Question 3
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The document summarizes feedback received on a music video project from different groups and the teacher. Group 1 enjoyed the variety of colors used but some thought there were too many effects. Group 2's favorite shot was of a character dancing in front of a light source but they felt there could have been more performance shots. The storyline was clear to Group 1. The teacher provided feedback on shots, intro, lip syncing, tempo, lack of transitions and sudden cuts. Based on this feedback, the group made adjustments like adding more performance shots and fixing lip syncing by cutting frames and rearranging audio and video to flow better with transitions and cuts.
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Evaluation q1
This document analyzes how the author's media product uses and is influenced by conventions of real music videos. It provides examples from the author's video as well as popular music videos to illustrate techniques like relating lyrics to visuals, editing visuals to match the beat, representing the band, defining genre through performance, using various lighting and locations, employing green screens, and utilizing split screening. The author concludes that drawing inspiration from successful existing music videos helped them conform to conventions and create a video that would appeal to their target audience.
Audience Feedback - Rough Cut of Music Video
The document discusses audience feedback received from classmates on a rough cut of a student-made music video for The Weeknd's "Professional". Feedback was generally positive, praising the clear narrative, effective use of flashbacks, transitions, and motifs replicating The Weeknd's style. Some feedback noted the lighting was too bright in one scene and wanted more interaction between actors. The students addressed but did not make all requested changes due to limitations.
Evaluation
This document discusses the evaluation of a student media project creating a music video. It addresses how the video used or challenged conventions of real music videos through its camera shots, editing, sound, and more. Feedback on the video was also positive, praising the shot variation, lighting, split screens, and storytelling. In planning and construction, the students used Adobe Premier to add text and change the video to black and white. They also created a storyboard and schedule in PowerPoint and a proposal and shot list in Publisher.
Q1
The document discusses the music video created by the author for their media production. Some key points:
- The music video uses conventions like lip syncing to match the singer's movements to the song. This helps connect the audience to the emotion of the young female artist.
- Mise-en-scene aims to capture the artist's emotion and sadness through minimal props and high key lighting/color backdrops.
- The video challenges conventions by not having a storyline and using contrasting colors compared to the emotions in the song.
- Influences include other music videos with solo young female artists that help structure the video without a relationship between visuals and lyrics.
Evaluations
In their preliminary music video exercise, the group demonstrated some conventions of the genre including lip syncing, close-up shots of the main artist, eye contact, and a sepia tone. However, they broke some conventions by not including provocative clothing or explicit dancing typical of R&B videos. For editing, they lip synced the artist to the track, added effects like fades to emphasize parts of the song, and included a reversed shot of hair whipping to the beat in line with relating the music and visuals. The video conveyed a sad mood about a woman's past relationship pain. Areas for improvement included removing unnecessary objects, expanding editing knowledge, experimenting more with color, using different shots, and practicing lip
Amy charlotte and lyndsay's shadow
1) The group Tous Les Monde Chante Productions will produce a music video for the Britney Spears song "Shadow".
2) The video will tell a story of unrequited love through dance between a male and female dancer in both a dance studio and street location.
3) Key elements of the production include using minimalist styling, natural makeup, and shooting some scenes in black and white to highlight emotion.
Question 1
The document provides an analysis of how the media product uses conventions of real music videos. It discusses using forms from Rihanna's music videos as inspiration. Key areas like camerawork, editing, sound, and mis-en-scene are addressed. Shots like close-ups and locations like a park were used to portray emotion. The visuals, audio, and story were carefully synced to the song. Elements from other artists' videos like red party cups and black and white footage were incorporated to feel realistic. Overall, conventions from the R&B/hip hop genre and existing music videos were challenged and developed upon to craft an authentic final product.
Media evaluation QUESTION 1
1) The document discusses conventions used in rock music videos such as including performance shots of the band as well as narrative shots to illustrate the story and lyrics.
2) It provides examples from the student's own music video of how they incorporated conventions like using close-up shots to emphasize emotion, dulling the color in sad parts, and using spotlights in performances.
3) The student also discusses how their music video challenged some conventions by using a green screen for performances without a crowd to keep the focus on the band.
4) Conventions for rock music digipacks like simple black and white covers featuring all band members are also examined, with examples given of how the student followed these conventions for their
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Evaluation q1
This document analyzes how the author's media product uses and is influenced by conventions of real music videos. It provides examples from the author's video as well as popular music videos to illustrate techniques like relating lyrics to visuals, editing visuals to match the beat, representing the band, defining genre through performance, using various lighting and locations, employing green screens, and utilizing split screening. The author concludes that drawing inspiration from successful existing music videos helped them conform to conventions and create a video that would appeal to their target audience.
