What have i learned from my audience feedback
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From audience feedback on an initial screening, the filmmaker learned that the narrative needed to be clearer as the shots did not fully explain the story. Positive feedback noted that the shots of the guitarist and performers fit well with the style of the song. Feedback after re-shooting narrative scenes for a final screening praised the lighting effects and improved narrative. The filmmaker then further edited the performance shots and added split screens and opacity changes to match the tempo of the song.
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Q3
The document discusses what the creator learned from audience feedback on their music video project. They found that audiences preferred music videos with special effects, both narrative and performance elements, lyrics that matched the video, and themes common to rock music like love and tragedy. Based on feedback, they aimed to include these elements in their own rock music video. Additional feedback helped them improve lighting, lip syncing, camera shots, and editing to match the music's tone. Sharing works-in-progress allowed further improvements. Overall, the creator believes the audience feedback was extremely valuable in helping them create a higher quality final product.
Analysis 2
The music video for Ed Sheeran's "Small Bump" uses various shot types like close-ups, long shots, and extreme close-ups to convey emotion. It takes place largely in one long take through a hospital corridor, with fade outs to show the passage of time. The low-key lighting and ordinary costumes help viewers relate to the feelings of sadness and isolation. The realistic hospital props and diegetic sound design immerse viewers in the somber story being told through the song's lyrics. Overall, the video matches conventions of the folk rock genre by using a modest performance to tell a personal story.
Creative analysis of similar product 2
The music video for Ed Sheeran's "Small Bump" uses various shot types like close-ups, long shots, and extreme close-ups to convey emotion. It takes place largely in one long take through a hospital corridor, with fade outs to show the passage of time. The low-key lighting and ordinary costumes help viewers relate to the feelings of sadness and isolation. The realistic hospital props and diegetic sound design immerse viewers in the somber story being told through the song's lyrics. Overall, the video matches conventions of the folk rock genre by using a modest performance to tell a personal story.
Music video analysis_work_sheet2-red
This document analyzes the music video for System of a Down's "Chop Suey" in terms of its target audience and how different elements of the video cater to that audience. The target audience is identified as 16+ year old fans of metal or rock music. The lyrics focus on personal and meaningful themes that this audience enjoys. The tempo and instrumentation match conventions of rock and metal genres. Stereotypical costumes of band members and audience portray the rock/metal subculture. Camera techniques like wide shots of the drummer and band performing engage the target audience. Quick editing fits the fast tempo of the song as is common in rock/metal videos. Unusual digital effects intrigue and appeal to the target audience's preference
Editing processes
- Warp stabilizer was used to stabilize shaky footage and make it less visually jarring. Speed alteration was also used to add interest, usually by slowing footage down to match the feel of the song. However, these effects cannot both be used in Premiere, requiring additional editing in After Effects.
- Adjustment layers were important for giving the video a cold, emotional tone to match the sad lyrics. Blue color corrections were applied through adjustment layers to different clips depending on their location.
- Careful cutting of footage to the beat of the song is key to creating an aesthetically pleasing music video that engages the audience. Proper lip syncing is also essential to avoid distracting inconsistencies.
Evaluation: Part 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Asking for audience feedback on weaknesses helped identify issues to improve, like clarifying a main point to avoid confusion. The main lesson learned is to consider how the audience will understand the video rather than just the creator's vision.
Audience feedback pres
Viewer 1 enjoyed how the music video captured their attention, especially near the end as it got more intense with added cuts. They thought the editing was well-timed to the beat and made the video look professional, and the lip syncing was excellent. One improvement would be adding another location.
Viewer 2 loved the professionalism and thought the color alterations added a high quality feel. They felt the black room location fit well with the song's meaning. They thought the video showed its quality starting in the second verse with more varied shots. One improvement would be extending the final shot of the actor on the floor for a few seconds without sound.
Viewer 3 thought the cuts to the beat were well done but the video didn
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.
