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There are many different types of shows including street performances, theater, stand-up comedy, live music, art exhibitions, and movies. Web shows like 'The Guild' are aimed at teens and gamers by including humor relevant to that audience. Throughout the project, the student kept a blog to track progress and share their work, establishing roles like director, editor, and marketing. Their first episode focused on students in detention but received negative feedback due to rushed planning. Subsequent episodes improved by allocating equal time to planning and shooting, and gaining more views through social media promotion and uploading to YouTube. The student learned to manage time better and be responsive to audience feedback.
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The document discusses various aspects of producing and distributing web shows, including:
1) Different types of shows like street performances, theater, comedy, art exhibitions and movies that people can create.
2) How planning, filming, and distributing two web series was done in teams with roles like director, editor, and marketing.
3) Feedback was collected on social media and the first episode received negative feedback due to poor planning, while later episodes improved with better planning and consideration of audience feedback.
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The document discusses different types of shows including street performances, theater, standup comedy, live music, art exhibitions and movies. It then focuses on webshows and discusses how the writer researched shows like "The Guild" to understand rules and how to engage teenage audiences. The writer created a blog to track their progress on developing a webseries and established roles for their team like director, editor and marketing. They discuss planning, filming and receiving feedback for three episodes of their webseries, learning that they needed better time management and to be more responsive to audience feedback.
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The document discusses how media technologies were used at different stages of creating a music video for the artist Father John Misty.
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Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
AS MEDIA EVALUATION.
1) The document discusses the film opening created by the author and their group for a media studies class. They explored horror and tragedy genres when planning the opening.
2) Rather than including dialogue as originally planned, the opening uses camera angles and lighting to set an atmospheric and mysterious tone without words. It starts with a close-up of a lit candle and ends with the candle being blown out.
3) The target audience for the film opening is ages 15 and up. The goal was to leave the audience wondering what will happen without revealing everything.
Media finallllll
The document summarizes a student's media production project focused on Florence and the Machine. It discusses three completed tasks - a music video, digipack, and magazine advert - based on existing media forms. It also covers the creative techniques used, target audience, and feedback received from a focus group about successfully capturing the intended style.
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The document summarizes a student's media production project focused on Florence and the Machine. It discusses three completed tasks - a music video, digipack, and magazine advert - based on existing media forms. It also covers the creative techniques used, target audience, and feedback received from a focus group about successfully capturing the intended style.
Elle evaluation question 4
1) The group used various media technologies in the planning stages of their music video, including researching the artist and genre on websites like Google, Pinterest, and Instagram for inspiration. They created surveys using SurveyMonkey to get audience feedback.
2) During filming, they used a DSLR camera on a tripod and handheld, as well as LED lights and different lenses. WhatsApp helped with organization.
3) Editing software like iMovie, Final Cut Pro, and Photoshop were used to edit footage, add effects, and design promotional materials like a digipak and magazine ad.
Evaluation for as media
This document contains a student's reflections on creating a film opening for a media studies assignment. The student discusses how studying film openings helped them understand techniques like mise-en-scene, camera movements, and sound design. They also reflect on representing social groups through stereotypes or believable characters in their opening. The intended audience is described as those aged 14 to late 20s. Technologies learned include editing, adding titles and sounds. Progression from an earlier editing task involved additional considerations like scripting, filming equipment, locations, and coordinating with actors and group members.
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The document discusses various aspects of producing and distributing web shows, including:
1) Different types of shows like street performances, theater, comedy, art exhibitions and movies that people can create.
2) How planning, filming, and distributing two web series was done in teams with roles like director, editor, and marketing.
3) Feedback was collected on social media and the first episode received negative feedback due to poor planning, while later episodes improved with better planning and consideration of audience feedback.
Show presentation
The document discusses different types of shows including street performances, theater, standup comedy, live music, art exhibitions and movies. It then focuses on webshows and discusses how the writer researched shows like "The Guild" to understand rules and how to engage teenage audiences. The writer created a blog to track their progress on developing a webseries and established roles for their team like director, editor and marketing. They discuss planning, filming and receiving feedback for three episodes of their webseries, learning that they needed better time management and to be more responsive to audience feedback.
media questions
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Social media platforms like Facebook and Instagram were used for communication, planning, sharing work, and gathering feedback. YouTube was used for research, uploading the final video, and analyzing other artists' styles.
