The student learned several things from receiving audience feedback on their media project at various stages: 1) Early feedback on their treatment helped them decide on a wheelchair-focused narrative over a mental illness concept. Viewers responded positively to the uniqueness and potential for an inspiring/depressing tone. 2) Rough cut feedback praised the narrative journey and emotional impact but suggested improving shaky shots, adding more contrast, and shortening basketball scenes. 3) Advert analysis feedback from social media helped them choose the most preferred design to feature. 4) Final version feedback from multiple sources helped them improve some action shots and address other minor issues to strengthen the overall project.

1. In what ways does your media product use,
develop or challenge forms and conventions of
real media products
From other music videos

3. Images 1-3
 1. A shot that shows a link between lyrics and/or music and visuals.
Here the lyrics are ‘love the way it hurts’ and it shows the artist Rhianna almost
scratching her face and making and making a snarling face. This action really adds an
effect to the music because it is showing that she enjoys this process.
 2. A way he record company would want their artist to be represented.
The artist in this image is shown in a gothic background with black metal gates to
emphasise this. The hard rock and gothic style of the artist is portrayed by what the
artist looks like. He has a pale complexation with long black hair a black leather jacket,
gloves and dark eye shadow.
 3. A shot that illustrates how your video uses genre.
In this image you can see how the music video uses genre. The genre of this music is
country American music. This is shown by the rustic look and the typical country
clothing. In many of the country music videos you can see the farms and the typical
Sothern US. The acoustic guitar also adds an effect to the music video because it is a
typical instrument in country music.

4. Images 4-6
 4. A shot that shows an intertextual reference we have seen in another text
already.
In this shot we can see a piece of film that we have already seen in a film
already.
 5. A shot that demonstrates your use of camera.
In this shot we can see the use of camera, it is a low angle from the ground up.
It has been seen in many different type of these videos to give them an
overpowering stature. This shot is used in many types of rap videos and it an in
interesting angle which fits the genre well.
 6. A shot that demon straights the use of lighting.
The use of lighting in this image is flashing lights. It is to create a sense of
unease and mystery when the character is walking through the stage. This
specific shot is blocking out the singer and therefore creating mystery around
him.

5. Images 7-9
 A shot that demonstrates the use of mise-en-scene
The impression that the artist is wanting to portray to the audience in this music video
is all bout the costumes and stage. Furthermore the way the artist is singing on stage
is unusual and has many different versions of himself playing the instruments, shows
that the music is funk rap.
 Two shots which you feel demonstrates something which shows you have watched
other music videos.
In this shot we can see Flo Rida when he as younger, his head down looking in to the
sink. This image demon straights and emphasises reflection. This shot has been used in
many music videos to emphasize reflection.
In the next image you can see the artist Milky Chance sitting in a chair playing the
guitar and singing. This image will be used in many music videos to show that the
artist has other skills other than singing. This will also demon straight the genre of
music he is in.

6. From our music video

8. Images 1-3
1. A shot that shows a link between lyrics and/or music and visuals.
the lyric here is ‘I want to fight but I cant contend’ this links to the visuals in our music video which is the main character
reaching for a drink but cant reach it. This portrays the idea that he’s limited in society in day to day life and connects to
the lyrics from the fact that he ‘can’t contend’ with others around him (even from a simple task as getting alcohol from a
shop).
2. A way he record company would want their artist to be represented.
we decided not to show any footage of the artist because we wanted to focus on the narrative side of the video. When
researching other music videos, we preferred the ones that only showed storyline instead of involving the performer as
we felt that this type of video would be better for us to film and we wanted to concentrate on enhancing our narrative
further.
3. A shot that illustrates how your video uses genre.
The genre of this music video is indie. The shot chosen represents this genre as many similar music video types ‘time
lapse’ a specific scene to speed up the video in order to make it more intriguing for the audience to watch.

9. Images 4-6
4. A shot that shows an intertextual reference we have seen in another text already.
this shot is similar to other music videos as there tends to be a moment of realisation and reflection
whereby the character thinks about their life and how to make it better. Through this peripeteia, the plot
changes and reaches its turning point. In this part of our music video, the character gains more motivation
to make his life better and therefore juxtaposes with the start of the music video in which he’s depressed
about how he’s limited daily.
5. A shot that demonstrates your use of camera.
The shot that I have decided to use here shows how we have used different media technology to add
variety to our music video’s diversity in terms of the shot types we have involved. By using a Go Pro that is
attached to the wheelchair the audience will feel involved as they are following the action of the footage
from the perspective of the actor.
6. A shot that demonstrates the use of lighting.
This shot shows the actor looking down and miserable therefore we reflected this in the natural lighting
used. The dark blue tint to the scene adds to this gloomy atmosphere, exaggerating the way the character
is feeling at that moment in time due to his disability.

