media. Feedback helped the author conform to conventions and tweak issues in their trailer. The feedback process highlighted key aspects like lighting, sound, and location to improve for future planning.
Evaluation Question 3
Emma learned several important things from gathering audience feedback during the production of her horror film trailer and ancillary products:
1) Her audience provided honest feedback about what they wanted to see in terms of genre conventions and were eager to participate in the pre-production process.
2) Incorporating the audience's ideas and opinions helped ensure the final products would appeal to and be supported by the target viewers.
3) Continuous feedback during the editing process allowed for helpful adjustments before the products were finalized.
Evaluation Question 3
The document discusses the importance of audience feedback in improving media products. It describes using qualitative feedback in the form of surveys and focus groups to gather feedback on a movie poster, film review, and short film from target audiences. Feedback was useful in identifying needed improvements like adding more details, colors, and transitions. Though audience feedback helped strengthen the media products, there are limitations since the opinions of those providing feedback may differ from the broader target audience. Overall, the document advocates for using audience feedback in an iterative process to refine and improve media works for maximum audience approval and success.
Evaluation question 3
The document discusses what the author has learned from audience feedback in creating their movie poster, magazine, and trailer. They conducted research into existing social realist film audiences to determine the target age group and interview subjects. Questionnaires with target demographics provided feedback on desired themes, trailer length, and importance of trailers influencing viewership. Peer feedback on initial drafts suggested making text on the poster and magazine cover easier to read with a lighter color. Feedback on the trailer recommended adding louder, more intense music to build tension. Overall, audience feedback helped the author cater their final products more to their target audience's wants and needs to increase success.
What have you learned from audience feedback- evaluation 3
Audience feedback is important as it can help improve media products and marketing campaigns. There are many types of feedback, including box office results, reviews, surveys, focus groups, test audiences, website analytics, forums, and social media. The author received feedback on a short film from peers and teachers through questions about what was good and how to improve. For a film poster, peers provided feedback on genre accuracy and manipulation of materials to engage audiences. Questionnaires also helped the author choose the best poster. A teacher provided advice to shorten and refine a film review with more appropriate vocabulary. This feedback helped the author identify strengths and weaknesses to improve their work.
Evaluation q3
Audience feedback is important for media products as it allows producers to ensure financial success, understand audience desires, tailor products to consumers, improve weaknesses, and market successfully. For films, test screenings allow audiences to view drafts and provide feedback, which helps producers determine what works and what needs changes. While questionnaires provide quantitative data on likes and dislikes, focus groups and test audiences give qualitative feedback on specifics. Social media allows for honest opinions through anonymity. The filmmakers obtained feedback through peer screenings and Instagram polls on posters to improve their film and marketing.
Media evaluation q3
The document discusses feedback received from test screenings of a film project for a class. It provides details on:
1) Conducting test screenings of a teaser trailer and pitch presentation for a class to get feedback from a target audience of 15-25 year olds.
2) Using the feedback to improve weak points in the teaser, magazine cover, and poster based on audience comments.
3) The feedback being very useful for refining the project and seeing how the target audience initially responds to ideas before further development.
Question 3 evaluation
The document discusses audience feedback received during the development of a media production project. It summarizes that feedback was received through social media, peers, and teacher reviews, which helped improve elements like the logical ordering of blog posts and selection of appropriate sounds. While some feedback, like for posters, did not work out, most suggestions were implemented, such as a glowing bracelet idea. The document reflects on how gaining a wider variety of ongoing audience perspectives and more specific feedback questions could further enhance future projects.
Media audiences and products
The document discusses determining a target audience through audience grids and focus groups. It talks about using websites like BARB to find ratings for TV shows and see their popularity. The author believes their film's target audience is grades A through E who enjoy action films. Younger audiences may watch if there is no swearing. The average viewer is described as middle or lower class enjoying comedy and action.
Similar to Evaluation question 4 (20)
Q3. What have you learned from your audience feedback?
Q3. What have you learned from your audience feedback?