Premiere Pro and iMovie were utilized for editing footage, adding filters, and creating a split screen effect to tell the narrative. Online tutorials helped learn software skills. The internet provided research on the artist and audience preferences.
Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
AS MEDIA EVALUATION.
1) The document discusses the film opening created by the author and their group for a media studies class. They explored horror and tragedy genres when planning the opening.
2) Rather than including dialogue as originally planned, the opening uses camera angles and lighting to set an atmospheric and mysterious tone without words. It starts with a close-up of a lit candle and ends with the candle being blown out.
3) The target audience for the film opening is ages 15 and up. The goal was to leave the audience wondering what will happen without revealing everything.
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The document summarizes a student's media production project focused on Florence and the Machine. It discusses three completed tasks - a music video, digipack, and magazine advert - based on existing media forms. It also covers the creative techniques used, target audience, and feedback received from a focus group about successfully capturing the intended style.
Media final evaluation
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Elle evaluation question 4
1) The group used various media technologies in the planning stages of their music video, including researching the artist and genre on websites like Google, Pinterest, and Instagram for inspiration. They created surveys using SurveyMonkey to get audience feedback.
2) During filming, they used a DSLR camera on a tripod and handheld, as well as LED lights and different lenses. WhatsApp helped with organization.
3) Editing software like iMovie, Final Cut Pro, and Photoshop were used to edit footage, add effects, and design promotional materials like a digipak and magazine ad.
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This document contains a student's reflections on creating a film opening for a media studies assignment. The student discusses how studying film openings helped them understand techniques like mise-en-scene, camera movements, and sound design. They also reflect on representing social groups through stereotypes or believable characters in their opening. The intended audience is described as those aged 14 to late 20s. Technologies learned include editing, adding titles and sounds. Progression from an earlier editing task involved additional considerations like scripting, filming equipment, locations, and coordinating with actors and group members.
Evaluation 6
1) The document discusses the research and planning process for a student film project, including watching films like Legend and Prisoners to get ideas, looking at past film projects, and using YouTube to research top scoring films.
2) It describes creating a blog called "BBRC" using the Blogger app to share information in an organized way and incorporating other sites and apps like Scribd, Voki, Instagram, and Prezi to make the blog more media-rich.
3) During planning, the group drew up multiple ideas, discussed them professionally, and voted on Ryan's idea for a gangster film after it was presented, feeling it was original and possible due to their research.
Evaluation Question 3
The document discusses the production of a music video and related promotional materials. It aimed to target internet users by having an extravagant yet homemade style. Ideas included a rough cut filming technique to appear viral. The CD cover featured the main character from the video dressed as a doll to tie into the song's theme about plastic surgery. Distribution is seen as essential for success. Themes were carried through cohesively across all elements to promote the musical product.
Question 3
The filmmakers received feedback from test audiences that helped them improve their horror film. The audience found the storyline easy to follow until the confusing return of the character Mr. Smith. They also struggled to hear some audio and felt the film lacked scares and music. To address this, the filmmakers cut the confusing Mr. Smith scene, increased audio volume, and added music and sound effects. Viewers also wanted more jump scares, so an extra scary ending was added. Feedback further informed changes to the poster slogan to better suit the horror genre.
Question 3
The filmmakers received feedback from test audiences that helped them improve their horror film. The audience found the storyline easy to follow until the confusing return of the character Mr. Smith. They also struggled to hear some audio and felt the film lacked scares and music. To address this, the filmmakers cut the confusing Mr. Smith scene, increased audio volume, and added music and sound effects. Viewers also wanted more jumpy scenes, so one was added to the ending. The filmmakers aimed to please the majority who wanted unsuspected villains and a dark, mysterious tone through new plot elements and filming techniques. Feedback also helped tweak the film poster's tagline to better suit the horror genre.