Audience Feedback - Rough Cut of Music Video
The document discusses audience feedback received from classmates on a rough cut of a student-made music video for The Weeknd's "Professional". Feedback was generally positive, praising the clear narrative, effective use of flashbacks, transitions, and motifs replicating The Weeknd's style. Some feedback noted the lighting was too bright in one scene and wanted more interaction between actors. The students addressed but did not make all requested changes due to limitations.
Evaluation
This document discusses the evaluation of a student media project creating a music video. It addresses how the video used or challenged conventions of real music videos through its camera shots, editing, sound, and more. Feedback on the video was also positive, praising the shot variation, lighting, split screens, and storytelling. In planning and construction, the students used Adobe Premier to add text and change the video to black and white. They also created a storyboard and schedule in PowerPoint and a proposal and shot list in Publisher.
Q1
The document discusses the music video created by the author for their media production. Some key points:
- The music video uses conventions like lip syncing to match the singer's movements to the song. This helps connect the audience to the emotion of the young female artist.
- Mise-en-scene aims to capture the artist's emotion and sadness through minimal props and high key lighting/color backdrops.
- The video challenges conventions by not having a storyline and using contrasting colors compared to the emotions in the song.
- Influences include other music videos with solo young female artists that help structure the video without a relationship between visuals and lyrics.
Evaluations
In their preliminary music video exercise, the group demonstrated some conventions of the genre including lip syncing, close-up shots of the main artist, eye contact, and a sepia tone. However, they broke some conventions by not including provocative clothing or explicit dancing typical of R&B videos. For editing, they lip synced the artist to the track, added effects like fades to emphasize parts of the song, and included a reversed shot of hair whipping to the beat in line with relating the music and visuals. The video conveyed a sad mood about a woman's past relationship pain. Areas for improvement included removing unnecessary objects, expanding editing knowledge, experimenting more with color, using different shots, and practicing lip
Amy charlotte and lyndsay's shadow
1) The group Tous Les Monde Chante Productions will produce a music video for the Britney Spears song "Shadow".
2) The video will tell a story of unrequited love through dance between a male and female dancer in both a dance studio and street location.
3) Key elements of the production include using minimalist styling, natural makeup, and shooting some scenes in black and white to highlight emotion.
Question 1
The document provides an analysis of how the media product uses conventions of real music videos. It discusses using forms from Rihanna's music videos as inspiration. Key areas like camerawork, editing, sound, and mis-en-scene are addressed. Shots like close-ups and locations like a park were used to portray emotion. The visuals, audio, and story were carefully synced to the song. Elements from other artists' videos like red party cups and black and white footage were incorporated to feel realistic. Overall, conventions from the R&B/hip hop genre and existing music videos were challenged and developed upon to craft an authentic final product.
Media evaluation QUESTION 1
1) The document discusses conventions used in rock music videos such as including performance shots of the band as well as narrative shots to illustrate the story and lyrics.
2) It provides examples from the student's own music video of how they incorporated conventions like using close-up shots to emphasize emotion, dulling the color in sad parts, and using spotlights in performances.
3) The student also discusses how their music video challenged some conventions by using a green screen for performances without a crowd to keep the focus on the band.
4) Conventions for rock music digipacks like simple black and white covers featuring all band members are also examined, with examples given of how the student followed these conventions for their
Evaluation
I feel that my group worked well together to complete tasks for our music video production. We divided up tasks evenly and had more time for pre-production which gave us a better understanding of our ideas. The purpose of the music video was to entertain teenagers through dancing and moving to the beat of the music. We were able to film at all the locations needed and got more footage than required, allowing more cuts in editing to improve the video. The feedback was mostly positive about the variety of locations, lip syncing, and use of transitions/effects, though some said we could have used a tripod more.
Final music video treatment
The music video will feature an artist lip syncing and dancing to the song in a music video studio. There will be quick cuts between different shots of the artist in various outfits. During the bridge, the artist's silhouette will be shown dancing in front of bright lighting to reference the lyrics. At the end, the artist will walk off set as the video fades to black. Resources needed include a camcorder, lighting equipment, costumes, and a studio set. The performance-based concept was chosen based on audience research indicating a preference for remaking an existing song and depicting the artist as fun and confident.
Advanced media production evaluation
This document provides an analysis of Rebecca Martin's advanced media production coursework, which involved creating a music video and accompanying promotional materials.
The music video was created to promote a fictional album. Rebecca researched conventions of similar music videos and promotional styles to ensure her work fit genres. Her music video uses shots common to indie music videos like close-ups and long shots. It tells the narrative story of a relationship through scenes of the couple and the artist singing.