10. Images 7-9
7. A shot that demonstrates the use of mise-en-scene
This shot demonstrates how we have used mise-en-scene through including the character gaining his strength
so he can compete in the wheelchair basketball competition (shown in the top right hand corner of the screen).
By involving both these factors in the frame of the screen, the audience can piece together the plot change
and understand the reason behind why he’s motivated to gain strength.
8-9. Two shots which you feel demonstrates something which shows you have watched other music videos.
Playing sport and direct mode of address has been seen in other music videos. In Waiting all Night by
Rudimental a similar storyline is used, as a physically disabled character gains skill in a specific sport and
achieves the ability to be able to ride his bike again. Additionally, we made the character look directly into the
camera to involve the audience and create an intimacy between the audience and the actor. This technique is
common in other videos, such as Trip Switch by Nothing But Thieves. In this, they frequently look into the
camera which then forms a connection between audience and media, therefore making it a more effective
video.

11. 3. What have you learned from your
audience feedback?

12. 1. Class and teacher feedback on your initial treatment
and your early audience research.
During the initial treatment and early audience research we had two potential ideal one
being a person who is mentally ill and the other being the wheelchair idea. The feedback
that we received during our audience research for the wheelchair idea, was people liking
the idea because it could be an inspiring, depressing and different. This is good because it
is unique and with a lot of music videos being upbeat, a change in tone would create an
interesting music video. There was also positive feedback on the visual representation of
ability and disability.
The second idea that we chose for our potential music video idea was the mentally ill
concept. During out audience research this idea was more well received by the audience.
The audience preferred the concept of a twist at the end creating anticipation and the
uniqueness. Furthermore the visual imagery and abstract mise-en-scene would fit in with
the music video.
However we decided to opt for the wheelchair idea even though it was the idea which
people preferred. This is because we liked the potential of the wheelchair idea and how we
could create a real sense of struggle, depression and happiness.

13. 2. Rough cut – class feedback and teacher feedback.
What people liked about it:
Our audience liked the narrative of the music video and the journey of the character. One of the main commodity that
people liked about music video was the disability and overcoming them, also that it was and eye opener on the issues
that a disabled person faces. This was also linked in with a comment on how it was ‘heartfelt’ because of the emotional
and depressing side of the video.
What didn’t they like about it:
There wasn’t a huge amount of negative feedback however there were some comments. Our audience mentioned that
some of the camera shots were slightly shaky and needed to be more ‘controlled’ and ‘sharpened up’. Another
comment was the shots at the beginning were a bit slow, and there needed to be more contrast in colour from the
depressing scenes and the basketball scenes. Another comment was that the basketball scenes were quite long and that
they needed to be shortened to fit the pace of the song.
What would they improve:
In this section there also wasn’t a great deal of feedback that people would want to change significantly with the music
video. However there were some minor comments that people would like to improve. There was a comment suggesting
that we should include how the character’s life changes after he discovers the sport. People also liked the montage of
the characters life throughout the video and suggested that it should be used more. Lastly people liked the fast action
shots and suggested more and that we can include more montages.

14. 3. Class feedback on your advert analysis and teacher
feedback.
The feedback that we get gathered from our digipack and teacher feedback was
mainly done on Facebook and social media. We placed two images which were drafts
of the adverts. We asked about which advert they preferred which many responded.
The Advert that we chose to use was the one on the top (to your left) this was largely
due to the many comments of people on social media preferring the advert on the
top.
The feed back that we got for our adverts were very helpful and led us to the decision
of choosing one for our media project.

15. 4: final version of everything – class
feedback and from anyone else.
The feedback that we gained from our Final cut of our music video was gained
through social media, class and teacher comments and personal feedback. The
feedback that we gained from our teacher and classmates helped us to improve and
change aspects of the music video to make sure that it is the best that it can be. We
changes some of the action shots and improved some of the shots which people
found were shaky.
Our feedback from our album cover was mainly gained from teachers and classmates,
most of the comments were very helpful however we did make changes to the image
and improved the editing around the wheelchair and the title of the album.