Q 3
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The class and teacher provided feedback on the initial treatment for the student's music video project. Most agreed that the content and storyline fit well with the genre of the song. Their feedback helped the students improve aspects like the finishing shots. Some pointed out challenges of filming outdoors, and ideas for showing the character's transformation were discussed. Additional feedback on rough cuts helped refine locations, pacing, and storytelling elements. Feedback on different album cover and ad concepts helped the students select the best designs that fit the project's theme and genre.
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Question 3 eval
The document summarizes feedback received on a video project. Key learnings include: 1) More daytime footage of London would have improved the visuals, but required extra filming time; 2) Time lapses representing busy city life were well-received, but could have been faster with longer filming; 3) Mixing classical and ambient music styles confused some viewers; 4) More effects could have made the video more engaging within the minimalist style. Overall, audiences responded positively to challenging conventions, and feedback provided ideas on technical improvements and connecting ancillary materials more closely.
Question 3
The document summarizes feedback received from an audience focus group on a video project. Key learnings include:
- More daytime clips of London and slower time lapses would have improved the video but required extra filming.
- Feedback on the use of Vivaldi music was mixed but the creators felt it conveyed a "London experience" as intended.
- Effects like reversing the London Eye or changing sky colors could have added diversity but may have looked amateur.
- Positive feedback was received on the poster and packaging design though a more readable font could have been used.
Audience Survey Results
The survey aimed to observe the public's response to music videos. The results showed that music videos are mostly enjoyed, with pop and R&B being the most popular genres. Features like the artist being present, dancing, and developing a storyline were preferred, while action sequences and single locations were less favored.
What have you learned from your audience feedback
Through receiving feedback from various sources, the document discusses ways to improve a music video and album package production. Feedback was obtained from pitching ideas to classmates, a BTEC group, and an online survey. The feedback highlighted that the concept was understood but there were issues with lip syncing and shaky camera footage. Further positive feedback was received from uploading the music video to Facebook. Overall the feedback helped identify strengths and weaknesses to improve the project.
Tgt adc feedback
(1) The target audience overwhelmingly enjoyed the film, with half rating it a perfect 10 and only two rating it below 7.
(2) Over half said they would see the film if it was made into a full movie, with only a small number saying no.
(3) The target audience thought the music suited the clip perfectly.
Evaluation 3 Music Video
The document summarizes feedback from the audience on a music video and related products:
- Viewers liked the locations shown and aesthetics in the video but felt the ending fight scene lacked drama.
- Most preferred the performance sections over narrative sections, finding them more professional.
- The digipak and poster worked well together due to consistent themes but could have had more varied images.
- While themes were linked across products well, the colors used could have been brighter.
Focus Group Survey
The document summarizes the results of a survey of a focus group for an indie rock music video. Key findings include that the target audience is mostly male, their favorite band is The Killers, and they prefer videos that show band performances and give insight into the band's style and personality through scenes and editing. The survey responses will inform the creative choices for the music video to appeal to this audience.
Gaby evaluation 3
The survey monkey questions influenced the music video creation process. Questions asked about interesting video features, creativity, lyric representation, and preferences for modern vs. retro styles. Most preferred narrative, colorful imagery, creativity, and modern styles.
The resulting video included narratives, bright colors, creativity through signs and cutouts representing lyrics. It was modern in style through techniques like stop motion. Feedback indicated the video matched what the audience wanted based on the survey.
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Question 3 eval
The document summarizes feedback received on a video project. Key learnings include: 1) More daytime footage of London would have improved the visuals, but required extra filming time; 2) Time lapses representing busy city life were well-received, but could have been faster with longer filming; 3) Mixing classical and ambient music styles confused some viewers; 4) More effects could have made the video more engaging within the minimalist style. Overall, audiences responded positively to challenging conventions, and feedback provided ideas on technical improvements and connecting ancillary materials more closely.
Question 3
The document summarizes feedback received from an audience focus group on a video project. Key learnings include:
- More daytime clips of London and slower time lapses would have improved the video but required extra filming.
- Feedback on the use of Vivaldi music was mixed but the creators felt it conveyed a "London experience" as intended.
- Effects like reversing the London Eye or changing sky colors could have added diversity but may have looked amateur.
- Positive feedback was received on the poster and packaging design though a more readable font could have been used.
Audience Survey Results
The survey aimed to observe the public's response to music videos. The results showed that music videos are mostly enjoyed, with pop and R&B being the most popular genres. Features like the artist being present, dancing, and developing a storyline were preferred, while action sequences and single locations were less favored.
What have you learned from your audience feedback
Through receiving feedback from various sources, the document discusses ways to improve a music video and album package production. Feedback was obtained from pitching ideas to classmates, a BTEC group, and an online survey. The feedback highlighted that the concept was understood but there were issues with lip syncing and shaky camera footage. Further positive feedback was received from uploading the music video to Facebook. Overall the feedback helped identify strengths and weaknesses to improve the project.
Tgt adc feedback
(1) The target audience overwhelmingly enjoyed the film, with half rating it a perfect 10 and only two rating it below 7.
(2) Over half said they would see the film if it was made into a full movie, with only a small number saying no.
(3) The target audience thought the music suited the clip perfectly.
Evaluation 3 Music Video
The document summarizes feedback from the audience on a music video and related products:
- Viewers liked the locations shown and aesthetics in the video but felt the ending fight scene lacked drama.
