Q3
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The document discusses what the creator learned from audience feedback on their music video project. They found that audiences preferred music videos with special effects, both narrative and performance elements, lyrics that matched the video, and themes common to rock music like love and tragedy. Based on feedback, they aimed to include these elements in their own rock music video. Additional feedback helped them improve lighting, lip syncing, camera shots, and editing to match the music's tone. Sharing works-in-progress allowed further improvements. Overall, the creator believes the audience feedback was extremely valuable in helping them create a higher quality final product.
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Evaluation Task 1
The document discusses how the media product conforms to and challenges conventions of real media products. It summarizes how it used close-ups and mid-shots of a boy in a dunce hat to emphasize emotions and attitudes, conforming to conventions used in videos by The Chemical Brothers and The Prodigy. It also used long shots and wide shots of a meth lab setting to appeal to target audiences and conform to symbolic conventions. Fast-paced editing, jump cuts, and neon lighting were used to emphasize the fast tempo and trippy theme of the music, conforming to conventions from other artists' music videos. The digipak and website designs conformed to typical conventions but took inspiration from other artists like The Chemical Brothers
N:\Music Video Evaluation
The document discusses a group's music video project and its use of conventions from professional music videos. It summarizes the conventions they used, such as lip syncing, storylines, locations, and photographs instead of filmed shots. It also discusses conventions they did not use like band performances or formal dance routines. Feedback indicated the pacing and emotions came across well but there were some issues with jump cuts and lip syncing timing. The group learned from researching professional examples online and using editing software to improve shots and add effects.
Q1
The document discusses a music video created for Beyoncé's song "Get Me Bodied". It analyzes how the music video uses, develops, and challenges conventions of real music videos. Specifically:
- It relates to other dance music videos and the original "Get Me Bodied" video in its overall form.
- Camera angles, costumes, lighting, and location were used similarly to other music videos to develop conventions.
- However, it challenges conventions by using few props and focusing on dance moves with little lip syncing.
- Fast editing matches the upbeat tempo of the song and develops conventions of portraying mood and rhythm.
Evaluation_SA
The project was to create a music video for a deep house/dance pop song aimed at 15-21 year olds. Pre-production involved planning locations, costumes, props, and a storyboard. One location chosen was in trendy, modern Camden which created a great atmosphere, but busy areas made filming difficult. During editing, some scenes had to be cut or reworked as they did not fit well once in the video editing program. The finished product looked different than originally imagined but appealed to the target audience and had an upbeat, trendy urban feel to illustrate a modern house music video.
Evaluation - Question 1
The document discusses the music video the author created for an indie rock band. It analyzes how the video uses and develops conventions of the genre based on research. Key conventions included depicting a live performance, synchronizing music and visuals, focusing on the artist, and including narrative elements. The video aimed to clearly represent the genre through a live concert scene and storyline that amplified rather than literally illustrated the song's lyrics. Character development and progression were achieved through costume changes and following typical narrative structures. Overall, the video followed theorized conventions of music videos to create an entertaining representation of the indie rock genre.
Evaluation Question 3
The document discusses feedback received from the audience during various stages of planning, filming, and editing a music video. Some key points:
- When planning, audience feedback helped shape the ideas and ensure the video would appeal to most viewers. Viewers wanted accurate lip syncing and relatable lyrics.
- During filming, showing early shots to viewers prompted changing the artist's straight hair to curly to better fit the genre.
- While editing, teachers suggested quick cuts to the beat to keep the video engaging, and peers provided feedback on lip syncing and suggested transitions.
- Overall, the audience feedback helped improve the quality and professionalism of the video but did not require drastic changes to the original vision
Evaluation final
Our media product is a dancehall music video that follows conventions of the genre but also challenges them in some ways. We received positive feedback on our ancillary texts but mixed feedback on the music video, with some finding the storyline confusing. Audience research helped us target 13-25 year olds but some felt we could have simplified the narrative. New media technologies helped with research, production and evaluation.
Evaluation Task 1
The document analyzes how the media product (a music video) uses, develops, and challenges conventions of the singer-songwriter genre. It discusses several conventions used in the music video related to album covers, websites, camera techniques, editing, lighting, props, and sets/locations. It provides examples from other artist's works to justify how the media product fits conventions, such as using close-ups during lip syncing, slow pacing to match the song, and including the artist's main instrument. It also discusses some ways conventions were challenged, like having a piano hanging from the ceiling.
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Evaluation Task 1
The document discusses how the media product conforms to and challenges conventions of real media products. It summarizes how it used close-ups and mid-shots of a boy in a dunce hat to emphasize emotions and attitudes, conforming to conventions used in videos by The Chemical Brothers and The Prodigy. It also used long shots and wide shots of a meth lab setting to appeal to target audiences and conform to symbolic conventions. Fast-paced editing, jump cuts, and neon lighting were used to emphasize the fast tempo and trippy theme of the music, conforming to conventions from other artists' music videos. The digipak and website designs conformed to typical conventions but took inspiration from other artists like The Chemical Brothers
N:\Music Video Evaluation
The document discusses a group's music video project and its use of conventions from professional music videos. It summarizes the conventions they used, such as lip syncing, storylines, locations, and photographs instead of filmed shots. It also discusses conventions they did not use like band performances or formal dance routines. Feedback indicated the pacing and emotions came across well but there were some issues with jump cuts and lip syncing timing. The group learned from researching professional examples online and using editing software to improve shots and add effects.
Q1
The document discusses a music video created for Beyoncé's song "Get Me Bodied". It analyzes how the music video uses, develops, and challenges conventions of real music videos. Specifically:
- It relates to other dance music videos and the original "Get Me Bodied" video in its overall form.
- Camera angles, costumes, lighting, and location were used similarly to other music videos to develop conventions.
- However, it challenges conventions by using few props and focusing on dance moves with little lip syncing.
