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This document provides guidance for answering evaluation questions about a media project. Question 1 asks how the media product uses, develops or challenges conventions of real media in its genre. Question 2 asks how effective the combination of the main video product and ancillary materials (like a digipak and advertisement) are. Question 3 asks how media technologies were used in the construction, research, planning and evaluation stages of the project. Question 4 asks what was learned from audience feedback about both the ancillary materials and the main video product.
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Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
2. proposal (1)
The document is a proposal for a final major project (FMP) to create an experimental music video. It outlines the target audience as mainly male teenagers aged 16-19, but also appealing to females and all social statuses. Research will be conducted on existing music video styles to find inspiration and ensure the project stands out. Production experiments will help strengthen skills in programs like Photoshop and Premiere and find effects to implement. Feedback will be gathered from test audiences and the work will be evaluated by comparing to other products and reflecting on screenshots taken throughout production. A schedule is provided outlining the plan over 10 weeks including initial response, research, experiments, pre-production, production, evaluation, and development.
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Tips on the evaluation
This document provides tips for answering evaluation questions for an Advanced Media Studies portfolio project. It discusses evaluating how the media product uses or challenges conventions through comparing it to professional works. It also addresses the effectiveness of combining the main product with ancillary texts and reinforcing the intended image or brand. Tips are provided for presenting audience feedback and discussing the use of media technologies during planning, construction, and evaluation of the project.
Evaluation question three
Hope O'Rourke learned several things from obtaining audience feedback for her media projects. She received useful feedback from discussion groups that helped her improve her work to better suit her theme and target audience. This included altering the framing of shots and choosing interview questions. She also used polls on Facebook to identify her audience and design her documentary accordingly. Audience feedback helped her choose music and develop the structure of her ancillary tasks. It also helped her improve her skills with software like iMovie and Photoshop. Overall, she learned that audience opinion is crucial for creating engaging media, and it's important to use the right language and techniques to attract and hold an audience's interest.
Analysis of a previous student's blog
The document summarizes and analyzes another student's blog for their A2 Media coursework. The student, Fearghal McGlinchey, did extensive research on similar music videos, genre conventions, and industry institutions before planning and creating his own music video. He separated his research and planning into different sections for clarity. His final music video and other promotional materials were very professionally produced and tied together consistently. The author concludes McGlinchey's work is high quality and worth taking inspiration from for their own music video coursework.
2. proposal (1)
The document outlines a proposal for a final major project (FMP) to create an experimental music video. The target audience is identified as males aged 16-19, with the goal of appealing to a wide range of demographics. Research will include analyzing existing music videos, conducting audience surveys and interviews, and testing production techniques. Pre-production will include concept boards, style guides, and shot lists. The 8 week production schedule outlines tasks such as filming, editing, and evaluation. Feedback will be gathered through questionnaires, peer reviews, and self-evaluation. The bibliography provides 8 sources for research, including audience surveys, interviews, existing music videos, and a survey about music video preferences.
2. proposal (1)
This document outlines a proposal for a final major project (FMP) that aims to create a visually creative and experimental music video. The target audience is identified as males aged 16-19 who will be appealed to with modern and unique design. The rationale discusses skills gained in Photoshop, Premiere, and After Effects that will be applied. The project concept is to push creative boundaries with experimental shots and editing, conducting research on styles, and finding inspiration from other artists' work. Evaluation will include screenshots, comparing to other works, and getting audience feedback. A schedule outlines weeks for research, experiments, pre-production, production, and evaluation.
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Evaluation activities ppt
This document provides guidance for evaluation activities due on March 22nd and April 11th with no extensions. It includes 6 questions to address in the evaluation: 1) How the media product uses or challenges conventions, 2) How social groups are represented, 3) What type of institution would distribute the product, 4) The intended audience, 5) How the audience was attracted/addressed, and 6) What was learned about technologies from constructing the product. It also provides example student responses and resources to help answer the questions.