- Most preferred the performance sections over narrative sections, finding them more professional.
- The digipak and poster worked well together due to consistent themes but could have had more varied images.
- While themes were linked across products well, the colors used could have been brighter.
Focus Group Survey
The document summarizes the results of a survey of a focus group for an indie rock music video. Key findings include that the target audience is mostly male, their favorite band is The Killers, and they prefer videos that show band performances and give insight into the band's style and personality through scenes and editing. The survey responses will inform the creative choices for the music video to appeal to this audience.
Gaby evaluation 3
The survey monkey questions influenced the music video creation process. Questions asked about interesting video features, creativity, lyric representation, and preferences for modern vs. retro styles. Most preferred narrative, colorful imagery, creativity, and modern styles.
The resulting video included narratives, bright colors, creativity through signs and cutouts representing lyrics. It was modern in style through techniques like stop motion. Feedback indicated the video matched what the audience wanted based on the survey.
TARGET AUDIENCE FEEEDBACK
The target audience provided positive feedback on the film:
- Half rated the film a 10/10 and only 2 people gave low ratings
- Over half said they would see the film if it was made into a full movie
- The music was deemed perfect for the clip
- Everyone liked the building storyline with no negative responses
- The most liked aspects were the music and storyline
- Only 1 person didn't understand the plot
- Qualitative feedback was also positive, praising the plot
- 9 out of 10 people liked the location/scenery
- In conclusion, the target audience greatly enjoyed the film overall
Audience feedback analysis
The document summarizes audience feedback from a survey about a music video. Key findings include:
1) Most people preferred the performance parts over the narrative sections, though the narrative was initially thought to be stronger.
2) Respondents had different opinions on what they liked best, showing various good elements. Shots and effects were praised.
3) Many said shots were too similar, though re-shooting would be difficult.
4) Everyone understood the theme of abuse in relationships.
5) All recognized it as indie rock and thought the genre fit well.
6) Suggestions were made to use more camera angles and add characters, but the creator chose not
Response to my music video
1) The questionnaire responses showed that viewers felt the music video fit the pop genre conventions through its storyline and construction. Most saw it as a typical pop video in having a narrative throughout.
2) Feedback indicated some shots could be broken up and more people included to improve the video. If redone, the creator would add more people and choose a different studio location.
3) Sharing on social media generated feedback from a diverse age and gender audience. Comments showed viewers thought the work was professionally done and understood the story, showing effective editing.
Media Evaluation Answer 3.
The document provides feedback from various sources on a student's music video project. Classmates noted that some shots were blurry but there was good variety. YouTube comments praised the use of conventions from the rock genre but noted some shots were poorly exposed. A survey found that viewers understood the rock genre conventions used and noticed the props most, while lighting was also effective. The feedback highlighted areas like focus, exposure, and needing more close-ups that could be improved if the project was revisited. Overall, the feedback showed what elements were successfully genre-representative while identifying technical aspects that could be enhanced.
Pitch Feedback
The group presented their music video pitch idea to college students to get feedback on whether their concept works and is achievable. Students felt the indie concept and target audience matched well but were unsure about filming at a beach location far away due to weather and time constraints. The group was overall happy with the feedback but may need a backup location plan due to concerns about traveling long distances in one day to film.
Question 3 evaluation
From audience feedback on their indie rock music video, the document summarizes what the filmmakers learned. They received praise for following genre conventions regarding live performances and storytelling. However, some shots could have been clearer and lighting and lip syncing needed improvement. Feedback also highlighted that the album cover, website, and use of social media were professionally done and appealing to the target audience. Overall, the research conducted on indie rock helped make the video impress many fans of the genre.
Quantative data
The document discusses the results of a survey about music video preferences. It finds:
1) Most participants were male, but both genders were represented, so the video cannot be totally male-focused.
2) Most participants were 17 or younger, so explicit content would need editing, but appealing to older age groups is also important.
3) All participants were English/British, so the video can feature English actors and references.
4) Desktop access was most popular, so the video should be accessible online.
5) Viewing habits varied greatly, so the narrative needs broad appeal but also memorability.
6) Locations, clothing styles, instruments and live performances were
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
The document summarizes audience feedback received on a student project to create a music video for a band. It provides 4 questions asked of the target audience to gather feedback on draft versions of the poster, digipack, and video. For each question, sample feedback is shown and what was learned to improve the project. Feedback indicated adding band info, changing text/layout, and improving transitions. Charts show most audience members liked the final versions. Social media feedback on the finished video was also positive, praising effects and flow. The document concludes that audience feedback helped create a better overall product.
Question 3
The document discusses feedback received at various stages of creating a music video. Early feedback indicated that a library recitation scene was too long, so the creator shortened it and added more shot variety. Later feedback said the ending felt rushed, so flashes from earlier scenes were added. A questionnaire gauged audience reaction, which was positive about surreal elements but critical that some scenes dragged on. The creator learned audiences enjoyed the video's surrealism but that more narrative focus and quicker cuts between varied scenes could improve pacing.
Media evaluation
The document provides an evaluation of a media product created by the author. It discusses how the product used conventions of real indie music videos by including live performance scenes and linking the narrative and performance. Feedback was positive overall based on 350+ YouTube views and focus groups. Areas for improvement included adding more shot variation and movement from the band. New media technologies were crucial in all stages of research, production and evaluation. Synergy between the music video, poster and CD cover was created through consistent themes.
