Music Video evaluation 3
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alexThe audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention. YouTube received more feedback than the survey tool.
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In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...travpaviour98asmedia
This document discusses the forms and conventions of music videos and how the media product utilizes, develops, or challenges them. It focuses on matching lyrics and visuals, editing to the beat of the music, including genres like performances or narratives. The media product incorporates conventions like matching shots to lyrics and including artist performances. It develops conventions by filming the band from the crowd's perspective. It challenges conventions by not including voyeurism which diverges from the typical rock and roll lifestyle portrayed in many music videos.Evaluation Question Number 3
The document discusses a music video created for an acoustic genre song. It faced limitations from limited filming time and availability of the model. To develop conventions of the acoustic genre, the video featured the artist singing and playing guitar throughout. Slow camera movements and pacing were used to avoid distracting from understanding the video's message. Common expectations of the acoustic genre like inclusion of a guitar in every shot and isolated settings expressing emotion were also incorporated to emphasize the genre.
Codes and conventions
The media product follows conventions of acoustic music videos by including a guitarist and emphasizing the performer. It uses other acoustic music videos as guidelines to incorporate expected elements like a guitarist playing and a guitar case. The product aims to match the genre by not breaking any conventions, keeping color schemes and fonts consistent across promotional materials. Shots of the lone performer against green backgrounds and in a studio with low lighting further symbolize feelings of isolation, aligning with the breakup theme of the song.
Evaluation Question Number 2
The three main products created - a music video, digipak, and magazine advert - were effective and successful. The music video used a Canon DSLR camera to capture high quality, professional shots. Audience research and analysis of similar music videos informed the content of the video. Both the digipak and magazine advert featured the artist's logo to promote their identity and sell the music. Semiotics theory was applied throughout the products to convey meaning symbolically - for example, the artist's body language in the video signified a heartbreak from a breakup. The same font was used for the title on the magazine and digipak for consistency, and the magazine advertised the digipak, linking the two products.
Combination of products
The combination of products and ancillary texts for a music artist's release effectively reinforce the brand identity. Across the poster, digipack, and music video, consistent elements like camera shots, fonts, logos, color schemes, and emphasis on the performer and guitar create a cohesive narrative and synergize the materials. Following conventions like focusing on the artist and acoustic instrumentation helps tell the story being conveyed in the song.
Ancillary
The document discusses the typography, mise-en-scene, and color choices for both a music video project and accompanying ancillary texts (album covers, advertisements, etc). For both, a simple white typography was used to relate to the jazz/soul genre. Natural lighting and positioning the actress in the center were employed to represent the genre authentically. Black and white was largely used throughout to reflect mood, with hints of color on covers to connect to an uplifting final scene in the video. Conventions from real jazz/soul artists were considered to achieve the closest representation of the genre across all elements.
Ancillary
The document discusses the typography, mise-en-scene, and color choices for both a music video project and accompanying ancillary texts designed to resemble jazz/soul genre conventions of the 1960s. For both, a simple white typography was used against backgrounds to look eye-catching but not complicated. Natural lighting and outfits were employed to seem realistic. Black and white was dominant with hints of color on album covers relating to an uplifting color scene at the video's end. Conventions from artists like John Coltrane informed the designs' old-fashioned aesthetic.
Evaluation question 1
Our media product uses several conventions of real music videos and album packaging:
1) It begins with a close-up shot of the lead singer, establishing who they are, just like many music videos.
2) It uses long shots and side angles of the band performing, allowing the audience to see the scene and feel part of the performance, just like videos by Arctic Monkeys and Foo Fighters.
3) The band members dress in simple, everyday clothes like typical indie bands to seem authentic and connect with fans.
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In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...travpaviour98asmedia
This document discusses the forms and conventions of music videos and how the media product utilizes, develops, or challenges them. It focuses on matching lyrics and visuals, editing to the beat of the music, including genres like performances or narratives. The media product incorporates conventions like matching shots to lyrics and including artist performances. It develops conventions by filming the band from the crowd's perspective. It challenges conventions by not including voyeurism which diverges from the typical rock and roll lifestyle portrayed in many music videos.Evaluation Question Number 3
The document discusses a music video created for an acoustic genre song. It faced limitations from limited filming time and availability of the model. To develop conventions of the acoustic genre, the video featured the artist singing and playing guitar throughout. Slow camera movements and pacing were used to avoid distracting from understanding the video's message. Common expectations of the acoustic genre like inclusion of a guitar in every shot and isolated settings expressing emotion were also incorporated to emphasize the genre.
Codes and conventions
The media product follows conventions of acoustic music videos by including a guitarist and emphasizing the performer. It uses other acoustic music videos as guidelines to incorporate expected elements like a guitarist playing and a guitar case. The product aims to match the genre by not breaking any conventions, keeping color schemes and fonts consistent across promotional materials. Shots of the lone performer against green backgrounds and in a studio with low lighting further symbolize feelings of isolation, aligning with the breakup theme of the song.