2. proposal (1)
The document is a proposal for a final major project (FMP) to create an experimental music video. It outlines the target audience as mainly male teenagers aged 16-19, but also appealing to females and all social statuses. Research will be conducted on existing music video styles to find inspiration and ensure the project stands out. Production experiments will help strengthen skills in programs like Photoshop and Premiere and find effects to implement. Feedback will be gathered from test audiences and the work will be evaluated by comparing to other products and reflecting on screenshots taken throughout production. A schedule is provided outlining the plan over 10 weeks including initial response, research, experiments, pre-production, production, evaluation, and development.
Evaluation1
This document provides guidance for answering evaluation questions for a coursework assignment. It notes that the evaluation section is worth 20% of the overall marks, so it should be taken seriously. It then lists the four evaluation questions to be answered: 1) How your media product uses or challenges conventions; 2) The effectiveness of combining the main product with ancillary texts; 3) What was learned from audience feedback; 4) How new media technologies were used in construction, research, and evaluation. A number of online resources and examples are provided for each question.
Tips on the evaluation
This document provides tips for answering evaluation questions for an Advanced Media Studies portfolio project. It discusses evaluating how the media product uses or challenges conventions through comparing it to professional works. It also addresses the effectiveness of combining the main product with ancillary texts and reinforcing the intended image or brand. Tips are provided for presenting audience feedback and discussing the use of media technologies during planning, construction, and evaluation of the project.
Evaluation question three
Hope O'Rourke learned several things from obtaining audience feedback for her media projects. She received useful feedback from discussion groups that helped her improve her work to better suit her theme and target audience. This included altering the framing of shots and choosing interview questions. She also used polls on Facebook to identify her audience and design her documentary accordingly. Audience feedback helped her choose music and develop the structure of her ancillary tasks. It also helped her improve her skills with software like iMovie and Photoshop. Overall, she learned that audience opinion is crucial for creating engaging media, and it's important to use the right language and techniques to attract and hold an audience's interest.
Analysis of a previous student's blog
The document summarizes and analyzes another student's blog for their A2 Media coursework. The student, Fearghal McGlinchey, did extensive research on similar music videos, genre conventions, and industry institutions before planning and creating his own music video. He separated his research and planning into different sections for clarity. His final music video and other promotional materials were very professionally produced and tied together consistently. The author concludes McGlinchey's work is high quality and worth taking inspiration from for their own music video coursework.
2. proposal (1)
The document outlines a proposal for a final major project (FMP) to create an experimental music video. The target audience is identified as males aged 16-19, with the goal of appealing to a wide range of demographics. Research will include analyzing existing music videos, conducting audience surveys and interviews, and testing production techniques. Pre-production will include concept boards, style guides, and shot lists. The 8 week production schedule outlines tasks such as filming, editing, and evaluation. Feedback will be gathered through questionnaires, peer reviews, and self-evaluation. The bibliography provides 8 sources for research, including audience surveys, interviews, existing music videos, and a survey about music video preferences.
2. proposal (1)
This document outlines a proposal for a final major project (FMP) that aims to create a visually creative and experimental music video. The target audience is identified as males aged 16-19 who will be appealed to with modern and unique design. The rationale discusses skills gained in Photoshop, Premiere, and After Effects that will be applied. The project concept is to push creative boundaries with experimental shots and editing, conducting research on styles, and finding inspiration from other artists' work. Evaluation will include screenshots, comparing to other works, and getting audience feedback. A schedule outlines weeks for research, experiments, pre-production, production, and evaluation.
Music video evaluation presentation
The music video uses forms and conventions of real music videos by showing relationships between the lyrics, music, and visuals. There is a relationship between the lyrics about ADHD and the visuals of the artist getting distracted. The upbeat, indie punk style of the music is reflected in the fast-paced visuals. A variety of shots are used, including close-ups emphasized by a magnified circle. Audience feedback showed that the video successfully portrayed the intended housestyle and genre, though some felt the effects could have been more natural. The artist learned that audience feedback is important for success. A variety of media technologies were used at different stages, including cameras, Adobe software, YouTube, and social media for research, planning
Question4
The document discusses feedback received for a main media product (a film) and ancillary product (additional promotional work). Feedback for the film was neutral as the cinema audience wanted to concentrate, while class feedback noted camera work could improve and the story/video lacked cohesion. Target audiences for the ancillary product liked the theme but did not fully understand concepts of synergy between the products. Other feedback liked the font choice. In conclusion, the film needed better camerawork and performance, while synergy between the products could increase.