Evaluation
The student used various media technologies at different stages of their project. In the construction and research stage, they used Premier Pro for editing their teaser trailer, and conducted primary and secondary research using survey monkey and photo-shop. In the planning stage, they developed the concept and story for their teaser trailer by discussing ideas with their team. They used youtube to research similar trailers for inspiration, and slideshare, wordpress and prezi to present their work. For their research, they used google to find information, photos and storylines, and survey monkey to capture audience feedback. They felt the combination of their teaser trailer and ancillary texts like posters were effective as they complemented each other in style and theme, portray
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Abi Edwards and Sian Ball AS Evaluation
The document summarizes the process of creating a film opening for a media studies assessment. It discusses conventions used such as logos, music, and shots. It describes representing social groups through characters. It also covers learning about technologies, the importance of planning, and progression from their preliminary task. Key points include using Summit Entertainment as the distributor due to the genre, re-filming parts to better capture the narrative, and learning about equipment, editing, and finding appropriate music.
Question One
The media product challenges conventions by having the music video portray the girl band in an independent style rather than a typical girly band look. It focuses more on telling a story through the 1950s-style song rather than featuring the band. The advert challenges conventions by using a collage of band members' photos rather than polished images, aiming to show their personalities. The flatpack plan opens like a book with photos showing the filming process rather than just promoting the band, offering something different from typical girl band media. Overall, the products were designed to develop on researched media styles while also challenging conventions by making the portrayals more independent and personalized.
Media evaluation by sagar desai
Our media group created a teen drama video targeting teenagers. We filmed over 4 days and edited the rough cut. Feedback from our target audience found they preferred teen drama over comedy. Our video features a lazy Asian teenager struggling to focus on exams. Stereotypes are broken by setting the video in a bedroom rather than school. Audience surveys and social media feedback showed the video appealed to and reached our target teenage demographic.
Evaluation melson fernandes
The document provides an evaluation of a 4-day film shooting schedule by Melson.Fernandes. Each day is summarized, including shooting an opening sequence on day 1 using limited space, lighting setup and night drama scenes on day 2, redoing some shots on day 3, and staying late on the last day of filming. The preliminary tasks of storyboarding, scripting, and planning the location and shot list helped the filmmakers stay on schedule and learn skills that aided the main production. Overall the document evaluates the film shoot and what was learned from preliminary planning.
Question 7 done
Looking back at the preliminary task, the author feels they have learned several key elements that improved their final product. These include:
1) Learning advanced editing skills in Final Cut Pro, like fading between clips and adding titles and logos.
2) Improving filming skills like framing shots, panning, and steady shots to portray characters and match action shots.
3) Doing further research on audiences by genre to attract the right demographic.
4) Improving planning skills to schedule filming around all characters and writing scripts with character understanding.
5) Establishing the genre more clearly from the beginning of the film.
6) Choosing locations better to fit the scene and obey filming rules.
Presentation
We only showed a video for our presentation instead of the full power point presentation we had prepared, as we were told by Nikki not to use the power point. This made the context for the video unclear. It also made it awkward when each person tried to describe their individual contributions without visual aids to refer to, as we had not prepared what we would say about each part of the project. Overall, the presentation did not go well due to last minute changes and a lack of preparation for an alternate format.
Evaluation
William produced a documentary trailer and posters to promote a hypothetical documentary about Monty Oum, the creator of the animated web series RWBY. His research on existing works to emulate was detailed. He experimented with video editing techniques. Both of his poster designs effectively referenced Oum's work while conveying information. Though he rushed the second poster, William mostly stuck to his schedule. The trailer provided context on Oum and his influence through clips while the posters aesthetically honored his legacy. While proud of his work, William believes with more time he could have refined aspects, but achieved his goal of appealing to Oum's fans.
HOW DID YOU USE NEW MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEARCH, PLAN...
YouTube and Google were used extensively for research, planning, and evaluation of a dub step music video project. YouTube allowed analysis of dub step music video conventions and provided audience demographic statistics to establish a target audience of 18-25 year old males and females. Google was used for research on the target audience, 1960s postmen costumes and styles, and dub step artists and music videos. iMovie was used to edit the video, applying effects like black and white, ghosting, speeding up/slowing down to match the music and convey emotions. Facebook and YouTube feedback was gathered and changes like additional lighting were made to improve professionalism.
What have you learnt from your audience feedback
After showing their initial animatic and narrative to fellow media students and non-media students, the group received useful feedback that helped shape their music video. The feedback confirmed that a love story narrative fit well with the upbeat love song. It also helped them identify their target audience as teenagers aged 14-20, in line with similar artists. This feedback allowed them to refine their narrative and have a better idea of who would watch the video. When filming, they captured extra shots to allow for changes based on feedback. Peer reviews noted some off lip syncing, which they then edited to perfect. The first viewing provided both praise and criticisms that helped strengthen the video, such as adding more location shots to improve the narrative.
