Question 3
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The student gathered feedback on their music video, digipak, and advert through emails sent to classmates, feedback sheets completed by other students, and some face-to-face conversations. Based on this feedback, the main area for improvement on the video was lip syncing, while strengths included the opening. For the digipak, using a more varied set of photos was suggested, while good brand identity was seen as a strength. The advert could have included more information. Overall, the feedback helped the student identify strengths and areas to improve future work.
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Question 3
The document discusses feedback received from audiences on a music video. Key points:
- Feedback was gathered through surveys on Survey Monkey, YouTube comments, and in-person discussions to get a variety of perspectives.
- Face-to-face feedback provided the most honest and useful criticism from more experienced people to improve the video.
- The audience feedback showed what aspects of the video worked best and needed improvement to better appeal to the target genre and audience.
- Based on the feedback, changes were made like adding more transitions, overlays, and color to give the video more of a dance feel consistent with the genre.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Q3
The document discusses what the author learned from audience feedback on their music video and digipak project. They received feedback both informally through social media and texts, as well as more formally through focus groups and questionnaires. The feedback helped them identify quality issues, make specific improvements, and gain confidence in their work. It reinforced for the author that audience feedback is essential to recognizing flaws and improving media products.
Evaluation question 3- What have you learned from your audience feedback
The document discusses what the filmmaker learned from audience feedback on their music video. They used pre-production and post-production questionnaires to gather feedback. In the pre-production survey, they learned that their target audience was predominantly female aged 16-25 who preferred genres like pop, indie, and electronic music. Based on this, they chose a song that blended these genres. Their post-production survey found that audiences understood the themes of isolation and lack of voice in the video. Some critiqued specific elements that could be improved for future videos. Overall, gathering audience feedback helped the filmmaker better understand how to cater their video to their target demographic.
Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
Audience feedback
This document discusses receiving and analyzing feedback on a music video created by students to emulate the pop rock genre and artist Avril Lavigne. Feedback was gathered from peers, teachers, focus groups of their target audience, and online views on YouTube and social media. The feedback indicated that the target audience enjoyed the video and story, though some suggested exploring different camera shots or conventions. This feedback will help the students improve their work and know what resonates with their target audience.
Recommended
Question 3
The document discusses feedback received from audiences on a music video. Key points:
- Feedback was gathered through surveys on Survey Monkey, YouTube comments, and in-person discussions to get a variety of perspectives.
- Face-to-face feedback provided the most honest and useful criticism from more experienced people to improve the video.
- The audience feedback showed what aspects of the video worked best and needed improvement to better appeal to the target genre and audience.
- Based on the feedback, changes were made like adding more transitions, overlays, and color to give the video more of a dance feel consistent with the genre.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Q3
The document discusses what the author learned from audience feedback on their music video and digipak project. They received feedback both informally through social media and texts, as well as more formally through focus groups and questionnaires. The feedback helped them identify quality issues, make specific improvements, and gain confidence in their work. It reinforced for the author that audience feedback is essential to recognizing flaws and improving media products.
Evaluation question 3- What have you learned from your audience feedback
The document discusses what the filmmaker learned from audience feedback on their music video. They used pre-production and post-production questionnaires to gather feedback. In the pre-production survey, they learned that their target audience was predominantly female aged 16-25 who preferred genres like pop, indie, and electronic music. Based on this, they chose a song that blended these genres. Their post-production survey found that audiences understood the themes of isolation and lack of voice in the video. Some critiqued specific elements that could be improved for future videos. Overall, gathering audience feedback helped the filmmaker better understand how to cater their video to their target demographic.
Media evaluation Q3
The document summarizes feedback received from the audience of a music video uploaded to YouTube and shared on Facebook. Friends provided positive feedback, praising the aerial shots and overall style and editing, but noted the narrative was unclear. Other students said the quality looked professional and the video was depressing and emotional, communicating its message well. A professional videographer said the sped up footage was overused and the narrative didn't engage fans as much as intended. The feedback showed the video would be well received publicly but also provided constructive criticism on ways to improve the storyboarding, camera work, and development process.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
Audience feedback
This document discusses receiving and analyzing feedback on a music video created by students to emulate the pop rock genre and artist Avril Lavigne. Feedback was gathered from peers, teachers, focus groups of their target audience, and online views on YouTube and social media. The feedback indicated that the target audience enjoyed the video and story, though some suggested exploring different camera shots or conventions. This feedback will help the students improve their work and know what resonates with their target audience.
