The document summarizes feedback received on a documentary and two ancillary texts (a magazine article and radio trailer) about Facebook. Feedback indicated that the documentary was the strongest product and received positive reviews, while the radio trailer was the weakest but still good. Respondents felt the color schemes, music, and content connected the documentary to the ancillary pieces effectively. Suggested improvements included reducing text in the article and ensuring consistent audio levels in the documentary.
The document discusses how a media production team used and developed conventions of documentary films in creating their own documentary. They analyzed other documentaries like "Supersize Me" to understand common documentary codes and conventions. Their documentary employed conventions like formal interviews with titles and professionals in their work environments, as well as casual vox pops with ordinary people. The team linked their documentary, magazine article, and radio advertisement through consistent branding elements like color schemes, fonts, and incorporating clips and music from the documentary.
The document discusses how various media technologies were used at different stages of creating a documentary project. A blog was used for planning and organization, allowing easy sharing of work. PowerPoint was used for evaluation, though formatting issues arose. A Mac was used for its focus on media design. Photoshop was used to manipulate images to match the blue color scheme. A camera's focus and white balance tools helped improve cutaway shots. A tripod ensured steady shots for a professional look.
The student used various media technologies throughout all stages of the project. Blogger was used for planning filming schedules, editing timelines, and drafting scripts. YouTube provided inspiration for documentary conventions. Research was conducted online using websites like the BBC and The Guardian. Final Cut Express was the primary editing software used to construct the documentary and radio trailer. Adobe InDesign and Photoshop aided in designing the magazine article layout. PowerPoint and Word supported writing scripts and organizing the evaluation. Overall, a wide range of digital tools were leveraged at each step to bring the project to completion.
The document discusses the codes and conventions used in Channel 4 print advertisements and how they were applied to an advertisement created for a documentary. It describes including the Channel 4 logo, a single main image relating to the documentary's theme, a short slogan using alliteration, surrounding text boxes in black to match the logo, and listing the air time and website below the slogan. These elements were chosen to follow Channel 4's style and effectively promote the documentary.
The radio trailer aims to gain audience interest in a documentary by sounding intriguing and including relevant audio excerpts. It uses a light sound bed and a song about work to match the documentary's theme of youth unemployment. The trailer also includes a factual statement from the documentary about young people being three times as likely to be unemployed to further engage listeners. Scheduling information at the end informs audiences where and when they can view the full documentary.
The combination of the documentary and ancillary tasks evolved together through the development process. The radio trailer and newspaper advert targeted different themes and audiences to promote the documentary to a wider group. Both ancillary tasks conveyed similar themes to the documentary but in distinct ways appropriate for their formats and target demographics. Peer feedback prompted changes to ensure the tasks accurately represented and promoted the documentary.
The combination of the documentary and ancillary tasks was effective in promoting the documentary to different target audiences. The radio trailer evolved alongside the documentary, changing elements like music to accurately reflect the documentary. The newspaper ad targeted different themes than the trailer to attract a wider audience. Both ancillary tasks conveyed similar themes to the documentary but in different ways appropriate for their audiences. The research into target audiences helped tailor each ancillary task, like using a young male narrator for the radio trailer aimed at younger listeners.
The combination of the main documentary and two ancillary tasks (a radio trailer and newspaper advert) was effective in conveying the key themes through different mediums.
The radio trailer evolved alongside the documentary, using music, narration and audio extracts to promote the somber tone and themes of health issues. Feedback improved the sound levels and effects.
The newspaper advert targeted the documentary's subsidiary theme of dreams through symbols of a fence, barbed wire and butterfly representing restrictions and fragility. Different fonts and typography linked it to the documentary while distinguishing facts.
Editing of the advert improved the tone from tacky to professional by increasing exposure and keeping the subject in color against a bright background. The combination of
The document discusses how a media production team used and developed conventions of documentary films in creating their own documentary. They analyzed other documentaries like "Supersize Me" to understand common documentary codes and conventions. Their documentary employed conventions like formal interviews with titles and professionals in their work environments, as well as casual vox pops with ordinary people. The team linked their documentary, magazine article, and radio advertisement through consistent branding elements like color schemes, fonts, and incorporating clips and music from the documentary.
The document discusses how various media technologies were used at different stages of creating a documentary project. A blog was used for planning and organization, allowing easy sharing of work. PowerPoint was used for evaluation, though formatting issues arose. A Mac was used for its focus on media design. Photoshop was used to manipulate images to match the blue color scheme. A camera's focus and white balance tools helped improve cutaway shots. A tripod ensured steady shots for a professional look.
The student used various media technologies throughout all stages of the project. Blogger was used for planning filming schedules, editing timelines, and drafting scripts. YouTube provided inspiration for documentary conventions. Research was conducted online using websites like the BBC and The Guardian. Final Cut Express was the primary editing software used to construct the documentary and radio trailer. Adobe InDesign and Photoshop aided in designing the magazine article layout. PowerPoint and Word supported writing scripts and organizing the evaluation. Overall, a wide range of digital tools were leveraged at each step to bring the project to completion.
The document discusses the codes and conventions used in Channel 4 print advertisements and how they were applied to an advertisement created for a documentary. It describes including the Channel 4 logo, a single main image relating to the documentary's theme, a short slogan using alliteration, surrounding text boxes in black to match the logo, and listing the air time and website below the slogan. These elements were chosen to follow Channel 4's style and effectively promote the documentary.