Advanced Media Evaluation
The document discusses the author's music video project for Newton Faulkner and how it both challenges and follows conventions of real music videos. The author analyzes their video using Andrew Goodwin's theories of music video analysis and finds that their video conforms to most of Goodwin's concepts, such as representing the music genre, having a relationship between video and lyrics, using certain shot types and locations, and having a personal, intimate style of filming. The author also discusses learning from audience feedback to improve their video by shortening shot lengths and adding more cuts and transitions.
Analysis of another student's blog (RE-UPLOAD)
This document summarizes and analyzes another student's blog about their music video coursework. It discusses the extensive research the student, Fearghal McGlinchey, conducted on similar products, genre conventions, and industry institutions. McGlinchey's blog demonstrated his research and clearly showed the development of his planning process and ideas. His final music video combined narrative and performance effectively and his additional products maintained a consistent aesthetic. The document praises McGlinchey's high quality work and notes it will be used for inspiration.
Evaluation
The document discusses the evaluation of a media production project. It summarizes that the media product challenges conventions of real music videos by generating similar audience interest. An effective combination of the main production and supporting documents was achieved through extensive pre-production research. Feedback from audiences on online platforms was positive and suggested areas for future improvement. New media technologies were used extensively in the pre-production, production, and post-production stages of the project, including for research, camera work, and editing using software like Adobe After Effects and Final Cut Pro.
The grid proposal
1. The student will create a brand identity project focused on 16-24 year olds living in York using video production skills.
2. Research on the target audience will be a key part of the project, including surveys and analyzing answers to help develop ideas.
3. The student will apply skills and research techniques learned from past projects, such as a fanzine project, to the brand identity project. Progress will be evaluated weekly through individual reviews.
G325 1a Post Production
The document discusses the differences between production and post-production at AS and A2 levels. At AS, production involved filming and photography, while post-production consisted of editing footage and adding graphics and sound in iMovie. At A2, production expanded to include music videos and packaging, as post-production did to include advanced software like Photoshop and more complex editing. Over time, the student developed stronger technical skills in software and applied key media concepts more effectively in their work through choices like matching transitions to lyrics.
As media evaluation
This document summarizes a media evaluation for a student film project aimed at audiences aged 15-30 who enjoy thriller genres. It discusses how the film used conventions like shot types and music to build suspense. Research included questionnaires about audience preferences and analyzing successful thrillers. Feedback indicated the film succeeded in attracting its target audience through these techniques, though lighting could be improved. The students demonstrated learning about genre conventions, audience analysis, and technologies through completing this project.
G325 1a research and planning question
This document provides guidance for reflecting on skills development in research and planning for degree-level study. It prompts analysis of choices and quality of textual research, audience research, and use of research in planning at the AS and A2 levels. Students are asked to evaluate their research methods, how methods and depth of research improved over time, and how presentation of research evolved with practical use for production planning and management. The goal is for students to understand the importance of research and planning skills and their progress in effectively applying these skills.
2. proposal fmp 2018
The document is a proposal for a radio documentary aimed at middle-aged people between 45-64 years old about Brexit. It includes details on the target audience such as their demographics, psychographics, and research conducted. The proposal outlines a 10-week schedule for the project that includes research, production experiments, interviews, editing, and evaluation. Production will involve recording interviews, creating a logo in Photoshop, and editing interviews and sound effects in Audition. The bibliography lists 7 sources that will be used for research, including audience surveys, interviews, and existing radio shows and articles on Brexit.
Evaluation Q3
The document discusses feedback received from a target audience on a music video.
The key points are:
- Feedback was gathered through an anonymous online survey to get quantitative and qualitative responses.
- Respondents said the use of props was a strength but positioning of the artist in the center was uninteresting.