Evaluation Question Number 2
The three main products created - a music video, digipak, and magazine advert - were effective and successful. The music video used a Canon DSLR camera to capture high quality, professional shots. Audience research and analysis of similar music videos informed the content of the video. Both the digipak and magazine advert featured the artist's logo to promote their identity and sell the music. Semiotics theory was applied throughout the products to convey meaning symbolically - for example, the artist's body language in the video signified a heartbreak from a breakup. The same font was used for the title on the magazine and digipak for consistency, and the magazine advertised the digipak, linking the two products.
Combination of products
The combination of products and ancillary texts for a music artist's release effectively reinforce the brand identity. Across the poster, digipack, and music video, consistent elements like camera shots, fonts, logos, color schemes, and emphasis on the performer and guitar create a cohesive narrative and synergize the materials. Following conventions like focusing on the artist and acoustic instrumentation helps tell the story being conveyed in the song.
Ancillary
The document discusses the typography, mise-en-scene, and color choices for both a music video project and accompanying ancillary texts (album covers, advertisements, etc). For both, a simple white typography was used to relate to the jazz/soul genre. Natural lighting and positioning the actress in the center were employed to represent the genre authentically. Black and white was largely used throughout to reflect mood, with hints of color on covers to connect to an uplifting final scene in the video. Conventions from real jazz/soul artists were considered to achieve the closest representation of the genre across all elements.
Ancillary
The document discusses the typography, mise-en-scene, and color choices for both a music video project and accompanying ancillary texts designed to resemble jazz/soul genre conventions of the 1960s. For both, a simple white typography was used against backgrounds to look eye-catching but not complicated. Natural lighting and outfits were employed to seem realistic. Black and white was dominant with hints of color on album covers relating to an uplifting color scene at the video's end. Conventions from artists like John Coltrane informed the designs' old-fashioned aesthetic.
Evaluation question 1
Our media product uses several conventions of real music videos and album packaging:
1) It begins with a close-up shot of the lead singer, establishing who they are, just like many music videos.
2) It uses long shots and side angles of the band performing, allowing the audience to see the scene and feel part of the performance, just like videos by Arctic Monkeys and Foo Fighters.
3) The band members dress in simple, everyday clothes like typical indie bands to seem authentic and connect with fans.
Audience feedback
The document summarizes audience feedback from questionnaires about a music video and accompanying marketing materials:
- Questionnaires were handed out before and after viewing the music video to gauge audience opinions.
- Feedback indicated that while the song and video quality were good, the performer's guitar playing and lip syncing did not appear genuine.
- Respondents also felt the color schemes and designs of the marketing materials like the poster and digital did not harmonize well with the subject matter of the song.
Evaluation
The document discusses how the media product, a music video, uses and develops conventions of existing punk bands like the Sex Pistols, Ramones, Clash, and Joy Division. It shows performance shots of the lead singer singing to an audience, similar to punk band performances, though the shots for this video were filmed in a greenroom rather than for a live audience. Other conventions used include the stereotypical punk personas of being lazy, messy, drinking and smoking. Shots from the film "Control" about Joy Division were also referenced to link the audience to the product. The music video relates the lyrics and enhances the narrative through various camera angles and editing techniques.
Question one
The document discusses how the media product uses and develops conventions of real media forms and genres. It examines the music video for the band "And The Winner Is..." and how it draws from conventions of alternative rock music videos, such as performance-based shots of the band playing and the drummer in the back. It also challenges some conventions by having unusual shots and transitions. The digipak challenges conventions by not showing the band on the front cover. The magazine advertisement develops conventions by limiting information to intrigue audiences while maintaining familiar elements like publication endorsements.
Evaluation Part 1.5
The document discusses conventions in music videos such as cutting shots to the beat. It then describes the development process for a student music video project. Key aspects discussed include experimenting with narrative techniques beyond a typical love story, using surrealism and role reversal. Shots were done using both tripod and handheld camera. Intertextual references from films and photos were included. The band's image and integrity was an important consideration. Overall conventions of pre-production, production and post-production processes were followed to create an industry-standard music video.
Evaluation Question 1
The media products created include a music video, digipak, and advert that both follow and challenge conventions of the pop/punk/alternative genre. To provide flexibility, the genre is a hybrid that allows different options. The music video features 6 actors with individual styles dressed in everyday clothes to create diversity within a stereotyped genre. Various settings are used, including indoor band shots and outdoor narrative shots filmed in available natural light. Common music video techniques like close-ups of the band and lead singer are used, but some shots focus on instruments instead. The dual narrative and performance threads follow genre conventions, and editing cuts match the music's beats.
Student feedback for the first draft
Student filmmakers received feedback on their first draft music video from peers. The feedback included that some lip syncing was out of sync with the music, there was too much focus on just the artist and not enough additional people or cutaway shots of the location. To address these issues, the students will re-film sections to improve lip syncing, add more people and location establishing shots. They also received positive feedback that the artist's performance and behind the scenes footage was enjoyed.