- Fast editing matches the upbeat tempo of the song and develops conventions of portraying mood and rhythm.
Evaluation_SA
The project was to create a music video for a deep house/dance pop song aimed at 15-21 year olds. Pre-production involved planning locations, costumes, props, and a storyboard. One location chosen was in trendy, modern Camden which created a great atmosphere, but busy areas made filming difficult. During editing, some scenes had to be cut or reworked as they did not fit well once in the video editing program. The finished product looked different than originally imagined but appealed to the target audience and had an upbeat, trendy urban feel to illustrate a modern house music video.
Evaluation - Question 1
The document discusses the music video the author created for an indie rock band. It analyzes how the video uses and develops conventions of the genre based on research. Key conventions included depicting a live performance, synchronizing music and visuals, focusing on the artist, and including narrative elements. The video aimed to clearly represent the genre through a live concert scene and storyline that amplified rather than literally illustrated the song's lyrics. Character development and progression were achieved through costume changes and following typical narrative structures. Overall, the video followed theorized conventions of music videos to create an entertaining representation of the indie rock genre.
Evaluation Question 3
The document discusses feedback received from the audience during various stages of planning, filming, and editing a music video. Some key points:
- When planning, audience feedback helped shape the ideas and ensure the video would appeal to most viewers. Viewers wanted accurate lip syncing and relatable lyrics.
- During filming, showing early shots to viewers prompted changing the artist's straight hair to curly to better fit the genre.
- While editing, teachers suggested quick cuts to the beat to keep the video engaging, and peers provided feedback on lip syncing and suggested transitions.
- Overall, the audience feedback helped improve the quality and professionalism of the video but did not require drastic changes to the original vision
Evaluation final
Our media product is a dancehall music video that follows conventions of the genre but also challenges them in some ways. We received positive feedback on our ancillary texts but mixed feedback on the music video, with some finding the storyline confusing. Audience research helped us target 13-25 year olds but some felt we could have simplified the narrative. New media technologies helped with research, production and evaluation.
Evaluation Task 1
The document analyzes how the media product (a music video) uses, develops, and challenges conventions of the singer-songwriter genre. It discusses several conventions used in the music video related to album covers, websites, camera techniques, editing, lighting, props, and sets/locations. It provides examples from other artist's works to justify how the media product fits conventions, such as using close-ups during lip syncing, slow pacing to match the song, and including the artist's main instrument. It also discusses some ways conventions were challenged, like having a piano hanging from the ceiling.
Conventions of music videos
Music video conventions typically prioritize camera shots focused on the artist to make them recognizable. Camera movement helps keep viewers entertained and establishes scenes. Mis-en-scene, lighting, costumes, props, colors and sound effects are chosen to set the mood and match the music genre. In pop music videos, mis-en-scene often includes relatable clothing and settings while narrative videos tell stories through a variety of shots and angles. Editing helps craft the overall flow and presentation.
Evaluation q3 media
The document discusses how the creator researched and planned their rap music video targeting a niche rap/hip hop audience. They watched YouTube reaction videos to understand rap conventions. They interviewed their target audience about expected costumes, props, and themes to incorporate in the video. They used Wordle to analyze lyrics and plan album titles and themes around common words. They shared drafts on YouTube and Facebook to get peer feedback and improve the video for their target audience.
Audience feedback
The document summarizes audience feedback from questionnaires about a music video and accompanying marketing materials:
- Questionnaires were handed out before and after viewing the music video to gauge audience opinions.
- Feedback indicated that while the song and video quality were good, the performer's guitar playing and lip syncing did not appear genuine.
- Respondents also felt the color schemes and designs of the marketing materials like the poster and digital did not harmonize well with the subject matter of the song.
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.
Music Video Analysis
This document provides an analysis of Beyoncé's music video for "Why Don't You Love Me". It discusses several key points: the video has a fast tempo and cuts that keep viewers engaged and wanting to watch again, imagery in the video connects to and illustrates the lyrics, camera shots follow the beat of the music with dramatic changes, close-up shots of Beyoncé are used to showcase her face as required by her record label Columbia Records, and the retro style and use of props make this video stand out from conventional pop music videos.
Jacob Sanderson - Evaluation Question 1
This document summarizes the student's music video project for a dance music song. Some key points:
1) The student researched popular dance music artists like Hardwell and Martin Garrix to select a song. They chose "Young Again" by Hardwell to mix dance and indie genres.
2) The video was inspired by other dance and indie music videos, taking elements like a skateboarding scene and an artist who seems "too cool" to look at the camera.
3) The location of an old skate park and city center provided visuals to blend the genres. Timelapses created energy.
4) Live DJ footage showed dance music conventions like energy and lasers. The
Evaluation Question 3
The document discusses audience feedback that was gathered during the production of a music video, poster, and digipak for rising artist Isaiah Dreads. Research showed Isaiah's main fan base was 18-24 year old males. Questionnaires and focus groups with this target audience helped decide to create a heavily performance-based music video for the song "Hype in the Booth." Feedback guided location and concept choices. Though some non-target feedback disagreed, following the target audience ensured a professional product fitting the grime genre. Further target audience feedback confirmed the high quality of the final products and their synergy across formats. Audience research was crucial throughout to shape the products for maximum success and profits.
Audience feedback
Kirsten obtained feedback on a music video project from classmates and individuals who viewed the video on YouTube. The feedback was positive overall, praising elements like the close-up shots of the artist, varied outfits, narrative storyline, and how it fit the lyrics. Some suggestions for improvement included making the lip syncing more precise in some scenes and improving the green screen effect. While most felt the pace matched the music, some were confused by multiple location changes. Most misidentified the genre as just pop rather than indie-pop. Kirsten agreed improvements could be made to the green screen and lip syncing, and may have simplified locations and narrative in the future.