Recommended
Q3
The document discusses what the creator learned from audience feedback on their music video project. They found that audiences preferred music videos with special effects, both narrative and performance elements, lyrics that matched the video, and themes common to rock music like love and tragedy. Based on feedback, they aimed to include these elements in their own rock music video. Additional feedback helped them improve lighting, lip syncing, camera shots, and editing to match the music's tone. Sharing works-in-progress allowed further improvements. Overall, the creator believes the audience feedback was extremely valuable in helping them create a higher quality final product.
Analysis 2
The music video for Ed Sheeran's "Small Bump" uses various shot types like close-ups, long shots, and extreme close-ups to convey emotion. It takes place largely in one long take through a hospital corridor, with fade outs to show the passage of time. The low-key lighting and ordinary costumes help viewers relate to the feelings of sadness and isolation. The realistic hospital props and diegetic sound design immerse viewers in the somber story being told through the song's lyrics. Overall, the video matches conventions of the folk rock genre by using a modest performance to tell a personal story.
Creative analysis of similar product 2
The music video for Ed Sheeran's "Small Bump" uses various shot types like close-ups, long shots, and extreme close-ups to convey emotion. It takes place largely in one long take through a hospital corridor, with fade outs to show the passage of time. The low-key lighting and ordinary costumes help viewers relate to the feelings of sadness and isolation. The realistic hospital props and diegetic sound design immerse viewers in the somber story being told through the song's lyrics. Overall, the video matches conventions of the folk rock genre by using a modest performance to tell a personal story.
Music video analysis_work_sheet2-red
This document analyzes the music video for System of a Down's "Chop Suey" in terms of its target audience and how different elements of the video cater to that audience. The target audience is identified as 16+ year old fans of metal or rock music. The lyrics focus on personal and meaningful themes that this audience enjoys. The tempo and instrumentation match conventions of rock and metal genres. Stereotypical costumes of band members and audience portray the rock/metal subculture. Camera techniques like wide shots of the drummer and band performing engage the target audience. Quick editing fits the fast tempo of the song as is common in rock/metal videos. Unusual digital effects intrigue and appeal to the target audience's preference
Editing processes
- Warp stabilizer was used to stabilize shaky footage and make it less visually jarring. Speed alteration was also used to add interest, usually by slowing footage down to match the feel of the song. However, these effects cannot both be used in Premiere, requiring additional editing in After Effects.
- Adjustment layers were important for giving the video a cold, emotional tone to match the sad lyrics. Blue color corrections were applied through adjustment layers to different clips depending on their location.
- Careful cutting of footage to the beat of the song is key to creating an aesthetically pleasing music video that engages the audience. Proper lip syncing is also essential to avoid distracting inconsistencies.
Evaluation: Part 3
The document discusses feedback received on a music video from various audiences. Viewers enjoyed the song, acting, and recognizable locations filmed but suggested having more scenes with both actors together and using more visual effects. Feedback on social media and YouTube was mixed, showing different opinions. Asking for audience feedback on weaknesses helped identify issues to improve, like clarifying a main point to avoid confusion. The main lesson learned is to consider how the audience will understand the video rather than just the creator's vision.
Audience feedback pres
Viewer 1 enjoyed how the music video captured their attention, especially near the end as it got more intense with added cuts. They thought the editing was well-timed to the beat and made the video look professional, and the lip syncing was excellent. One improvement would be adding another location.
Viewer 2 loved the professionalism and thought the color alterations added a high quality feel. They felt the black room location fit well with the song's meaning. They thought the video showed its quality starting in the second verse with more varied shots. One improvement would be extending the final shot of the actor on the floor for a few seconds without sound.
Viewer 3 thought the cuts to the beat were well done but the video didn
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.
Lydia cooke evaluation of rough music video edit
This document provides an evaluation of rough edits to a music video and proposes several improvements:
1) Footage of a band member singing needs to be re-filmed to sync their mouth movements with the audio.
2) The video needs a clearer narrative that shows a band member entering prison and performing songs in different prison locations.
3) Additional narrative footage close to the prison and of different band members performing is needed.
Analysis of a music video
1. The music video for "At Your Inconvenience" by Professor Green uses clever editing techniques that sync the visuals with the beat of the song, such as quick cuts during the bass drops and shots that match the lyrics.
2. The narrative and performance are well done, with Professor Green directly addressing the camera and appearing to answer interview questions, matching the theme of not wanting to answer more questions.