Media doc audience feedback without graphs or radio and print ad
The group uploaded their media clips to YouTube and shared the links on Facebook and Twitter to collect audience feedback. They noticed that while the clips were receiving many views, they were only getting one comment on YouTube. To get more responses, one member directly texted friends for feedback, which worked well to ensure responses. The feedback was generally positive and consistent, praising the variety of interviews. However, some noted the lack of male perspectives early on and issues with audio quality. Going forward, the group learned they need a better gender balance and to be more careful of audio issues during filming.
E delynj
The document discusses potential ways to evaluate a media product using conventions of real media. It suggests creating a vlog or presentation using images, text, video, and audio to express ideas about how the media product challenges or develops real media conventions. It also proposes comparing the media product to a similar indie music video and discussing how it follows or challenges conventions through elements like camera work, editing, location, and limited costume and filter changes.
Evaluation q3
The document discusses feedback the student received from their audience research. They conducted a survey that showed their target audience was mostly aged 17-19 and enjoyed crime documentaries. This informed their decision to create a crime documentary. They also received feedback that documentaries should be factual but also entertaining. Peer feedback on documentary styles indicated an expository style with interviews and reenactments would appeal most. Focus group responses confirmed this and suggested other elements like air time and channel style. The feedback helped the student tailor their documentary to their target audience.
E delyn
The document discusses potential ways to answer an evaluation question about how a media product uses, develops, or challenges the forms and conventions of real media. It considers using a vlog format or presentation to explain how a music video challenges conventions of typical indie music videos through elements like mise-en-scene, camera work, editing, locations, costumes, and filters. The vlog or presentation would allow integrating text, video, images, and audio to clearly convey the analysis.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Evaluation Question 3
The document describes the different assessment methods used to gather feedback on a music video draft. These included an anonymous survey, self-assessment, peer assessment, teacher assessment, and a focus group. Feedback was incorporated between drafts to improve editing, narrative clarity, performance, saturation, and inclusion of jump cuts. The final draft received positive feedback and no further changes were needed.
Evaluation Question 2
This document discusses the benefits and drawbacks of obtaining audience feedback, and details the process the author went through to get feedback on two draft music videos. The feedback revealed the first draft was too similar to an existing music video, so they changed the song. They uploaded the revised video to YouTube, Facebook, and Blogger to reach more people. Analytics from YouTube showed the target audience was located in the UK and typically watched the full 2:32 video. The author concludes audience feedback is important for understanding how to best reach the target market.
Question 3
Through audience feedback on a rough cut of his music video, the author learned that his target audience was young females, not young males as initially thought. Feedback from focus groups showed that the narrative was unclear and needed work. Questions to the focus groups assessed if the video represented the pop genre correctly and identified strengths and weaknesses. The author plans to present the final video on social media and YouTube to reach a wide audience and get feedback on views, likes, and comments.
Evaluation question 3
The student learned several things from receiving audience feedback on their music video project. They received feedback both directly from classmates watching the video, as well as online. The feedback was overall positive, with classmates enjoying the dancing and choreography. However, many commented that using only one location for the video was limiting, and additional locations would have made it more interesting. Going forward, the student learned they should stick to their original plans more and use more preparation and resources, such as including more locations in the video.
Question Three
The document discusses audience feedback received for a media product created for 16-20 year olds. Various methods were used to collect feedback, including surveys, social media posts, and emails. While social media did not generate feedback, the video received many views and likes. Feedback from peers identified areas for improvement, such as shaky camerawork and too much visual effect. Suggestions like including additional shots were implemented. Further questions were developed to collect audience perspective on narrative understanding, lip syncing, locations, editing, and performance. Feedback also addressed the digipak and advert to understand links between elements and areas for improvement.
Audience feedback
The filmmakers asked for feedback on their music video from social media and classmates to improve it. Most useful was feedback on Facebook that some shots were too long, so they added quick flashback shots to break up longer scenes. Classmates also noted some edits were poorly timed, which they fixed by tightening up parts of the footage.