The radio trailer aims to gain audience interest in a documentary by sounding intriguing and including relevant audio excerpts. It uses a light sound bed and a song about work to match the documentary's theme of youth unemployment. The trailer also includes a factual statement from the documentary about young people being three times as likely to be unemployed to further engage listeners. Scheduling information at the end informs audiences where and when they can view the full documentary.
The combination of the documentary and ancillary tasks evolved together through the development process. The radio trailer and newspaper advert targeted different themes and audiences to promote the documentary to a wider group. Both ancillary tasks conveyed similar themes to the documentary but in distinct ways appropriate for their formats and target demographics. Peer feedback prompted changes to ensure the tasks accurately represented and promoted the documentary.
The combination of the documentary and ancillary tasks was effective in promoting the documentary to different target audiences. The radio trailer evolved alongside the documentary, changing elements like music to accurately reflect the documentary. The newspaper ad targeted different themes than the trailer to attract a wider audience. Both ancillary tasks conveyed similar themes to the documentary but in different ways appropriate for their audiences. The research into target audiences helped tailor each ancillary task, like using a young male narrator for the radio trailer aimed at younger listeners.
The combination of the main documentary and two ancillary tasks (a radio trailer and newspaper advert) was effective in conveying the key themes through different mediums.
The radio trailer evolved alongside the documentary, using music, narration and audio extracts to promote the somber tone and themes of health issues. Feedback improved the sound levels and effects.
The newspaper advert targeted the documentary's subsidiary theme of dreams through symbols of a fence, barbed wire and butterfly representing restrictions and fragility. Different fonts and typography linked it to the documentary while distinguishing facts.
Editing of the advert improved the tone from tacky to professional by increasing exposure and keeping the subject in color against a bright background. The combination of
The document discusses the functions and conventions of documentaries, including informing audiences, using archived footage as evidence, and using voiceovers and music to narrate and set mood. It also discusses various narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's three-step structure of equilibrium, disequilibrium and new equilibrium, and the quest narrative theory. The document provides examples of how these theories are demonstrated in documentaries. It also discusses the use of mise-en-scene, characters, camera work, editing, forms and music in documentaries.
The document discusses the effectiveness of combining a documentary on cyberbullying with ancillary texts, including a double page article spread and radio trailer. It finds that using consistent quotes, images, and content across the different mediums creates brand recognition and reinforces the key messages without giving too much information away. Both the double page spread and radio trailer are intended to pique audience interest in the documentary and educate them on cyberbullying issues. The products are found to complement each other well while leaving viewers wanting to learn more from the full documentary.
The document discusses evaluation functions and objectives of documentaries, including informing audiences, using real settings to add authenticity, and answering all audience questions by the end. It also discusses narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's beginning-middle-end structure, and quest narratives. Forms and conventions for real-life documentaries are examined, along with reasons for following or breaking conventions. The document concludes by discussing how audience feedback will be obtained, including focus groups, questionnaires, and using new technologies like Facebook and YouTube.
Danielle Calvert produced a 5-minute documentary extract called "Teens of Today" about youth representations in media. She created two ancillary tasks - a double page magazine spread and newspaper advert - to promote the documentary. Through feedback, Danielle improved her documentary, ancillary tasks, and research/planning. She learned about incorporating sound, mise-en-scene, and balancing views to not create bias. Danielle used new media technologies like editing software, online research, and a blog for planning, construction and evaluation.
Questionnaire feedback from product analysis ellagart
The document summarizes the responses to a 15 question questionnaire about a documentary. Key findings include:
- 100% of respondents said they would watch the full documentary after 5 minutes and identified the target age group as 16-25.
- Ratings for editing, voiceover, camerawork, mise-en-scene and music were mostly 4-5 out of 5.
- Respondents felt the title, trailer, and print ad all effectively conveyed the documentary topic and linked together well.
- Feedback was overwhelmingly positive, with most aspects rated highly and respondents expressing interest in watching the full film.
The document provides an evaluation of a documentary, listings page, and radio trailer created as part of a media coursework project focusing on teenagers' phone addiction. Conventions from real media products were studied and implemented, including opening with the channel logo, using a montage and narration to introduce the topic, conducting interviews, and including a title and images. The listings page and radio trailer were made to advertise the documentary, employing techniques like rhetorical questions and mentioning the program title, channel, and air time. While the projects employed standard codes and conventions, there was a minor error between the listings page and radio trailer promotion times.
The document discusses how the student's media products used and developed conventions of real media forms.
For their documentary on technology, they were influenced by the documentary "Super Size Me" in their use of voiceover, images, facts, statistics, interviews, and a personal challenge. Their radio advert followed conventions of 30 second length and inclusion of music, facts, and interviews.
Their double page magazine spread was conventional in its 50/50 split of text and image, column layout, use of headings, images, and bylines. They analyzed other spreads to incorporate standard conventions into their own.
Question 4 How did you use media technologies in the construction and researc...greenie101
The document discusses the media technologies used during the research, planning, and evaluation stages of creating a documentary. It describes using the internet (Google Chrome) to research topics and target audiences of interest to teenagers. A storyboard was created in Microsoft Word to plan the documentary structure and shots. Research included studying other documentaries on YouTube and DVD to understand conventions. A Canon camera, microphone, and tripod were used to film interviews and footage. Adobe Premiere Pro was used to edit the documentary, adding titles and adjusting audio levels. A radio trailer was created using GarageBand. InDesign was used to make a TV listings page, and various software like Word, PowerPoint, and YouTube were used to evaluate the projects
What have you learned from your audience feedbackgreenie101
The document discusses feedback received from audiences on three media projects: a radio trailer, TV listings magazine spread, and documentary.