3. The video portrays Professor Green's star image of not caring what others think of him, as he intends to be seen.
Evaluation question 3 a2
The document summarizes feedback received from an audience survey about a music video. Key points:
- The survey asked about likes/dislikes of the video, costume, locations, narrative, and whether an extra location was needed.
- Most respondents felt the locations of a park and stage effectively conveyed the theme of loneliness. However, some disliked background elements in the park footage.
- The costume was seen as fitting for the indie genre. One respondent would have preferred a suit.
- There was consensus that a small narrative about the artist's depression was portrayed, but the ending lacked clarity.
- The majority felt only featuring one artist best represented the theme of loneliness in the song
Focus Group Summary
The document summarizes feedback from a Facebook group about a music video. Respondents answered 5 questions. They enjoyed the visual design and felt it fit music video conventions. They also felt the video effectively showed the artist and would make them want to learn more and buy their products. The target audience of indie rock fans aged 17-30 was reflected. Some negative feedback was that the video only took place in one location, which could get boring, and that more instruments could have made it a better performance video. Shots were also not always tightly synced to lyrics.
Qs 3
1) The document discusses feedback received from the target audience of a music video being produced for an upcoming indie/pop artist aged 16-25.
2) The audience suggested adding more lip syncing footage to the video as the initial idea focused more on narrative.
3) Audience also felt the video was too long, so it was shortened based on their feedback to better engage and retain fans.
Evaluation Question 3
The document discusses feedback received from an audience survey about a music video. Respondents indicated that electronic/pop videos are aimed at ages 16-20, so props related to teens were included. They also suggested an ideal length of 3-4 minutes, so one verse was removed to trim the video to 3 minutes. The feedback was positive overall, with audience members enjoying the use of stop motion and particular design elements like the intro font.
Question 3 evaluation
This document contains feedback from focus groups on a music video project. The feedback praised the variety of camera angles and locations used, which kept the younger audience engaged. However, superimposing additional video onto polaroids was noticed as inauthentic. Inconsistent lighting between shots filmed at different times also caused confusion. Lip syncing in the chorus and avoiding eye contact were seen as effectively conveying the singer's passion and introspection. Editing shots to the beat of the music helped emphasize the pulse. The filmmakers took this constructive feedback to improve authenticity, consistency, and emphasis of elements like lighting, eye contact, and beat synchronization in re-filming sections.
Presentation 3 a2
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Presentation 3
The media product is a UK rap music video that uses conventions of real rap videos to appear authentic. Some conventions employed include the main artist wearing jewelry, like necklaces, which symbolize wealth from illegal activities. Street clothing like hoodies and hats are also used to appeal to urban audiences. Camera angles like low shots that convey superiority are conventional. While most settings like housing estates reinforce the urban theme, some locations like parks and cemeteries are less typical of rap videos. The artist is portrayed as both aggressive and caring, challenging stereotypes. Point-of-view shots add realism atypical of conventional rap videos.
Presentation2
The media product is a UK rap music video that uses conventions of real rap videos to appear authentic. Some conventions employed include the main artist wearing jewelry, like necklaces, which symbolize wealth from illegal activities. Street clothing like hoodies and hats are also used to appeal to urban audiences. Camera angles like low shots that convey superiority are conventional. While most settings like housing estates reinforce the urban theme, some locations like parks and cemeteries are less typical of rap videos. The artist is portrayed as both aggressive and caring, challenging stereotypes. Point-of-view shots add realism atypical of conventional rap videos.
In what ways does your media product use, develop or challenge forms and conv...
The document summarizes the results of questionnaires given to the target audience of a student-created music video and its related media products. Some audience members felt the lip syncing was off in parts of the video and the guitar playing looked fake. However, most agreed the poster and packaging harmonized well with the video and song. The student acknowledges the lip syncing and guitar playing feedback but felt the location shooting and camera angles successfully portrayed the singer in a superior light after a break up. Overall the student followed conventions of music video genres and is satisfied with the feedback and final products.