Feedback indicated the video and song complemented each other well and the acting seemed natural. Rebecca learned the importance of quality footage, photos and software to create a professional product. She applied skills in editing, camerawork and design to complete her course
Presentation1
The document discusses how the media product develops conventions from existing music videos. It analyzed videos from Pond, Tame Impala, and Temples that used techniques like cut shots, animation, and lighting effects to create dreamlike, stylized, and non-narrative experiences. The product aims to recreate this lack of narrative and interpretive style through landscape shots using different effects, while developing its own style. It keeps a basic studio performance setup but adds surrealism through lighting and post-production effects. Unlike average pop videos that advertise the artist, this media product enhances the listening experience through visually intriguing shots open to lyric interpretation.
Question 1
- The document discusses the process of creating a music video for an A2 media coursework assignment. It begins by researching conventions in existing pop music videos, focusing on artists like Beyonce and Kanye West.
- After mind-mapping popular pop artists, the creators chose Ellie Goulding as their focus and her song "Your Song" as the basis for their video. They studied film theory and conducted audience research to understand expectations.
- During production, they aimed to incorporate conventions like varied shot types and camera movement while challenging conventions through close-ups to highlight emotions conveyed in the song's lyrics. Their goal was to demonstrate skills in varied media forms for the coursework evaluation.
Media Evaluation – Question 1
The student created a music video for a dance track called "Beep Beep" by an artist they created named Shift K3y. The video was originally planned to have a narrative basis but ended up being mainly a performance-based video with some narrative elements. The video draws on conventions of the dance music genre like bright colors, lights, and close-ups while dancing to sell the artist. It was inspired by other dance music videos using locations, lighting, and editing styles but combines narrative and performance in an original way. The accompanying products like a CD and website maintain the visual theme of the video through shared photoshoot images.
Evaluation task 1
This document discusses how the media product uses and develops conventions of real music videos. It analyzes the media forms, camera shots, editing techniques, lighting, costumes, performances, digipak design, and website design used in the media product and compares them to conventions in other music videos. Specifically, it examines the use of close-up and long shots of band members, editing to the beat of the song, contrasting lighting, dark costumes, performances facing the camera, simple black and white digipak design, and a basic band-focused website. The document demonstrates how the media product draws upon established conventions to portray the band and genre.
Question 1 evaluation
This document compares the media student's video and ancillary texts for their song "Louder" to real music videos and albums by artists like Little Mix and Neon Jungle. It discusses how they used similar shots and styles seen in popular music videos, such as close-ups and group shots, but also challenged conventions by not including revealing costumes and not featuring the artists on the album cover. The document also analyzes similarities between their album design and real albums in terms of fonts, logos and essential information.
Evaluation Question 1
Conventions are elements that audiences expect within a genre that have been used many times before. They analyzed conventions within the indie/alternative genre for a music video project. Their video used slow motion camera work, an artistic set design with netting/organza, and makeup/costumes following a blue-green-pink color palette. They compared their work to similar artists and ensured their album artwork, website, and marketing maintained consistency with the artistic theme and genre conventions.
Evaluation Question 1
The group decided to create a performance-based music video to fit their deep house song and genre. They filmed various performance clips but realized they didn't flow together or make sense without context. So they added a narrative to provide meaning to the artist's actions and locations. They also considered Goodwin's music video conventions like relationships between visuals/music and lyrics. Close-ups of the artist's performance allowed them to showcase her style at different locations. Their 'Opium Records' production company aims to produce music like 'Geko' for 15-24 year olds, the target of both the real song and their video. They will showcase their video on TV music channels, radio stations, and online platforms like
Final music video treatment
The music video will focus on the performance of an artist singing Jessie J's "Domino" in various settings. It will open with the actor in a studio setting before changing locations that correspond with the song lyrics. Close-ups will emphasize facial features during certain parts for conventional phallic imagery. The settings will become darker during the bridge before increasing in pace for the climax. Product placement may also be included to reflect pop music conventions. The video aims to recreate the original "Domino" video through a total performance concept.
Our aim
The radio team aims to produce radio interviews promoting an upcoming school show. The interviews will feature cast and crew providing insight into their roles and how rehearsals are progressing. The target audience is students who may attend the show and inform their parents. Using the school radio allows them direct access to this audience. Interviews will be unscripted but follow a list of sample questions. A backing track from the show will introduce each interview. The student took on the role of jingle producer, editing music from the show to use as a jingle and setting up interview equipment.
Question 1
This document discusses how the student's music video project develops and follows conventions of real music videos. It analyzes elements like themes, characters, artists' representation, locations, theory, editing, cinematography, lighting, costumes, and sound. Conventions from the R&B genre are examined in other artists' music videos and applied, such as themes of drinking and smoking, close-ups of the artist, and pacing editing to the song. Overall, the document aims to show how researching conventions allowed the student to create an authentic music video that will appeal to audiences.