Audience feedback
The document summarizes feedback received from students about the band The Coral and their products. The feedback helped the authors understand that fans enjoyed The Coral's unique sound and casual style. They learned fans preferred less mainstream and more quirky, psychedelic visuals. The authors incorporated these elements into their own Coral-inspired video and products, which received positive feedback for capturing The Coral's lighthearted attitude. However, the feedback was somewhat limited since most respondents knew the authors.
Eval q3
The document discusses feedback received from target audiences on a music video project. Initial questionnaires helped establish that the target audience preferred a narrative-based video set in countryside locations, featuring varied shot types and a strong, independent female star. Further feedback on rough cuts was positive about specific shots and that the narrative was understood. A final questionnaire found that performance shots clearly identified the star, there were enough close-ups, most understood the narrative, and the editing was clear. Feedback will help strengthen future projects.
Music video evaluation
The document provides an evaluation of a student's music video project. The student aimed to challenge conventions of dance music videos, which often feature fast pacing and semi-naked women. The student's black and white video, filmed from a train, challenges these conventions by not including people. It loops footage to match the fast pace of the music. Feedback on the video praised the black and white style and how the train footage matches the music's sense of movement. Feedback validated the student's goal of challenging typical dance music video tropes.
A2 Media Studies Evaluation: Question 3
The document discusses feedback received at various stages of creating a music video. In pre-production, the creator gathered feedback from a focus group that influenced genre choices and ideas for the video's style. During production, test footage helped identify issues to improve, and additional feedback prompted changes like adding visual effects and a dog. In post-production, another focus group provided feedback that the video fit the genre but could have tighter editing and better matched the lyrics through techniques like live performance shots.
Evaluation question 3 finished
1. The document describes the results of several rounds of focus group research and surveys conducted with the target audience for a student's music video project.
2. Initial focus groups helped refine the narrative and style of the video, influencing choices like using more location shots over studio.
3. Additional surveys found most audience members use YouTube and Spotify to watch and listen to music.
4. Showing a rough cut to a focus group provided feedback on improving cuts and scene transitions.
5. A final online survey confirmed audience understanding of the narrative and interest in the artist, but noted room for better transitions.
What have you learnt from your audience feedback
The document discusses feedback received from audiences on various projects. It describes pitching music video and print product ideas to classes and receiving suggestions to consider lighting, locations, and design simplicity. Feedback from a BTEC group confirmed understanding of the music video concept but noted more lip syncing could be added. An online survey provided positive feedback on print product inserts linking to the music video. Overall, the feedback helped improve the projects and see different perspectives.
What have you learnt from your audience feedback
Yasmeen collected feedback on her work from peers through pitches and surveys. The feedback helped her improve her ideas by considering things like lighting, camera shots, and being aware of the public. Her music video was also reviewed by a BTEC group who said it was easy to understand but could have used more lip syncing. Feedback on print products noted that her magazine ad was too simple and dull, while covers were also too simple. However, inserts in her print package that linked to the music video were liked. Overall the feedback from multiple sources helped her gain different perspectives.
Questions to audiences
The document provides guidance for developing questions to gather quality feedback from target audiences about media productions. It suggests avoiding yes/no questions and instead asking open-ended questions that elicit examples, suggestions for improvement, and comparisons to other media. Questions should demonstrate an understanding of the target audience's demographics and genre conventions. Audiences could be filmed providing feedback to capture examples from their responses. The document includes sample questions about narrative, storyline, genre fit, editing quality, and ratings.
Evaluation Q3
The document discusses feedback received from target audiences on various stages of a music video project. Initial questionnaires helped establish what to include to attract the target audience. Feedback on a rough cut was positive and identified specific shots audiences enjoyed. Further questionnaires after completion provided feedback on the final video, with most saying they understood the narrative and were able to identify the main star through performance shots. Some minor aspects were identified for potential improvement, such as adding some side view close ups.
Question 1 - Hiral
The document discusses how the media products created for the task used, developed, or challenged conventions of real media. It summarizes how the documentary incorporated conventions from other documentaries like using an on-screen narrator, expert interviews, and statistics. It also discusses how the radio trailer and magazine article incorporated typical conventions like a backing track and red banner, while also challenging some conventions like placing the image on the left instead of right for the magazine article. Overall, it aimed to conform to conventions but also develop some for their target teenage audience.
Evaluation questions 1
The student learned several things from receiving audience feedback on their media project at various stages:
1) Early feedback on their treatment helped them decide on a wheelchair-focused narrative over a mental illness concept. Viewers responded positively to the uniqueness and potential for an inspiring/depressing tone.
2) Rough cut feedback praised the narrative journey and emotional impact but suggested improving shaky shots, adding more contrast, and shortening basketball scenes.
3) Advert analysis feedback from social media helped them choose the most preferred design to feature.
4) Final version feedback from multiple sources helped them improve some action shots and address other minor issues to strengthen the overall project.
Evaluation question one glory and gore
Our media product challenges conventions of real indie pop music videos in the following ways:
1) It uses a purely narrative format without a performance to strongly convey the themes, whereas most include both.
2) Special effects like filters are used to represent the narrative in a darker light and make it seem more mysterious.
3) Camera techniques like close-ups and long shots conform to genre conventions and are used to focus on important props and set the scene of a pageant.
4) Mise-en-scene elements like costumes representing the seven deadly sins and pageant elements like judges' suits and contestant dresses are incorporated to clearly depict a pageant.