Feedback on the radio trailer was positive, with 80% interested in the topic and finding the narrator exciting. Feedback on the TV listings spread found the text stood out and was eye-catching. The documentary focus group provided feedback that the interviews and visuals engaged them and the music suited the tone. Minor improvements were made based on feedback received.
The document discusses the planning and research that went into creating a documentary and accompanying promotional materials about the topic of Meninism. It describes choosing BBC channels and magazines as distribution platforms targeting young people. Considerations around fonts, colors, logos, images and other design elements were made to maintain consistency across all materials and tie them back to the documentary. Quotes, music and voices were also used to preview and link the promotional radio trailer and magazine article to the full documentary. The goal was to effectively promote the documentary and encourage the target audience to watch through complementary yet cohesive ancillary texts.
The document discusses the target audience and content of a documentary about Apple. It aims to target young adults aged 16-40 who use technology for social media, music, and games. It also targets professionals aged up to 40 who use Apple software and organizers. The document compares the documentary to a professional documentary on Steve Jobs to highlight similarities and differences in format, shots, and conventions used.
The document discusses how audience feedback was used at various stages of creating a documentary. Initial feedback was gathered through online and paper surveys to inform topic selection and ensure the target audience's interests were addressed. Two test screenings provided feedback on the finished documentary, identifying needed audio fixes. Feedback was also gathered on promotional magazine spreads and radio ads created for the documentary, confirming they were professionally executed and achieved their purposes. The document concludes that audience feedback played a strong role in creating a successful final product by identifying issues to address at different production stages.
The document describes how new media technologies were used at various stages of producing a documentary about teenage pregnancy. Final Cut Pro was used for editing the documentary and radio trailer. Equipment like cameras, microphones, and lighting were also utilized. Photoshop helped design the newspaper advertisement. Online research was conducted and various social media platforms like Facebook, blogs, and YouTube were leveraged to promote the documentary and reach the target audience.
The student learned several things from using new media technologies in constructing their documentary project. They used iMovie for editing and recording voiceovers, a Macbook for planning clip order, and Blogger for documenting their process and sharing work. Audacity and sites like SoundCloud, SlideShare, and Scribd helped present work in different formats. A HD camera and tripod were used to film interviews, though ambient noise was an issue. YouTube aided research by viewing other documentaries. Various technologies supported the construction, research, planning and evaluation of the project, though some learning curves existed in using new software.
This document discusses the codes and conventions used in various media products, including the author's own documentary and radio advertisement. It explains how the author both followed and challenged conventions in their work. They followed conventions like using statistics, experts, and archival footage in the documentary to make it appealing. They challenged conventions like using colorful backgrounds and a close-up main image in the double-page spread. The author also discusses how they followed most radio advertisement conventions but challenged the typical use of female voiceovers.
Audience feedback was gathered through questionnaires and social media to improve a music video. Questionnaires with open and closed questions were filled out by 32 people from different age groups and genders. Feedback indicated adding a storyline and less lip syncing to the video. Social media like Facebook and YouTube provided a wider range of feedback. This feedback helped enhance the music video, poster, and album artwork.
This document provides biographical information about Hanna Gabriel, a Costa Rican boxer. It details that she is the daughter of a boxer who qualified for the 1980 Moscow Olympics, and has a brother who plays football. It summarizes some of her major achievements including winning the WBO welterweight and middleweight world championships in 2009 and 2010. It also notes that she is considered one of the best female boxers.
This document provides information about common PC error messages in Windows operating systems and software. It discusses error messages that may occur during installation, startup, hardware issues, software problems, and networking/online issues in Windows XP, Windows 98, Windows 2000, Microsoft Office 2003, and general PC issues. The document offers explanations for various error codes and messages to help users understand and resolve computer problems. It can be used as a reference guide for troubleshooting PC errors.
The document provides instructions on how to design a film set. It discusses several key elements:
1) The storyline, time period, location, and characters should guide set design. These provide context for the visual style.
2) Set design, also called production design, involves creating the physical scenery and appearance. It reflects artistic composition regarding props, actors, shapes and colors.
3) Mise-en-scène refers to all the visual elements in a scene, including props, costumes, makeup. These elements should be considered when designing the set.
4) Composition involves arranging visual elements according to principles of line, shape, color, texture, form, and value. Balancing these composition elements is
The document discusses the functions and conventions of documentaries, including informing audiences, using archived footage as evidence, and using voiceovers and music to narrate and set mood. It also discusses various narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's three-step structure of equilibrium, disequilibrium and new equilibrium, and the quest narrative theory. The document provides examples of how these theories are demonstrated in documentaries. It also discusses the use of mise-en-scene, characters, camera work, editing, forms and music in documentaries.
The document discusses the effectiveness of combining a documentary on cyberbullying with ancillary texts, including a double page article spread and radio trailer. It finds that using consistent quotes, images, and content across the different mediums creates brand recognition and reinforces the key messages without giving too much information away. Both the double page spread and radio trailer are intended to pique audience interest in the documentary and educate them on cyberbullying issues. The products are found to complement each other well while leaving viewers wanting to learn more from the full documentary.