Onat one final
The document discusses how the student's music video project uses and develops conventions of real music videos. Key points:
- Extensive research was conducted into music video conventions based on genre (R&B), including themes, characters, artists, locations, theory, editing, and cinematography.
- The music video adheres to conventions through its themes of love/relationships, portrayal of characters, artists' image/performance, and matching editing to the song's pace.
- However, it also challenges some conventions, such as not using the "male gaze" or portraying the female as a sexual object, instead focusing on her emotions regarding the relationship.
- Mise-en-scene elements
Unit 5 criteria 5
1) The document discusses the process of creating a music video for the song "Waiting All Night" by Rudimental featuring Ella Eyre. The target audience is young women and fans of drum and bass music aged 16-24.
2) Extensive pre-production was conducted, including researching conventions, analyzing the song lyrics to develop a narrative, creating a storyboard and planning shots, locations and costumes.
3) Production went well with good filming and performer lip syncing, though limitations included lack of lighting and incomplete footage.
4) The finished video differed from the original idea and used color correction to improve darker footage. Feedback on the final video was positive.
Question 1
The document discusses the conventions of music videos in the house genre and how the student's music video project adheres to and develops these conventions. Specifically, it discusses how the video uses close-ups, long shots, and establishing shots of the artist to promote them, as is typical in house music videos. It also adheres to conventions regarding costume, lighting, settings, and fast-paced editing to match the upbeat music. Iconography like stereos and watches are used to further the narrative and represent themes of dance and friendship common in the genre.
Project management
This document provides a cost breakdown and profitability projections for a proposed desiccated coconut powder project. The total project cost is estimated to be 3,565,500 with means of finance being 50% promoters contribution and 50% term loan. Over 5 years, production is projected to increase from 120 tonnes to 164 tonnes with corresponding increases in sales, costs, and profits. Interest payments on the term loan are also projected to decrease each year. Working capital requirements are estimated along with projections for raw material, work in process, and finished goods inventory. Depreciation calculations are also provided.
Q1
The document summarizes a music video that was created to accompany a song. The video explores themes of love, deception, envy, and greed through the storyline of two women competing for the same man. It examines how the video portrays gender roles and relationships, with the male subject holding power over the women. The video also aims to relate visually to the song's lyrics about love and warning women. Issues discussed include the objectification of women in music videos and how this may influence societal norms and expectations.
Organizational behavior
This chapter provides a historical perspective on organizational behavior. It outlines the evolution of different approaches to analyzing human behavior in organizations from Machiavelli to modern behavioral scientists. Early views saw human nature as evil or irrational and in need of control. Later approaches emphasized rationality, efficiency, and experimental methods. Modern behavioral science takes a more scientific and comprehensive approach, seeking to understand rather than judge human behavior.
Question 3
The document summarizes feedback received on a music video project from different groups and the teacher. Group 1 enjoyed the variety of colors used but some thought there were too many effects. Group 2's favorite shot was of a character dancing in front of a light source but they felt there could have been more performance shots. The storyline was clear to Group 1. The teacher provided feedback on shots, intro, lip syncing, tempo, lack of transitions and sudden cuts. Based on this feedback, the group made adjustments like adding more performance shots and fixing lip syncing by cutting frames and rearranging audio and video to flow better with transitions and cuts.
Our production company
Our film distribution company would be an independent film distributor that specializes in thriller films like our own. Independent distributors like Artificial Eye, Avatar Films, or Canada's Cfmdc would be suitable as they focus on critically acclaimed films outside the major studio system. We would likely finance our film through the British Film Institute as they have shown interest in our thriller storyline and believe it could appeal to a wide audience.
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Evaluation
I feel that my group worked well together to complete tasks for our music video production. We divided up tasks evenly and had more time for pre-production which gave us a better understanding of our ideas. The purpose of the music video was to entertain teenagers through dancing and moving to the beat of the music. We were able to film at all the locations needed and got more footage than required, allowing more cuts in editing to improve the video. The feedback was mostly positive about the variety of locations, lip syncing, and use of transitions/effects, though some said we could have used a tripod more.
Final music video treatment
The music video will feature an artist lip syncing and dancing to the song in a music video studio. There will be quick cuts between different shots of the artist in various outfits. During the bridge, the artist's silhouette will be shown dancing in front of bright lighting to reference the lyrics. At the end, the artist will walk off set as the video fades to black. Resources needed include a camcorder, lighting equipment, costumes, and a studio set. The performance-based concept was chosen based on audience research indicating a preference for remaking an existing song and depicting the artist as fun and confident.