- Transitions between scenes seemed too varied and unorganized.
As a result, the creator added more props, positioned the artist on the sides occasionally, and used consistent key frame transitions between scenes with the artist appearing from different directions.
factual proposal 2018
The document outlines a proposal for a video project about student life at university. The target audience is students aged 18-25. The concept is to create an informative video from a student perspective, sharing what university life is really like. A mixture of documentary and vlog styles will be used to make interviews feel relaxed. The schedule outlines 8 weeks of initial planning, research, production, and evaluation.
Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
Evaluation for advance portfolio
Hamza Butt's short film aimed to challenge conventions of typical short films by not including a resolution and showing the perspective of a boy from Yorkshire on 9/11 instead of an American view. To promote the film, Butt created a film poster and magazine page that used effective combinations seen in other real media products. Audience feedback was gathered through a questionnaire to ensure the film appealed to the target audience. Butt learned that audiences prefer receiving media through internet platforms like YouTube, Facebook, and Twitter. A variety of media technologies were used in the research, planning, and construction stages, including the internet, Google, YouTube, word processors, and film/photography equipment.
Evaluation for advance portfolio
Hamza Butt's short film aimed to challenge conventions of typical short films by not including a resolution and showing the perspective of a boy from Yorkshire on 9/11 instead of an American view. To promote the film, Butt created a poster and magazine page that used effective combinations seen in other real media products. Audience feedback from questionnaires showed the chosen genre appealed to the target audience. Butt learned audiences prefer receiving media online, so he shared information about the film using websites like YouTube, Facebook, and Twitter. Media technologies like the internet, Google, YouTube, and blogger were used for research, planning, and displaying progress, while editing software, camcorders, and SLR cameras were used for filming and constructing the final
Evaluation 3
The audience feedback for the title sequence was generally positive but identified some areas for improvement. While most questions on the questionnaire received a majority response, some were nearly split 50/50, suggesting parts of the product did not meet expectations. The main features were liked but some areas were not as successful as hoped. One participant provided audio feedback, saying the effects were used appropriately but some parts needed longer pauses. He also offered advice on other options. The group learned they should have obtained more audience feedback earlier to improve the product and understand the target demographic better when making design decisions.
Reflections
In the first three weeks of his final major project, Antony Sibanda considered ideas, chose to create an original song with accompanying music video, album cover, and promotional poster. He researched existing examples of these media, focusing on album covers, marketing strategies, and styles/techniques used in music videos. He conducted a survey of friends to understand his target audience and researched Drake's audience appeal strategies. In weeks 4-5, he created style guides, layout concepts, and shot lists. He wrote song lyrics, recorded a raw version, and planned production. In week 6, he began working on the album cover design but realized the background obscured the text, so he added effects to make the text stand out more
Evaluation Three Powerpoint
The document summarizes audience feedback that was gathered during the research process for an advanced music video portfolio. The feedback was gathered through question and answer focus groups at the beginning of the project to help determine the direction of the music video. The feedback revealed audience preferences and expectations for certain music genres that were then incorporated into the video. The feedback also influenced specific production elements like the filming style and helped evaluate how well the final video aligned with the original audience research. Areas for improvement were also identified that could make the research more effective in the future.
Evaluation questions 1-4
Through the use of various film techniques, the document discusses how the production challenges conventions of music videos while representing certain social groups. Costumes, locations, and non-stereotypical scenes are used to introduce characters in a mysterious way. The production creates a sense of branding through the album cover, which hints at the genre through glasses of different colors. The video would be distributed on large platforms like MTV to engage a wide audience without targeting a specific class. Various software like Adobe Premiere and cameras were used to edit footage and capture shots for the project.
Gcse unit4 evaluation
The document provides guidance for a unit 4 evaluation assignment that students must complete. It lists 10 questions that students must answer in their evaluation, reflecting on their individual role in the group project and how successfully the outcomes addressed the client brief and target audience. It emphasizes that evaluations should use digital formats and multiple presentation styles, drawing on evidence to analyze the project rather than just describe it. Examples of preferred digital presentation methods are provided, as well as guidance on the level of detail and analysis expected for each of the 10 evaluation questions.