P.p question 3
This document discusses the target audience for a music video project - 17-18 year olds who would easily access the video online. Using social media and streaming platforms allows the song to reach a wide audience of teenagers experiencing heartbreak and growing up in difficult areas. The video portrays a girl facing abuse and drug problems to appeal to audiences who can relate to such struggles. Feedback on the video was positive about the shots, song choice, and intrigue, though some viewers initially found it confusing and had to watch twice to understand the storyline.
Final task media
The document summarizes the feedback received from an audience questionnaire about a music video and ancillary materials. Key findings include:
- The music video's genre appealed mostly to house but some saw pop influences due to pace.
- Early feedback showed little link between the video, album cover and magazine, but improvements clarified similarities in font and artist images.
- Audiences most enjoyed the narrative aspect of the video, particularly a fade effect conveying emotion.
- Ratings were mostly 9s and 10s, showing the work was well-received and conventions were effective. Reflections incorporated audience advice for further improvement.
Evaluation Question 3
The document discusses feedback received from a target audience on a student's music video project. The student learned: (1) to change the genre of the project from hip hop to bands like Two Door Cinema Club based on audience preferences; (2) the first draft received positive but superficial feedback, with identifiable issues in the narrative that confused viewers; (3) incorporating criticisms by re-shooting unclear shots helped make the storyline clearer and the final video feel more professional than amateur. The student concluded that audience feedback is essential for producing high quality professional work.
Audience feedback powerpoint
The document discusses research the author conducted on their target audience for a music video project. They presented initial ideas to the audience and received feedback both in-person and via online surveys. The feedback showed that the audience felt the video suited the intended genre and they could follow the narrative. It also confirmed that the video's style was original and coherent. This feedback helped the author understand how the audience reacted emotionally to the video and what minor errors could be improved.
Evaluation question 3
The document summarizes what was learned from audience feedback on a music video survey. Specifically:
1) The survey showed the target audience was young males aged 16-25, consistent with previous research.
2) Viewers highly rated the video as excellent or very good, showing it successfully followed music video conventions.
3) Over 90% felt the video fit the experimental/electronic genre due to editing techniques like double exposure.
4) Viewers found editing techniques like double exposure, kaleidoscope effects, and quick cuts most interesting.
What have i learnt from my audience feeback
Ryan created a survey to get feedback on his music video. Most respondents correctly identified the genre as pop and suggested adding more characters and locations. Respondents enjoyed the locations used in the video like the job center and hill. Through the feedback, Ryan learned his video was successful but could be improved by including more elements to engage audiences further.
Evaluation question 3
The student conducted a survey using Survey Monkey to understand their target audience for a music video project. They asked questions about genre preferences, age, gender, and preferred viewing platforms. This helped the student determine the genre, target demographic, and distribution method for the video. The student also pitched their three song ideas to classmates and unanimously chose the Oasis song based on feedback that it best fit the target audience and had the strongest storyline. The student used a blogger site to regularly update their work and receive feedback from classmates and their target audience. While no comments were left on the uploaded YouTube video, the student felt having a comments section was still a good way to get feedback. The class also provided annotated feedback on each other's ancillary
Evaluation 3
The document discusses the feedback received from audiences at different stages of creating a music video.
In the first stage, the creator asked audiences questions about 3 potential songs to understand which would appeal most to their target audience. Most popular was "Bad Decisions".
Next, research was done on fan sites of the artist to better understand the target audience.
The most useful feedback came after sharing the first draft video. Comments helped identify aspects audiences enjoyed and improvements needed to better fit the target genre and demographic. Suggested changes were incorporated into the final edit.
Evaluation question 3_newest !!!!
From distributing questionnaires and gathering feedback through focus groups and social media, the creator of a music video learned about their target audience's preferences. They found that folk and indie music were most popular, as well as the acoustic subgenre. This feedback helped shape the creation of an acoustic-style music video combining folk and indie elements. Additional feedback suggested including a performance aspect, which improved audience engagement. Further feedback on promotional materials led to enhancements. Overall, audience feedback proved invaluable for creating a music video that would appeal to target viewers.
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Media doc audience feedback without graphs or radio and print ad
The group uploaded their media clips to YouTube and shared the links on Facebook and Twitter to collect audience feedback. They noticed that while the clips were receiving many views, they were only getting one comment on YouTube. To get more responses, one member directly texted friends for feedback, which worked well to ensure responses. The feedback was generally positive and consistent, praising the variety of interviews. However, some noted the lack of male perspectives early on and issues with audio quality. Going forward, the group learned they need a better gender balance and to be more careful of audio issues during filming.
