Question 3
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The group learned several things from receiving audience feedback on their music video project: 1) Initial feedback helped them narrow down their song choices to Arctic Monkeys' "When the Sun Goes Down", though they ultimately went with their own preference. 2) Additional feedback helped them plan the beginning, middle, and end of the video, though their ideas changed significantly as the project developed. 3) Presenting their ideas to the class provided comments that improved aspects of the video's style and timing.
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Evaluation - Question 3 Draft
The student learned valuable feedback from audience members about their media project. Classmates provided early feedback that their unfinished music video needed more footage and had too long of shots. They also said the dark purple theme was effective but the video lacked pace. For the album design, audiences understood making it brighter stood out among shelves. An online survey yielded that rock music videos commonly include band performance and narrative elements. The student incorporated these lessons to improve their music video quality.
Evaluation question 3
The student learned several things from getting audience feedback on their music video and ancillary texts. They received feedback that cutting shots more often and to the beat would improve the video, so they refilmed some shots to allow for quicker cuts every 3-6 seconds. Feedback on the ancillary texts suggested making images black and white, but the student felt that did not fit the theme. Feedback also noted inconsistent lighting in the video due to using different cameras and filming at different times of day. The student used video effects to brighten darker shots. A survey of 20 people of different ages and genders provided feedback that indie/pop was the most popular genre, confirming the student's choice to use that genre. The student found the
7. evaluation(4)
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Vox Pops Production Log
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- Females
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Time: Daytime shoot
Place: City Campus; outside the library
Noise level: Moderate (other students around)
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Interviewee 13: Liberty
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Time: Daytime shoot
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A2 media question 3
The document summarizes feedback received from audiences on various aspects of a film project. For the initial pitch and focus group, the feedback was positive and advised simplifying the storyline. Additional feedback on an unfinished cut noted that the music created suspense and quick shots were effective, but some scenes needed better focus and audio. Feedback on poster and film review designs preferred darker colors and a full-body character shot, which informed some design changes.
Planning
This document provides a mood board and idea development for a documentary project. It outlines plans to interview two people about body image and fitness topics. The interviews will take place on October 16th and 17th in various locations like the interviewee's garage and a local gym. Equipment like cameras, lights, and a tripod will be used to capture different angles. The documentary will include an introduction with facts, interviews, b-roll footage with voiceovers, and music to convey a serious tone while spreading awareness on the topic.
Res 2
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Ss media a2
This document contains descriptions of various video clips and shots taken for a school documentary project on stress faced by students. It includes an opening shot of books being dropped on a desk to represent stress piling up, an interview with the college careers advisor recorded in her office, footage of students playing basketball to show stress relief activities, vox pops of students interviewed in front of the school sign, establishing shots of the school building and canteen, a voting box asking students about pressures faced, and makeup store counters to tease what's coming after the break.
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Evaluation - Question 3 Draft
The student learned valuable feedback from audience members about their media project. Classmates provided early feedback that their unfinished music video needed more footage and had too long of shots. They also said the dark purple theme was effective but the video lacked pace. For the album design, audiences understood making it brighter stood out among shelves. An online survey yielded that rock music videos commonly include band performance and narrative elements. The student incorporated these lessons to improve their music video quality.
Evaluation question 3
The student learned several things from getting audience feedback on their music video and ancillary texts. They received feedback that cutting shots more often and to the beat would improve the video, so they refilmed some shots to allow for quicker cuts every 3-6 seconds. Feedback on the ancillary texts suggested making images black and white, but the student felt that did not fit the theme. Feedback also noted inconsistent lighting in the video due to using different cameras and filming at different times of day. The student used video effects to brighten darker shots. A survey of 20 people of different ages and genders provided feedback that indie/pop was the most popular genre, confirming the student's choice to use that genre. The student found the
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Vox Pops Production Log
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A2 media question 3
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Planning
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Res 2
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Ss media a2
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Week 1:
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- Friday: Submit storyboards to client for feedback
Week 2:
- Monday: Make any revisions to storyboards based on client feedback
- Wednesday: Film B-Roll footage for all films weather permitting
- Friday: Complete first script and submit to client
Week 3:
- Monday: Make revisions to first script based on client feedback
- Wednesday: Film interviews and additional footage for first film
- Friday: Complete editing of first film
Week 4:
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Similar to Question 3
Question 3
The students conducted focus groups and received feedback from classmates on their music video project. Based on this feedback, they selected the song "Brimful of Asha" by Cornershop instead of more popular options like Arctic Monkeys because it better fit their vision. They incorporated colorful, psychedelic elements and dance moves to appeal to their target 16-24 year old indie audience. Additional feedback helped them refine aspects of costumes, timing, fonts, and develop a unique three-part CD package. This feedback process helped them improve their project within the constraints of limited time and technology.