G324 Evaluation Guidance
This document provides guidance on answering questions for an A2 media evaluation. Question 1 addresses how the student's media product used, developed, or challenged conventions of real media genres. Key concepts addressed are genre and media language. Question 2 asks about the effectiveness of combining the main product with ancillary texts. The key concept is audience. Question 3 asks what was learned from audience feedback. This relates to the audience concept. Finally, Question 4 addresses the student's use of media technologies in production and evaluation, rather than key concepts. The document provides suggestions for using relevant media theories to analyze and justify answers.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
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Music video evaluation presentation
The music video uses forms and conventions of real music videos by showing relationships between the lyrics, music, and visuals. There is a relationship between the lyrics about ADHD and the visuals of the artist getting distracted. The upbeat, indie punk style of the music is reflected in the fast-paced visuals. A variety of shots are used, including close-ups emphasized by a magnified circle. Audience feedback showed that the video successfully portrayed the intended housestyle and genre, though some felt the effects could have been more natural. The artist learned that audience feedback is important for success. A variety of media technologies were used at different stages, including cameras, Adobe software, YouTube, and social media for research, planning
Question4
The document discusses feedback received for a main media product (a film) and ancillary product (additional promotional work). Feedback for the film was neutral as the cinema audience wanted to concentrate, while class feedback noted camera work could improve and the story/video lacked cohesion. Target audiences for the ancillary product liked the theme but did not fully understand concepts of synergy between the products. Other feedback liked the font choice. In conclusion, the film needed better camerawork and performance, while synergy between the products could increase.
Advanced Media Evaluation
The document discusses the author's music video project for Newton Faulkner and how it both challenges and follows conventions of real music videos. The author analyzes their video using Andrew Goodwin's theories of music video analysis and finds that their video conforms to most of Goodwin's concepts, such as representing the music genre, having a relationship between video and lyrics, using certain shot types and locations, and having a personal, intimate style of filming. The author also discusses learning from audience feedback to improve their video by shortening shot lengths and adding more cuts and transitions.
Analysis of another student's blog (RE-UPLOAD)
This document summarizes and analyzes another student's blog about their music video coursework. It discusses the extensive research the student, Fearghal McGlinchey, conducted on similar products, genre conventions, and industry institutions. McGlinchey's blog demonstrated his research and clearly showed the development of his planning process and ideas. His final music video combined narrative and performance effectively and his additional products maintained a consistent aesthetic. The document praises McGlinchey's high quality work and notes it will be used for inspiration.
Evaluation
The document discusses the evaluation of a media production project. It summarizes that the media product challenges conventions of real music videos by generating similar audience interest. An effective combination of the main production and supporting documents was achieved through extensive pre-production research. Feedback from audiences on online platforms was positive and suggested areas for future improvement. New media technologies were used extensively in the pre-production, production, and post-production stages of the project, including for research, camera work, and editing using software like Adobe After Effects and Final Cut Pro.
The grid proposal
1. The student will create a brand identity project focused on 16-24 year olds living in York using video production skills.
2. Research on the target audience will be a key part of the project, including surveys and analyzing answers to help develop ideas.
3. The student will apply skills and research techniques learned from past projects, such as a fanzine project, to the brand identity project. Progress will be evaluated weekly through individual reviews.
G325 1a Post Production
The document discusses the differences between production and post-production at AS and A2 levels. At AS, production involved filming and photography, while post-production consisted of editing footage and adding graphics and sound in iMovie. At A2, production expanded to include music videos and packaging, as post-production did to include advanced software like Photoshop and more complex editing. Over time, the student developed stronger technical skills in software and applied key media concepts more effectively in their work through choices like matching transitions to lyrics.
As media evaluation
This document summarizes a media evaluation for a student film project aimed at audiences aged 15-30 who enjoy thriller genres. It discusses how the film used conventions like shot types and music to build suspense. Research included questionnaires about audience preferences and analyzing successful thrillers. Feedback indicated the film succeeded in attracting its target audience through these techniques, though lighting could be improved. The students demonstrated learning about genre conventions, audience analysis, and technologies through completing this project.