Poster analysis
The poster advertises the new album from Arctic Monkeys using minimal design elements. It features the band's name and logo in black and white at the top to identify the band and reinforce their image. Below is their soundwave-style logo reminiscent of how the band presents itself across platforms. The release date informs viewers when the album can be purchased on CD or downloaded, communicating availability on different platforms. An overall minimalist design with just text and the soundwave image aims to focus attention on the album itself for fans.
Question 2 and 3*
The combination of the main product and ancillary texts is effective according to the feedback received. Feedback indicated that the fast cuts, colorful lights, and performance shots engaging audiences the most. However, indoor shots could be improved with better lighting. Going forward, more planning and recognizable locations would be used to provide more footage options. Overall, the feedback was positive but the constructive criticism helped identify ways to improve lighting, locations, and include more performance shots.
Artist research
The document analyzes Bruno Mars' past albums, music videos, and promotional strategies. It finds that Mars' two studio albums, Doo-Wops & Hooligans and Unorthodox Jukebox, are his most well-known and successful, containing many top 10 hits. His most viewed music videos come from songs on these albums. It also notes that magazine ads often promote Mars himself through appearances at events rather than his music directly, but that this exposure also raises awareness of his music. The document then discusses narrative, representation, and genre theories that can be applied to analyzing Mars' music videos.
Presentation13
The audience provided feedback on several elements of the music video project. They responded positively to the performer and felt she captured the look and acting skills for a jazz/soul artist. However, they noted that the footage quality was better for the street scenes compared to the park scenes, which the students corrected in editing. The audience also commented positively on the camerawork techniques but identified issues with the green screen use that needed adjusting. For the ancillary products, the audience felt the magazine advertisement was too crowded with a blue background and suggested changing it to a lighter champagne color to better fit the genre.
Detailed Analysis of Music Videos
This document discusses several music video conventions outlined by Andrew Goodwin and analyzes four music videos based on these conventions. The conventions include demonstrating genre characteristics, relating lyrics and visuals, relating music and visuals, focusing on the artist, incorporating notions of looking, developing motifs, and including intertextual references. The analyzed videos showcase these conventions to varying degrees, with some fitting genre conventions more closely and others taking unconventional approaches.
Evaluation Question 1 Esme
The document discusses how the media product uses, develops, and challenges conventions of real media. It summarizes how the music video uses editing techniques like frequent cuts and focuses on the singer to engage the audience similar to Vernallis' theories. It also draws influence from other music videos through location, editing styles, and focus on the female singer. The digipak and advertisement follow conventions like the rule of thirds but challenge expectations for the genre by featuring a close-up of the artist's face to promote a new artist and connect with the audience.
What have you learnt from audience feedback
The video effectively represented the song's lyrics but lacked some dance music video conventions like nightclub locations and dancing. Audience feedback showed this and lessons were learned about including more genre conventions to represent the dance music genre clearly. Overall the video succeeded in its goal of being emotive but could better represent the genre next time with locations, lighting, and live performances.
Initial genre research rock
This document provides information about common conventions in rock music videos. It discusses elements like band members wearing black, use of low-key lighting to match mood, inclusion of outdoor settings, incorporation of storylines through lyrics and visuals, use of faster editing and jump cuts to match upbeat tempos, featuring of live performances, and use of close-ups and wide shots. It then analyzes two specific music videos, noting how they employ conventions like changing shot duration to match drum beats and use of black clothing to represent death for Queen's "Bohemian Rhapsody", and inclusion of dark colors, wide shots, and high angles to depict power and audience perspective for U2's "Sunday Bloody Sunday."
Treatment
The document discusses plans for a music video to accompany a song with positive lyrics about achievement and success. The music video will have a performance element to mirror the uplifting message of the song. Narrative scenes will depict two teens struggling but persisting to relate the theme of overcoming challenges through hard work. Throughout the video, the artist will be shown walking up stairs to represent the idea of progression. Dark and cloudy scenery in black and white will convey the difficulty of achievement, but images of positive progression will maintain audience attention and portray the song's message in a simple yet clever way.
Media products
The document discusses how ancillary products like magazines, websites and posters work together with music videos to promote artists and their music. It explains that while CD sales are declining, CDs are still used in the music industry to categorize different stages of artists' careers. Ancillary products create visual links through recurring themes to establish genre. Digipaks allow inclusion of more information about artists and add value to encourage fans to purchase.
Researching student work 1
The document analyzes the camera techniques, costumes, locations, and representations used in the music video for Louis- My Number. It finds that medium shots are primarily used to film the performance as if the audience was present. Close-ups of instruments add to the performance element. Costumes in dark colors like black and grey represent the rock genre. Locations are simple to keep the focus on the band's performance. Through cinematography and mise-en-scene elements, the video effectively represents the rock genre.