Evaluation Question 3 Draft
This document discusses the results of a survey conducted to help inform the creation of a student music video. Key findings from the survey include that rock music is most popular amongst the target audience, and that music videos featuring live performance and narrative elements are preferred. The survey also provided insight into incorporating elements of sadness/anger and varying the locations used in the narrative to avoid being confined to one place. Ideas from the students' favorite music video, such as tracking shots, were integrated into the final video.
Question 1
1) The student and their partner decided to create a music video for the Nickelback song "Rockstar" using three local Manchester locations that were familiar and populated.
2) They chose to dress extras in everyday casual clothing and not use props to make the video seem more realistic and fit with the genre of rock music.
3) The video uses a variety of camera shots including close-ups, medium shots, and long shots to show singers emulating rockstars and involve local people to show anyone can be a rockstar. It breaks conventions by not following a linear narrative and cutting between different scenes and locations.
Question 3 media
From audience feedback on naming their artist, the group learned that their target audience of 15-25 year old females preferred the name "Tia" without a second name. Early feedback on an unfinished music video said the editing between locations felt too disconnected, so the group rearranged footage to improve flow. Additional feedback praised elements like the concept, candle scene shots, and song choice, but noted some lip syncing issues and shaky/dark shots. The group addressed these issues to strengthen the video. Overall, the audience feedback helped improve the final product and confirmed the artist's image appealed to their target demographic.
Meida question 1
This document discusses conventions of music video genres and how they were applied in an indie rock music video. It describes conventions like costumes, props, lighting and locations commonly seen in indie rock videos. It then discusses how these conventions were used in the music video for the song "London Love" by the band Maliki. Close-ups of the artist and synchronization of visuals to the music helped adhere to typical genre conventions while limiting the budget. Ancillary materials like the album cover and magazine ad also drew from photos taken during the music video shoot.
Final evaluation
The document provides an evaluation of a media product (a music video) and how it uses and challenges conventions of real media. The music video uses conventions such as including a popular song, featuring party/club settings typical of the genre, and using various camera shots and fast-paced editing. However, it challenges conventions by not including a studio setting, having characters in everyday clothing rather than costumes, and having an abstract narrative rather than a clear performance narrative. Overall, the evaluation argues the music video both uses and challenges conventions of the pop/R&B genre to create a unique media product.
Evaluation Question 1
The document discusses how the media producer's music video, digipak, and advertisement challenge conventions of their genres.
For the music video, the producer subverted pop music video conventions by making it slow-paced and in black and white to emphasize sad emotions rather than being upbeat and colorful.
The digipak followed conventions like song listings but did not include photos of the artist, instead using nature images relating to the album's theme.
The minimalist advertisement kept important information like the title and release date without extra text to stand out differently from other ads. The recurring style across the producer's works aims to attract a young audience by focusing on the narrative rather than the artist.
Treatment new
- The proposed music video project will be 4 minutes long and is targeting 16-24 year olds.
- Filming will take place over 5 weeks, with 2-3 weeks of editing afterwards to perfect the video before presenting it on January 13th, 2017.
- The genre is hip-hop and research will be conducted on locations, props, applicable laws, and existing materials before filming begins.
- The style will be generally serious but also have a sense of fun to engage the target age group with different moods throughout the storyline.
Meida question 1
This document discusses conventions of music video genres and how they were applied in an indie rock music video. It describes conventions like costumes, props, lighting and locations commonly seen in indie rock videos. It then discusses how these conventions were used in the music video for the song "London Love" by the band Maliki. Close-ups of the artist and synchronization of visuals to the music helped adhere to typical genre conventions while limitations like a low budget were worked around by filming in a local park location.
What have you learnt from your audience feedback?
The document discusses how the creator received feedback on a video project from their target audience and a friend studying media. They received positive feedback on Facebook and Twitter that helped them understand what people liked and enhance those aspects. Their friend provided more specific feedback on editing techniques and shots that could be improved. Though they considered all feedback, the creator felt it was important to keep certain aspects, like the dancer clips, while still addressing criticisms by editing those sections to make them more appealing based on additional feedback. Obtaining audience perspectives helped improve the project while maintaining the creator's vision.
initial plans
This document outlines Elisabeth Banks' initial plans for a student production project. She lists some potential project ideas including a music video, marketing materials, documentary, or charity advertisement. Her personal strengths are noted as video and audio production, digital marketing creation, on-location filming, and planning. She wants to choose a project that showcases her skills and that she will enjoy and connect with personally. A music video is selected that represents gaining freedom from lockdown and associates with good memories at the beach. Research is also presented on why she connects with the chosen song and how she can bring more life to it through her video. Her mood board focuses on bright beach scenes from a first-person perspective to influence the look and feel
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3) When selling to universities and NGOs, the key is to demonstrate how YGEP aligns with and supports their visions and causes. The document provides tips on establishing partnerships with these organizations.
The Cast
The document describes the cast for a music video, including Jamal as the lead singer, Jaymee as the female interest who fits the R&B stereotype, and Otis and Dominic as dancers and friends of Jamal in dance scenes.
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Conventions of music videos
Music video conventions typically prioritize camera shots focused on the artist to make them recognizable. Camera movement helps keep viewers entertained and establishes scenes. Mis-en-scene, lighting, costumes, props, colors and sound effects are chosen to set the mood and match the music genre. In pop music videos, mis-en-scene often includes relatable clothing and settings while narrative videos tell stories through a variety of shots and angles. Editing helps craft the overall flow and presentation.
Evaluation q3 media
The document discusses how the creator researched and planned their rap music video targeting a niche rap/hip hop audience. They watched YouTube reaction videos to understand rap conventions. They interviewed their target audience about expected costumes, props, and themes to incorporate in the video. They used Wordle to analyze lyrics and plan album titles and themes around common words. They shared drafts on YouTube and Facebook to get peer feedback and improve the video for their target audience.