Evaluation Task 3: What have you learned from your audience feedback?
The document discusses audience feedback received on a music publicity campaign project. It describes conducting research through surveys, focus groups, and getting opinions from peers, teachers, and outsiders. Key feedback included making the website more navigable and including missing elements like the music video. This helped refine the website, music video, and CD design. The feedback showed the transition in the music video was effective but some elements needed clarification. Overall, the feedback process allowed improvements to be made and ensured the project elements worked cohesively together.
Q3
The document discusses feedback received from the audience on a media project. It describes conducting a focus group with the target audience to get in-depth feedback on aspects like location and costumes. A questionnaire was also used to get audience opinions on mock-ups, helping decide which designs to pursue. While social media feedback was positive, it lacked constructive comments. Verbal feedback sessions on video edits proved most useful, providing suggestions to tighten shots, add humor, and avoid obvious endings. This feedback helped strengthen the project.
Question 3: What have you learned from your audience feedback?
The document discusses various methods used to collect feedback from their target audience during the creation of marketing products for an indie rock band. These methods included qualitative one-on-one interviews, quantitative surveys, presenting draft ideas to their class, and receiving individual feedback on draft products from other students. The feedback helped them understand that their target audience was mainly interested in social media integration and tour dates, and had shifted to digital content over physical packaging. It also revealed issues with an ambitious music video concept that needed to be scaled back.
Question 3
1) The student learned from audience feedback that their music video, magazine advertisement, and digipack met most of the target audience's needs according to Maslow's hierarchy, but the digipack design did not match the color schemes of the other pieces.
2) Feedback showed the music video and magazine ad effectively gained attention and interest through their designs, and the video storyline created a desire in viewers to be the protagonist.
3) However, the digipack design stood out in a negative way from the black and white schemes of the other pieces.
Evaluation question 3
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Evaluation 3
The document discusses various methods used to gather feedback on a film project, including focus groups, questionnaires, and uploading work online. It provides details on organizing a focus group, creating questionnaires for ancillary products and the final film, and uploading the film trailer to sites like YouTube and a blog. The results of the questionnaires are analyzed, and positives like the layout and title being clear and attention-grabbing are noted. Areas for improvement like slow shots are also identified. Overall, audience feedback provided valuable insights and a better understanding of what worked well and what could be improved.
Evaluation 3
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Evaluation 3
The document discusses the methodology used to gather feedback on a film project, including focus groups, questionnaires, and uploading the trailer online. It describes organizing a focus group of 5 people and creating questionnaires for ancillary products that were given to 30 people. The film trailer was also uploaded to websites to collect feedback from a wider audience. Bar charts are used to visualize the questionnaire results. Areas for improvement identified through audience feedback include reducing the number of slow shots in the film.
Media Evaluation 3
The document discusses feedback received from audiences on a media product. It indicates that audience feedback is important to improve the product based on the audience's perspective. Selective audiences provided feedback at different stages of development. Early feedback helped refine the song and video ideas. Later feedback resulted in introducing the artist and song title earlier in the video. Final feedback from teachers identified technical improvements. Overall, audience feedback helped inspire and improve the product, though the author notes there may have been more opportunities for feedback during the challenging construction process.
Media Evaluations Q3
The document discusses the importance of audience feedback at various stages of creating a music video. Feedback was sought from peers early in the process to confirm genre and song choices. Seeing the first draft allowed teachers and students to provide technical feedback on framing and shots. Finally, feedback on the final draft ensured all required elements were included and that audience understanding improved through added transitions and creative shots. Overall, the repeated audience feedback at different stages was deemed very helpful for developing and strengthening the work.
Evaluation Q3 - Draft
The student learned valuable feedback from audience members about their unfinished music video, album design, and advertisement. Classmates said the dark purple theme was effective but the music video lacked pace and had some shots that were too long. They also provided feedback on the brighter colored album design. An online survey asked more general music questions, from which the student learned people typically expect to see the band playing in a rock music video. They incorporated this feedback by adding band performance footage to their music video.
Media Studies - Evaluation Question 3
The document discusses how audience feedback shaped the development of a media project at various stages:
- Research identified the target audience as "high aspiration, low economic status" young people interested in rap music.
- Planning incorporated audience preferences like including a message in the video and choosing a suitable font.