Presentation question 3
The audience feedback on the music video provided several key points:
1) The visuals were well-edited to match the tempo and beat of the music, creating a sense of continuity.
2) The specific color grading used in the studio shots stood out and helped create a rave/club feel as intended.
3) While the narrative was unclear, the video successfully conveyed a sense of danger and mystery through implied storytelling, as intended by the filmmaker.
Presentation question 3
The audience feedback received for the music video provided several key points. The visuals and music were well synced and maintained a consistent flow and sense of continuity throughout the video. The color scheme used in the studio scenes stood out and created the intended rave/club feel. While the narrative was not entirely clear, viewers enjoyed the mysterious and "trippy" vibe created through the characters and juxtaposition of scenes. Most feedback praised the relationship between the visuals and music. The graffiti and studio footage worked well with the genre. Some negative feedback noted that the narrative could have been made clearer.
Music video evaluation
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
Question 3 media
From audience feedback on naming their artist, the group learned that their target audience of 15-25 year old females preferred the name "Tia" without a second name. Early feedback on an unfinished music video said the editing between locations felt too disconnected, so the group rearranged footage to improve flow. Additional feedback praised elements like the concept, candle scene shots, and song choice, but noted some lip syncing issues and shaky/dark shots. The group addressed these issues to strengthen the video. Overall, the audience feedback helped improve the final product and confirmed the artist's image appealed to their target demographic.
Q3 audience feedback.
The document summarizes peer feedback received on a music video project. It received feedback from peers in class, friends online, and on the advertising and packaging created to promote the video. The feedback noted strengths like good lip-syncing and effects, but also areas for improvement such as lighting, staging of dances, and reducing clutter on promotional materials. The document concludes by reflecting on what was learned, including the importance of planning filming carefully and being mindful of lighting and technical details to improve the overall quality and message of the video.
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Audience feedback
The document summarizes audience feedback from questionnaires about a music video and accompanying marketing materials:
- Questionnaires were handed out before and after viewing the music video to gauge audience opinions.
- Feedback indicated that while the song and video quality were good, the performer's guitar playing and lip syncing did not appear genuine.
- Respondents also felt the color schemes and designs of the marketing materials like the poster and digital did not harmonize well with the subject matter of the song.
Evaluation
The document discusses how the media product, a music video, uses and develops conventions of existing punk bands like the Sex Pistols, Ramones, Clash, and Joy Division. It shows performance shots of the lead singer singing to an audience, similar to punk band performances, though the shots for this video were filmed in a greenroom rather than for a live audience. Other conventions used include the stereotypical punk personas of being lazy, messy, drinking and smoking. Shots from the film "Control" about Joy Division were also referenced to link the audience to the product. The music video relates the lyrics and enhances the narrative through various camera angles and editing techniques.
Question one
The document discusses how the media product uses and develops conventions of real media forms and genres. It examines the music video for the band "And The Winner Is..." and how it draws from conventions of alternative rock music videos, such as performance-based shots of the band playing and the drummer in the back. It also challenges some conventions by having unusual shots and transitions. The digipak challenges conventions by not showing the band on the front cover. The magazine advertisement develops conventions by limiting information to intrigue audiences while maintaining familiar elements like publication endorsements.
Evaluation Part 1.5
The document discusses conventions in music videos such as cutting shots to the beat. It then describes the development process for a student music video project. Key aspects discussed include experimenting with narrative techniques beyond a typical love story, using surrealism and role reversal. Shots were done using both tripod and handheld camera. Intertextual references from films and photos were included. The band's image and integrity was an important consideration. Overall conventions of pre-production, production and post-production processes were followed to create an industry-standard music video.
Evaluation Question 1
The media products created include a music video, digipak, and advert that both follow and challenge conventions of the pop/punk/alternative genre. To provide flexibility, the genre is a hybrid that allows different options. The music video features 6 actors with individual styles dressed in everyday clothes to create diversity within a stereotyped genre. Various settings are used, including indoor band shots and outdoor narrative shots filmed in available natural light. Common music video techniques like close-ups of the band and lead singer are used, but some shots focus on instruments instead. The dual narrative and performance threads follow genre conventions, and editing cuts match the music's beats.
Student feedback for the first draft
Student filmmakers received feedback on their first draft music video from peers. The feedback included that some lip syncing was out of sync with the music, there was too much focus on just the artist and not enough additional people or cutaway shots of the location. To address these issues, the students will re-film sections to improve lip syncing, add more people and location establishing shots. They also received positive feedback that the artist's performance and behind the scenes footage was enjoyed.
Poster analysis
The poster advertises the new album from Arctic Monkeys using minimal design elements. It features the band's name and logo in black and white at the top to identify the band and reinforce their image. Below is their soundwave-style logo reminiscent of how the band presents itself across platforms. The release date informs viewers when the album can be purchased on CD or downloaded, communicating availability on different platforms. An overall minimalist design with just text and the soundwave image aims to focus attention on the album itself for fans.