What have you learned from audience feedback- evaluation 3
What have you learned from audience feedback- evaluation 3
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Magazine cover photo explanation
The document describes the process a photography team took to arrive at the final magazine cover photo. They took 5 retakes, each improving upon the last based on feedback. The first showed the subject looking over her shoulder but lacked intensity. The second had direct eye contact but too much background. The third had a blank background but only showed the subject from the waist up. The fourth showed from the knees up but lacked a creepy vibe for a horror film. The fifth action shot with the subject pushing off a wall created tension and intensity, making her facial expression stand out as the most important part of the image. This fifth retake was selected as the final magazine cover photo.
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This document discusses the history and conventions of supernatural horror fiction and films. It outlines that supernatural horror draws from folklore involving witches, ghosts, and demons. Gothic horror novels of the 18th century incorporated these elements. Supernatural horror films aim to frighten audiences and invoke fears through their use of music, locations like churches and farms, shots styles, and credits that follow the horror theme. They also follow standard plot structures involving victims, villains and the conflict between good and evil.
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Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
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Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
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Tom Cruise is one of Hollywood's most iconic figures, known for his versatility, charisma, and dedication to his craft. Over the decades, his appearance has been almost as dynamic as his filmography, with one aspect often drawing significant attention: his hair. In particular, Tom Cruise long hair has become a defining feature in various phases of his career. symbolizing different roles and adding layers to his on-screen characters. This article delves into the evolution of Tom Cruise long hair, its impact on his roles. and its influence on popular culture.
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Introduction
Tom Cruise long hair has often been more than a style choice. it has been a significant element of his persona both on and off the screen. From the tousled locks of the rebellious Maverick in "Top Gun" to the sleek, sophisticated mane in "Mission: Impossible II." Cruise's hair has played a pivotal role in shaping his image and the characters he portrays. This article explores the various stages of Tom Cruise long hair. Examining how this iconic look has evolved and influenced his career and broader fashion trends.
Early Days: The Emergence of a Style Icon
The 1980s: The Birth of a Star
In the early stages of his career during the 1980s, Tom Cruise sported a range of hairstyles. but in "Top Gun" (1986), his hair began to gain significant attention. Though not long by later standards, his hair in this film was longer than the military crew cuts associated with fighter pilots. adding a rebellious edge to his character, Pete "Maverick" Mitchell.
Risky Business: The Transition Begins
In "Risky Business" (1983). Tom Cruise's hair was short but longer than the clean-cut styles dominant at the time. This look complemented his role as a high school student stepping into adulthood. embodying a sense of youthful freedom and experimentation. It was a precursor to the more dramatic hair transformations in his career.
The 1990s: Experimentation and Iconic Roles
Far and Away: Embracing Length
One of the first films in which Tom Cruise embraced long hair was "Far and Away" (1992). Playing the role of Joseph. an Irish immigrant in 1890s America, Cruise's long, hair added authenticity to his character's rugged and determined persona. This look was a stark departure from his earlier. more polished styles and marked the beginning of a more adventurous phase in his hairstyle choices.
Interview with the Vampire: Gothic Elegance
In "Interview with the Vampire" (1994). Tom Cruise long hair reached new lengths of sophistication and elegance. Portraying the vampire Lestat. Cruise's flowing blonde locks were integral to the character's ethereal and timeless allure. This hairstyle not only suited the gothic aesthetic of the film but also showcased Cruise's ability to transform his appearance for a role.
Mission: Impossible II: The Pinnacle of Long Hair
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Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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Leonardo DiCaprio Super Bowl: Hollywood Meets America’s Favorite Game
Introduction
Leonardo DiCaprio is synonymous with Hollywood stardom and acclaimed performances. has a unique connection with one of America's most beloved sports events—the Super Bowl. The "Leonardo DiCaprio Super Bowl" phenomenon combines the worlds of cinema and sports. drawing attention from fans of both domains. This article delves into the multifaceted relationship between DiCaprio and the Super Bowl. exploring his appearances at the event, His involvement in Super Bowl advertisements. and his cultural impact that bridges the gap between these two massive entertainment industries.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
Rise to Stardom
DiCaprio's career skyrocketed with his performance in "What's Eating Gilbert Grape" (1993). earning him his first Academy Award nomination. He continued to gain acclaim with roles in "Romeo + Juliet" (1996) and "Titanic" (1997). the latter of which cemented his status as a global superstar. Over the years, DiCaprio has showcased his versatility in films like "The Aviator" (2004). "Start" (2010), and "The Revenant" (2015), for which he finally won an Academy Award for Best Actor.