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Este documento contiene descripciones negativas y ofensivas de cada uno de los signos zodiacales. Se caracteriza a los signos como tontos, arrogantes, mentirosos, cobardes, promiscuos y con otros atributos despectivos. El tono general es de insultar y menospreciar las características de cada signo zodiacal.
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Evaluation 6
1) The document discusses the research and planning process for a student film project, including watching films like Legend and Prisoners to get ideas, looking at past film projects, and using YouTube to research top scoring films.
2) It describes creating a blog called "BBRC" using the Blogger app to share information in an organized way and incorporating other sites and apps like Scribd, Voki, Instagram, and Prezi to make the blog more media-rich.
3) During planning, the group drew up multiple ideas, discussed them professionally, and voted on Ryan's idea for a gangster film after it was presented, feeling it was original and possible due to their research.
Evaluation Question 3
The document discusses the production of a music video and related promotional materials. It aimed to target internet users by having an extravagant yet homemade style. Ideas included a rough cut filming technique to appear viral. The CD cover featured the main character from the video dressed as a doll to tie into the song's theme about plastic surgery. Distribution is seen as essential for success. Themes were carried through cohesively across all elements to promote the musical product.
Question 3
The filmmakers received feedback from test audiences that helped them improve their horror film. The audience found the storyline easy to follow until the confusing return of the character Mr. Smith. They also struggled to hear some audio and felt the film lacked scares and music. To address this, the filmmakers cut the confusing Mr. Smith scene, increased audio volume, and added music and sound effects. Viewers also wanted more jump scares, so an extra scary ending was added. Feedback further informed changes to the poster slogan to better suit the horror genre.
Question 3
The filmmakers received feedback from test audiences that helped them improve their horror film. The audience found the storyline easy to follow until the confusing return of the character Mr. Smith. They also struggled to hear some audio and felt the film lacked scares and music. To address this, the filmmakers cut the confusing Mr. Smith scene, increased audio volume, and added music and sound effects. Viewers also wanted more jumpy scenes, so one was added to the ending. The filmmakers aimed to please the majority who wanted unsuspected villains and a dark, mysterious tone through new plot elements and filming techniques. Feedback also helped tweak the film poster's tagline to better suit the horror genre.
Evaluation
The student used various media technologies at different stages of their project. In the construction and research stage, they used Premier Pro for editing their teaser trailer, and conducted primary and secondary research using survey monkey and photo-shop. In the planning stage, they developed the concept and story for their teaser trailer by discussing ideas with their team. They used youtube to research similar trailers for inspiration, and slideshare, wordpress and prezi to present their work. For their research, they used google to find information, photos and storylines, and survey monkey to capture audience feedback. They felt the combination of their teaser trailer and ancillary texts like posters were effective as they complemented each other in style and theme, portray
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Abi Edwards and Sian Ball AS Evaluation
The document summarizes the process of creating a film opening for a media studies assessment. It discusses conventions used such as logos, music, and shots. It describes representing social groups through characters. It also covers learning about technologies, the importance of planning, and progression from their preliminary task. Key points include using Summit Entertainment as the distributor due to the genre, re-filming parts to better capture the narrative, and learning about equipment, editing, and finding appropriate music.
Question One
The media product challenges conventions by having the music video portray the girl band in an independent style rather than a typical girly band look. It focuses more on telling a story through the 1950s-style song rather than featuring the band. The advert challenges conventions by using a collage of band members' photos rather than polished images, aiming to show their personalities. The flatpack plan opens like a book with photos showing the filming process rather than just promoting the band, offering something different from typical girl band media. Overall, the products were designed to develop on researched media styles while also challenging conventions by making the portrayals more independent and personalized.
Media evaluation by sagar desai
Our media group created a teen drama video targeting teenagers. We filmed over 4 days and edited the rough cut. Feedback from our target audience found they preferred teen drama over comedy. Our video features a lazy Asian teenager struggling to focus on exams. Stereotypes are broken by setting the video in a bedroom rather than school. Audience surveys and social media feedback showed the video appealed to and reached our target teenage demographic.