Question 2 and 3*
The combination of the main product and ancillary texts is effective according to the feedback received. Feedback indicated that the fast cuts, colorful lights, and performance shots engaging audiences the most. However, indoor shots could be improved with better lighting. Going forward, more planning and recognizable locations would be used to provide more footage options. Overall, the feedback was positive but the constructive criticism helped identify ways to improve lighting, locations, and include more performance shots.
Artist research
The document analyzes Bruno Mars' past albums, music videos, and promotional strategies. It finds that Mars' two studio albums, Doo-Wops & Hooligans and Unorthodox Jukebox, are his most well-known and successful, containing many top 10 hits. His most viewed music videos come from songs on these albums. It also notes that magazine ads often promote Mars himself through appearances at events rather than his music directly, but that this exposure also raises awareness of his music. The document then discusses narrative, representation, and genre theories that can be applied to analyzing Mars' music videos.
Presentation13
The audience provided feedback on several elements of the music video project. They responded positively to the performer and felt she captured the look and acting skills for a jazz/soul artist. However, they noted that the footage quality was better for the street scenes compared to the park scenes, which the students corrected in editing. The audience also commented positively on the camerawork techniques but identified issues with the green screen use that needed adjusting. For the ancillary products, the audience felt the magazine advertisement was too crowded with a blue background and suggested changing it to a lighter champagne color to better fit the genre.
Detailed Analysis of Music Videos
This document discusses several music video conventions outlined by Andrew Goodwin and analyzes four music videos based on these conventions. The conventions include demonstrating genre characteristics, relating lyrics and visuals, relating music and visuals, focusing on the artist, incorporating notions of looking, developing motifs, and including intertextual references. The analyzed videos showcase these conventions to varying degrees, with some fitting genre conventions more closely and others taking unconventional approaches.
Evaluation Question 1 Esme
The document discusses how the media product uses, develops, and challenges conventions of real media. It summarizes how the music video uses editing techniques like frequent cuts and focuses on the singer to engage the audience similar to Vernallis' theories. It also draws influence from other music videos through location, editing styles, and focus on the female singer. The digipak and advertisement follow conventions like the rule of thirds but challenge expectations for the genre by featuring a close-up of the artist's face to promote a new artist and connect with the audience.
What have you learnt from audience feedback
The video effectively represented the song's lyrics but lacked some dance music video conventions like nightclub locations and dancing. Audience feedback showed this and lessons were learned about including more genre conventions to represent the dance music genre clearly. Overall the video succeeded in its goal of being emotive but could better represent the genre next time with locations, lighting, and live performances.
Initial genre research rock
This document provides information about common conventions in rock music videos. It discusses elements like band members wearing black, use of low-key lighting to match mood, inclusion of outdoor settings, incorporation of storylines through lyrics and visuals, use of faster editing and jump cuts to match upbeat tempos, featuring of live performances, and use of close-ups and wide shots. It then analyzes two specific music videos, noting how they employ conventions like changing shot duration to match drum beats and use of black clothing to represent death for Queen's "Bohemian Rhapsody", and inclusion of dark colors, wide shots, and high angles to depict power and audience perspective for U2's "Sunday Bloody Sunday."
Treatment
The document discusses plans for a music video to accompany a song with positive lyrics about achievement and success. The music video will have a performance element to mirror the uplifting message of the song. Narrative scenes will depict two teens struggling but persisting to relate the theme of overcoming challenges through hard work. Throughout the video, the artist will be shown walking up stairs to represent the idea of progression. Dark and cloudy scenery in black and white will convey the difficulty of achievement, but images of positive progression will maintain audience attention and portray the song's message in a simple yet clever way.
Media products
The document discusses how ancillary products like magazines, websites and posters work together with music videos to promote artists and their music. It explains that while CD sales are declining, CDs are still used in the music industry to categorize different stages of artists' careers. Ancillary products create visual links through recurring themes to establish genre. Digipaks allow inclusion of more information about artists and add value to encourage fans to purchase.
Researching student work 1
The document analyzes the camera techniques, costumes, locations, and representations used in the music video for Louis- My Number. It finds that medium shots are primarily used to film the performance as if the audience was present. Close-ups of instruments add to the performance element. Costumes in dark colors like black and grey represent the rock genre. Locations are simple to keep the focus on the band's performance. Through cinematography and mise-en-scene elements, the video effectively represents the rock genre.
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Similar to Music Video evaluation 3
Presentation question 3
The audience feedback on the music video provided several key points:
1) The visuals were well-edited to match the tempo and beat of the music, creating a sense of continuity.
2) The specific color grading used in the studio shots stood out and helped create a rave/club feel as intended.
3) While the narrative was unclear, the video successfully conveyed a sense of danger and mystery through implied storytelling, as intended by the filmmaker.