G325 1a research and planning question
This document provides guidance for reflecting on skills development in research and planning for degree-level study. It prompts analysis of choices and quality of textual research, audience research, and use of research in planning at the AS and A2 levels. Students are asked to evaluate their research methods, how methods and depth of research improved over time, and how presentation of research evolved with practical use for production planning and management. The goal is for students to understand the importance of research and planning skills and their progress in effectively applying these skills.
2. proposal fmp 2018
The document is a proposal for a radio documentary aimed at middle-aged people between 45-64 years old about Brexit. It includes details on the target audience such as their demographics, psychographics, and research conducted. The proposal outlines a 10-week schedule for the project that includes research, production experiments, interviews, editing, and evaluation. Production will involve recording interviews, creating a logo in Photoshop, and editing interviews and sound effects in Audition. The bibliography lists 7 sources that will be used for research, including audience surveys, interviews, and existing radio shows and articles on Brexit.
Evaluation Q3
The document discusses feedback received from a target audience on a music video.
The key points are:
- Feedback was gathered through an anonymous online survey to get quantitative and qualitative responses.
- Respondents said the use of props was a strength but positioning of the artist in the center was uninteresting.
- Transitions between scenes seemed too varied and unorganized.
As a result, the creator added more props, positioned the artist on the sides occasionally, and used consistent key frame transitions between scenes with the artist appearing from different directions.
factual proposal 2018
The document outlines a proposal for a video project about student life at university. The target audience is students aged 18-25. The concept is to create an informative video from a student perspective, sharing what university life is really like. A mixture of documentary and vlog styles will be used to make interviews feel relaxed. The schedule outlines 8 weeks of initial planning, research, production, and evaluation.
Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
Evaluation for advance portfolio
Hamza Butt's short film aimed to challenge conventions of typical short films by not including a resolution and showing the perspective of a boy from Yorkshire on 9/11 instead of an American view. To promote the film, Butt created a film poster and magazine page that used effective combinations seen in other real media products. Audience feedback was gathered through a questionnaire to ensure the film appealed to the target audience. Butt learned that audiences prefer receiving media through internet platforms like YouTube, Facebook, and Twitter. A variety of media technologies were used in the research, planning, and construction stages, including the internet, Google, YouTube, word processors, and film/photography equipment.
Evaluation for advance portfolio
Hamza Butt's short film aimed to challenge conventions of typical short films by not including a resolution and showing the perspective of a boy from Yorkshire on 9/11 instead of an American view. To promote the film, Butt created a poster and magazine page that used effective combinations seen in other real media products. Audience feedback from questionnaires showed the chosen genre appealed to the target audience. Butt learned audiences prefer receiving media online, so he shared information about the film using websites like YouTube, Facebook, and Twitter. Media technologies like the internet, Google, YouTube, and blogger were used for research, planning, and displaying progress, while editing software, camcorders, and SLR cameras were used for filming and constructing the final
Evaluation 3
The audience feedback for the title sequence was generally positive but identified some areas for improvement. While most questions on the questionnaire received a majority response, some were nearly split 50/50, suggesting parts of the product did not meet expectations. The main features were liked but some areas were not as successful as hoped. One participant provided audio feedback, saying the effects were used appropriately but some parts needed longer pauses. He also offered advice on other options. The group learned they should have obtained more audience feedback earlier to improve the product and understand the target demographic better when making design decisions.
Reflections
In the first three weeks of his final major project, Antony Sibanda considered ideas, chose to create an original song with accompanying music video, album cover, and promotional poster. He researched existing examples of these media, focusing on album covers, marketing strategies, and styles/techniques used in music videos. He conducted a survey of friends to understand his target audience and researched Drake's audience appeal strategies. In weeks 4-5, he created style guides, layout concepts, and shot lists. He wrote song lyrics, recorded a raw version, and planned production. In week 6, he began working on the album cover design but realized the background obscured the text, so he added effects to make the text stand out more
Evaluation Three Powerpoint
The document summarizes audience feedback that was gathered during the research process for an advanced music video portfolio. The feedback was gathered through question and answer focus groups at the beginning of the project to help determine the direction of the music video. The feedback revealed audience preferences and expectations for certain music genres that were then incorporated into the video. The feedback also influenced specific production elements like the filming style and helped evaluate how well the final video aligned with the original audience research. Areas for improvement were also identified that could make the research more effective in the future.