The document discusses evaluation functions and objectives of documentaries, including informing audiences, using real settings to add authenticity, and answering all audience questions by the end. It also discusses narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's beginning-middle-end structure, and quest narratives. Forms and conventions for real-life documentaries are examined, along with reasons for following or breaking conventions. The document concludes by discussing how audience feedback will be obtained, including focus groups, questionnaires, and using new technologies like Facebook and YouTube.
Danielle Calvert produced a 5-minute documentary extract called "Teens of Today" about youth representations in media. She created two ancillary tasks - a double page magazine spread and newspaper advert - to promote the documentary. Through feedback, Danielle improved her documentary, ancillary tasks, and research/planning. She learned about incorporating sound, mise-en-scene, and balancing views to not create bias. Danielle used new media technologies like editing software, online research, and a blog for planning, construction and evaluation.
Questionnaire feedback from product analysis ellagart
The document summarizes the responses to a 15 question questionnaire about a documentary. Key findings include:
- 100% of respondents said they would watch the full documentary after 5 minutes and identified the target age group as 16-25.
- Ratings for editing, voiceover, camerawork, mise-en-scene and music were mostly 4-5 out of 5.
- Respondents felt the title, trailer, and print ad all effectively conveyed the documentary topic and linked together well.
- Feedback was overwhelmingly positive, with most aspects rated highly and respondents expressing interest in watching the full film.
The document provides an evaluation of a documentary, listings page, and radio trailer created as part of a media coursework project focusing on teenagers' phone addiction. Conventions from real media products were studied and implemented, including opening with the channel logo, using a montage and narration to introduce the topic, conducting interviews, and including a title and images. The listings page and radio trailer were made to advertise the documentary, employing techniques like rhetorical questions and mentioning the program title, channel, and air time. While the projects employed standard codes and conventions, there was a minor error between the listings page and radio trailer promotion times.
The document discusses how the student's media products used and developed conventions of real media forms.
For their documentary on technology, they were influenced by the documentary "Super Size Me" in their use of voiceover, images, facts, statistics, interviews, and a personal challenge. Their radio advert followed conventions of 30 second length and inclusion of music, facts, and interviews.
Their double page magazine spread was conventional in its 50/50 split of text and image, column layout, use of headings, images, and bylines. They analyzed other spreads to incorporate standard conventions into their own.
Question 4 How did you use media technologies in the construction and researc...greenie101
The document discusses the media technologies used during the research, planning, and evaluation stages of creating a documentary. It describes using the internet (Google Chrome) to research topics and target audiences of interest to teenagers. A storyboard was created in Microsoft Word to plan the documentary structure and shots. Research included studying other documentaries on YouTube and DVD to understand conventions. A Canon camera, microphone, and tripod were used to film interviews and footage. Adobe Premiere Pro was used to edit the documentary, adding titles and adjusting audio levels. A radio trailer was created using GarageBand. InDesign was used to make a TV listings page, and various software like Word, PowerPoint, and YouTube were used to evaluate the projects
What have you learned from your audience feedbackgreenie101
The document discusses feedback received from audiences on three media projects: a radio trailer, TV listings magazine spread, and documentary.
Feedback on the radio trailer was positive, with 80% interested in the topic and finding the narrator exciting. Feedback on the TV listings spread found the text stood out and was eye-catching. The documentary focus group provided feedback that the interviews and visuals engaged them and the music suited the tone. Minor improvements were made based on feedback received.
The document discusses the planning and research that went into creating a documentary and accompanying promotional materials about the topic of Meninism. It describes choosing BBC channels and magazines as distribution platforms targeting young people. Considerations around fonts, colors, logos, images and other design elements were made to maintain consistency across all materials and tie them back to the documentary. Quotes, music and voices were also used to preview and link the promotional radio trailer and magazine article to the full documentary. The goal was to effectively promote the documentary and encourage the target audience to watch through complementary yet cohesive ancillary texts.
The document discusses the target audience and content of a documentary about Apple. It aims to target young adults aged 16-40 who use technology for social media, music, and games. It also targets professionals aged up to 40 who use Apple software and organizers. The document compares the documentary to a professional documentary on Steve Jobs to highlight similarities and differences in format, shots, and conventions used.
The document discusses how audience feedback was used at various stages of creating a documentary. Initial feedback was gathered through online and paper surveys to inform topic selection and ensure the target audience's interests were addressed. Two test screenings provided feedback on the finished documentary, identifying needed audio fixes. Feedback was also gathered on promotional magazine spreads and radio ads created for the documentary, confirming they were professionally executed and achieved their purposes. The document concludes that audience feedback played a strong role in creating a successful final product by identifying issues to address at different production stages.
The document describes how new media technologies were used at various stages of producing a documentary about teenage pregnancy. Final Cut Pro was used for editing the documentary and radio trailer. Equipment like cameras, microphones, and lighting were also utilized. Photoshop helped design the newspaper advertisement. Online research was conducted and various social media platforms like Facebook, blogs, and YouTube were leveraged to promote the documentary and reach the target audience.
The student learned several things from using new media technologies in constructing their documentary project. They used iMovie for editing and recording voiceovers, a Macbook for planning clip order, and Blogger for documenting their process and sharing work. Audacity and sites like SoundCloud, SlideShare, and Scribd helped present work in different formats. A HD camera and tripod were used to film interviews, though ambient noise was an issue. YouTube aided research by viewing other documentaries. Various technologies supported the construction, research, planning and evaluation of the project, though some learning curves existed in using new software.