Advanced media production evaluation
This document provides an analysis of Rebecca Martin's advanced media production coursework, which involved creating a music video and accompanying promotional materials.
The music video was created to promote a fictional album. Rebecca researched conventions of similar music videos and promotional styles to ensure her work fit genres. Her music video uses shots common to indie music videos like close-ups and long shots. It tells the narrative story of a relationship through scenes of the couple and the artist singing.
Feedback indicated the video and song complemented each other well and the acting seemed natural. Rebecca learned the importance of quality footage, photos and software to create a professional product. She applied skills in editing, camerawork and design to complete her course
Presentation1
The document discusses how the media product develops conventions from existing music videos. It analyzed videos from Pond, Tame Impala, and Temples that used techniques like cut shots, animation, and lighting effects to create dreamlike, stylized, and non-narrative experiences. The product aims to recreate this lack of narrative and interpretive style through landscape shots using different effects, while developing its own style. It keeps a basic studio performance setup but adds surrealism through lighting and post-production effects. Unlike average pop videos that advertise the artist, this media product enhances the listening experience through visually intriguing shots open to lyric interpretation.
Question 1
- The document discusses the process of creating a music video for an A2 media coursework assignment. It begins by researching conventions in existing pop music videos, focusing on artists like Beyonce and Kanye West.
- After mind-mapping popular pop artists, the creators chose Ellie Goulding as their focus and her song "Your Song" as the basis for their video. They studied film theory and conducted audience research to understand expectations.
- During production, they aimed to incorporate conventions like varied shot types and camera movement while challenging conventions through close-ups to highlight emotions conveyed in the song's lyrics. Their goal was to demonstrate skills in varied media forms for the coursework evaluation.
Media Evaluation – Question 1
The student created a music video for a dance track called "Beep Beep" by an artist they created named Shift K3y. The video was originally planned to have a narrative basis but ended up being mainly a performance-based video with some narrative elements. The video draws on conventions of the dance music genre like bright colors, lights, and close-ups while dancing to sell the artist. It was inspired by other dance music videos using locations, lighting, and editing styles but combines narrative and performance in an original way. The accompanying products like a CD and website maintain the visual theme of the video through shared photoshoot images.
Evaluation task 1
This document discusses how the media product uses and develops conventions of real music videos. It analyzes the media forms, camera shots, editing techniques, lighting, costumes, performances, digipak design, and website design used in the media product and compares them to conventions in other music videos. Specifically, it examines the use of close-up and long shots of band members, editing to the beat of the song, contrasting lighting, dark costumes, performances facing the camera, simple black and white digipak design, and a basic band-focused website. The document demonstrates how the media product draws upon established conventions to portray the band and genre.
Question 1 evaluation
This document compares the media student's video and ancillary texts for their song "Louder" to real music videos and albums by artists like Little Mix and Neon Jungle. It discusses how they used similar shots and styles seen in popular music videos, such as close-ups and group shots, but also challenged conventions by not including revealing costumes and not featuring the artists on the album cover. The document also analyzes similarities between their album design and real albums in terms of fonts, logos and essential information.
Evaluation Question 1
Conventions are elements that audiences expect within a genre that have been used many times before. They analyzed conventions within the indie/alternative genre for a music video project. Their video used slow motion camera work, an artistic set design with netting/organza, and makeup/costumes following a blue-green-pink color palette. They compared their work to similar artists and ensured their album artwork, website, and marketing maintained consistency with the artistic theme and genre conventions.
Evaluation Question 1
The group decided to create a performance-based music video to fit their deep house song and genre. They filmed various performance clips but realized they didn't flow together or make sense without context. So they added a narrative to provide meaning to the artist's actions and locations. They also considered Goodwin's music video conventions like relationships between visuals/music and lyrics. Close-ups of the artist's performance allowed them to showcase her style at different locations. Their 'Opium Records' production company aims to produce music like 'Geko' for 15-24 year olds, the target of both the real song and their video. They will showcase their video on TV music channels, radio stations, and online platforms like
Final music video treatment
The music video will focus on the performance of an artist singing Jessie J's "Domino" in various settings. It will open with the actor in a studio setting before changing locations that correspond with the song lyrics. Close-ups will emphasize facial features during certain parts for conventional phallic imagery. The settings will become darker during the bridge before increasing in pace for the climax. Product placement may also be included to reflect pop music conventions. The video aims to recreate the original "Domino" video through a total performance concept.
Our aim
The radio team aims to produce radio interviews promoting an upcoming school show. The interviews will feature cast and crew providing insight into their roles and how rehearsals are progressing. The target audience is students who may attend the show and inform their parents. Using the school radio allows them direct access to this audience. Interviews will be unscripted but follow a list of sample questions. A backing track from the show will introduce each interview. The student took on the role of jingle producer, editing music from the show to use as a jingle and setting up interview equipment.