Environmental Activism
Beyond his film career, DiCaprio is also renowned for his environmental activism. He established the Leonardo DiCaprio Foundation in 1998, focusing on global conservation efforts. His commitment to ecological issues often intersects with his public appearances. including those related to the Super Bowl.
The Super Bowl: An American Institution
History and Significance
The Super Bowl is the National Football League (NFL) championship game. is one of the most-watched sporting events in the world. First played in 1967, the Super Bowl has evolved into a cultural phenomenon. featuring high-profile halftime shows, memorable advertisements, and significant media coverage. The event attracts a diverse audience, from avid sports fans to casual viewers. making it a prime platform for celebrities to appear.
Entertainment and Advertisements
The Super Bowl is not only about football but also about entertainment. The halftime show features performances by some of the biggest names in the music industry. while the commercials are often as anticipated as the game itself. Companies invest millions in Super Bowl ads. creating iconic and sometimes controversial commercials that capture public attention.
Leonardo DiCaprio's Super Bowl Appearances
A Celebrity Among the Fans
Leonardo DiCaprio's presence at the Super Bowl has noted several times. As a high-profile celebrity. DiCaprio attracts
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Evaluation question 4
- 1. Evaluation Question 4 What have you learnt from your audience feedback?
- 3. Strong scenes of horror/violence
- 5. Media students and teachers – they will give relevant and good terminology on how to improve my workThese are stereotypical images of what my target audience look like. These people are aged 16 – 21 – the average age of people that would watch my supernatural horror.
- 6. Target Audience approach…Focus Groups A ‘focus group’ feedback session will be held for certain students and teachers that wish to attend and give feedback on all three tasks Holding a focus group would allow me to gather both qualitative date as well as quantitative data from people who are not especially educated within the media industry. Instead it will give them the chance to express their true thoughts on the trailer and the two ancillary tasks A general focus group feedback session taking place
- 7. Focus Group questionnaires…Target audience These are the questionnaires my partner Clare and I handed out during our focus group session where viewers were able to watch the trailer we had created for our supernatural horror. We gave them questions which were simple to fill out but would also help Clare and I greatly when amending our work
- 8. Focus Group questionnaires…Media students and teachers These are the questionnaires we handed out to our fellow students and media teachers (who also sat in our focus group session). The reason we gave them separate questionnaires to fill out was so we could ask them questions with specific media terminology, which perhaps non media students would understand. This would help us get a much wider range of feedback which could be used in different ways.
- 9. Access… People giving feedback, on my trailer, poster and magazine cover, have to be able to access ‘YouTube’ and ‘Facebook’ as this is where links and images will be posted to so that they can feedback on them
- 10. Posting onto social networking sites… When gathering qualitative and quantitative feedback I needed to get a variety of comments from people who were based as my target audience for the film. The best site to use, as many people who were based in the category for my films target audience was ‘Facebook’ Uploading onto ‘Facebook’ allowed me to get ratings, as well as general commentated feedback. It let various people express what they felt could either be changed, improved, kept the same, or rearranged etc.
- 11. Print screens of feedback posts… Poster Trailer Blog Magazine cover
- 12. Print screens of feedback posts… There is a ‘comment box’ and a like/ dislike button so viewers can leave their opinion if they wish On ‘YouTube’, viewers are able to type In the name of the trailer and it will come up in the list of ‘related searches’. If not, they can type in the username of the person who uploaded it and watch it via their channel. The more views it receives – the more promotion the video gets, which will entice other viewers to watch it.