Evaluation melson fernandes
The document provides an evaluation of a 4-day film shooting schedule by Melson.Fernandes. Each day is summarized, including shooting an opening sequence on day 1 using limited space, lighting setup and night drama scenes on day 2, redoing some shots on day 3, and staying late on the last day of filming. The preliminary tasks of storyboarding, scripting, and planning the location and shot list helped the filmmakers stay on schedule and learn skills that aided the main production. Overall the document evaluates the film shoot and what was learned from preliminary planning.
Question 7 done
Looking back at the preliminary task, the author feels they have learned several key elements that improved their final product. These include:
1) Learning advanced editing skills in Final Cut Pro, like fading between clips and adding titles and logos.
2) Improving filming skills like framing shots, panning, and steady shots to portray characters and match action shots.
3) Doing further research on audiences by genre to attract the right demographic.
4) Improving planning skills to schedule filming around all characters and writing scripts with character understanding.
5) Establishing the genre more clearly from the beginning of the film.
6) Choosing locations better to fit the scene and obey filming rules.
Presentation
We only showed a video for our presentation instead of the full power point presentation we had prepared, as we were told by Nikki not to use the power point. This made the context for the video unclear. It also made it awkward when each person tried to describe their individual contributions without visual aids to refer to, as we had not prepared what we would say about each part of the project. Overall, the presentation did not go well due to last minute changes and a lack of preparation for an alternate format.
Evaluation
William produced a documentary trailer and posters to promote a hypothetical documentary about Monty Oum, the creator of the animated web series RWBY. His research on existing works to emulate was detailed. He experimented with video editing techniques. Both of his poster designs effectively referenced Oum's work while conveying information. Though he rushed the second poster, William mostly stuck to his schedule. The trailer provided context on Oum and his influence through clips while the posters aesthetically honored his legacy. While proud of his work, William believes with more time he could have refined aspects, but achieved his goal of appealing to Oum's fans.
HOW DID YOU USE NEW MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEARCH, PLAN...
YouTube and Google were used extensively for research, planning, and evaluation of a dub step music video project. YouTube allowed analysis of dub step music video conventions and provided audience demographic statistics to establish a target audience of 18-25 year old males and females. Google was used for research on the target audience, 1960s postmen costumes and styles, and dub step artists and music videos. iMovie was used to edit the video, applying effects like black and white, ghosting, speeding up/slowing down to match the music and convey emotions. Facebook and YouTube feedback was gathered and changes like additional lighting were made to improve professionalism.
What have you learnt from your audience feedback
After showing their initial animatic and narrative to fellow media students and non-media students, the group received useful feedback that helped shape their music video. The feedback confirmed that a love story narrative fit well with the upbeat love song. It also helped them identify their target audience as teenagers aged 14-20, in line with similar artists. This feedback allowed them to refine their narrative and have a better idea of who would watch the video. When filming, they captured extra shots to allow for changes based on feedback. Peer reviews noted some off lip syncing, which they then edited to perfect. The first viewing provided both praise and criticisms that helped strengthen the video, such as adding more location shots to improve the narrative.
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HOW DID YOU USE NEW MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEARCH, PLAN...
HOW DID YOU USE NEW MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEARCH, PLAN...
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Pintura Camiones
Los camiones en Alemania deben cumplir con estrictas regulaciones de seguridad. Estas incluyen límites de velocidad más bajos, requisitos de frenado mejorados y sistemas de asistencia al conductor. Los camiones alemanes también deben someterse a inspecciones regulares para garantizar el cumplimiento continuo con los estándares de seguridad.
Lecciones Empresariales
El documento presenta tres historias breves con moralejas sobre cómo lidiar con los cambios. La primera historia habla sobre los peligros de la pereza. La segunda historia trata sobre los riesgos de depender del éxito pasajero. La tercera historia advierte sobre los peligros de confiar en quienes nos sacan de problemas creados por nosotros mismos.
Ferrari
Un niño le pregunta a su padre si los Ferrari son coches rojos con un caballo en el logotipo, y el padre confirma esta descripción. El niño entonces le dice a su padre que vio uno esa mañana, a lo que el padre responde que es afortunado porque hay muy pocos Ferraris y no es fácil ver uno.