Textual Analysis
Mise en scene, editing, camerawork, and genre conventions play hugely important roles in crafting a successful music video. Key elements like costumes, props, and special effects are needed to realize a video's concept. Strategic editing brings all the filmed elements together in a coherent way and conveys the desired message. Camera angles and shots must also be chosen to clearly show the performance or promote less famous artists. Drawing on these filmmaking techniques and an understanding of genre expectations will help students produce a high quality music video for their coursework.
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Presentation for blog
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Media evaluation question seven
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Titanium Analysis Sheet
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Lydia cooke evaluation of rough music video edit
This document provides an evaluation of rough edits to a music video and proposes several improvements:
1) Footage of a band member singing needs to be re-filmed to sync their mouth movements with the audio.
2) The video needs a clearer narrative that shows a band member entering prison and performing songs in different prison locations.
3) Additional narrative footage close to the prison and of different band members performing is needed.
Analysis of a music video
1. The music video for "At Your Inconvenience" by Professor Green uses clever editing techniques that sync the visuals with the beat of the song, such as quick cuts during the bass drops and shots that match the lyrics.
2. The narrative and performance are well done, with Professor Green directly addressing the camera and appearing to answer interview questions, matching the theme of not wanting to answer more questions.
3. The video portrays Professor Green's star image of not caring what others think of him, as he intends to be seen.
Evaluation question 3 a2
The document summarizes feedback received from an audience survey about a music video. Key points:
- The survey asked about likes/dislikes of the video, costume, locations, narrative, and whether an extra location was needed.
- Most respondents felt the locations of a park and stage effectively conveyed the theme of loneliness. However, some disliked background elements in the park footage.
- The costume was seen as fitting for the indie genre. One respondent would have preferred a suit.
- There was consensus that a small narrative about the artist's depression was portrayed, but the ending lacked clarity.
- The majority felt only featuring one artist best represented the theme of loneliness in the song
Focus Group Summary
The document summarizes feedback from a Facebook group about a music video. Respondents answered 5 questions. They enjoyed the visual design and felt it fit music video conventions. They also felt the video effectively showed the artist and would make them want to learn more and buy their products. The target audience of indie rock fans aged 17-30 was reflected. Some negative feedback was that the video only took place in one location, which could get boring, and that more instruments could have made it a better performance video. Shots were also not always tightly synced to lyrics.
Qs 3
1) The document discusses feedback received from the target audience of a music video being produced for an upcoming indie/pop artist aged 16-25.
2) The audience suggested adding more lip syncing footage to the video as the initial idea focused more on narrative.
3) Audience also felt the video was too long, so it was shortened based on their feedback to better engage and retain fans.
Evaluation Question 3
The document discusses feedback received from an audience survey about a music video. Respondents indicated that electronic/pop videos are aimed at ages 16-20, so props related to teens were included. They also suggested an ideal length of 3-4 minutes, so one verse was removed to trim the video to 3 minutes. The feedback was positive overall, with audience members enjoying the use of stop motion and particular design elements like the intro font.
Question 3 evaluation
This document contains feedback from focus groups on a music video project. The feedback praised the variety of camera angles and locations used, which kept the younger audience engaged. However, superimposing additional video onto polaroids was noticed as inauthentic. Inconsistent lighting between shots filmed at different times also caused confusion. Lip syncing in the chorus and avoiding eye contact were seen as effectively conveying the singer's passion and introspection. Editing shots to the beat of the music helped emphasize the pulse. The filmmakers took this constructive feedback to improve authenticity, consistency, and emphasis of elements like lighting, eye contact, and beat synchronization in re-filming sections.
Presentation 3 a2
The media product is a UK rap music video that uses conventions found in other rap videos to appear authentic. Some conventions employed include the main artist wearing jewelry, street clothing like hoodies and hats, and typical settings like council estates. However, some elements are unconventional, like scenes in a cemetery or park instead of only stereotypical urban settings. The video also subverts stereotypes by portraying the artist as a caring, emotional character rather than only aggressive.