E delynj
The document discusses potential ways to evaluate a media product using conventions of real media. It suggests creating a vlog or presentation using images, text, video, and audio to express ideas about how the media product challenges or develops real media conventions. It also proposes comparing the media product to a similar indie music video and discussing how it follows or challenges conventions through elements like camera work, editing, location, and limited costume and filter changes.
Evaluation q3
The document discusses feedback the student received from their audience research. They conducted a survey that showed their target audience was mostly aged 17-19 and enjoyed crime documentaries. This informed their decision to create a crime documentary. They also received feedback that documentaries should be factual but also entertaining. Peer feedback on documentary styles indicated an expository style with interviews and reenactments would appeal most. Focus group responses confirmed this and suggested other elements like air time and channel style. The feedback helped the student tailor their documentary to their target audience.
E delyn
The document discusses potential ways to answer an evaluation question about how a media product uses, develops, or challenges the forms and conventions of real media. It considers using a vlog format or presentation to explain how a music video challenges conventions of typical indie music videos through elements like mise-en-scene, camera work, editing, locations, costumes, and filters. The vlog or presentation would allow integrating text, video, images, and audio to clearly convey the analysis.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Evaluation Question 3
The document describes the different assessment methods used to gather feedback on a music video draft. These included an anonymous survey, self-assessment, peer assessment, teacher assessment, and a focus group. Feedback was incorporated between drafts to improve editing, narrative clarity, performance, saturation, and inclusion of jump cuts. The final draft received positive feedback and no further changes were needed.
Evaluation Question 2
This document discusses the benefits and drawbacks of obtaining audience feedback, and details the process the author went through to get feedback on two draft music videos. The feedback revealed the first draft was too similar to an existing music video, so they changed the song. They uploaded the revised video to YouTube, Facebook, and Blogger to reach more people. Analytics from YouTube showed the target audience was located in the UK and typically watched the full 2:32 video. The author concludes audience feedback is important for understanding how to best reach the target market.
Question 3
Through audience feedback on a rough cut of his music video, the author learned that his target audience was young females, not young males as initially thought. Feedback from focus groups showed that the narrative was unclear and needed work. Questions to the focus groups assessed if the video represented the pop genre correctly and identified strengths and weaknesses. The author plans to present the final video on social media and YouTube to reach a wide audience and get feedback on views, likes, and comments.
Evaluation question 3
The student learned several things from receiving audience feedback on their music video project. They received feedback both directly from classmates watching the video, as well as online. The feedback was overall positive, with classmates enjoying the dancing and choreography. However, many commented that using only one location for the video was limiting, and additional locations would have made it more interesting. Going forward, the student learned they should stick to their original plans more and use more preparation and resources, such as including more locations in the video.
Question Three
The document discusses audience feedback received for a media product created for 16-20 year olds. Various methods were used to collect feedback, including surveys, social media posts, and emails. While social media did not generate feedback, the video received many views and likes. Feedback from peers identified areas for improvement, such as shaky camerawork and too much visual effect. Suggestions like including additional shots were implemented. Further questions were developed to collect audience perspective on narrative understanding, lip syncing, locations, editing, and performance. Feedback also addressed the digipak and advert to understand links between elements and areas for improvement.
Audience feedback
The filmmakers asked for feedback on their music video from social media and classmates to improve it. Most useful was feedback on Facebook that some shots were too long, so they added quick flashback shots to break up longer scenes. Classmates also noted some edits were poorly timed, which they fixed by tightening up parts of the footage.
P.p question 3
This document discusses the target audience for a music video project - 17-18 year olds who would easily access the video online. Using social media and streaming platforms allows the song to reach a wide audience of teenagers experiencing heartbreak and growing up in difficult areas. The video portrays a girl facing abuse and drug problems to appeal to audiences who can relate to such struggles. Feedback on the video was positive about the shots, song choice, and intrigue, though some viewers initially found it confusing and had to watch twice to understand the storyline.
Final task media
The document summarizes the feedback received from an audience questionnaire about a music video and ancillary materials. Key findings include:
- The music video's genre appealed mostly to house but some saw pop influences due to pace.
- Early feedback showed little link between the video, album cover and magazine, but improvements clarified similarities in font and artist images.
- Audiences most enjoyed the narrative aspect of the video, particularly a fade effect conveying emotion.