Evaluation questions 1-4
Through the use of various film techniques, the document discusses how the production challenges conventions of music videos while representing certain social groups. Costumes, locations, and non-stereotypical scenes are used to introduce characters in a mysterious way. The production creates a sense of branding through the album cover, which hints at the genre through glasses of different colors. The video would be distributed on large platforms like MTV to engage a wide audience without targeting a specific class. Various software like Adobe Premiere and cameras were used to edit footage and capture shots for the project.
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This document provides guidance on answering questions for an A2 media evaluation. Question 1 addresses how the student's media product used, developed, or challenged conventions of real media genres. Key concepts addressed are genre and media language. Question 2 asks about the effectiveness of combining the main product with ancillary texts. The key concept is audience. Question 3 asks what was learned from audience feedback. This relates to the audience concept. Finally, Question 4 addresses the student's use of media technologies in production and evaluation, rather than key concepts. The document provides suggestions for using relevant media theories to analyze and justify answers.
A2 evaluation tasks
This document outlines the requirements and evaluation questions for a media studies coursework assignment. It provides instructions on how to answer each of the 4 evaluation questions. The questions address how the student's media product uses or challenges conventions, the effectiveness of combining the main product with ancillary texts, what was learned from audience feedback, and how media technologies were used in construction, research and evaluation. Students are prompted to provide detailed responses using examples and visual media to demonstrate their points. Responses should be creative and show a high level of understanding in order to achieve the top evaluation grade.
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This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
G321 Evaluation 2014
The document provides guidance for students on completing an evaluation assignment for a media studies course. It includes 7 questions to answer about the student's media product and process. Students are instructed to answer the questions using a variety of digital technologies and platforms. Examples of possible technologies to use are provided. Marking criteria emphasizes excellent communication skills and use of technology. Students are to submit draft answers to each question by a given deadline and provide final draft answers afterwards.
A2 g324 evaluation questions
This document provides guidance and assessment criteria for evaluating a media production coursework unit. It discusses how the unit will be marked out of 100 marks, with different aspects allocated different mark ranges. Students will be required to electronically evaluate and reflect on their creative process and experience individually or in a group. The evaluation can take different forms, which can be negotiated between the teacher and student. Examples of previous student evaluations are provided as models. Homework involves designing a feedback questionnaire and collecting audience responses over half term to incorporate into answering evaluation questions upon return.
Past student evaluation – Lew Parker
Lewis Parker created a Prezi evaluating his past student work. He structured the evaluation around 4 questions: Style, Content, Audience Feedback, and Use of Technology. For each question, Lewis provided thorough, detailed responses using examples from his work, research he conducted, and reflections on what he learned. He employed a variety of presentation styles including videos, images, and interactive elements to engage the viewer in his self-assessment.
Evaluation questions
The student was asked to create help sheets with ideas for answering each evaluation question. In class, the sheets were passed around so each question could be filled in with what should be included in answers. The student then took photos of each individual sheet for future reference when answering the evaluation questions. The sheets provide guidance on addressing how the media product relates to real forms and conventions, the effectiveness of combining the product with other materials, what was learned from audience feedback, and how technologies were used in creating and researching the project.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
Evaluation activities ppt[1]
This document provides guidance and requirements for evaluation activities related to a media production project. It lists 7 evaluation questions to be answered and submitted by March 24th. For each question, it provides details on what to include in the response and links to examples and resources. It also provides a schedule for what elements of the evaluation are due by February 23rd as rough drafts. This includes completing questions 1, 2 and 3 and beginning work on questions 4, 6 and 7. It concludes by providing links to example blog posts and animatics related to the project.