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TARGET AUDIENCE FEEEDBACK
The target audience provided positive feedback on the film:
- Half rated the film a 10/10 and only 2 people gave low ratings
- Over half said they would see the film if it was made into a full movie
- The music was deemed perfect for the clip
- Everyone liked the building storyline with no negative responses
- The most liked aspects were the music and storyline
- Only 1 person didn't understand the plot
- Qualitative feedback was also positive, praising the plot
- 9 out of 10 people liked the location/scenery
- In conclusion, the target audience greatly enjoyed the film overall
Audience feedback analysis
The document summarizes audience feedback from a survey about a music video. Key findings include:
1) Most people preferred the performance parts over the narrative sections, though the narrative was initially thought to be stronger.
2) Respondents had different opinions on what they liked best, showing various good elements. Shots and effects were praised.
3) Many said shots were too similar, though re-shooting would be difficult.
4) Everyone understood the theme of abuse in relationships.
5) All recognized it as indie rock and thought the genre fit well.
6) Suggestions were made to use more camera angles and add characters, but the creator chose not
Response to my music video
1) The questionnaire responses showed that viewers felt the music video fit the pop genre conventions through its storyline and construction. Most saw it as a typical pop video in having a narrative throughout.
2) Feedback indicated some shots could be broken up and more people included to improve the video. If redone, the creator would add more people and choose a different studio location.
3) Sharing on social media generated feedback from a diverse age and gender audience. Comments showed viewers thought the work was professionally done and understood the story, showing effective editing.
Media Evaluation Answer 3.
The document provides feedback from various sources on a student's music video project. Classmates noted that some shots were blurry but there was good variety. YouTube comments praised the use of conventions from the rock genre but noted some shots were poorly exposed. A survey found that viewers understood the rock genre conventions used and noticed the props most, while lighting was also effective. The feedback highlighted areas like focus, exposure, and needing more close-ups that could be improved if the project was revisited. Overall, the feedback showed what elements were successfully genre-representative while identifying technical aspects that could be enhanced.
Pitch Feedback
The group presented their music video pitch idea to college students to get feedback on whether their concept works and is achievable. Students felt the indie concept and target audience matched well but were unsure about filming at a beach location far away due to weather and time constraints. The group was overall happy with the feedback but may need a backup location plan due to concerns about traveling long distances in one day to film.
Question 3 evaluation
From audience feedback on their indie rock music video, the document summarizes what the filmmakers learned. They received praise for following genre conventions regarding live performances and storytelling. However, some shots could have been clearer and lighting and lip syncing needed improvement. Feedback also highlighted that the album cover, website, and use of social media were professionally done and appealing to the target audience. Overall, the research conducted on indie rock helped make the video impress many fans of the genre.
Quantative data
The document discusses the results of a survey about music video preferences. It finds:
1) Most participants were male, but both genders were represented, so the video cannot be totally male-focused.
2) Most participants were 17 or younger, so explicit content would need editing, but appealing to older age groups is also important.
3) All participants were English/British, so the video can feature English actors and references.
4) Desktop access was most popular, so the video should be accessible online.
5) Viewing habits varied greatly, so the narrative needs broad appeal but also memorability.
6) Locations, clothing styles, instruments and live performances were
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
The document summarizes audience feedback received on a student project to create a music video for a band. It provides 4 questions asked of the target audience to gather feedback on draft versions of the poster, digipack, and video. For each question, sample feedback is shown and what was learned to improve the project. Feedback indicated adding band info, changing text/layout, and improving transitions. Charts show most audience members liked the final versions. Social media feedback on the finished video was also positive, praising effects and flow. The document concludes that audience feedback helped create a better overall product.
Question 3
The document discusses feedback received at various stages of creating a music video. Early feedback indicated that a library recitation scene was too long, so the creator shortened it and added more shot variety. Later feedback said the ending felt rushed, so flashes from earlier scenes were added. A questionnaire gauged audience reaction, which was positive about surreal elements but critical that some scenes dragged on. The creator learned audiences enjoyed the video's surrealism but that more narrative focus and quicker cuts between varied scenes could improve pacing.
Media evaluation
The document provides an evaluation of a media product created by the author. It discusses how the product used conventions of real indie music videos by including live performance scenes and linking the narrative and performance. Feedback was positive overall based on 350+ YouTube views and focus groups. Areas for improvement included adding more shot variation and movement from the band. New media technologies were crucial in all stages of research, production and evaluation. Synergy between the music video, poster and CD cover was created through consistent themes.
Audience feedback
The document summarizes feedback received from students about the band The Coral and their products. The feedback helped the authors understand that fans enjoyed The Coral's unique sound and casual style. They learned fans preferred less mainstream and more quirky, psychedelic visuals. The authors incorporated these elements into their own Coral-inspired video and products, which received positive feedback for capturing The Coral's lighthearted attitude. However, the feedback was somewhat limited since most respondents knew the authors.
Eval q3
The document discusses feedback received from target audiences on a music video project. Initial questionnaires helped establish that the target audience preferred a narrative-based video set in countryside locations, featuring varied shot types and a strong, independent female star. Further feedback on rough cuts was positive about specific shots and that the narrative was understood. A final questionnaire found that performance shots clearly identified the star, there were enough close-ups, most understood the narrative, and the editing was clear. Feedback will help strengthen future projects.