This document discusses the codes and conventions used in various media products, including the author's own documentary and radio advertisement. It explains how the author both followed and challenged conventions in their work. They followed conventions like using statistics, experts, and archival footage in the documentary to make it appealing. They challenged conventions like using colorful backgrounds and a close-up main image in the double-page spread. The author also discusses how they followed most radio advertisement conventions but challenged the typical use of female voiceovers.
Audience feedback was gathered through questionnaires and social media to improve a music video. Questionnaires with open and closed questions were filled out by 32 people from different age groups and genders. Feedback indicated adding a storyline and less lip syncing to the video. Social media like Facebook and YouTube provided a wider range of feedback. This feedback helped enhance the music video, poster, and album artwork.
This document provides biographical information about Hanna Gabriel, a Costa Rican boxer. It details that she is the daughter of a boxer who qualified for the 1980 Moscow Olympics, and has a brother who plays football. It summarizes some of her major achievements including winning the WBO welterweight and middleweight world championships in 2009 and 2010. It also notes that she is considered one of the best female boxers.
This document provides information about common PC error messages in Windows operating systems and software. It discusses error messages that may occur during installation, startup, hardware issues, software problems, and networking/online issues in Windows XP, Windows 98, Windows 2000, Microsoft Office 2003, and general PC issues. The document offers explanations for various error codes and messages to help users understand and resolve computer problems. It can be used as a reference guide for troubleshooting PC errors.
The document provides instructions on how to design a film set. It discusses several key elements:
1) The storyline, time period, location, and characters should guide set design. These provide context for the visual style.
2) Set design, also called production design, involves creating the physical scenery and appearance. It reflects artistic composition regarding props, actors, shapes and colors.
3) Mise-en-scène refers to all the visual elements in a scene, including props, costumes, makeup. These elements should be considered when designing the set.
4) Composition involves arranging visual elements according to principles of line, shape, color, texture, form, and value. Balancing these composition elements is
This document provides information on superior vena cava syndrome (SVC syndrome), including its anatomy, etiology, pathophysiology, clinical presentation, investigations, and classifications. It describes the normal anatomy of venous drainage from the head, neck and upper extremities via the brachiocephalic veins, internal jugular veins, subclavian veins and superior vena cava. SVC syndrome occurs when the superior vena cava becomes obstructed, most commonly due to lung cancer. This disrupts normal venous blood flow and leads to swelling, cyanosis and other symptoms as collateral circulation develops through veins like the azygos vein. The classification and presentation of symptoms depends on the level and severity of obstruction.
Modelling Analysis and Design of Self Anchored Suspension BridgeRohit Grandhi, EIT
The application of earlier course works in this project is summarized in Table 1.2:
Table 1.2 Application of earlier course work
Course Work Application in Project
Structural Analysis Analysis of loads, stresses and deformations of structural elements.
Structural Design Design of deck slab, girder, cables, suspenders as per codes.
Concrete Technology Design of M25 grade concrete mix.
Steel Structures Design of reinforcement details.
Geotechnical Engineering Foundation design not included in scope.
The document discusses how a media production team used and developed conventions of documentary films in creating their own documentary. They analyzed other documentaries like "Supersize Me" to understand common documentary codes and conventions. Their documentary employed conventions like formal interviews with titles and professionals in their work environments, as well as casual vox pops with ordinary people. The team linked their documentary, magazine article, and radio advertisement through consistent branding elements like color schemes, fonts, and incorporating clips and music from the documentary.
The document discusses the effectiveness of combining a documentary with ancillary media products like a double page spread and radio trailer. It notes that constant reference must be made to the documentary's content through things like quotes, pictures, and relevant information. This helps prevent audience confusion and maintains interest. The target audience is identified as young adults aged 17-24 who frequently use mobile phones. Both the double page spread and radio trailer directly reference the documentary title and include images and sound bites from the documentary to clearly link them together. The use of consistent branding, language, and targeting of the same audience across all three media products helps effectively promote the documentary.
The document discusses various ways the media product challenged conventions of real media products. It did not include transitions typically used in documentaries. It had an off-screen narrator rather than an on-screen one. Vox pops were filmed indoors rather than on the street. It did not include animations to present statistics that many documentaries use.
The document provides an evaluation of a group's media project focusing on teenagers' phone addiction. They created a documentary, listings page, and radio trailer on this topic. To make an effective documentary, they studied conventions from real BBC documentaries, including opening with the channel logo, using a montage and narration to introduce the topic, conducting interviews, and including vox pops from students. Their listings page and radio trailer also used conventions like prominent titles, air time/date, and rhetorical questions to advertise and generate interest in the documentary. While the projects promoted the documentary well, they were advertised on mediums less likely to reach teenagers.
The combination of the documentary and two ancillary texts of a radio trailer and magazine article were effective at targeting a similar audience of 16-34 year olds. Similar conventions and features were used across all three products to clearly connect them. While the radio trailer most directly advertised and reinforced the documentary through use of the same music, narration style, and audio clips, the magazine article could have been improved with more attention to layout and visuals to better appeal to the target demographic. Overall, the products established a clear brand identity through a shared color scheme and language to cohesively promote the topic of social networking.
The document summarizes the findings from audience feedback questionnaires given to the target audience of 17-18 year olds about a documentary. The summary analyzes quantitative data from closed questions in the form of pie charts and graphs, and qualitative data by highlighting the most common responses. It finds that most audience members felt the opening was engaging, they learned facts from the documentary, and it had an appropriate pace and narration. However, some said the sound levels and use of cutaway shots could be improved. This provided learning on effective elements and areas for development.