Presentation 3
The media product is a UK rap music video that uses conventions of real rap videos to appear authentic. Some conventions employed include the main artist wearing jewelry, like necklaces, which symbolize wealth from illegal activities. Street clothing like hoodies and hats are also used to appeal to urban audiences. Camera angles like low shots that convey superiority are conventional. While most settings like housing estates reinforce the urban theme, some locations like parks and cemeteries are less typical of rap videos. The artist is portrayed as both aggressive and caring, challenging stereotypes. Point-of-view shots add realism atypical of conventional rap videos.
Presentation2
The media product is a UK rap music video that uses conventions of real rap videos to appear authentic. Some conventions employed include the main artist wearing jewelry, like necklaces, which symbolize wealth from illegal activities. Street clothing like hoodies and hats are also used to appeal to urban audiences. Camera angles like low shots that convey superiority are conventional. While most settings like housing estates reinforce the urban theme, some locations like parks and cemeteries are less typical of rap videos. The artist is portrayed as both aggressive and caring, challenging stereotypes. Point-of-view shots add realism atypical of conventional rap videos.
In what ways does your media product use, develop or challenge forms and conv...
The document summarizes the results of questionnaires given to the target audience of a student-created music video and its related media products. Some audience members felt the lip syncing was off in parts of the video and the guitar playing looked fake. However, most agreed the poster and packaging harmonized well with the video and song. The student acknowledges the lip syncing and guitar playing feedback but felt the location shooting and camera angles successfully portrayed the singer in a superior light after a break up. Overall the student followed conventions of music video genres and is satisfied with the feedback and final products.
Textual Analysis
Mise en scene, editing, camerawork, and genre conventions play hugely important roles in crafting a successful music video. Key elements like costumes, props, and special effects are needed to realize a video's concept. Strategic editing brings all the filmed elements together in a coherent way and conveys the desired message. Camera angles and shots must also be chosen to clearly show the performance or promote less famous artists. Drawing on these filmmaking techniques and an understanding of genre expectations will help students produce a high quality music video for their coursework.
Presentation for blog
Mise en scene, editing, camerawork, and genre conventions are hugely important elements in creating a successful music video. Mise en scene includes props, costumes, and special effects that help tell the story and make it look professional. Strategic editing is needed to piece together footage and convey meaning or feeling. Camera angles are deliberately chosen to focus on the artist or move with the rhythm. Our group aims to break stereotypes of the alternative genre in our conceptual video with some narrative aspects.
Presentation for blog
Mise en scene, editing, camerawork, and genre conventions are hugely important elements in creating a successful music video. Mise en scene establishes the proper props, costumes, and setting to match the genre and message. Editing techniques like speeding up footage create the right feel. Camerawork ensures viewers understand what is happening or get to know up-and-coming artists. The student has analyzed various music videos and learned about these key components, which will help in creating their own video for coursework.
Media evaluation question seven
The group noticed improvements in the quality of their filming for their finished thriller opening compared to their preliminary task. While they were able to follow their initial storyboard, certain shots had to be adjusted due to obstacles like not being able to film with a knife in public or difficulties accessing their shoot location. Sound quality also posed an issue, forcing them to create music in Garage Band despite having no experience. Multiple retakes were needed to smooth out shots like zooms. Overall, the group felt they learned a lot through the process, with edits and filming both improving as seen through comparing their preliminary and finished openings.
Titanium music video evaluation
This document provides a critical analysis of a music video created for the song "Titanium" by David Guetta featuring Sia. The music video tells the narrative of a young girl facing problems at home who runs away to follow her dream of attending acting school. In the final edit, additional shots were included to further emphasize the themes of inner strength and overcoming challenges. While the overall narrative came across, the analysis acknowledges that with more time, clarity could be improved through additional footage connecting story elements.
Titanium Analysis Sheet
The target audience for David Guetta's "Titanium" music video includes fans of his music from ages 5 to 50. The lyrics describe feeling bulletproof and unable to be taken down. The tempo starts slow but increases during the choruses to make the song catchy. The genre is pop-rock and house, featuring elements of guitar, drums, beats, and effects. The camera techniques begin slow with wide shots but get faster, closer, and more zoomed out to match the increasing tempo, using pans, zooms, and shorter cuts. The editing is simple but effective, combining fast shots to enhance the feel of the music. Few digital effects are used.
