2. Questions I want answered with feedback I’m going to prompt a response to these questions… *How did it affect you? *What uses could you make of it? *How was the text ‘meant’ to be read? *How did you read it? *How might other groups read it and why?
3. Peers Feed Back My class who are aged 17-18 years old watched my video and commented on it, below are some of the positive and negative comments which I got it response: Positive: “ I think the colours are really eye-catching therefore a child would enjoy watching it.” I am happy with this comment as this is exactly what I was trying to achieve within my title sequence, something eye-catching. “ I really like the way the photos have been used, it is still exciting even with no video” This was something I was slightly worried about, that their wouldn’t be enough motion. I have obviously achieved a good balance and overcome that challenge. “ The music was enjoyable, and went well with the genre” This comment is also great! This suggests that I have gratified a need of enjoyment, meaning a child may watch this to gratify that which is a positive effect. “ The narrative was clear and simple to understand” This is the main objective of a title sequence, the fact that the narrative can be understood within it therefore after having this feedback I feel that is something I have fulfilled. Negative: “ It could have gone on for a bit longer, bit short” I agree it is quite a short title sequence due to the time it took to move the images and add effects, but I am pleased with the length overall as it is similar to other children's TV dramas. Therefore this is something I wouldn’t change, I also think the narrative was fully covered (positive feedback above) so the children still got an understanding in such a short amount of time. “ The story has been done before, slightly un original” I appreciate this comment and believe that maybe the narrative was a little bit redundant being rich and poor (binary oppositions) but I feel by turning it into a Children's TV drama is slightly different as it’s usually done with reality shows.
4. Interview Plan I’m Going to interview Elliot my little brother, I feel I am quite limited with the feedback from my target audience as I don’t know any 10 year old girls. I think feedback from Elliot will be sufficient, along with the feedback from my peers. As Elliot's only 9 years old it means that he would be confused if I asked him the questions directly from the previous slide, therefore I have shaped them to suite his age. By interviewing a boy I’ll also see if I reach outside of my target audience to a broader audience. Out of my interview I’d like to find out if the audience are active, what feeling it creates if any and if it gratifies their needs. Background Questions: Name?...Age? Do you watch cbbc often? enjoy it? Do you like Tracey Beaker? What other programmes do you watch?
5. Interview Plan: Main Questions How did the title sequence make you feel? Did you want to… Laugh? Cry? Bored? Excited? Would you want to watch the programme after watching just the title sequence? Did you have any thoughts whilst watching it? Funny? Exciting? Upsetting? Entertaining? Would you talk to your friends about it if it was on TV? Would you like to be one of the characters…if they weren’t girls? Do you think girls would like it and why? What do you think they’d say about it? What do you think an adult would say about it such as dad?
6. My Response to the Video Feedback I am happy with this response as it gratifies the need I’d hoped. For example he said that he enjoyed it, therefore meaning that he is active, he’s watching it and deciding that he’s enjoying it. I also like that he understands the narrative meaning many children his age would, he understood the ‘moral’ behind it as well by just watching the title sequence therefore he is accepting the connotations and I’d say this is a preferred reading using the cultural studies approach. Also by realising the morals behind it I’d say that it is having a positive effect on him. He suggests he wouldn’t talk about it with his friends ‘ as they don’t talk about TV programmes’ this suggests that the social interaction theory is not active here.