- Ratings were mostly 9s and 10s, showing the work was well-received and conventions were effective. Reflections incorporated audience advice for further improvement.
Evaluation Question 3
The document discusses feedback received from a target audience on a student's music video project. The student learned: (1) to change the genre of the project from hip hop to bands like Two Door Cinema Club based on audience preferences; (2) the first draft received positive but superficial feedback, with identifiable issues in the narrative that confused viewers; (3) incorporating criticisms by re-shooting unclear shots helped make the storyline clearer and the final video feel more professional than amateur. The student concluded that audience feedback is essential for producing high quality professional work.
Audience feedback powerpoint
The document discusses research the author conducted on their target audience for a music video project. They presented initial ideas to the audience and received feedback both in-person and via online surveys. The feedback showed that the audience felt the video suited the intended genre and they could follow the narrative. It also confirmed that the video's style was original and coherent. This feedback helped the author understand how the audience reacted emotionally to the video and what minor errors could be improved.
Evaluation question 3
The document summarizes what was learned from audience feedback on a music video survey. Specifically:
1) The survey showed the target audience was young males aged 16-25, consistent with previous research.
2) Viewers highly rated the video as excellent or very good, showing it successfully followed music video conventions.
3) Over 90% felt the video fit the experimental/electronic genre due to editing techniques like double exposure.
4) Viewers found editing techniques like double exposure, kaleidoscope effects, and quick cuts most interesting.
What have i learnt from my audience feeback
Ryan created a survey to get feedback on his music video. Most respondents correctly identified the genre as pop and suggested adding more characters and locations. Respondents enjoyed the locations used in the video like the job center and hill. Through the feedback, Ryan learned his video was successful but could be improved by including more elements to engage audiences further.
Evaluation question 3
The student conducted a survey using Survey Monkey to understand their target audience for a music video project. They asked questions about genre preferences, age, gender, and preferred viewing platforms. This helped the student determine the genre, target demographic, and distribution method for the video. The student also pitched their three song ideas to classmates and unanimously chose the Oasis song based on feedback that it best fit the target audience and had the strongest storyline. The student used a blogger site to regularly update their work and receive feedback from classmates and their target audience. While no comments were left on the uploaded YouTube video, the student felt having a comments section was still a good way to get feedback. The class also provided annotated feedback on each other's ancillary
Evaluation 3
The document discusses the feedback received from audiences at different stages of creating a music video.
In the first stage, the creator asked audiences questions about 3 potential songs to understand which would appeal most to their target audience. Most popular was "Bad Decisions".
Next, research was done on fan sites of the artist to better understand the target audience.
The most useful feedback came after sharing the first draft video. Comments helped identify aspects audiences enjoyed and improvements needed to better fit the target genre and demographic. Suggested changes were incorporated into the final edit.
Evaluation question 3_newest !!!!
From distributing questionnaires and gathering feedback through focus groups and social media, the creator of a music video learned about their target audience's preferences. They found that folk and indie music were most popular, as well as the acoustic subgenre. This feedback helped shape the creation of an acoustic-style music video combining folk and indie elements. Additional feedback suggested including a performance aspect, which improved audience engagement. Further feedback on promotional materials led to enhancements. Overall, audience feedback proved invaluable for creating a music video that would appeal to target viewers.
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The target audience for the creator's products is 15-24 year old students to appeal to a sense of youth and freedom. Feedback was gathered through an online survey linked on social media that asked about what was done well and could be improved. Suggestions to make lighting more consistent, include more camera movement, and use a variety of question types provided useful feedback to enhance the video's professionalism.
evaluation question 3 a2 media coursework
The document discusses feedback received from the audience on a music video and ancillary texts created by the author. Key learnings included incorporating a relatable story and emotional elements. Filters were added to the camera work to make the video more intriguing. For future work, the author realized they should have used older actors and applied the "male gaze" theory more effectively. Feedback also indicated a need for consistency in atmosphere and visual style across all pieces. The author conducted further research and revised their work based on audience feedback to better appeal to their target demographic.
Evaluation question 3
The student learned several things from receiving audience feedback on their music video and ancillary task projects. Positive feedback indicated that their target audience enjoyed unique and noticeable designs as well as interesting editing techniques. Negative feedback helped the student improve their work and make it more professional. Going forward, the student will ask for feedback earlier in the creative process and continue soliciting comments throughout to help guide their work. The feedback process taught the student that a music video involves many stages and compromises to appeal to audiences, and that comments are crucial for creating something everyone can enjoy.