Music video evaluation
The document provides an evaluation of a student's music video project. The student aimed to challenge conventions of dance music videos, which often feature fast pacing and semi-naked women. The student's black and white video, filmed from a train, challenges these conventions by not including people. It loops footage to match the fast pace of the music. Feedback on the video praised the black and white style and how the train footage matches the music's sense of movement. Feedback validated the student's goal of challenging typical dance music video tropes.
A2 Media Studies Evaluation: Question 3
The document discusses feedback received at various stages of creating a music video. In pre-production, the creator gathered feedback from a focus group that influenced genre choices and ideas for the video's style. During production, test footage helped identify issues to improve, and additional feedback prompted changes like adding visual effects and a dog. In post-production, another focus group provided feedback that the video fit the genre but could have tighter editing and better matched the lyrics through techniques like live performance shots.
Evaluation question 3 finished
1. The document describes the results of several rounds of focus group research and surveys conducted with the target audience for a student's music video project.
2. Initial focus groups helped refine the narrative and style of the video, influencing choices like using more location shots over studio.
3. Additional surveys found most audience members use YouTube and Spotify to watch and listen to music.
4. Showing a rough cut to a focus group provided feedback on improving cuts and scene transitions.
5. A final online survey confirmed audience understanding of the narrative and interest in the artist, but noted room for better transitions.
What have you learnt from your audience feedback
The document discusses feedback received from audiences on various projects. It describes pitching music video and print product ideas to classes and receiving suggestions to consider lighting, locations, and design simplicity. Feedback from a BTEC group confirmed understanding of the music video concept but noted more lip syncing could be added. An online survey provided positive feedback on print product inserts linking to the music video. Overall, the feedback helped improve the projects and see different perspectives.
What have you learnt from your audience feedback
Yasmeen collected feedback on her work from peers through pitches and surveys. The feedback helped her improve her ideas by considering things like lighting, camera shots, and being aware of the public. Her music video was also reviewed by a BTEC group who said it was easy to understand but could have used more lip syncing. Feedback on print products noted that her magazine ad was too simple and dull, while covers were also too simple. However, inserts in her print package that linked to the music video were liked. Overall the feedback from multiple sources helped her gain different perspectives.
Questions to audiences
The document provides guidance for developing questions to gather quality feedback from target audiences about media productions. It suggests avoiding yes/no questions and instead asking open-ended questions that elicit examples, suggestions for improvement, and comparisons to other media. Questions should demonstrate an understanding of the target audience's demographics and genre conventions. Audiences could be filmed providing feedback to capture examples from their responses. The document includes sample questions about narrative, storyline, genre fit, editing quality, and ratings.
Evaluation Q3
The document discusses feedback received from target audiences on various stages of a music video project. Initial questionnaires helped establish what to include to attract the target audience. Feedback on a rough cut was positive and identified specific shots audiences enjoyed. Further questionnaires after completion provided feedback on the final video, with most saying they understood the narrative and were able to identify the main star through performance shots. Some minor aspects were identified for potential improvement, such as adding some side view close ups.
Question 1 - Hiral
The document discusses how the media products created for the task used, developed, or challenged conventions of real media. It summarizes how the documentary incorporated conventions from other documentaries like using an on-screen narrator, expert interviews, and statistics. It also discusses how the radio trailer and magazine article incorporated typical conventions like a backing track and red banner, while also challenging some conventions like placing the image on the left instead of right for the magazine article. Overall, it aimed to conform to conventions but also develop some for their target teenage audience.
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EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
EVALUATION QUESTION 3: WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK ?
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Evaluation questions 1
The student learned several things from receiving audience feedback on their media project at various stages:
1) Early feedback on their treatment helped them decide on a wheelchair-focused narrative over a mental illness concept. Viewers responded positively to the uniqueness and potential for an inspiring/depressing tone.
2) Rough cut feedback praised the narrative journey and emotional impact but suggested improving shaky shots, adding more contrast, and shortening basketball scenes.
3) Advert analysis feedback from social media helped them choose the most preferred design to feature.
4) Final version feedback from multiple sources helped them improve some action shots and address other minor issues to strengthen the overall project.
Evaluation question one glory and gore
Our media product challenges conventions of real indie pop music videos in the following ways:
1) It uses a purely narrative format without a performance to strongly convey the themes, whereas most include both.
2) Special effects like filters are used to represent the narrative in a darker light and make it seem more mysterious.
3) Camera techniques like close-ups and long shots conform to genre conventions and are used to focus on important props and set the scene of a pageant.
4) Mise-en-scene elements like costumes representing the seven deadly sins and pageant elements like judges' suits and contestant dresses are incorporated to clearly depict a pageant.
How did you use new media technology in construction,research and planning an...
New media technologies played a key role in all stages of the project. During production, the camera's manual focus helped ensure clear shots in low light, and color effects enhanced the fire scenes. Photoshop was used to add shadows, bold text, and lighten elements to make the text stand out on the magazine. Video editing software allowed splicing multiple shots together, distorting lighting, and creating flashing effects for the music video. Research involved using sites like YouTube, Pinterest and surveys to gather inspiration and audience feedback. Collaboration was facilitated through apps like Gmail, Blogger, and Prezi. Overall, new technologies were integral to planning, creating, and sharing all aspects of the ancillary tasks, video, and research.