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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
Evaluation question 3 what have you learned
The document discusses the feedback received from the audience during different stages of creating a music video. Feedback was gathered before filming began to select the best idea, and then periodically after sections were filmed to improve subsequent sections. The feedback was consistently positive and helped ensure the music video appealed to the target audience by incorporating their suggestions, such as including more locations, eye contact, and slow motion shots. Gathering iterative feedback at various stages proved effective for creating a music video that received overwhelmingly positive feedback in the end.
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video. For the initial treatment, the audience felt the ideas were not conveyed clearly enough. They suggested preparing in advance for scenes involving a car. For the rough cut, they liked the camera angles, locations, and performances, but one person felt the car scene did not fit. The group edited it based on this feedback. For the final video, comments praised the dancing, editing, photography, locations, and how it conveyed the song's message, though one felt the actress could be more enthusiastic. Feedback was also received for print products like the CD cover and advert, helping refine the designs.
Question 3
The document discusses feedback received at various stages of creating a music video project. It summarizes:
1) Early audience feedback on a treatment suggested making it more specific and including all ideas. This helped refine the treatment.
2) Rough cut feedback was mostly positive but suggested shortening a car scene and fixing minor lip syncing issues.
3) The final video received praise for its professional quality, dancing, editing, locations, and conveying the song's message through visuals and camera work. Some feedback suggested the actress could be more enthusiastic.
4) Feedback on print products like the CD and advert helped refine the designs to look more professional and visually appealing. Suggestions improved readability and
Evaluation Question 3 -What have you learnt from your audience feedback
Throughout the production of a music video, the document discusses obtaining audience feedback at various stages:
1) During initial planning, classmates and teachers provided feedback on the proposed ideas, storyline, and visual elements.
2) While editing, multiple people evaluated footage quality and whether the cuts matched the song.
3) After publishing a rough cut online, a focus group provided feedback, noting specific shots that could be improved or removed to better match the song.
4) This feedback helped the creator refine the editing and experiment with new effects to create a higher quality final music video.
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.
What have you learnt from your audience feedback
The document discusses feedback the author received on a hip hop music video from various sources at different stages of production:
1) A questionnaire completed by the target audience before filming helped the author understand what elements the audience expected to see, such as displays of wealth through expensive possessions, houses, cars, and clothes in an urban setting.
2) Feedback from peers and teachers on a rough cut helped the author incorporate more split screens and motion keys to make the video more interesting, as well as advice on color correcting.
3) Additional feedback suggested making more cuts throughout the video to keep it engaging as well as fine-tuning some video transitions and split screen shots. The overall feedback was positive.
Question 3
The document summarizes feedback received on a music video from various sources: self and peer assessments, experts at a viewing evening, and assessment of a previous year's music video. The key learnings were that the video effectively used conventions of the R&B/hip-hop genre, had good shot variety and transitions, but could improve one club scene that did not match the quality of the rest. Peer feedback reinforced some of this and suggested other minor adjustments. Assessing an earlier video helped avoid similar flaws. Overall, the feedback helped strengthen the video's appeal to its target audience.
Q3
The document summarizes feedback received on a music video from various sources: self and peer assessments, experts at a viewing evening, and analysis of a previous year's music video. Key lessons learned include utilizing conventions of the R&B/hip-hop genre effectively, using a variety of shot angles and transitions, replacing inconsistent footage, ensuring all audio is included, and being critical of one's own work to improve quality. The feedback helped identify both strengths and areas for improvement to make the music video more cohesive and appealing to its target audience.
Question 3
The document summarizes feedback received on a music video from various sources: self and peer assessments, experts at a viewing evening, and analysis of a previous year's music video. Key lessons learned include utilizing conventions of the R&B/hip-hop genre effectively, using a variety of shot angles and transitions, replacing inconsistent footage, ensuring all audio is included, and being critical of one's own work to improve quality. The feedback helped identify both strengths and areas for improvement to make the music video more cohesive and appealing to its target audience.
Question 3
From receiving feedback on their music video from various sources, the student learned several things:
- The video effectively used conventions of R&B/hip hop music videos and had good shot angles, but the club scene footage was inconsistent.