Question 3
The document contains feedback from an audience on a music video. The feedback was mostly positive and provided some constructive criticism to improve future work. Viewers understood the narrative of the video and thought the edits worked well, though some felt clips were too long. They also correctly identified the genre as indie rock. The combination of narrative clips and performance clips was seen as effective in highlighting the song's meaning.
Evaluation question 3
The document discusses feedback received on a student's music video and ancillary products from two methods: hot desking with peers and a focus group. Through both, the student received feedback on transitions, shots, and design elements that could be improved. Based on the feedback, the student made minor revisions to the ancillary products but decided not to make some suggested edits to the video after re-evaluating. The student reflects that while the peer feedback validity could be questioned due to bias, the focus group provided more honest critique as strangers were less likely to take a kind approach.
Question 3 Evaluation
The document discusses the results of a questionnaire given to an audience after viewing the creator's music video. Key findings include:
- Females generally enjoyed and responded better to the video than males, as the video's target audience was young females.
- Camera work and editing, costume/styling, and fitting of visuals to lyrics received mostly positive feedback.
- Lip-syncing and engaging a wider audience beyond young females needed improvement.
- 16-17 year olds tended to rate aspects lower, suggesting the video appealed more to an older target age range.
Question 3
The document summarizes the feedback received from a survey about a music video. Key findings include:
- Most respondents enjoyed the video and understood the storyline.
- The vintage theme of the magazine ad was found to be visually appealing.
- There was strong link perceived between the video, digital packaging, and poster.
- While most felt the song and video matched, 28% did not understand the lyrics.
- The video was rated as professionally looking by most respondents.
- Respondents said they would share the video on Facebook and Twitter.
- Suggestions for improvements included less dancing and more narrative focus.
Evaluation question three
The document summarizes the results of a questionnaire and online feedback the creator received about a music video. The feedback showed that most audiences enjoyed the video and thought the length was just right. The balloon scene was commonly cited as the favorite part, while a darker scene was seen as the weakest. Most felt the camera work, editing, genre, and costumes were effective. The feedback provided insights on how to improve future videos.
Question 3 evaluation
The document discusses audience feedback received during the development of a media production project. It summarizes that feedback was received through social media, peers, and teacher reviews, which helped improve elements like the logical ordering of blog posts and selection of appropriate sounds. While some feedback, like for posters, did not work out, most suggestions were implemented, such as a glowing bracelet idea. The document reflects on how gaining a wider variety of ongoing audience perspectives and more specific feedback questions could further enhance future projects.
Evaluation question 3
The document discusses feedback received from an audience focus group about a music video. The feedback indicated that the audience felt nostalgic, happy, and connected to the artist's life as intended. While the feedback was positive, the creator notes they would have varied the shot types more. They also received positive feedback on accompanying print work and would only change it slightly based on the feedback.
Final evaluation 3
The document discusses feedback received on various promotional materials created for a music project, including a music video, magazine advert, and digipack. Feedback was gathered from target audiences through surveys and focus groups, as well as from teachers. The feedback was mostly positive and provided minor suggestions for improvement, such as enlarging text sizes, adjusting shots in the music video, and developing the CD design for the digipack. The feedback validated that the promotional materials were largely successful in appealing to and representing the target audience.
Evaluation 3 2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
Evaluation 3 V2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
Evaluation 3 v2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
Audience Feedback - Evaluation
Hailey Marks-Burton created a documentary on cyberbullying and received feedback from various sources to evaluate and improve her work. Students in a Year 10 drama class enjoyed the documentary and understood the topic. Some feedback suggested improving sound quality during outdoor recordings and adding more interviews. Overall, the audience engaged with the documentary and felt it effectively addressed the issue of cyberbullying.
Evaluation Question 3
The document discusses feedback received on a music video, digipack, and magazine advertisement created to promote the song "Try Again" by Tom Cox. Feedback helped improve all three products. For the video, viewers suggested edits to fix glitches and tweak certain effects. Feedback informed changes to the digipack cover image and layout. Suggestions to add reviews and social media links enhanced the magazine ad. Overall, incorporating audience feedback helped create higher quality promotional materials better suited to the target demographic.