The document summarizes the findings from an audience feedback questionnaire given to a target audience of 17-18 year olds about a documentary. The summary analyzes the quantitative and qualitative data gained from the questionnaire. It was found that most audience members felt the opening was attention grabbing and interesting. Most also learned facts presented about illegal music downloading. The narration pace and understandability as well as the professional look of the documentary were also received positively by most respondents. However, some felt the sound levels and use of cutaway shots could be improved.
The document summarizes an evaluation of a student's A2 media studies coursework where they produced the opening 5 minutes of a documentary about university fees. It discusses how the documentary and supplementary materials like a listings page and radio trailer utilized or challenged conventions of real media to engage their target audience of 17-18 year olds considering university. Codes and conventions from channel 4 documentaries like interviews, shots, transitions, sound, and listings pages were employed, while some elements like transitions and images on the listings page were challenged.
The document discusses a media production project where the creator was tasked with making the first 5 minutes of a TV documentary. They analyzed the documentary series "The Sex Education Show" to identify conventions to utilize. Their documentary addressed the topic of sexual health education. They incorporated interviews, a presenter, and Channel 4 branding. Feedback noted the relevance of topics discussed but also some technical issues to address in future productions.
Our group created a 5-minute documentary, radio trailer, and magazine article about illegal downloading. We used Final Cut Express to edit the documentary, Garage Band to create the soundtrack, and Adobe InDesign for the article. Based on feedback, the documentary looked professional but some felt the sounds levels could be improved. The article design was effective but may have benefited from more images. Overall, the tasks allowed us to develop new skills with media technologies.
The student created a TV listings front cover, trailer, and poster for a school-based soap opera media project. In researching and planning the project, the student analyzed existing TV listings, Waterloo Road trailers on YouTube, and posters for Waterloo Road and The Inbetweeners to identify conventions to follow. The student incorporated conventions like eye contact in images and inclusion of program information while also adding original elements like images within the poster title. Feedback from audiences of 20 people was positive about the narratives and realism, though it lacked criticisms that could help improve the work. A variety of media technologies were used in all stages of production, research, planning and evaluation.
The document discusses feedback received on three media products - a documentary, magazine article, and radio trailer - created to promote the same topic. Feedback indicated that the products were generally successful at promoting the documentary and appealing to the target audience of 14-45 year olds. Some key strengths included consistent branding across the products and professionally produced interviews. Suggested areas for improvement included adding more voiceover to the documentary and radio trailer. Overall, the audience feedback aligned with the creators' expectations and goals for the projects.
The magazine article, radio trailer, and documentary were designed for the same target audience of 15-25 year olds. The magazine article uses formal language and screenshots from the documentary. The radio trailer was broadcast on Capital FM, which has over 2 million UK listeners including its target age range. It features the documentary narrator and clips to connect the trailer to the documentary. The trailer and documentary also use original but similarly styled music. The trailer promotes the documentary and a hashtag for audience engagement on social media.
The magazine article, radio trailer, and documentary were designed for the same target audience of 15-25 year olds. The magazine article uses formal language and screenshots from the documentary. The radio trailer was broadcast on Capital FM, which has over 2 million UK listeners including 15-24 year olds. It features the documentary narrator and clips to connect the trailer to the documentary. The trailer and documentary also use original but similarly styled music to connect them under one brand identity.
This document discusses how the media product challenges and conforms to documentary conventions. It uses a plain title page like documentaries but poses the central question immediately, challenging conventions. While it only uses one setting, like the college, it interviews subjects to answer the opening question. Archival footage shows both sides of the debate. The fonts, edits and statistics presentation keep the documentary simple but professional, following conventions. Vox pops and expert interviews provide different perspectives, as seen in other documentaries. Overall the product challenges conventions in some ways but largely adheres to realistic documentary standards.
This document analyzes and compares the conventions used in the student's TV listing magazine and radio trailer to professional examples from other publications.
The student examines conventions like mastheads, images, column formatting, and use of quotes in their TV listing compared to a magazine article. Their radio trailer is also compared to a Doctor Who trailer in its use of extracts, facts, and listing of program details.
Overall the student is pleased with how their work followed many conventions but identifies some areas for improvement, like including more statistics in the radio trailer. They conclude they are satisfied with the professional quality of their TV listing and radio trailer.
The documentary, radio advert, and TV listing for "Teens in Sport" were effectively combined through consistent titles, images, colors, sounds, quotations, and themes. The title, images from the documentary, and colors were shared across the products. Quotations from interviews in the documentary were used in the radio advert and TV listing. Upbeat background music linked the documentary and radio advert. Audience feedback confirmed the products were successfully integrated through matching elements.
The combination of the main documentary product and ancillary tasks (TV article and radio trailer) was effective because efforts were made to clearly link the products together. Specifically, 1) the same target audience of 16-35 year olds was aimed for in all products, 2) common visual elements like titles, images and music were used to make the products recognizable as part of the same "franchise", and 3) the ancillary tasks promoted the key details of the documentary like date, time and channel to advertise and draw the audience to the main product. While some challenges in tone and style arose in translating between formats, the overall goal of coherent advertising of the documentary was achieved.
The document analyzes the conventions used in magazine and radio advertisements. It compares the student's TV listing magazine and radio trailer for their documentary to professional examples from other media sources. Overall, the student is pleased with how their pieces followed many conventions but notes some room for improvement, such as including more facts and statistics in the radio trailer. The student concludes they are satisfied with the professional quality of their TV listing overall.