Lily allen 22 Analysis
The video depicts the artist feeling lonely and unhappy in a bar. Scenes show her stumbling through crowds, receiving mean looks from other women in the bathroom. Shots of the artist and other women looking disheveled in the mirror emphasize feeling pressure and competition. While the artist lip syncs, depicting the classic pop convention, other women join in to illustrate shared feelings of loneliness. The video has a sad tone despite the cheerful song. It breaks pop conventions by lacking a happy ending, as the male interest disappears, showing he was just a fantasy.
Analysis 4
The document discusses various visual effects used in video and image editing software to achieve specific artistic goals. It describes using a black and white effect in Windows Vegas to illustrate an underperforming character. It also discusses using camera flashes in Photoshop backgrounds to make a character seem famous, applying a sepia tone effect to make boxing shots appear old, and creating a flashing screen effect in clips by applying a brighter effect to clip sectors. Other effects mentioned include adding an outer glow to create silhouettes, applying grain to make images seem old, and using a thin white glow on images to make them stand out on a black background.
Evaluation q1
This document summarizes and discusses various shots from the student's music video project that demonstrate techniques used. It provides analysis of several shots that: 1) show links between lyrics and visuals, 2) represent how a record company would want their artist portrayed, 3) illustrate the music genre used, 4) demonstrate camera techniques like close-ups and manual focus, 5) showcase lighting techniques, and 6) exemplify the mise-en-scene style of a decadent fairy tale. The student also discusses shots that show intertextual references or techniques adopted from other music videos.
Digi
This document appears to be a production presentation listing various deliverables such as a booklet, poster, and digipak. It includes the names Anastasia Molot and Alex Sanderson, suggesting they are presenting their production work. The listing of multiple booklets and a digipak implies this is a presentation of completed graphic design projects.
Evaluation q4 kcm.zx
Anastasia Molot used various new media technologies at different stages of her music video project. She used internet applications like Blogger, Survey Monkey, and YouTube to conduct research, plan audience surveys, and share work in progress. Photoshop was used to design digital packaging and edit images, while Final Cut Pro and Motion were used to edit video, apply effects like stabilization, and achieve specific looks. A disposable camera was used for behind the scenes photos.
Butterflies
This document describes the process of creating a digital butterfly illustration using vector graphics programs and websites. It explains how the artist first drew one half of the butterfly and reflected it to create a symmetrical image. Subsequent layers were then added using random vector drawings as a background, light drawings blended in screen mode, and the final butterfly image blended in divide and hard light modes to combine the elements. A second butterfly was created using the same background and editing techniques.
Co d case study new
The document discusses a case study on the production, distribution, marketing, and reception of the Call of Duty video game franchise. It provides details on the game's developers (Treyarch, Infinity Ward) and publisher (Activision). It also outlines the various platforms on which Call of Duty can be played, distribution methods (retail stores, online retailers, digital platforms like Steam), and how new technologies have expanded the gaming experience. The marketing of Call of Duty across different media sectors, and the overall boom in the gaming industry, are also examined.
Clover case study
Bad Robot Productions is a production company owned by J.J. Abrams responsible for popular TV shows like Lost and Alias as well as films like Star Trek and Cloverfield. It was originally part of Touchstone Television but moved with Abrams after his contract expired in 2006. Bad Robot is known for pioneering viral marketing techniques for its projects, most notably using fictional websites and online videos to promote Cloverfield without revealing the plot. This helped generate significant buzz and set a precedent for immersive viral campaigns in the film industry.
Sony Convergence and Integration
Vertical integration refers to a company having interest in multiple stages of a product's life cycle, such as Sony producing films, marketing and distributing them on DVDs to be watched on Sony televisions. Cross media convergence describes a company producing different types of media, for example Sony owns film studios, record labels, video game developers and manufactures hardware in addition to other businesses.
Mise en scene
The document discusses the film term "mise-en-scene", which refers to everything that appears within the frame of a shot including sets, costumes, lighting, and actors' positioning and expressions. Mise-en-scene allows directors to convey meaning and impressions about characters or situations through visual elements without dialogue. It manipulates production design, color, lighting, performance, and framing to create significance. Two stills from films are presented as examples to interpret meaning from their mise-en-scene elements like a cluttered set reflecting a disorganized life or an empty set conveying an empty soul.
Angry birds case study
Angry Birds is a popular puzzle video game developed by Rovio Mobile. It was first released for iOS in 2009 and has since expanded to other platforms. Rovio generates revenue through in-app purchases and merchandising deals. They have released Angry Birds toys, board games, TV shows and plan to develop feature films to further monetize the brand across multiple media. Rovio is also exploring new games from the perspective of the pigs to continue engaging users in the Angry Birds universe.
British film case study warp and submarine
This document provides information about the 2011 British film Submarine directed by Richard Ayoade, who is known for playing Moss in the IT Crowd. It was filmed in Barry, Wales and tells the story of Oliver Tate, a socially awkward teenager who believes his parents are having affairs. The film was produced by Warp Films, an independent British film and music production company based in London and Sheffield that has worked with directors like Shane Meadows and Chris Morris. The document asks the reader to watch two different trailers for Submarine and analyze the differences in targeting audiences. It also asks the reader to compare the challenges faced by different production companies like Warp Films, Paramount, and Rook Films in promoting their films.
Evaluation question 4
YouTube, Prezi, Scribd, SlideShare, iMovie, Photoshop, and social media were used at various stages of planning, constructing, and evaluating a music video project.