Question 3
The document discusses feedback received from a survey about products created by the author for their target audience of 13-22 year olds. The survey was distributed via email to a school and on Facebook. Responses were mostly positive, with the video receiving the highest ratings. Constructive criticism focused on unstable camerawork and acting quality in the video. The magazine ad design and photography were praised for effective lighting, composition, and matching theme/colors. Insights from the feedback will help strengthen future work.
Evaluation Question 3
The document summarizes feedback received on a music video from various collection methods. Positive feedback noted good camera quality and outfit/location changes adding dimension. Constructive criticism pointed out inconsistent lighting across locations, difficulty understanding the story, and timing of edits not complimenting the music well. The creator learned that ancillary tasks like still photos were more successful than the video, and that a more simplistic, editing-focused approach would have been better than attempting a high production quality video without professional resources.
Evaluation Question 3
The feedback received on the music video was positive overall, with one focus group suggesting slowing the pace of editing and using longer shots. However, the creator decided not to make this change as the fast pace matched the upbeat music. Peer feedback did not note this but suggested adding lip syncing or reducing clip repetition, which the creator also chose not to implement. Feedback on ancillary products from the focus group was positive, noting the clear beach theme and house style. Minor changes were made to the ancillary products to better match the "handy cam" style of the video based on this feedback. The creator found peer and focus group feedback valuable, though peer feedback suggestions would not have largely improved the video.
3. feedback complete
The audience feedback on the music video provided useful insights for improvement. They felt the video needed to sync better to the lyrics and include more shots of individuals singing. They enjoyed the editing techniques like split screens and use of multiple settings. The video appealed to its target audience of teens and young adults due to the characters' ages and relatable scenarios. Viewers also identified conventions like DJ footage and split screens that aligned with the pop genre.
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Historical case study notes
This document provides a summary and analysis of the 1979 film Quadrophenia and discusses several key themes:
1. It analyzes the characters of Jimmy, Steph, and Kevin and how they represent different youth subcultures and ideologies of the time.
2. It discusses how elements of mise-en-scene like clothing styles were used to distinguish groups like mods and rockers.
3. It explores how the quote "Identity is complicated" can be applied to Jimmy's confused sense of self and place within the mod culture.
4. It draws parallels between the representations of rebellious youth in Quadrophenia and more contemporary depictions that still involve moral pan
Question 1
The document discusses how the media product follows, develops, and challenges conventions of real music videos in the indie rock genre. It follows conventions through the actor's costumes, uses of shots showing performance, and sticking to typical cinematography. It develops conventions from Jason Mraz's music video by changing the type of performance from guitar playing to dancing. It challenges conventions by using color instead of black and white, avoiding special effects, and not including party scenes to match the lonely theme of the song.
Question 1
This document provides guidance for summarizing how a media product such as a music video uses, develops, or challenges existing conventions from real media. It prompts the student to discuss whether their video follows conventions from other real examples, develops typical conventions, or challenges conventions of the genre by including unique elements. The student is also asked to support their analysis using music video theory.
Shooting schedule
The document outlines a shooting schedule for a music video with 13 shots. Shot One shows the actor walking along the beach from different angles to introduce the song. Shot Two is a medium close-up of the actor singing the opening verse on the beach before changing locations. Shot Three has the actor singing the second verse in a park, walking and then sitting on a swing. The remaining shots consist of various locations and camera angles that depict the mood and lyrics of the song, including dancing, hugging to portray love, sitting on a bench and swing, and walking away at the end to close the video.
Research audience profile
This document summarizes research conducted on audience preferences for an indie rock music video. When asked about familiarity with the genre, most respondents said they were familiar. The most popular indie artist was Oasis. When asked what to include, most said to show the performer singing and dancing with instruments. Respondents expected to see chinos, checkered shirts and hats. Shots of the performer up close, full body and establishing shots were preferred. Guitars and drums were the most expected instruments.
Jason mraz i’m yours lyrics breakdown
The document provides a breakdown and analysis of the lyrics from Jason Mraz's song "I'm Yours". Over the course of the song, the lyrics describe a man who has fallen for a woman and is expressing his strong feelings for her. He tells her that he will do anything to win her over and nothing can stop how he feels. Throughout the song he urges her to open her mind and heart to love and tells her that their connection is fate. The breakdown analyzes each verse and section of lyrics to understand what the man is communicating to the woman about his passion and desire to be with her.