Audience feedback
The document summarizes audience feedback from questionnaires about a music video and accompanying marketing materials:
- Questionnaires were handed out before and after viewing the music video to gauge audience opinions.
- Feedback indicated that while the song and video quality were good, the performer's guitar playing and lip syncing did not appear genuine.
- Respondents also felt the color schemes and designs of the marketing materials like the poster and digital did not harmonize well with the subject matter of the song.
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.
Music Video Analysis
This document provides an analysis of Beyoncé's music video for "Why Don't You Love Me". It discusses several key points: the video has a fast tempo and cuts that keep viewers engaged and wanting to watch again, imagery in the video connects to and illustrates the lyrics, camera shots follow the beat of the music with dramatic changes, close-up shots of Beyoncé are used to showcase her face as required by her record label Columbia Records, and the retro style and use of props make this video stand out from conventional pop music videos.
Jacob Sanderson - Evaluation Question 1
This document summarizes the student's music video project for a dance music song. Some key points:
1) The student researched popular dance music artists like Hardwell and Martin Garrix to select a song. They chose "Young Again" by Hardwell to mix dance and indie genres.
2) The video was inspired by other dance and indie music videos, taking elements like a skateboarding scene and an artist who seems "too cool" to look at the camera.
3) The location of an old skate park and city center provided visuals to blend the genres. Timelapses created energy.
4) Live DJ footage showed dance music conventions like energy and lasers. The
Evaluation Question 3
The document discusses audience feedback that was gathered during the production of a music video, poster, and digipak for rising artist Isaiah Dreads. Research showed Isaiah's main fan base was 18-24 year old males. Questionnaires and focus groups with this target audience helped decide to create a heavily performance-based music video for the song "Hype in the Booth." Feedback guided location and concept choices. Though some non-target feedback disagreed, following the target audience ensured a professional product fitting the grime genre. Further target audience feedback confirmed the high quality of the final products and their synergy across formats. Audience research was crucial throughout to shape the products for maximum success and profits.
Audience feedback
Kirsten obtained feedback on a music video project from classmates and individuals who viewed the video on YouTube. The feedback was positive overall, praising elements like the close-up shots of the artist, varied outfits, narrative storyline, and how it fit the lyrics. Some suggestions for improvement included making the lip syncing more precise in some scenes and improving the green screen effect. While most felt the pace matched the music, some were confused by multiple location changes. Most misidentified the genre as just pop rather than indie-pop. Kirsten agreed improvements could be made to the green screen and lip syncing, and may have simplified locations and narrative in the future.
Evaluation Question 3 Draft
This document discusses the results of a survey conducted to help inform the creation of a student music video. Key findings from the survey include that rock music is most popular amongst the target audience, and that music videos featuring live performance and narrative elements are preferred. The survey also provided insight into incorporating elements of sadness/anger and varying the locations used in the narrative to avoid being confined to one place. Ideas from the students' favorite music video, such as tracking shots, were integrated into the final video.
Question 1
1) The student and their partner decided to create a music video for the Nickelback song "Rockstar" using three local Manchester locations that were familiar and populated.
2) They chose to dress extras in everyday casual clothing and not use props to make the video seem more realistic and fit with the genre of rock music.
3) The video uses a variety of camera shots including close-ups, medium shots, and long shots to show singers emulating rockstars and involve local people to show anyone can be a rockstar. It breaks conventions by not following a linear narrative and cutting between different scenes and locations.
Question 3 media
From audience feedback on naming their artist, the group learned that their target audience of 15-25 year old females preferred the name "Tia" without a second name. Early feedback on an unfinished music video said the editing between locations felt too disconnected, so the group rearranged footage to improve flow. Additional feedback praised elements like the concept, candle scene shots, and song choice, but noted some lip syncing issues and shaky/dark shots. The group addressed these issues to strengthen the video. Overall, the audience feedback helped improve the final product and confirmed the artist's image appealed to their target demographic.
Meida question 1
This document discusses conventions of music video genres and how they were applied in an indie rock music video. It describes conventions like costumes, props, lighting and locations commonly seen in indie rock videos. It then discusses how these conventions were used in the music video for the song "London Love" by the band Maliki. Close-ups of the artist and synchronization of visuals to the music helped adhere to typical genre conventions while limiting the budget. Ancillary materials like the album cover and magazine ad also drew from photos taken during the music video shoot.
Final evaluation
The document provides an evaluation of a media product (a music video) and how it uses and challenges conventions of real media. The music video uses conventions such as including a popular song, featuring party/club settings typical of the genre, and using various camera shots and fast-paced editing. However, it challenges conventions by not including a studio setting, having characters in everyday clothing rather than costumes, and having an abstract narrative rather than a clear performance narrative. Overall, the evaluation argues the music video both uses and challenges conventions of the pop/R&B genre to create a unique media product.
Evaluation Question 1
The document discusses how the media producer's music video, digipak, and advertisement challenge conventions of their genres.
For the music video, the producer subverted pop music video conventions by making it slow-paced and in black and white to emphasize sad emotions rather than being upbeat and colorful.
The digipak followed conventions like song listings but did not include photos of the artist, instead using nature images relating to the album's theme.
The minimalist advertisement kept important information like the title and release date without extra text to stand out differently from other ads. The recurring style across the producer's works aims to attract a young audience by focusing on the narrative rather than the artist.
Treatment new
- The proposed music video project will be 4 minutes long and is targeting 16-24 year olds.
- Filming will take place over 5 weeks, with 2-3 weeks of editing afterwards to perfect the video before presenting it on January 13th, 2017.
- The genre is hip-hop and research will be conducted on locations, props, applicable laws, and existing materials before filming begins.
- The style will be generally serious but also have a sense of fun to engage the target age group with different moods throughout the storyline.