- Peer assessments confirmed some strengths but noted issues with green particles and superimposed imagery opacity.
- Assessing another student's video highlighted the importance of lip syncing, camerawork, and shot sizes/distances.
- Gathering audience feedback is invaluable for improving media products and better targeting their intended audience.
Evaluation3
The document describes how audience feedback directly impacted several of the author's creative works:
1) For a music video, feedback revealed a continuity issue with a text shot filmed in a different location, so the shot was refilmed in a similar outside space. This improved continuity.
2) Feedback on early lip syncing in a music video identified noticeable mistakes, so the first performance section was refilmed to look better.
3) Feedback discouraged social media links on an album advert against conventions, so space was used instead for iTunes and Spotify links to attract the target audience.
Q3
The document summarizes feedback received on a music video from various sources: self and peer assessments, experts at a viewing evening, and analysis of a previous year's music video. Key lessons learned include utilizing common music video techniques effectively, ensuring consistent quality, and adjusting elements like opacity for clarity. Conducting diverse assessments was valuable for improving the video and understanding audience needs.
Evaluation 3 a2 media music video
The document discusses feedback received on a music video project. A focus group provided feedback on song choice and ideas to include, recommending a performance-based video to match the rap song. Edits were made to time cuts with the song's beats. Additional feedback on a draft was received, suggesting improvements to editing and lighting, and adding location changes for engagement. Positive feedback was received on ancillary tasks like layout and design. Future recommendations included making the video both narrative and performance, keeping similar editing, and incorporating more camera shots/angles to make it more professional.
Evaluation question 3
The document summarizes feedback received on a music video from an audience questionnaire. It was learned that viewers enjoyed the stop motion and time-lapse elements, and this feedback affirmed adding more of those elements. However, some felt the guitar playing didn't look realistic enough. Most viewers indicated they liked the meaning and concept portrayed. The genre was identified as singer-songwriter. It was found that the video appealed to ages 21 and over, which matched the intended target audience.
Music Video evaluation 3
The audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention.
Music Video evaluation 3
The audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention. YouTube received more feedback than the survey tool.
Presentation question 3
The audience feedback on the music video highlighted that the visuals and music were well synced, the editing matched the beat throughout, and the use of red and black in the studio shots created a rave/club feel. Some negative feedback noted the lack of a clear narrative, though that was not the intended purpose. Overall, most of the audience enjoyed the "trippy" and "mysterious" video, finding the juxtaposition of characters with masks to be "grungy" as was the creator's intention.
Music Video Evaluation
The document provides an evaluation of a student's music video project. It discusses the production process, including research on music video conventions, planning with storyboarding and shot lists, and time management challenges due to the pandemic. It evaluates technical qualities like camera work and editing, aesthetic qualities, and audience appeal. Peer feedback praised the variety of shots, music syncing, and effects but suggested improvements to camera stability, color correction, and adding more activity in shots beyond lip syncing. The student agrees more could have been done in shots and lighting placement but disagrees that color correction was an issue, saying the contrast shifts were intentional.
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Evaluation Question 3 -What have you learnt from your audience feedback
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What have i learned from my audience feedback
- 1. What have I learned from my audience feedback?
- 2. From looking at my audience feedback for my initial screening, it was clear that I needed to make my narrative more clear. The shots I had didn’t fully explain my narrative so the audience were left unclear as what was going on. This meant this was one of the things I had to change ready for the following screening.
- 3. The positive feedback I gathered from the initial screening, was that the shots of the guitarist looked really professional as well as both performers (the singer and the guitarists) fit with the style of the song. I also had positive feedback on the shots where the camera went in and out of focus and how they transitioned.
- 4. For my final screening, I had feedback from very specific people which I felt were doing music videos in a similar genre to me. The feedback I got was that the lighting worked really well and created a good shadow effect and that the narrative scenes were a lot better since I re shot them.
- 5. Since the final screening, I have made a few changes as the performance shots were too long. I also wanted to make the video more up to tempo and so that the changed of shots lied on the beat of the song, making a much faster tempo music video. As well as this, I have added in a few effects like split screens and changing the opacity of some clips.