Question 1
This document discusses how the student's music video project develops and follows conventions of real music videos. It analyzes elements like themes, characters, artists' representation, locations, theory, editing, cinematography, lighting, costumes, and sound. Conventions from the R&B genre are examined in other artists' music videos and applied, such as themes of drinking and smoking, close-ups of the artist, and pacing editing to the song. Overall, the document aims to show how researching conventions allowed the student to create an authentic music video that will appeal to audiences.
Onat one final
The document discusses how the student's music video project uses and develops conventions of real music videos. Key points:
- Extensive research was conducted into music video conventions based on genre (R&B), including themes, characters, artists, locations, theory, editing, and cinematography.
- The music video adheres to conventions through its themes of love/relationships, portrayal of characters, artists' image/performance, and matching editing to the song's pace.
- However, it also challenges some conventions, such as not using the "male gaze" or portraying the female as a sexual object, instead focusing on her emotions regarding the relationship.
- Mise-en-scene elements
Unit 5 criteria 5
1) The document discusses the process of creating a music video for the song "Waiting All Night" by Rudimental featuring Ella Eyre. The target audience is young women and fans of drum and bass music aged 16-24.
2) Extensive pre-production was conducted, including researching conventions, analyzing the song lyrics to develop a narrative, creating a storyboard and planning shots, locations and costumes.
3) Production went well with good filming and performer lip syncing, though limitations included lack of lighting and incomplete footage.
4) The finished video differed from the original idea and used color correction to improve darker footage. Feedback on the final video was positive.
Question 1
The document discusses the conventions of music videos in the house genre and how the student's music video project adheres to and develops these conventions. Specifically, it discusses how the video uses close-ups, long shots, and establishing shots of the artist to promote them, as is typical in house music videos. It also adheres to conventions regarding costume, lighting, settings, and fast-paced editing to match the upbeat music. Iconography like stereos and watches are used to further the narrative and represent themes of dance and friendship common in the genre.
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Project management
This document provides a cost breakdown and profitability projections for a proposed desiccated coconut powder project. The total project cost is estimated to be 3,565,500 with means of finance being 50% promoters contribution and 50% term loan. Over 5 years, production is projected to increase from 120 tonnes to 164 tonnes with corresponding increases in sales, costs, and profits. Interest payments on the term loan are also projected to decrease each year. Working capital requirements are estimated along with projections for raw material, work in process, and finished goods inventory. Depreciation calculations are also provided.
Q1
The document summarizes a music video that was created to accompany a song. The video explores themes of love, deception, envy, and greed through the storyline of two women competing for the same man. It examines how the video portrays gender roles and relationships, with the male subject holding power over the women. The video also aims to relate visually to the song's lyrics about love and warning women. Issues discussed include the objectification of women in music videos and how this may influence societal norms and expectations.
Organizational behavior
This chapter provides a historical perspective on organizational behavior. It outlines the evolution of different approaches to analyzing human behavior in organizations from Machiavelli to modern behavioral scientists. Early views saw human nature as evil or irrational and in need of control. Later approaches emphasized rationality, efficiency, and experimental methods. Modern behavioral science takes a more scientific and comprehensive approach, seeking to understand rather than judge human behavior.
Question 3
The document summarizes feedback received on a music video project from different groups and the teacher. Group 1 enjoyed the variety of colors used but some thought there were too many effects. Group 2's favorite shot was of a character dancing in front of a light source but they felt there could have been more performance shots. The storyline was clear to Group 1. The teacher provided feedback on shots, intro, lip syncing, tempo, lack of transitions and sudden cuts. Based on this feedback, the group made adjustments like adding more performance shots and fixing lip syncing by cutting frames and rearranging audio and video to flow better with transitions and cuts.
Our production company
Our film distribution company would be an independent film distributor that specializes in thriller films like our own. Independent distributors like Artificial Eye, Avatar Films, or Canada's Cfmdc would be suitable as they focus on critically acclaimed films outside the major studio system. We would likely finance our film through the British Film Institute as they have shown interest in our thriller storyline and believe it could appeal to a wide audience.
Question 2 media
The document summarizes the process of creating promotional materials for a music artist. It discusses creating a music video, lyrics booklet, magazine advert, and album packaging. Two poster designs were created - the first with a dark, gothic theme but was deemed not relatable to the artist, while the second featured the artist's name and release details. A lyrics booklet and branding logo were also developed to promote the artist and their new album release across different media formats and design elements.
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Similar to Question 3
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.