Meida question 1
This document discusses conventions of music video genres and how they were applied in an indie rock music video. It describes conventions like costumes, props, lighting and locations commonly seen in indie rock videos. It then discusses how these conventions were used in the music video for the song "London Love" by the band Maliki. Close-ups of the artist and synchronization of visuals to the music helped adhere to typical genre conventions while limitations like a low budget were worked around by filming in a local park location.
What have you learnt from your audience feedback?
The document discusses how the creator received feedback on a video project from their target audience and a friend studying media. They received positive feedback on Facebook and Twitter that helped them understand what people liked and enhance those aspects. Their friend provided more specific feedback on editing techniques and shots that could be improved. Though they considered all feedback, the creator felt it was important to keep certain aspects, like the dancer clips, while still addressing criticisms by editing those sections to make them more appealing based on additional feedback. Obtaining audience perspectives helped improve the project while maintaining the creator's vision.
initial plans
This document outlines Elisabeth Banks' initial plans for a student production project. She lists some potential project ideas including a music video, marketing materials, documentary, or charity advertisement. Her personal strengths are noted as video and audio production, digital marketing creation, on-location filming, and planning. She wants to choose a project that showcases her skills and that she will enjoy and connect with personally. A music video is selected that represents gaining freedom from lockdown and associates with good memories at the beach. Research is also presented on why she connects with the chosen song and how she can bring more life to it through her video. Her mood board focuses on bright beach scenes from a first-person perspective to influence the look and feel
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La privacidad y seguridad informática tratan sobre proteger la información de una persona u organización. La privacidad se refiere a quién puede acceder a una computadora o sitio web, usualmente a través de contraseñas o firewalls. La seguridad informática busca asegurar que solo las personas autorizadas puedan acceder y modificar la información de un sistema, y protegerla de amenazas internas como usuarios maliciosos o externas como virus y hackers. Existen diversos tipos de virus y amenazas que ponen en riesgo la privacidad y seg
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2) When selling to students, the document recommends matching internship opportunities to their fields of study by focusing on issues related to cultural understanding, rights, health, environment, and economic growth.
3) When selling to universities and NGOs, the key is to demonstrate how YGEP aligns with and supports their visions and causes. The document provides tips on establishing partnerships with these organizations.
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The document describes the cast for a music video, including Jamal as the lead singer, Jaymee as the female interest who fits the R&B stereotype, and Otis and Dominic as dancers and friends of Jamal in dance scenes.
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Visibilidad y diseminación abierta del conocimiento
Innovación educativa con recursos abiertos.
Questionnaire
The document is a survey that asks respondents about their music preferences and consumption habits. It collects demographic information like gender and age. It also asks about music genres listened to, whether they watch music videos and which channels, how they feel about female portrayals and how they purchase music. The survey also asks about expectations for R&B music videos and what they look for on CD covers. Finally, it asks if they prefer music videos to subvert or adhere to genres.
Redificatoria Vulnerabilidades
El documento presenta el plan de trabajo de un taller sobre estrategias ante la vulnerabilidad urbana. Incluye una introducción, antecedentes sobre el uso de suelo y características demográficas de la zona, y describe cuatro estrategias específicas para mejorar la comunicación, administración y salud pública a través de la implementación de plataformas migratorias, articuladores de instancias, bypass peatonales y plataformas urbanas.
final Presentation
This document is a residential lease agreement between a landlord/owner and tenant/resident. It outlines the basic terms of the rental including length of lease, monthly rent amount, security deposit details, late fees, utilities responsibilities, occupancy limits, pet policies, parking arrangements, noise restrictions, maintenance obligations, rights of entry, and procedures for repairs, damages and termination of lease. The lease establishes the legal rights and responsibilities of both parties regarding the rental property.
Islamic content in New media + web2.0
Creativedyn is a creative company that focuses on producing high-quality graphic design, video, and other media for the Muslim community. Its goal is to create engaging content that educates and entertains Muslims. Some of its projects include Dyntv.com and iMadrasah.com, which provide Islamic information and teachings online in an easy-to-access format. Creativedyn believes new media and web 2.0 technologies can help make Islamic knowledge more accessible without boundaries.
whole food market ar06_letter
This letter summarizes the company's strong financial performance in fiscal year 2006. Key points include:
- Sales increased 19% to $5.6 billion with 11% comparable store sales growth.
- The company repurchased $100 million in stock and had $256 million in cash with low debt.
- They announced a dividend increase and implemented their third stock split.
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Downe House
DOWNE HOUSE
Contamos con los mejores cursos de ingles para niños y de frances y el mejor asesoramiento en formación de idiomas para sus hijos, tanto en escuelas como institutos.
Innovación educativa con recursos abiertos
El documento propone que los maestros se involucren más con los recursos educativos abiertos (REA) para motivar a los estudiantes a buscar información por su cuenta y ampliar sus conocimientos. Los maestros deben capacitarse en el uso de los REA y enseñar a los estudiantes cómo encontrar fuentes confiables de información. Con la guía de los maestros, los estudiantes podrán aprender de forma autodidacta usando los REA, incluso aquellos con pocos recursos económicos.
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Similar to Q3
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video project. It summarizes:
1) Early audience feedback on a treatment suggested making it more specific and including all ideas. This helped refine the treatment.
2) Rough cut feedback was mostly positive but suggested shortening a car scene and fixing minor lip syncing issues.
3) The final video received praise for its professional quality, dancing, editing, locations, and conveying the song's message through visuals and camera work. Some feedback suggested the actress could be more enthusiastic.
4) Feedback on print products like the CD and advert helped refine the designs to look more professional and visually appealing. Suggestions improved readability and
Feedback
1) The document discusses feedback received on a music video rough cut from classmates, friends on Facebook, and viewers on YouTube.
2) The feedback praised aspects like the creative theme, good lip syncing, varied shots, professional look, and use of silhouetted dance sequences and split screens.
3) Some feedback suggested making the lipstick in one scene brighter and experimenting with black and white with red lipstick. Overall the feedback validated many of the creative choices made in the music video.