Presentation question 3
The audience feedback received for the music video provided several key points. The visuals and music were well synced and maintained a consistent flow and sense of continuity throughout the video. The color scheme used in the studio scenes stood out and created the intended rave/club feel. While the narrative was not entirely clear, viewers enjoyed the mysterious and "trippy" vibe created through the characters and juxtaposition of scenes. Most feedback praised the relationship between the visuals and music. The graffiti and studio footage worked well with the genre. Some negative feedback noted that the narrative could have been made clearer.
Music video evaluation
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
Question 3 media
From audience feedback on naming their artist, the group learned that their target audience of 15-25 year old females preferred the name "Tia" without a second name. Early feedback on an unfinished music video said the editing between locations felt too disconnected, so the group rearranged footage to improve flow. Additional feedback praised elements like the concept, candle scene shots, and song choice, but noted some lip syncing issues and shaky/dark shots. The group addressed these issues to strengthen the video. Overall, the audience feedback helped improve the final product and confirmed the artist's image appealed to their target demographic.
Q3 audience feedback.
The document summarizes peer feedback received on a music video project. It received feedback from peers in class, friends online, and on the advertising and packaging created to promote the video. The feedback noted strengths like good lip-syncing and effects, but also areas for improvement such as lighting, staging of dances, and reducing clutter on promotional materials. The document concludes by reflecting on what was learned, including the importance of planning filming carefully and being mindful of lighting and technical details to improve the overall quality and message of the video.
What Have You Learned From Your Audience Feedback?
The respondent conducted a survey of their target audience to gather feedback on a music video they created for the artist Phoebe York. Most respondents said their favorite part was the stop-motion animation sequence and that it was creative and fun. Many also commented that they enjoyed the links between the animation and lyrics. Based on the feedback, the respondent learned that including footage of the artist and a connection to the lyrics was important in getting the audience to engage with the music. Some areas for improvement included using better lighting and a higher quality camera.
3a) what have you learnt from audience done
The document discusses feedback received from audiences on ancillary materials created to support a music video production. It describes an initial draft of a digipak that was shared with a focus group for feedback. Key feedback noted the band name was too small and label information needed more detail. Subsequent drafts incorporated these changes. Another draft of a poster design was critiqued for not looking sufficiently like a poster and lacking marketing information. This feedback informed further revisions to improve the ancillary materials based on audience perspectives.
Evaluation 3
Audience feedback helped improve the media products. Feedback from social media and screenings noted that the editing pace matched the song perfectly and kept the music video entertaining. Locations variety also engaged viewers. Constructive criticism noted the on-screen text needed more prominence or removal as its timing seemed random. This led to adding more text throughout. Viewers also pointed out inaccuracies in miming timing that were missed in editing and felt some shots had too many cuts to process what was happening. Overall, feedback was positive as the carefree, fun message and suiting of the music video to the song was received well.
Music Video Evaluation
The document provides an evaluation of a student's music video project. It discusses the production process, including research on music video conventions, planning with storyboarding and shot lists, and time management challenges due to the pandemic. It evaluates technical qualities like camera work and editing, aesthetic qualities, and audience appeal. Peer feedback praised the variety of shots, music syncing, and effects but suggested improvements to camera stability, color correction, and adding more activity in shots beyond lip syncing. The student agrees more could have been done in shots and lighting placement but disagrees that color correction was an issue, saying the contrast shifts were intentional.
Question 3
The document discusses feedback received for a music video, digi-pak, and poster advertisement. For the music video, the audience enjoyed it but felt some scenes were too dark. Feedback also noted liking the narrative and humor. The digi-pak received positive comments about its sinister look and consistency in style. Criticism targeted the poster for lacking information. Overall, the feedback was positive and will be used to improve future works by soliciting early audience input.
3. What have you learned from your audience feedback?
The document discusses feedback received from audiences on music videos. A questionnaire found that younger audiences and women spend more time watching music videos, while men prefer thought-provoking videos. Interviews revealed that narrative videos are most engaging and the artist is not necessary. Indie videos attract audiences based on their unique sound rather than the artist. Feedback on the author's video praised the eye-catching opening and ending, location changes, and actors. One critic pointed out an issue with a split screen, which was later fixed. Receiving feedback helped the author improve weak points and ensure the video appealed to the target indie audience.
3. What have you learned from your audience feedback?
The feedback received from audiences helped improve the music video project. Questionnaires and interviews found that younger audiences and women prefer to watch music videos more. Narrative videos were preferred as they are more engaging. The initial music video received positive feedback for the bookending shots and location changes keeping pace with the song. Minor issues like a split screen effect were addressed. Receiving critique helped match the independent genre closer and improve areas like a slow argument scene. Overall, audience input allowed refining the video to better appeal to the target indie fans.
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video project. It summarizes:
1) Early audience feedback on a treatment suggested making it more specific and including all ideas. This helped refine the treatment.
2) Rough cut feedback was mostly positive but suggested shortening a car scene and fixing minor lip syncing issues.
3) The final video received praise for its professional quality, dancing, editing, locations, and conveying the song's message through visuals and camera work. Some feedback suggested the actress could be more enthusiastic.