Charlotte a2 media evaluation
The document provides an evaluation of a music video created by Charlotte English for her A2 Media course. It discusses the planning process, including researching conventions of pop music videos. The original idea involved drug/alcohol scenes but these were difficult to film, so the concept changed to focus more on the relationship between the couple. Feedback was gathered from audiences on drafts to improve the narrative clarity and performance shots. Technologies like YouTube, Blogger, iMovie and Photoshop were used to construct, research, plan and evaluate the project. The final music video and accompanying materials like the album cover were well-received by audiences for following conventions of the genre.
What have you learned from your audience feedback media A2
Hannah learned several things from receiving audience feedback on her group's music video project. They gained useful feedback from classmates while editing and filming that helped them improve the final product. Screening it at a media showcase provided positive feedback on the professional quality of the editing, though some commented that the lip syncing could have been more precise. Surveys and social media feedback also indicated that the lighting, editing style, narrative, and costumes were generally engaging for the audience and suited the genre of music. Hannah learned that lip syncing is difficult to perfect and that she and the group could have practiced and edited it more carefully. Overall, the feedback was mostly positive and helped identify areas for future improvement.
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.
Audience feedback final presentation
The document summarizes feedback received from audiences on a student music video project. It discusses using questionnaires with open-ended, closed, and rating scale questions to gather feedback from different aged students. The feedback indicated areas that went well like creative elements and lip syncing, and areas to improve like appearance and scene locations. Peer feedback also noted strengths in genre linking and needed lip sync tuning. Overall, the group learned to improve lip syncing, making the advert and packaging more appealing and linked to the narrative from the varied feedback received.
Media evaluation question 3: What have you learnt from your audience feedback?
From distributing questionnaires to their target audience of females aged 15-25, the document summarizes the following key findings:
1) Most listened to music with friends or in cars, and watched music videos on channels like MTV. Pop, R&B, and indie music were most popular.
2) To appeal to their mainstream audience, the video was filmed in a studio following pop music conventions, though an "edge" was needed to stand out.
3) Green screening was difficult and led to picture quality flaws, so more planning was needed for special effects.
4) Audience testing helped refine editing and ensure the video intrigued and interested their target demographic.
Q3 audience feedback.
The document summarizes peer feedback received on a music video project. It received feedback from peers in class, friends online, and on the advertising and packaging created to promote the video. The feedback noted strengths like good lip-syncing and effects, but also areas for improvement such as lighting, staging of dances, and reducing clutter on promotional materials. The document concludes by reflecting on what was learned, including the importance of planning filming carefully and being mindful of lighting and technical details to improve the overall quality and message of the video.
Question 3
1) The group created a Facebook group to get feedback on their music video from an audience. Responses showed that conventions like using a phone and burning photo were enjoyed and helped convey the relationship ending.
2) Feedback also indicated that the stormy beach setting matched the mood of the song well.
3) Viewers understood the storyline as presented in a linear way and reflected in the song lyrics.
4) Conventions used successfully helped audiences identify the pop genre. Areas for improvement included more emotion in lip syncing and filming in multiple locations.
Question one music video
The document discusses how the media product challenges conventions of real music videos in the POP genre. It challenges conventions by adding narrative about bullying, wearing more appropriate clothing for the target age group, and using uncommon camera angles like a moving shot. Developments include equalizing solo and group shots, adding more shot types, and modifying the use of split screens. Conventions from other music videos, like establishing performers and using fast editing, are largely used to make the media product feel like a real POP 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-
Our unit 5 course project was to produce a 3-minute music video choosing our own artist and song. We selected Rudimental's "Waiting All Night." Our target audience was pre-teens to mid-20s who enjoy dance music. We used various film techniques and codes from music videos including shots of the performer singing and dancing. Extensive pre-production included research, storyboarding, scheduling and risk assessment. The finished video differed from our initial idea but appealed to our target demographic and matched the genre of the song. Feedback praised how our editing fit the pace of the song.
Evaluation-
- The student produced a music video for the song "Waiting All Night" by Rudimental, targeting an audience of pre-teens to mid-20s who enjoy dance music.
- Extensive pre-production was conducted, including researching music video codes and conventions, developing a storyboard, scheduling filming, and creating risk assessments.
- Footage was captured over multiple filming sessions and included a variety of shots and angles. Weaknesses included poor time management and low-light footage quality.
- The finished video differed from the original idea but incorporated elements from each group member and appealed to the target audience through its retro style and fast-paced editing to match the song.