Pitch - Approaching the Evaluation Questions
This document outlines four evaluation questions and how the media product will be evaluated for each. It will: 1) compare the media product to other real media productions to analyze what is similar, different, better or could be improved; 2) define ancillary texts and present how the main product and ancillary texts are linked and what could link them better; 3) gather audience feedback through interviews to identify good and bad points and what could be improved; 4) make a list of the media technologies used in research, planning, construction and evaluation and analyze how effectively they were used.
Evaluation questions all
Through the combination of various elements like titles, credits, costumes, camera angles and editing, the creator has tried to both develop and challenge conventions of music videos and real media. While attracting a typical pop music audience, the video takes a unique approach by using different shots and scenes compared to typical stereotypes. Costumes and locations also play important roles in creating this unconventional style that mystifies audiences.
If distributed as a real media product, the creator would choose a major company like MTV or ARY Music for worldwide distribution across various platforms such as Blu-Ray, cinema, DVD and online depending on budget and genre. Promotion would utilize major social media sites, a dedicated website, television spots and posters. The
G325 exam
This document provides information about the A2 media exam, including the format, marking scheme, and strategies for preparation. The exam will be 2 hours with 3 questions, worth half the A2 grade. Section A involves a 25 mark question on skills development over time with examples. Section B includes two shorter questions on analyzing media concepts or conventions using coursework examples and theory. Successful preparation involves practicing essays, learning theory, and choosing examples that directly answer the question.
G325exam
This document provides information about the A2 media exam, including the date and format, grade boundaries, strategies for preparation, and sample past exam questions. The exam is 2 hours long and consists of 3 questions worth 100 marks total. It covers research and planning skills, use of digital technology, conventions of real media, genre, narrative, representation, and audience. The document advises preparing well by practicing essays and learning key theories to apply in answers. It also suggests strategies like doing questions in order and using a highlighter.
A2 evaluation guidance 2017
The document provides guidance for a coursework evaluation consisting of 4 questions. It outlines what should be addressed in each question response, including considering genre conventions and audience feedback. For question 1, students are to analyze how their media product conforms to or challenges real media forms and conventions. For question 2, they must design an audience questionnaire and analyze the feedback. For question 3, they should illustrate how their main product and ancillary texts work together effectively. And for question 4, students are to reflect on their use of media technologies throughout the project. The evaluation will be graded on a student's understanding, skills, and ability to communicate responses to the 4 questions.
G325 1a - real media conventions
The document provides guidance on answering exam questions about reflecting on skills development and the use of conventions in media texts. It emphasizes analyzing influences on work from AS to A2 levels, conventions that were adopted or rejected, and how skills developed over time with examples. The advice is to name specific media examples reviewed, how they influenced work, and how the use of conventions like genre, format and institutions improved. Key concepts like genre, narrative and audience are to be applied in analyzing selected conventions.
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planning evaluation questions
- 2. Question 1 in what ways does your media products use, develop or challenge forms and conventions of real media products? • Talk about both my ancillary work and the video equally don’t just focus on one! • Talk about how we implemented the forms and conventions, that Vernallis and Goodwin’s theory state, into our own music video. • talk about what is typically found in the genre of the song that we are doing e.g. the way male/females are presented in the video.
- 3. Question 2 How effective is the combination of your main product (video) and ancillary text (digipak and advertisement)? • Talk about how well they work together. • Talk about the synergy that is included through both and how real artists do this and why they do it. • How successful are my video and ancillary work? • Would my target audience be attracted? Yes? Why?
- 4. Question 3 How did you use media technologies in the construction and research, planning and evaluation stages? • The question asks HOW I used media products not what media products I used!!! • Explain how I used these media technologies and what I used them for. • How I used them for the research stage • How I used them for the planning stage • How I used them for the evaluation stage
- 5. Question 4 What have you learned from your audience feedback? • What I have I learned from the feedback I got from my audience • Use a video of audience feedback on ANCILLARY & VIDEO! (feedback from the class- rough cut) • Say how this helped and what you learned from this feedback