Horoscopo
Este documento contiene descripciones negativas y ofensivas de cada uno de los signos zodiacales. Se caracteriza a los signos como tontos, arrogantes, mentirosos, cobardes, promiscuos y con otros atributos despectivos. El tono general es de insultar y menospreciar las características de cada signo zodiacal.
second
This document contains a schedule for the second week of classes for Paoli Enid Serrano Bonilla. It lists five topics to be covered from 12:30-1:50 pm on Monday with Prof. Mario Medina, including discussions on whether to use "fit" or "fot", mastering spelling, and lessons on using "many and much", "some and any", and "must not and need not" in English grammar.
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The document summarizes the key stages and learnings from a project researching and producing an online web series called "Lines." It discusses researching different types of performances and shows. It then covers planning the web series, including splitting into groups with defined roles. The first three episodes are summarized, including developing characters, storylines and addressing audience feedback between episodes. Overall, the document reflects on the process of producing the online series and what was learned.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, and distributed several short comedic webisodes about students in detention via YouTube. They gained feedback through YouTube statistics and interviews to improve their show. The project improved the student's filmmaking skills and taught them about online production processes.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, edited and distributed short comedic webisodes about students in detention via social media. They gained feedback through online views and comments. Overall the project improved the student's filmmaking skills and taught them about online production processes.
Keynote for show project - Kirk Kemp
Kirk Kemp researched other popular web shows like The Guild, We Need Girlfriends, and Chad Vader to gain ideas for his own web series. He discovered that most web shows have their own websites with episode descriptions, merchandise, cast photos, and comment sections. Kirk then planned, filmed, and edited three episodes of his web series "Lines." He received feedback on the episodes through YouTube analytics and comments. Kirk believes creating an online series allowed for more audience interaction and feedback than other formats would have, helping to improve the work.
Show keynote kirk
Kirk Kemp researched other popular web shows like The Guild, We Need Girlfriends, and Chad Vader to gain ideas and influences for his own web series. He discovered that most web shows have their own websites with episode descriptions, merchandise, cast photos, and comment sections. Kirk then planned, organized, and produced a 3-episode web series called Lines with a group. They publicized the episodes on posters around campus and uploaded them to YouTube. Kirk believes the episodes and actors improved over time based on audience feedback received online, and that the internet provided a better platform than television to create work and receive audience response.
My Evaluation
The document summarizes how the media product challenges conventions of typical music videos. It has one main character instead of a full band, focuses more on narrative than extreme closeups, and includes diegetic sound of a door shutting. It also uses post-production graphics and effects to engage audiences. While some aspects differ from mainstream music videos, the product aims to appeal to mainstream audiences by linking visuals to sound and conforming to social media platforms used by other artists.
Evaluation
The document summarizes how the media product challenges conventions of typical music videos. It has one main character instead of a full band, focuses more on narrative than extreme closeups, and includes diegetic sound of a door shutting. It also uses post-production graphics and effects to engage audiences and stay current with digital trends, rather than following styling of mainstream genres. While some conventions are challenged, the product still conforms to mainstream practices like linking visuals and editing to the song, and using social media sites to promote the artist. Audience feedback was gathered through surveys and assessments at different stages to guide the project.
Evaluation
The document discusses the use of various media technologies throughout the planning, production, and evaluation stages of a media project. During planning and research, the student used Google, YouTube, SlideShare and Publisher to research other films, film posters, and reviews. iMovie was used to edit the short film. Photoshop and an iPhone camera were used to create promotional materials like the film poster and magazine review. Survey Monkey was used to collect audience feedback on the short film, which informed further edits. Overall, a wide range of technologies supported the conceptualization, creation and improvement of the media product.
Evaluation ppt
The document discusses how the media product uses and challenges conventions of animation for its target younger audience. It describes conducting an online survey to evaluate the product that found unpredictable twists were most popular. Feedback on the product suggested improvements like fixing issues with the dubbing and ending. Technology was used at various stages for research, planning, production and distribution.
Evaluation 3
The document discusses feedback received during the production of a music video. It notes that feedback was gathered from the target audience at each stage of production to ensure the video appealed to them. Early feedback helped refine the use of filters and transitions. Later feedback suggested changing the font to be more typical of the genre and reworking a bike parade scene. Social media was used to share drafts and gather more feedback. The target audience's feedback helped improve the video at each stage of production.