- Feedback on preliminary work helped refine techniques like editing to the beat.
- The final product's questionnaire showed most respondents understood the anti-drinking message and felt the multi-media elements were well-matched, suggesting the goals were successfully achieved.
Q 3 audience feedback
The document summarizes key learnings from audience feedback gathered during the production of a documentary. Some of the main findings included that the target audience of 11-19 year olds preferred a female voiceover narrator, liked the inclusion of statistics and facts, and felt there was too much pressure from teachers and parents to achieve good grades. The filmmakers incorporated this feedback by choosing a female narrator and including facts and a discussion of generational differences in perceptions of pressure. Additional feedback on early cuts of the film helped improve areas like audio levels and scene transitions.
Evaluation Question 3
The document discusses research conducted with the target audience of teenagers and young adults to inform the creation of a documentary. A questionnaire was administered to determine preferred documentary styles. Most preferred the reflexive style, so this was the main approach used. Interviews further probed interests in the topic of internet culture. A screening gathered feedback, confirming the appeal to the target demographic and identifying issues to address, such as inconsistent sound levels. Engaging the target audience throughout provided valuable guidance that strengthened the final documentary.
Question 3
The document discusses the audience feedback gathered for a media project focused on dubstep/hip-hop music. Surveys, interviews, pitches, and written feedback were used to collect input from the target audience of males aged 18-30. Key findings included that black and red were the most associated colors, music should be fast-paced, and music videos should be set in clubs or outdoor urban areas. Detailed feedback from interviews provided guidance on the music video, website, and album artwork. Pitches and draft reviews also helped refine the project to better appeal to the target demographic.
Q3
The document discusses feedback received from peers on initial ideas for a media project. It describes how feedback helped validate theme and narrative choices. Comments reassured the creator that their concept fit the target demographic and was not too complex. Technical feedback from a teacher also improved elements like camera work, performances, and shot composition. Audience research informed the design of promotional materials to match the tastes of the target "Scenesters" demographic.
Evaluation question 3
The document discusses the importance of receiving feedback from audiences to understand how a media product is received and whether it achieves its intended purpose. The author learned about audience feedback through research projects creating a magazine and movie trailer. Feedback was gathered from various sources, including a media studies teacher, classmates, friends/family, and online surveys, to get perspectives from different demographics. The author found feedback most helpful for improving aspects like visuals, sound, pacing, narrative clarity, and lighting in the movie trailer. Collecting feedback from multiple avenues helped the author tailor the media product to better achieve its goals.
Audience research
The document summarizes the results of a survey conducted by a group of students to gather audience research for a music video they are creating. The survey included questions about demographics, music preferences, and what viewers like to see in music videos. Key findings included that the majority of respondents were 16-17 years old, slightly more were female than male, and UK rap was not the most popular genre but viewers enjoyed elements of performance, creativity and realism in music videos. This information helped the group refine their ideas for incorporating the right elements into their own UK rap music video.
A2whatdidyoulearnfromaudiencefeedbackpowerpoint
Audience feedback was gathered through questionnaires and social media to improve a music video. Questionnaires with open and closed questions were filled out by 32 people from different age groups and genders. Feedback indicated adding a storyline and less lip syncing to the video. Social media like Facebook and YouTube provided a wider range of feedback. This feedback helped enhance the music video, poster, and album artwork.
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Evaluation Task 3: What have you learned from your audience feedback?
Evaluation Task 3: What have you learned from your audience feedback?
Question 3: What have you learned from your audience feedback?
Question 3: What have you learned from your audience feedback?
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Question 3
- 1. Question 3: What have you learned from audience feedback Jordan Willmott, Hannah Waine & Sam Gouldsborough http://www.youtube.com/watch?v=3PO0UqbNQSQ&feature=player_embedded
- 4. After help from audience feedback, we as a group sat down and asked other class members to help us decide on a beginning, middle and end. This initial planning however, altered quite drastically, as our ideas developed and became increasingly more realistic for the time and technological devices we could acquire.
- 5. This Questionnaire helped us to decide a number of things about the video at this early stage, mainly about aspects of mise en scene.
- 6. We as a group conducted a PowerPoint presentation to the class about our ideas. After watching the presentation, class members were invited to comment and answer a few questions on what they liked and disliked about our ideas. Some comments made were, that we could possibly add various colours to stick to indie codes and conventions, as well as the video’s original Brit pop era vibe.
- 7. From the success of our presentation, we decided to repeat the exercise for our final video, from this, we decided that our miming could be better timed, we took this in to consideration and instantly changed it.