The document discusses the effectiveness of combining a documentary with ancillary texts like a radio trail and double page spread. It describes how questionnaires and focus groups were used to ensure the documentary met student expectations. The documentary looked at the positive and negative effects of social media on students. Feedback indicated most students highly rated it. The radio trail promoted the documentary on BBC Radio 1, reaching millions of 15-29 year old listeners. It used clips and facts from the documentary. Similarly, the double page spread advertised in a magazine format with images and bold headings. Overall, the ancillary texts helped promote the documentary to wider audiences and developed a coherent brand identity.
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Overview
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12. Jupyter Notebooks with Code Examples
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5th Power Grid Model Meet-up
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What to expect
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2. 1.In what ways does your media product use, develop or challenge codes and conventions of real media products?
3. I feel as though our documentary has followed the codes and conventions of real media products. For example our professional interviews are produced to show the mise on scene match the interviewees career (documentary subject). As well as this we have used the rule of thirds set up, which parts the shot into a grid of 9 squares allowing us to have a easy to do good looking lay out. Also having the person in the left hand side of the screen can show of more mise en scene in the right side. An example of this can been seen in our professional interviews Rule of thirds Interviewee is placed on the left hand side of screen The background matches his music career
4. In the planning stages of our documentary we watched the documentary super size me to take notes from ( Super Size Me Link ). We used and developed multiple codes and conventions. For example we have used animated background footage to show facts and figures as does supersize me.
5. In super size me Morgan Spurlock both narrates onscreen and off through his documentary. He does this as he is telling the story from his point of view onscreen and helps give us information off screen during facts, figures and other background footage. We only used a off screen narrator in our documentary as we where not telling a story, we where showing facts, figures and details of Facebook and its history. The reason Spurlock used both on and off screen narration in his documentary is because he is not just showing facts and figures about the fast food industry, but he is telling his own personal story about eating McDonalds for 30 days and what it is doing to him. By using on screen narration his story can engage the audience a lot more successfully. Voice over clips used over background footage.
6. As well as our documentary our magazine Article has also followed the code and conventions of real media products. Quote used from the article content to pull in readers attention. Small fact area to surprise readers into what they may not have known, making them want to find out more. Chosen radio magazine to use shown at bottom of page. Large image captured straight from documentary, shows people what they will be seeing. We used a highly informational professional interview to makes readers interested. Caption used at bottom of image to show what is happening. Content in article is a question and answer. Where we are shown to have been asked questions by a interviewer and our answers are put in underneath. Headline used at top of page Large realistic Facebook logo used as though it is part of the Facebook internet page. Date, time and what TV channel it is going to be shown on. Standfirst gives the readers a fast effective introduction into what the article is about making people want to read it. We have put our magazine content into nicely fitting easy to read columns. With not too much text. Image of animation from our Documentary showing facts and figures.
7. Quote used from the article content to pull in readers attention. Small information area Chosen radio magazine to use shown at bottom of page. Large image, shows people what they will be seeing. Caption used at bottom of image to show what is happening. Headline used at top of page They have put there magazine content into nicely fitting easy to read columns. With not too much text. Large images showing what the article is about Date, time and what TV channel it is going to be shown on. Standfirst gives the readers a fast effective introduction into what the article is about making people want to read it. This is a real Magazine Article and I have pointed out the same codes and convention I have used which are in this article. Large image used near headline like our Facebook logo
8. Using a Radio Trailer allows us to advertise our Documentary. We chose Radio 1 as it plays a lot of new trendy music which targets a age range of around 13 – 30 which matches the age range of our target audience exactly making it the perfect place to advertise. When planning and researching we found that nearly all the Radio trailers had used quotes from there Documentaries. Therefore we added three short quotes into out trailer to allow the audience a taste of the documentary. We kept all the levels the same and matched them with the music. The voice over was kept clear as in the documentary. Finally we included all the nesasery details in like the viewing time, date and what channel it was going to be on. Background music which drowns out at the end. We have used three quotes, two from a professional interview and one from a vox pop. Both are cut to make the documentary sound informational and interesting. Same narrator voice used as in the documentary.
9. Overall I am pleased with how we have managed to follow real media codes and conventions to suit our documentary and target audience, however at the same time change them to suit our documentary and target audience. Target Audience Our formal proposal outlines our target Audience as working class citizens at age13 – 30 years old, both genders. Mainly those who use social networking sites, but also the people around them, so that we could show them the effects it may be having on there relatives and/or friends. We have made the documentary easy to understand also so that people that don't use Facebook can even learn things from it and equip themselves with knowledge of to be careful when using social networking sites. Due to our target audience we chose BBC 3 to show are Documentary on as it shows both informational programmes and trendier shows, of whom our target aged individuals watch. We chose Radio Times as our magazine as it has a wide ranged audience. As we have quite a wide ranged target audience ourselves we though this would be great to have our article in. This pie chart shows the reason we chose our age rang. That it is because it shows that the largest age ranges of Facebook users are 13 – 17, 18 – 25 and 26 – 34. As our documentary is aimed at Facebook users we then put these together and used decided on the suitable range of 13 – 18 year olds.
10. 2. How effective is the combination of your main product and ancillary texts?
11. I feel that that the main product and ancillary texts combine and come together extremely well with one another. As each can be easily related to one another through pictures, music, quotes etc. The Magazine and Documentary match the best with one another as the colour scheme of the magazine (Mast head, text colour, images, etc matches perfectly with the colour scheme of the Documentary (Titles screens, captions). The two images used in the Article once which can be easily remembered from the documentary.