Feedback from our target audience
The document provides feedback from the target audience of 16-30 year olds on a student-created EDM music video. The summary is:
The target audience responded positively to the variety of camera shots but felt more could have been done. They also noted some shakiness that image stabilization could have helped. While they felt there was too much narrative, they understood its purpose in conveying the song's concept. Their feedback led to animated elements being added to make the video feel less serious and more fun like typical EDM videos. Overall, the audience found the editing and lip syncing to be well done once changes based on their feedback were made.
Evaluatio1
For their A2 media studies coursework, the student produced a music video for an unsigned rock band. They received feedback by posting the video on social media. Some comments were positive about the visuals and flow, while others noted confusion over the storyline involving a double role. The student learned they must understand how their target audience relates to media products. They also gathered that faster editing and improving the band's lip syncing could enhance the video. Overall, the feedback helped the student create a music video that met audience needs and expectations.
Evaluation question 3
1) The group interviewed people in their target audience to understand preferences for music videos. They learned that most preferred a narrative to just a performance, so included both.
2) Feedback on their initial video suggested improving the guitar playing scene. They re-filmed with a better player but at an angle to disguise this. Feedback also led them to add more footage to lengthen the video.
3) Overall feedback on the finished video was positive, praising the editing, acting, and professionalism. However, some suggested another filter for performance scenes, which the group opted not to include to maintain realism.
Evaluation question 3 – what have you learned from your audience feedback?
From audience feedback on their music video, the group learned:
1) Using varied locations kept viewers engaged, while one location like their school would be boring.
2) Shortening the video length to 3-4 minutes maintained attention, where the full song was too long.
3) Subtle elements like the opening and closing flame were appreciated, showing they understood their target audience.
4) While lip syncing needed improvement, elements like editing on the beat and varied shots were successful professionally.
5) Feedback helped them change an unsuccessful drug storyline to a relationship drama their target audience could relate to better.
What have you learnt from your audience feedback
After showing their initial animatic and narrative to fellow media students and non-media students, the group received useful feedback that helped shape their music video. The feedback confirmed that a love story narrative fit well with the upbeat love song. It also helped them identify their target audience as teenagers aged 14-20, in line with similar artists. This feedback allowed them to refine their narrative and have a better idea of who would watch the video. When filming, they captured extra shots to allow for changes based on feedback. Peer reviews noted some off lip syncing, which they then edited to perfect. The first viewing provided both praise and criticisms that helped strengthen the video, such as adding more location shots to improve the narrative.
Audience feedback presentation
1) The document discusses gathering and analyzing audience feedback throughout the production process in order to improve their three products. They used questionnaires, charts, interviews, and videos to collect feedback.
2) Based on feedback, they made multiple revisions to their music video including shortening or speeding up certain clips, changing a clip from a plant to a character, and adding more establishing shots.
3) Overall, the audience feedback helped them improve significant parts of the music video and resulted in 90% wanting to watch it again and 17 out of 20 feeling encouraged to purchase the song.
Eval question 3
The document discusses feedback received from audiences on a music video project. It describes how the creators conducted research through questionnaires and interviews to understand what audiences want in a music video. During production, they incorporated regular feedback which sometimes required reshoots or edits. Once uploaded, the video received positive comments praising aspects like the fun atmosphere, editing, and ending. Some feedback suggested additional elements but most responses confirmed the video achieved its goal of entertaining the target audience.
Evaluation question 3
The document discusses the planning and production process for a music video for a song called "New Man" by Ed Sheeran. The team conducted research through questionnaires of their target 16-20 year old audience to inform all of their decisions. This included choosing locations, costumes, song selection, inclusion of a narrative, genre conventions, and editing style. Feedback from viewers on YouTube supported that the team successfully created a music video that their target audience engaged with and enjoyed.
Question 3 - Evaluation complete
The audience provided feedback on the student's music video both verbally and through questionnaires. Some positive feedback noted that the variety of locations and use of color/black and white footage made the video more interesting. However, some negative feedback criticized a lack of camera angles, repetitive editing, and imagery that did not correspond to the lyrics. The students took this feedback into account and improved their video by adding more camera angles and narrative-related visuals. When re-surveyed, a new audience gave entirely positive feedback on the improved video.
Feedback presentation
The document provides feedback from classmates, friends on social media, YouTube comments, and the teacher on a student's rough cut of a music video. The feedback was largely positive, praising the creative theme, good lip syncing, varied shots, professional look, and how the editing suited the genre and music. Some feedback suggested softening the color of fire scenes and brightening the lipstick in phone scenes. The student was happy with the feedback validating their creative choices.
Feedback presentation
The document provides feedback from classmates, friends on social media, YouTube comments, and the teacher on a student's rough cut of a music video. The feedback was mostly positive, praising the creative theme, good lip syncing, varied shots, professional look, and how the editing suited the genre and music. Some feedback suggested softening the color of fire scenes and making the lipstick brighter in phone scenes. The student was happy with the feedback and felt it indicated they were on track to creating a professional music video.
Evaluation 3
Audience feedback helped improve the media products. Feedback from social media and screenings noted that the editing pace matched the song perfectly and kept the music video entertaining. Locations variety also engaged viewers. Constructive criticism noted the on-screen text needed more prominence or removal as its timing seemed random. This led to adding more text throughout. Viewers also pointed out inaccuracies in miming timing that were missed in editing and felt some shots had too many cuts to process what was happening. Overall, feedback was positive as the carefree, fun message and suiting of the music video to the song was received well.
3rd
The student created a music video for a class project and felt that the final result turned out well. Feedback from friends on social media was positive, with comments praising the dancing, filming, and creativity. A survey found that most prefer music videos where the actions match the lyrics, which the student's video did consistently. The use of animation was a gamble but received positive feedback. For future videos, the student would improve camera steadiness and follow the storyboard more closely.