YouTube was used for research, inspiration, and sharing work. Prezi and presentation tools allowed for organizing information. Photoshop skills like cloning were used for image editing. iMovie enabled editing techniques like overlays. Social media like Facebook spread awareness of the finished video. Various online platforms facilitated sharing work and gaining influence from other creations.
Digipack Comparison
The document discusses revisions made to a music poster and digipack design. Changes included reducing the size of the image on the right to make it less cluttered, moving the Brit awards icon to the bottom right so the artist's name was more prominent, and aligning logos and symbols properly. Word spacing and placement was also altered using the rule of thirds to draw attention clearly to the artist's name at the top to inform audiences immediately of who he is. Simplicity and avoiding overloading viewers with information was a goal.
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How did you use new media technology in construction,research and planning an...
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Similar to Q 3
Question 3 of evaluation
After receiving feedback on early versions of their music video project, the student made several improvements. Initially, people said the video was boring and repetitive. To address this, the student added reversed footage during non-singing parts, which caught audience attention. Later feedback praised the student's use of location and costume matching the song's genre, and their ability to sync the actor's lip movements to the song. To get more detailed feedback, the student created a questionnaire. Responses confirmed the visual consistency across promotional materials helped connect them. Younger viewers found the reversed parts fun but singing boring. For future projects, the student would add a narrative, fix early glitches, and refilm shaky clips.
Q3
The document discusses feedback received from peers on initial ideas for a media project. It describes how feedback helped validate theme and narrative choices. Comments reassured the creator that their concept fit the target demographic and was not too complex. Technical feedback from a teacher also improved elements like camera work, performances, and shot composition. Audience research informed the design of promotional materials to match the tastes of the target "Scenesters" demographic.
Evaluation
The document provides an evaluation of various screen grabs and shots from a music video.
It analyzes 9 screen grabs from the music video, explaining how each shot conveys meaning through composition, lighting, and connection to the song lyrics or genre. New media tools like YouTube were used for research and inspiration from other artists' music videos. Feedback on initial treatments and rough cuts helped improve the video. The combination of the video and supplementary materials like CD packaging was deemed effective in representing the artist and story clearly.
Evaluation question 3 - what have you learned from your audience feedback
The student gathered feedback on their media projects through questionnaires. For their music video, most respondents said it fit the punk genre and liked the intense editing and passionate performance. One suggested smoother transitions. Teachers provided feedback that the narrative was too typical and needed to be more intense. The student considered several ideas and ended up re-shooting parts and emphasizing intensity based on teacher feedback. For magazine ads, most respondents were the target age and gender and felt they fit the punk genre. Respondents gave positive comments and rated the ads highly. The student was advised to make text more readable. For their CD digipak, most respondents again felt it fit the genre and gave it high ratings, with a suggestion to make text larger
Q3
The document discusses feedback received on a music video project from testing with friends and a focus group. Key points from the feedback included that the rapid editing at the end was well-received as it recapped the video, the costumes and colors matched the indie genre as intended, some skateboarding shots did not fit well and were shaky, and the abrupt ending seemed out of place. The focus group also provided helpful feedback by connecting elements of the video to theorists like Levi-Strauss and Barthes. Feedback on promotional materials noted the background design was too distracting and difficult to read. Overall the feedback helped improve the projects and showed they achieved the goal of appealing to indie fans.
Evaluation Question 3
From audience feedback on their music video concept, the document summarizes that they learned to:
1) Keep makeup and costumes natural to make characters more relatable to indie genre conventions.
2) Favor a mixed narrative over including diegetic sound which could be distracting.
3) Film entirely outside to create atmosphere and meet indie genre conventions rather than including indoor scenes.
Question 3
From feedback on their initial concept and storyboards, the filmmakers learned that their target indie music audience preferred a natural, relatable aesthetic without distracting diegetic sound. They refined their video to feature natural makeup, costumes and lighting in an fragmented narrative outdoors, aligning with genre conventions. Later feedback helped them improve pacing, focus more on developing the protagonist, and address minor continuity issues. Overall, audience feedback at various stages was crucial to understanding their target genre fans and creating appealing, well-received final products without errors.
Evaluation media
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
Evaluation media
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
Evaluation media
Our music video challenged conventions of dubstep videos by including a storyline. We developed some conventions like effects but wanted to make it more understandable to audiences. Feedback was positive about the video and packaging flowing together, though some said we used too many fade to black effects. You learned audiences liked the catchy music and video would watch more dubstep. Location and camerawork also received praise, though one shaky shot could have used zoom instead.
Evaluation media
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
Evaluation media
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
Evaluation media
The document discusses how the group's music video for Professor Green's "Jungle" as a dubstep remix challenged conventions of typical dubstep videos by including a storyline while also developing some conventions through the use of editing techniques and effects. Feedback on the video and ancillary materials like the digipack was generally positive about how well they flowed together and suited the genre. The group used various media technologies at different stages of production from online research to filming and editing software.
Question 3
The document discusses feedback received on various aspects of a gospel music project from target audiences:
1) Initial feedback helped select one song over another based on lyrics and sound being more positive and youthful.
2) Rough cut feedback noted successful themes/motifs but needed tighter lip syncing and more shots of featured artist.
3) Print product mock-ups received positive feedback, but one complex collage idea was too ambitious and replaced.
4) Complete package feedback from a new target group on WhatsApp praised professionalism but noted the artist's message on the CD cover could be clearer.