12. There are very few faults in matching the products. The ones that stand out are that the voice over in the documentary is not as enthusiastic as it is in the actually documentary. As well as this there may be a little too much text in the article making it more of a task to read where people whom the documentary is aimed at don't have to read anything and just get told all the information. The same music and voice over has been used in the radio trailer as in the documentary to help piece them together. As well as this the quotes from the documentary have been chosen to be easily picked out of the documentary as once is a fact which We placed our columns of text out quite wide and spaced apart from each other this may also be a problem as it gives the effect as there is a lot of text therefore younger aged readers may not wish to read it all and just skip the page.
14. To get feedback for are media products we created two simple questionnaires which are show below. Both have statements about the media products and along side these are rows which people can tick saying whether they strongly agree , agree, neutral, disagree or strongly disagree with the statement. We also gave them a few lines to say where we could improve our products at the bottom.
18. Conclusion If I where to go back and correct my Media products I would take all of the feedback into consideration and change certain aspects including possibly change the spacing of text in the Article and trying to cut it down; ensuring that the sound levels are correct and good through out the documentary; I would try to redo the voice over on the radio trailer so that it sound more enthusiastic at the same time as aiming to keep a serious side to the topic. Certain improvements where suggested in the questionnaires. These where that the sound levels in certain points of the Documentary where uneven; there was a bit too much text in our article (However I feel as though it just looked like there was because of how we spaced it out); there was a cough in the background of the radio trailers quote (we kept this in to make it sound realistic); that the radio trailer wasn't very enthusiastic; and finally that the documentary relied to much on computer graphics (we felt the need of this as our subject, Facebook, is all on the internet and apart from interviews and a few other shots there was not a lot of other footage to use).
19. How did you use media technologies in the construction and research, planning and evaluation stages?
20. Through out working on my media pieces I used a range of different technologies and software's from T.V and Radio to Final Cut Express. We had to learn how to use a lot of them and some we already new how to use. To start with before we even started the Documentary I had to get research and planning done. This was done by watching TV, listening to the radio for codes and conventions of real media products. I also used the internet sites YouTube , I player , E4 and other TV/Video streaming sites. These sites allowed me to access other peoples documentaries and other videos, which gives us ideas to add to our documentary, easily. Other sites such as Google and safari also helped in our research and planning.
21. To blog our projects we used blogger . This was a extremely helpful site as it allowed us to quickly and easily upload images and content, to add to our planning. Once uploaded we could easily find them as each post was saved into a simple Archive feature (done by date of entry) at the side of the page. Once we started filming the documentary we used a The Canon HD Video Camera which had many new features which we had to come to terms with and a tripod along side it so that we could have steady and well produced shots. We had to learn how to use by reading the booklet guide and watching the Camera and tripod guides.
22. We used a Apple I MAC to do nearly all of our research on and all of our editing on. Initially this was a challenge as my group and I didn't have a lot of practise with apple technology and software as we where all windows users. However once we came to grips with it we found that the apple software actually seemed easier and more suitable for editing projects such as ours. We used the software Final Cut Express when logging and transferring our shots, also when editing our Documentary and our Radio trailer. After we got all of our footage we had to log and transfer the footage we had chosen to use.
23. Log and Transfer This is where the details of the clip can be entered e.g. name This is the transfer queue area where the clips which are being added are shown This is the footage we filmed and are choosing from Here is where the footage is viewed and cut down This is the button used to add the chosen footage to the documentary
24. This is footage which has been logged and transferred and ready to add to the timeline once edited Final Cut Express This is where the footage which has been added to the timeline is viewed This bar shows sound levels This is the timeline where all the edited clips are put together along with music and voice over. Toolbar allows the manipulation of footage and clips This allows a preview of what the clip looks like, but can also show details of editing e.g. Speed and captions The top part is videos and images and the bottom part is sound and music
25. The scale of the clip can be adjusted here This is where text is entered when a caption is placed over a image This allows frames to be repositioned Rotation adjustments of clips Here is when the size of the font can be changed Font colour Other text manipulation settings Crop settings The speeds of clips can be sped up and down by simply typing in the speed percentage you want it to go at or the amount of time you want the clip to take. This came in extremely useful when there was a slight gap you could find out the size of the gap and enter this time into a clip to speed it up a slight bit so that there was no gap.
26. When creating our magazine article we used the software Photoshop. We used Photoshop over in design as we where used to Photoshop and felt as though we didn't need to use in design. This toolbar allows for a multitude of different actions which allow the manipulation of images including cropping, cutting, adding text, rubbing out and zooming in. This is the layers tab which allows you to switch between control of each layer of the image each layer being a new part of the image. This area includes navigation, for the page so that you can zoom in on a specific are etc., Paint and stamp tools. These tabs allow the change of colour, swatches and styles.
27. To create our radio trailer we once again used Final cut express. Are other choice was garage band, which would have given us a lot of nice features to use, however by using final cut express which we already new how to use we manage to create our entire radio trailer within one lesson with ease. As we had extra time we where able to tweak it to perfect sound levels. Other groups who used garage band seemed to take quite a while to create there radio trailer and seemed to have a lot of trouble. All we had to do was once again log and transfer are chosen clips; cut and edit them into our timeline level out the sound and we where done. We chose the same music as the documentary and simply cut it to the same size and left a small part on at the end so we could quieten it out