Call sheet
This call sheet provides details for shooting a music video between October 10-17, 2012 in Seaton Carew. It lists the call times and contact information for Declan Healey and Joe Burn on specific dates. It also includes a list of the camera equipment, lighting equipment, and props needed for the shoot.
Detailed video analysis
The summary discusses how various camera shots are used throughout the video to show the band's performance and their interaction with the energetic crowd. These shots include close-ups, cutaways, and long shots. The video aims to match the pace of the shots and lighting to the fast or slow tempo of the song. By the end, both the band and crowd are shown to be breathless but happy from the outstanding performance.
Digipak
This Digipak cover for Jason Mraz's album "We Sing, We Dance, We Steal Things" uses a simple black and white drawn image of Jason himself with the album title below, making it stand out from more typical Digipaks featuring colorful photos. Though simple, the unusual design is effective at appealing to fans by clearly showing the artist and album name. The album title progresses from positive to negative actions, hinting at a potential dark side to Jason and people in general.
Document1
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9 frame
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A2 media studies sheet
The document outlines Declan Healey's skills in digital technology, post-production software, research and planning methods, and use of conventions when creating a horror film project. It details the specific skills and software used at each stage of the project and how they contributed to the final product. Declan reflects on how he will further develop and apply these skills during the next project to create an even better outcome.
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Question 3
- 1. Question 3 Declan Healey
- 2. Audience Feedback Based on my audience feedback that I gathered by sending emails to my students so that I could gather feedback that way, the other way in which I gathered feedback was by having sheets filled in. Within these sheets I would receive feedback for my video, digipak and my advert and I would receive strengths and areas of improvement that would be completed by fellow students. I also asked some people face to face what they thought of my music video so that I could receive some fast feedback. The only negative about having people give you feedback face to face is that they may feel as if they need to lie so that they aren’t offending you. This is why I also wanted to gather feedback from other ways such as these sheets and the emails, because I did this it give me more feedback and more views on my ancillary products. Other ways in which I could of gathered feedback could have been to post my video to Facebook, Twitter, or other social networking sites so that I could expand the number of people that would of seen and responded to my video.
- 3. Screenshots of feedback Here is the email that I sent to one of my fellow students. I wanted to keep it brief which is why I asked him politely if he keep watch my video and send me some feedback so that I could see what he thought of my work. Here is the feedback that I received from my fellow student. I am pleased because of his honesty as he give me some positive feedback along with some criticism which could help me improve my work.
- 4. Feedback Response Based on the feedback that I received from my emails, feedback sheets and face to face feedback I would say that overall I am pleased with the feedback I received. From my feedback for my video I would say that the lip sync was the most common area for improvement because there were a few shots that needed straightening up. The most common response for my video strengths was that the opening and the lip syncing in the opening was a fairly strong start. For my digipak the most common area for improvement was that I should include a wider variety of photos as they were all set in the same area so were a little repetitive. The most common strength was that it was good brand identity which is a good thing because it means that my digipak is more recognisable as people know what and who my album and actor are. My adverts most common area for improvement would be that I should of included more information as it was fairly simple with hardly no text. The most common strength would be that it follows the conventions which is a good thing because it shows that people will recognise my advert because it shows these conventions. Overall I was happy with my feedback because it helped me realise what was good about my video, digipak and advert and it also shows me my drawbacks which could help me to improve my work in the future.
- 5. Audience Theory Stuart Hall wrote a theory about decoding and encoding. Within his theory he said that there is the dominant reading, the negotiated reading and the oppositional reading. The dominant reading is when the reader full accepts the preferred reading (audience will read the text the way the author intended them to) so that the code seems natural and transparent. The negotiated reading is when the reader partly believes the code and broadly accepts the preferred reading, but sometimes modifies it in a way which reflects their own position, experiences and interests. Then the oppositional reading is when the readers social social places them in an oppositional relation to the dominant code. They reflect the reading. With my video I would say that most people saw an oppositional reading about my video because they didn’t really understand that the video was about as it was about love and I didn’t portray it strong enough. Ways in which I could of portrayed this could of included a female so that he could have been singing to her or expressing his love to her so that this was more clearer to the viewer and then they would of got the idea that the song was about love. Some people also said that I should of included a female so that they could of understood the narrative more clearly and adapted to the video more.