Evaluation
The document provides an evaluation of a short film project where students had to research, plan, film, and evaluate a 5-minute short film. It discusses how they used various media technologies like blogs, cameras, and video editing software to complete the project, despite some technical difficulties. It also covers how they developed characters, story, and genre conventions for their teen drama film. Audience feedback suggested some improvements but overall found the film, poster, and magazine appealing and successful at engaging their target teenage audience.
A2 Media Evaluation
Charlotte created a music video for her A2 coursework that challenged conventions of real music videos. Originally, the video was going to include drug and alcohol scenes shot in clubs, but those ideas were changed due to difficulties filming in locations. The final video included fast scene transitions and shots repeated like real music videos. Blogger and YouTube were used to save work and get feedback. The website promoting the artist used Dreamweaver and matched layouts of existing pop artist sites. Some lyrics were linked to visuals to fuel emotion, though links were less obvious than lyrics.
How did you use media techniques
Power Director 10 was used to edit the trailer. This software allowed for various editing techniques like fading between shots and adding transitions. It was easy to use and reliable. Transitions helped provide continuity and interest for the audience. They also allowed the directors to take a more professional approach. The software made it simple to show contrasts between different tones, like fading love scenes versus quick shots of violence.
Evaluation ppt
The document discusses how the media product uses and challenges conventions of animation for its target younger audience. It provides feedback from an online survey about the short film, including that most respondents were aged 16-20 and preferred an unpredictable story. Changes were made to the film based on test screenings, like removing the last scene that did not make sense. Technology was used at various stages, such as creating an animatic to storyboard the film and posting it online for feedback, as well as researching other animations online and using editing software to construct the final product.
Meida evaluation
The student evaluated their group's media coursework project of creating an opening sequence for a supernatural thriller film. They felt the final product looked professional due to the use of different shots, editing effects, and acting. While there were some challenges around scheduling and limited resources, the student was overall very pleased with how the film turned out and felt it accomplished the goals of an opening sequence by introducing characters and leaving on a cliffhanger.
Media Evaluation
The document discusses the process of creating a thriller opening sequence media project. It describes learning experiences at each stage including preliminary tasks, planning, filming, editing, receiving feedback, and addressing target audiences. Key lessons included practicing shot types, researching other thrillers, dealing with technical limitations, understanding how to effectively edit scenes together, and using feedback to improve the project. The social groups represented and technologies used are also analyzed.
Final Cut On The Run Evaluation
Sarah-Jane Creek evaluated the viewing of the opening sequence of her film "On The Run" by having two people, Gracia and Ashley, watch it. She observed and recorded their facial expressions and reactions. Gracia and Ashley seemed to enjoy the opening sequence, laughing at parts intended to be comedic. Sarah-Jane used this viewing to get feedback on how the target teenage audience responded to the opening of her comedy/action film about three teenage boys who rob a bank.
Evaluation
The document discusses conventions in media production and how the student's media product used and developed conventions of the horror genre. It summarizes that the production stuck to conventions like establishing shots and non-diegetic music but developed conventions through edits to the BBFC certificate screen and titling. It kept conventions like a dark mise-en-scene to build suspense. The student aimed to stick to conventions to create a coherent horror piece rather than challenge conventions and risk a poor outcome.
Evaluation 3 - Audience Feedback
The document discusses the feedback received from audiences on a music video project. It describes conducting focus groups and questionnaires to determine the target audience of young females aged 15-25 and learn that both genders should be featured. Rough cuts were posted online to receive feedback, and changes were made to shots, lip syncing, and to include both genders. The final video was promoted on social media, and feedback throughout the process helped improve the project.
What have you learned from your audience feedback?
The document discusses how the filmmakers gathered audience feedback throughout the production process of their teaser trailer and film poster. They conducted questionnaires, interviews, and gathered feedback on drafts to ensure they were satisfying audience expectations and preferences. The feedback influenced key aspects of the trailer and poster design, and final screenings confirmed the audience found the trailer engaging. While not all feedback was directly implemented, the process helped monitor progress and target the intended target audience.
Similar to Show presentation (20)
What have you learned from your audience feedback?
What have you learned from your audience feedback?
Show presentation
- 1. Show Project Philippa Price