Focus Group Summary
The document summarizes feedback from a Facebook group about a music video. Respondents answered 5 questions. They enjoyed the visual design and felt it fit music video conventions. They also felt the video effectively showed the artist and would make them want to learn more and buy their products. The target audience of indie rock fans aged 17-30 was reflected. Some negative feedback was that the video only took place in one location, which could get boring, and that more instruments could have made it a better performance video. Shots were also not always tightly synced to lyrics.
Question 3
The students learned several things from receiving audience feedback on their music video project:
1) The song they initially chose was too explicit so they selected a different song that was more appropriate and fit better with the location they found.
2) Feedback from friends noted that the beginning of the video was effective but some effects may not have fit the genre as well as they could have explored more.
3) Additional feedback highlighted that the distortion and RGB effects popular in grime music videos were favorites and they should have used those effects more throughout the video.
Presentation1 evaluation
The group created a music video and website to promote an artist. They designed a digipak for the artist's R&B song, using two combined images on the cover to make it unique. The digipak links to the music video so viewers know who it is about after seeing the artist. Though they didn't get much audience feedback on the video yet, they received positive verbal comments from peers about it. The group conducted research on music genres, audience preferences, and analyzing other artists' music videos and album designs to inform their project. They planned the project, filmed and edited the music video, designed additional promotional materials, and reflected on their process and results.
Similar to Q3 (20)
Evaluation question 3 – what have you learned from your audience feedback?
Evaluation question 3 – what have you learned from your audience feedback?
More from raminnizami
Q4
The document summarizes how media technologies were used at different stages of creating a music video project.
In the research and planning stage, online resources like YouTube, Google, and SlideShare were used to research conventions of music videos and share work. A blog was used to post research.
During production, a video camera, tripod, and lights were used to film the music video following a script and storyboard. Final Cut Pro was used to edit footage and add effects.
Adobe Photoshop created graphics for the digipak and magazine advert. For evaluation, Microsoft Word was used to write up reflections with hyperlinks to related online content, and Paint was used to copy images into the document
Q3
The document discusses what the creator learned from audience feedback on their music video project. They found that audiences preferred music videos that included special effects, a balance of narrative and performance shots, lyrics that matched the video, and themes common to rock music like love and tragedy. Based on feedback, they improved lighting, editing pace, and included more close-up shots and the drummer in more performance shots. They are grateful for the iterative feedback, which helped them create a more conventional and polished final rock music video.
Q3
The document discusses what the creator learned from audience feedback on their music video project. They found that audiences preferred music videos with special effects, both narrative and performance elements, lyrics that matched the video, and themes common to rock music like love and tragedy. Based on feedback, they aimed to include these elements in their own rock music video. Additional feedback helped them improve lighting, lip syncing, camera shots, and editing to match the music's tone. Sharing works-in-progress allowed further improvements. Overall, the creator believes the audience feedback was extremely valuable in helping them create a higher quality final product.
Q2
The document discusses how the music video, digipack, and magazine advert for a rock band work together effectively. They all have similar styles featuring the band casually performing or standing with their instruments. The digipack cover uses the same simple photograph as the music video and magazine advert. This consistency across the different media helps customers recognize the band's new album being promoted when they see any of the related materials.
Digipack analyis linkin park
This document analyzes the digipack for Linkin Park's album "Minutes to Midnight". It notes that the simplistic design of the album art fits with the seriousness of rock music. Key elements like the black text and the band's logo in the same style on the front establish it as recognizably Linkin Park. The album title is a reference to nuclear war and the end of the world. While hardcore fans would understand this message, most would just see the band members standing together. The design focuses on the music rather than publicity, targeting existing fans through familiar elements and extra content like videos and screensavers.
Digipack analyis linkin park
This document analyzes the digipack for Linkin Park's album "Minutes to Midnight". It notes that the simplistic design of the album art fits with the seriousness of rock music. Key elements like the black text and the band's logo in the same style on the front establish it as recognizably Linkin Park. The album title is a reference to nuclear war and the end of the world. While hardcore fans would understand this message, most would just see the band members standing together. The design focuses on the music rather than publicity, targeting existing fans through familiar elements and extra content like videos and screensavers.
Digipack analyis linkin park
This document analyzes the digipack for Linkin Park's album "Minutes to Midnight". It notes that the simplistic design of the album art fits with the seriousness of rock music. Key elements like the black text and the band's logo in the same style on the front establish it as recognizably Linkin Park. The album title is a reference to nuclear war and the end of the world. While hardcore fans would understand this message, most would just see the band members standing together. The design focuses on the music rather than publicity, targeting existing fans through familiar elements and extra content like videos and screensavers.
Conclusions from questionnaires and interviews
From questionnaires and interviews with rock fans, the document summarizes what elements should be included in a rock music video to appeal to its target audience of 12-25 year olds. Key findings are that the video should feature both narrative and performance elements, match the lyrics visually, and include some special effects. It also notes that the video will be distributed online since uploading to sites like YouTube is free and can attract viewers and potential record labels.
Conclusions from questionnaires and interviews
From questionnaires and interviews with rock fans, the document summarizes what elements should be included in a rock music video to appeal to its target audience of 12-25 year olds. Key findings are that the video should feature both narrative and performance elements, match the lyrics visually, and include some special effects. It also notes that the video will be distributed online since uploading to sites like YouTube is free and can attract viewers and potential record labels.