Question 3
Seun learned valuable lessons from audience feedback on their music video and other works. The feedback helped them improve the quality and narrative clarity. For the music video, negative feedback noted some shaky camera shots and an unnatural interaction that could be reshot. Seun would also include more actors if given another chance. Feedback on the digipak said the artist wasn't clear and there were too many males, which Seun addressed. The website feedback said the promotion content needed more detail and genre clarity, which Seun also worked to improve.
Question 3
The students conducted focus groups and received feedback from classmates on their music video project. Based on this feedback, they selected the song "Brimful of Asha" by Cornershop instead of more popular options like Arctic Monkeys because it better fit their vision. They incorporated colorful, psychedelic elements and dance moves to appeal to their target 16-24 year old indie audience. Additional feedback helped them refine aspects of costumes, timing, fonts, and develop a unique three-part CD package. This feedback process helped them improve their project within the constraints of limited time and technology.
Evaluation media
The document discusses how the media product challenged conventions of dubstep music videos. Research found dubstep videos lacked storylines and had flashing lights and quick cuts. The product developed these techniques but also included a storyline. Feedback was positive about the video and ancillary materials flowing together through similar colors, themes and images. Audiences recommended reducing fade to black effects. Technologies like YouTube, Final Cut Pro and Photoshop were used for research, editing and designing ancillary materials.
Evaluation media
Our music video challenged conventions of dubstep videos by including a storyline. We developed some genre conventions like effects. Audience feedback was mostly positive, praising editing and flow. However, some said we overused fade to black effects and one shot was too shaky. They felt our ancillary texts like the digipack effectively reflected the video without watching it.
Evaluation media
The document discusses the production of a music video for a dubstep remix of Professor Green's song "Jungle". It summarizes how the video challenged conventions of the dubstep genre by including a storyline, and developed some conventions through the use of editing techniques and effects. Feedback indicated that the video flowed well and location was well chosen, though some felt there were too many fade-to-black effects. Ancillary materials like the album packaging effectively captured the themes and style of the video. Various media technologies were used in researching, planning, shooting and editing the project.
Similar to Q 3 (20)
Evaluation question 3 - what have you learned from your audience feedback
Evaluation question 3 - what have you learned from your audience feedback
Q 3
- 1. What have you learned from your audience feedback?
- 2. Class and teacher feedback on your initial treatment Once we showed the class and our teacher our initial treatment, we received a wide range of feedback. Mostly, the class agreed upon the content of the video fitting perfectly with the genre of the song. Many people liked the concept of the story line and also the montage idea. We were having troubles trying to come up with a finishing shot to our video, and the class feed back helped us out; one person stated that the montage sequence should be the finishing shots. Our original idea was to have the character walking out onto a boxing ring, but we have decided to pull this scene out and have it end on the montage. This works better as the song is up beat until the last second. Many people did point out the problem when filming multiple shots outside. They mentioned how the weather may change from day to day and also the technical problems too; such as lighting. There was also a lot of question to how we would represent the change in the character; going from weak to strong. This made us think of ways to do this, black and white seemed to be a good idea and received a lot of positive feedback.
- 3. Rough cut- class feedback and teacher feedback We had some really good feedback after showing the class and teacher our rough cut. Most people liked what we had done so far and mentioned how we were following the genre of the song as well as the conventions of the story we planned. There was also some comments on how there are too many shots in the same location (the gym). This isn't too much of a worry to because we had only filmed less that half our shots in the rough cut. And the other half contain a wide range of different locations. There was a very interesting point that a couple people picked up. It was mentioned that after a sequence of fast paced shots, there was a long a dragged on shot of the character sleeping whilst the camera pans to a motivational poster. This is a very important part of the video but we agreed that it doesn’t fit in with the pace of the song and the video. Therefore we have come up with a couple ideas in order to break the scene down. The most promising idea we has was to implement a flash of the character boxing in the future, as if he is dreaming and link up the punches with the beat of the song.
- 4. Class feedback on digi-pack roughs
- 7. From the feed back I got from my digi-pack rough copies, I could acknowledge which copies worked and which ones didn’t. From this album cover I concluded that From this album cover, it became many people thought it looked very ‘slick’ apparent that lots of people found it and professional. very ‘striking’ and fitted in perfectly with the genre of the music video. However, on the other hand many people found it ‘plain’ and ‘boring’. However, many people pointed out the clarity of the album/band name. however, this is something I can easily fix when it comes to the final cut.
- 8. From this magazine advert, I gathered With this magazine cover, most people that many people found the advert very loved the idea of the old boxing poster ‘slick’ and also liked the black and white look. They mentioned how it fitted in contrast. perfectly with the video. The problem many people found with it The problem with it is that it didn’t is that the clarity of the image is not come across as a hip hop genre advert. very good. It is hard to make out what the character is doing.
- 9. Final version of everything- class feedback and feedback from anyone else
- 10. During the production of the digi-pack, I was torn between two different album covers. As a result I decided to hold a survey and questionnaire in order to analyse them both.
- 11. Magazine advert My magazine advert received a lot of positive feed back. The majority of the feed back mentioned how original the idea is. Also how the old-school boxing poster theme fitted in perfectly with the theme of the music video. Main video The main video had some good feedback also. The idea of it being a motivational and inspirational story seemed to work out perfectly. Many people picked up on the story line and understood the concept of it.
- 12. Digi-pack The digi-pack received a lot of great feed back. The boxer training theme seemed to work well and proved to have a great correlation between this and the music video. The front cover was mentioned to stand out, and the writing also.