4) Feedback on print products like the CD and advert helped refine the designs to look more professional and visually appealing. Suggestions improved readability and
3. What have you learned from your audience feedback?
The feedback received from audiences helped improve the music video project. Questionnaires and interviews found that younger audiences and women prefer to watch music videos more. Narrative videos were preferred as they are more engaging. The test screening of two videos confirmed audiences liked the narrative style better. Feedback on the promotional video noted positives like the bookending shots and location changes keeping pace with the song. Negatives included a split screen issue and argument scene that was addressed in revisions. Overall, receiving feedback ensured the final video better matched expectations of the indie target genre.
A2 media portfolio evaluation 3
The document discusses feedback from focus groups on a student's music video, magazine advert, and digipak. The feedback was useful as it confirmed that visual connections to lyrics and popular conventions engaged audiences. It suggested improving shots and close-ups in the music video. Feedback reinforced that the magazine advert successfully targeted females with pink colors and professional design. It also confirmed that the digipak's original bubblegum idea and visual relationship between image and text made it memorable.
Question 3 - Evaluation complete
The audience provided feedback on the student's music video both verbally and through questionnaires. Some positive feedback noted that the variety of locations and use of color/black and white footage made the video more interesting. However, some negative feedback criticized a lack of camera angles, repetitive editing, and imagery that did not correspond to the lyrics. The students took this feedback into account and improved their video by adding more camera angles and narrative-related visuals. When re-surveyed, a new audience gave entirely positive feedback on the improved video.
Evaluation - Q3. What have you learned from audience feedback
The document discusses feedback received from 3 members of the public on media products created by the author, including a digipack, website, and music video. Feedback on the digipack was positive, praising the eye-catching design and clear identification of the artist. Users also felt the theme was continued across products. Feedback on the website was also positive, noting the appealing design and interactive features. Mixed reviews were received on the music video, praising shots and narrative but finding some performance shots too dark. The author plans improvements for future projects.
Evaluatio1
For their A2 media studies coursework, the student produced a music video for an unsigned rock band. They received feedback by posting the video on social media. Some comments were positive about the visuals and flow, while others noted confusion over the storyline involving a double role. The student learned they must understand how their target audience relates to media products. They also gathered that faster editing and improving the band's lip syncing could enhance the video. Overall, the feedback helped the student create a music video that met audience needs and expectations.
Similar to Music Video evaluation 3 (20)
What Have You Learned From Your Audience Feedback?
What Have You Learned From Your Audience Feedback?
3. What have you learned from your audience feedback?
3. What have you learned from your audience feedback?
3. What have you learned from your audience feedback?
3. What have you learned from your audience feedback?
3. What have you learned from your audience feedback?
3. What have you learned from your audience feedback?
Evaluation - Q3. What have you learned from audience feedback
Evaluation - Q3. What have you learned from audience feedback
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Music video question 4
The document discusses how new media technologies were used at various stages of creating a music video. YouTube and social media sites helped with research, planning, and evaluation. Adobe Premiere was used to edit footage and add effects like color adjustments. Photoshop skills from a previous project helped design the digital packaging, using tools like warping and brushes to achieve different feels. Feedback from social media helped evaluate the music video.
Music video question 4
The document discusses how new media technologies were used at various stages of creating a music video. YouTube and social media sites helped with research, planning, and evaluation. Adobe Premiere was used to edit footage and add effects like color adjustments. Photoshop skills from a previous project helped design the digital packaging, using tools like warping and brushes to achieve the desired style. Feedback from social media helped evaluate the music video.
Music video presentation 2
The combination of the main product and ancillary texts is very effective according to the document. Red and black are used consistently across products to represent a dark rave theme and create a recognizable brand identity. Mask imagery is also repeated in the digital pack artwork, advert, and music video to maintain continuity and signal the products are related. Audience feedback confirms a good relationship between the main product and supporting materials.
Music video question 4
The document discusses how new media technologies were used at various stages of creating a music video. YouTube and social media sites helped with research, planning, and evaluation. Adobe Premiere was used to edit footage and add effects like color adjustments. Photoshop skills from a previous project helped design the digital packaging, using tools like warping and brushes to achieve the desired style. Feedback from social media helped evaluate the music video.
Music video presentation 2
The combination of the main product and ancillary texts for a band is very effective, as evidenced by audience feedback. The use of red and black colors, masks, and continuity between the digital packaging, advertisements, and music video create a strong branded identity that clearly links all of the products and promotes the band. This original branding strategy allows the audience to instantly recognize the signature stylistic features and relationship between the various materials.
Final evaluation
The document discusses how the music video uses and challenges conventions of the genre. It incorporates several typical elements of music videos like having a relationship between the music and visuals, using styling suited to the genre, and including quick cuts and transitions timed to the beat. However, it challenges conventions by not including lyrics and creating an implied narrative through the use of masks that leaves the audience guessing about the characters' intentions. Overall, the music video effectively captures the feel of the genre through visuals synchronized to the music while adding mysterious elements that engage viewers.