A2 Media Studies Evaluation
The document provides an evaluation of a student's music video project. It discusses the various stages of research, planning, production and evaluation. During the research stage, the student analyzed conventions of music videos in their chosen genre. In the planning stage, the student considered narrative, links between music and visuals, artist representation, and camera work. For production, the student utilized color schemes, settings, and editing to represent the narrative and emotions of the song. Upon evaluation, the student gathered audience feedback which they used to improve elements like cinematography and lip syncing. The student learned various media technologies to complete the different stages, including blogging, video editing software, and presentation tools.
Audience Feedback
The document summarizes feedback from a survey about a music video. Key findings include:
- 75% of respondents felt the narrative and performance linked well together.
- Actors were seen as convincing in their roles, with 100% of respondents agreeing.
- Scoring of 8.5/10 on average showed the video compared well to professional standards.
- Pause at 40 seconds with card trick slow motion was seen as unique and interesting by most.
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.
In what ways does your Music Video/Digipak/Magazine Advert use, develop or ch...
This document summarizes a music video, digipack, and magazine advert created by the authors for a media course. For the music video, they explored various music video theories and conventions related to camera work, editing, mise-en-scene, and more. Their digipack and advert also conformed to and challenged conventions through elements like typography, color schemes, and imagery. While drawing inspiration from artists like Rihanna, their pieces aimed to stand out by focusing on simplicity rather than over-the-top styles typically seen. The authors also discussed similarities and differences between their individual interpretations of the digipack and advert assignments.
Evaluation
The group evaluated their media product which was a music video for an original Ed Sheeran song about a homosexual relationship. They received feedback from peers about making the relationship seem genuine without being cliche. They also had to address issues like shot duration being too long. Overall the feedback was positive and noted the balanced narrative and performance aspects. The group researched Ed Sheeran's style and challenged conventions by having a homosexual storyline and relationship breakdown. They used various technologies like cameras, editing software, and the internet for research and production.
Evaluation question 3
The document summarizes feedback received from test audiences on a music video created by the author and their group. Key points from the feedback included:
1) Audiences generally liked the storyline but had mixed views on some of the effects used.
2) The author learned that their target audience of R&B fans did not always appreciate special effects, so some effects could have been removed.
3) Lip syncing in some scenes needed to be tighter.
The author indicates they received useful feedback that will help strengthen effects usage and lip syncing in future projects.
Music video evaluation amad
- The document outlines Walidul Amad Islam's process for creating a music video for class. He chose an R&B/pop song featuring Chris Brown, Lil Wayne, and French Montana and aimed to create unique editing and effects.
- His target audience was fans of those artists, primarily males attracted to the song's lyrics and dance scenes. He sought to use common music video conventions like different shots, camera movement, costumes, lighting, and transitions.
- The pre-production went well with scheduling, storyboarding, and location planning. Though filming took longer than planned, the footage turned out well. Editing was lengthy but color correction improved darker clips.
- The finished video differed from the planned
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What have you learned from your audience feedback media A2
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Question 3
- 2. We set out to gather our audience feed back in different ways, by giving other groups the opportunity to watch and analyse our music video, we also asked our teacher for his feedback on the final product. We asked them question’s in an interview style.
- 3. Group 1 Question 1: Did you enjoy our use of colour’s? Person 1: Yes, I enjoyed the use of colour’s as it had a variety and added a dream like effect to the music video. The use of colour’s were well combined and emphasised the party theme as well as the different mood’s and emotions which the actors felt. Person 2: I enjoyed the contrast of colour’s as it expressed different feelings and emotions, however I think I would have preferred for there to not be as many effects.
- 4. Group 2 Question 2: what were your favourite shots and what would you do differently? Person 1: my favourite shot was of Mervedy dancing in front of the light source, I thought it was well constructed and looked professional. Person 2: I think there was a lack of performance shots, had there been more, I think it would look more realistic.
- 5. Group 1 Was it difficult for you to understand the story line? Person 1: The story line was not difficult to understand as the shots and scenes were clear in what was happening. The props, settings and acting combined well together and made the plot clear to comprehend for the audience.
- 6. Tutor feedback There was a variety of shots types and also the intro was in time for the beat. However the lip syncing was not in time and there was changes in the tempo of the editing as well as a lack of transitions and sudden cuts.
- 7. What we learnt from our audience feedback After receiving our feedback, we took our constructive criticism on board and adjusted some changes to our video. We added more performance shots which included Mervedy dancing in front of the light source as we received positive feedback from this shot before. We also cut between these shots it in attempt for there to be better effects and for experimental purposes. As our tutor criticised the poor lip syncing, we set our to fix this by cutting single frames out of performance shots and rearranging the video and audio, by doing this the audio and lip-syncing appeared more in sync. We added a lot of transitions and made sure the cuts all cut on the beat and flowed well, we also used the same method we did in the intro later on in the video to emphasise the sudden change in the How we learnt from our audience feedback