Interview
Paul and Sophie were interviewed about their preferences for rock music videos. Paul said he likes rock music because it is real and shows the world as it is. His favorite video is Nirvana's "Smells Like Teen Spirit" because it has a simple yet interesting narrative with crowds that keep you engaged and matches the lyrics and stereotypical teenagers partying. He prefers music videos that include both narrative and performance elements and likes tragic love story themes. Sophie said she likes music videos that have an energetic vibe with shots of the artists and a good story, and special effects that seem modern but believable. She expects rock artists to wear grunge clothes like Nirvana
Questionnaire analysis results
The document summarizes the results of a questionnaire given to 10 people about their music preferences and expectations for music videos. Most respondents preferred rock music and wanted music videos to be energetic, include narrative/performance elements, and have special effects. Based on the feedback, the group decided to create an energetic rock music video that incorporates narrative scenes, band performance shots, and special effects to match the song lyrics. The video will be promoted online since most people watch music videos on the internet rather than TV.
Questionnaire
This document is a questionnaire for a music video survey. It asks participants about their gender, age, preferred music genres, feelings they look for in music videos, where they watch music videos, if they prefer videos with special effects, if they prefer videos that match lyrics or are random, and for rock videos specifically what elements they would like included such as narrative, performance shots, or concept-based elements. The questionnaire is intended to gather opinions from music fans to help inform the creation of a music video for a media coursework project, and ensures all participant details will remain confidential.
Record label research
SonyBMG and Universal Music Group are suitable record labels for the artist. SonyBMG specializes in rock music like the artist and has successfully marketed and distributed artists across genres like Madonna, Oasis, and R.Kelly. Universal Music Group is also a good fit as the largest record label with experience promoting diverse artists such as Akon, Bone Thugs-n-Harmony, Coldplay, and U2, ensuring the artist's music can be properly distributed.
Beat it analysis
Michael Jackson's music video for "Beat It" mixes genres by incorporating elements of hip hop, pop, and rock. It has pop elements like dancing focused on MJ's performance. Rock elements include loud bass guitar. Hip hop elements include depictions of gangs armed with knives and clothes resembling hip hop fashion. The video demonstrates that music videos don't have to stick to one genre conventionally, but can mix genres, which inspired the author to also take a non-conventional approach by blending genres in their own music videos.
Billie jean analysis
Michael Jackson's 1982 music video for "Billie Jean" is considered one of the best pop music videos ever made. The video depicts Jackson being stalked by a man trying to prove that Jackson is the father of Billie Jean's child, mirroring the song's lyrics. Through his innovative dancing, Jackson entertains viewers and influenced many later artists. The video is performance-based, with the camera focused solely on Jackson's moves, and tells a narrative story about a woman lying to try to get famous off of Jackson. Overall, the video emphasizes the pop and R&B genres through its upbeat sound and dancing, and creates a strong relationship between its lyrics and visuals.
Nickelback analysis
The music video being analyzed is "Someday" by Nickelback from 2003. It depicts the story told in the song's lyrics through a narrative of a couple breaking up after the woman reads something in the newspaper. As she drives away upset, her boyfriend chases after her but witnesses her get into a fatal car accident. However, her spirit is then shown embracing him, and they realize he had actually died the day before in another accident. This twist illustrates the lyrics "Someday, somehow gonna make it allright but not right now". Throughout, the band is shown performing to emphasize their musical abilities and appeal to rock fans.
More from raminnizami (16)
Q3
- 1. Q3. What have you learnt from your audience feedback?<br />Our audience feedback was vital for the products which we created. From our initial questionnaire results we decided to do a rock music video which also gave us many ideas of how to construct our music video. <br />4352925334010Following our questionnaire we found out that many people liked special effects, they also liked a music video to have both a narrative and performance based shots, the lyrics to match the video, therefore as a result we included all this in our music video. The interviews were important because it made us understand specific things the audience wants in music videos, such as the themes associated with rock music videos like love and tragedy, the clothes the artist is meant to wear, settings ect. From our questionnaire and interviews we understood most of the conventions of rock music videos, and we aimed to create a rock music video with conventional narrative and performance based shots, which we managed to do.<br />A large percentage of the audience agreed that a music video must have an emotional feel to it and that it must be easy to follow. Therefore we added the emotional side to the music video by making the narrative about a tragic love story however according to our audience feedback the music video was maybe not as simple as it could have been.<br />Audience feedback highlights the importance of showing constructions of the music video throughout the production so we could see what we need to include and take way from the music video. After our first day of shooting, we edited the footage, however after we showed a few people, they said that they didn’t like it because it was too dark, the lip synching wasn’t accurate and the camera shots had too much space in each shot, therefore as a result we had to shoot all over again and took the lightings to make sure the music video wasn’t dark and we included much more close up shots so that there isn’t any empty space in our shots. Also we had the song playing in the back ground so that the band could sing it properly and therefore so when we edit we could lip synch it accurately, without the audience feedback at the beginning this wouldn’t have been possible that is why we are grateful for the early audience feedback. <br />During the halfway stage of our music construction we again showed it to a few people they seemed to like it and understand the narrative. Nevertheless the audience said that the music video editing was good at the start but complained when the music got upbeat and high tempo the editing was too slow, they said that it should be at the same pace, therefore thanks to our audiences feedback we made sure the editing matched the music so when the music was upbeat we made sure there was more things happening in the music video with more fast paced editing. <br />After the construction of our music video, we posted the music video on facebook where people commented on the music video and from this we can see the majority of people liked the music video saying it had good narrative, good colour correction, nice camera shots, fantastic editing and saying it actually looks like a rock music video, we are happy because we tried extremely hard to make a conventional rock music video. However some people thought that the music videos narrative was a bit complicated and that the lighting was too dark and that during the performance shots the drummer should have been included in more shots. Nevertheless we showed our music video too many more people including teachers, students etc and they seemed to understand the narrative quite easily, also our music video wasn’t dark originally however it seemed to go dark when we posted it on facebook for some reason which some of the people who saw our music video throughout its production realised. Now looking at the music video again we also believe that the drummer should have been included in more shots that is one of the things we regret which our audience points out.<br />Overall we believe our product wouldn’t have been nearly as good as it would have been without audience’s feedback throughout the production therefore they played a great part towards our music production and we really appreciate their help.<br />38100273685<br />