Presentation question 3
The audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention.
Music Video evaluation 3
The audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention.
Music video evaluation 2
The combination of the main product and ancillary texts for a band is very effective, as evidenced by audience feedback. The use of red and black colors, masks, and continuity between the digital packaging, advertisements, and music video create a strong and recognizable branded identity that markets the band and clearly links all of the products. This original branding strategy promotes the band and provides a good marketing approach according to feedback from the audience.
Music video evaluation 2
The combination of the main product and ancillary texts for a band is very effective, as evidenced by audience feedback. The use of red and black colors, masks, and continuity between the digital packaging, advertisements, and music video create a strong and recognizable branded identity that markets the band and clearly links all of their products. This original branding strategy promotes the band and provides a good marketing technique according to feedback from the audience.
Final evaluation (Q1)
My music video challenges conventions of real media products by not including lyrics but having a strong relationship between the beat and visual transitions that interlock well. Feedback confirmed the visuals worked well with the beat. The fast-paced cuts and transitions suit the drum and bass genre. The visuals change with the beat and music timing, uniting all elements. Scenes in a rave studio use strobing lights and red colors to portray a dance feel. Masked characters running creates an implied narrative that leaves viewers guessing about their destination or purpose. The masks dehumanize the characters and create a mysterious or sinister impression that is enhanced by juxtaposition with an innocent playground setting.
Treatment sheet 2[1]
This document outlines the plans for a music video production. It includes contact information for the artist and production crew. It describes ideas for shooting scenes, both in the studio with green screen and locations around the city. Special effects like strobe lights and colored backgrounds are mentioned. Influences include blurred dancing from music videos and fast editing with minimal lighting. Needed equipment includes a video camera, strobe light, steady camera and tripod. Studio time and equipment are requested for experimenting on Wednesday the 10th.
Joe hahn
Joe Hahn is an American DJ and director best known for his work with the band Linkin Park. He has directed many of their music videos, which are known for their unique visual style incorporating animation, graphics, and special effects that tie into the song lyrics. Hahn also directed videos for other artists as well as a trailer for a video game. He is renowned for his innovative use of visual elements to tell stories and make the music videos stand out.
Mgmt
The music video for MGMT's "Time to Pretend" uses psychedelic graphics and animation with green screen effects. While the visuals do not directly relate to the lyrics, they portray an ironic take on the rock and roll lifestyle through scenes of people dancing around fires and references to 1970s rock videos. Close-ups show each band member playing their instruments, and other visual elements like surfing and archery are incorporated through the use of green screen and rotoscoping effects.
video analysis
The video uses close-up shots and lyrics about wealth and luxury items to portray Jay-Z's message of riches and wealth as an artist. Intertextual references to films like Kill Bill contribute to the dark, artistic tone. Stylistic elements like the monochrome color scheme, repeated dancing, and pouring liquid on objects establish Jay-Z's recognizable signature style and brand him as an artist.
Music video presentation
The document discusses and analyzes the stylistic elements of music videos by Kanye West, Linkin Park, and Jay-Z. It notes the unique use of graphics, animation, and black and white filming in the Kanye West and Jay-Z videos. For the Linkin Park video, it highlights the influence of Japanese manga drawings on the graphics. Specific elements like keys and drummers are linked to the music in the Kanye West and Jay-Z videos respectively.
Universal Music Group Includes
Universal Music Group is a global music company that operates several record labels, including Island Def Jam Music Group, Deutsche Grammophon, and A&M/Octone. It also owns music publishing, merchandising, video and film production companies. Some of the major artists signed to Universal Music Group are Justin Bieber, Mariah Carey, Eminem, Bjork, and David Bisbal.
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Music Video evaluation 3
- 1. What have you learned from your audience feedback ? The main points that I got from my audience feedback were that the link between the visuals and the music interlink very well. Also the editing in time with the beat are used throughout the video and its maintained throughout. This made my video flow, and create a sense of continuity. Another point that my audience picked out on was on the specific colour( red and black) used in the studio stood out and did have a specific rave/club feel to which was the effect we wanted The studio shots also had good inter changes and transactions between them again showing continuity. The colour effect (leave colour) which we used in the outside scenes and specifically the graffiti, which suited the genre of the song and the style of the music video. It allowed the video to seem more street life related, giving it a more urban feel to it. The negative feedback about my music video was about the narrative not being clear, and that I should have created a clearer storyline, although it was not intended. Overall my audience feedback said that they liked my music video. The most common thing people said about my video, was that it was “ trippy” and that it had a good mysterious feel to it because of the way the characters were used with the masks and a juxtaposition was instantly recognised which made my video “ grungy”, which was my intention. Although I did not receive many feedback from survey monkey, my YouTube seemed to gather more responses. (YouTube comments and feedback showed more responses) (Survey monkey)