What have you learned from your audience feedback?
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- The filmmakers collected feedback from audience members using a questionnaire after their short film premiere to understand audience opinions. - Respondents agreed the genre was drama/action as intended by the filmmakers based on their Ocean's 13 inspiration. Most felt the narrative could not be shortened but some scenes like cutaways could be cut. The filmmakers shortened the film by a few minutes as a result. - Audience thought camera work was generally good but disliked some shots like chaotic fight scenes. Acting and casting of roles was well received by the audience. Music fit well with action but some parts were deemed unnecessary.
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The document summarizes research done on the action genre for a student media production. It analyzed action film trailers like Taken and The Transporter to identify codes and conventions to incorporate. The students' action film opening used techniques like shots over the shoulder and close-ups seen in the reference films. It was rated 15 due to violence and received positive feedback, though improvements like additional casting and weapons were noted.
Evaluation question 1
The media product challenges conventions of real films in some ways but also draws from many conventions:
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- The narrative challenges expectations but also builds tension through editing and sound similarly to full-length films.
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Evaluation Question 3
The students conducted a focus group on Facebook to get audience feedback on their short film "Finding Mrs Simon". The feedback indicated that the film followed conventions of the romance-comedy genre, particularly through the main character Simon who fit genre stereotypes. However, the film could have been shorter. Overall, the feedback showed the film successfully used conventions like storyline and characters to be comedic while also showing the romance of the narrative.
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Presentation1
The author reflects on the strengths and weaknesses of a student film project. Some key points included that the school setting could have been hidden better, the abrupt changes in soundtrack volume were disorienting, and the acting was occasionally rigid. However, the camera work received positive feedback, with varied angles and shots that advanced the plot. Overall the audience felt the genre of crime thriller came across successfully.
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Production diary
Francesca and Tayla worked on creating a draft movie trailer. On October 21st, Francesca acted as the female lead and filmed Tayla acting as the male lead. Tayla also filmed Francesca. On October 24th, both Francesca and Tayla edited the footage into a draft trailer using iMovie and created a survey to get audience feedback on the trailer.
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Question 1
The document discusses how the film challenges conventions of drama films and real media products. It does not have a happy or resolved ending like most drama films. It also used unconventional editing techniques and camerawork. The film company and props were created to be as realistic as possible, including contacting Amnesty International to borrow orange suits worn by Guantanamo Bay detainees. The posters and radio trailer also challenged conventions to attract audience attention without visual elements.
Audience media
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Audience
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Casting results
We interviewed many candidates for two acting roles in our main project. After a long discussion, Tom Smith was chosen to play the policeman due to his height matching the stereotype of policemen. Livy Veale was selected to play the girl because her availability fit our filming schedule, though her previous experience and size could enhance the video's quality by eliciting vulnerability from audiences.
Audience feedback
The document provides feedback from test audiences on a music video project. It includes:
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2) Suggestion to edit clips shorter to build more suspense.
3) Additional positive feedback from audiences aged 15-18 who thought the video was dramatic, had clear imagery and variety in shots. They particularly liked an attractive male actor.
4) Examples of screenshots that effectively emphasized lyrics and themes of opposition through imagery like a shared tree and matching dress/rose colors.
Costume and location pppt
This document outlines the actors, costumes, and locations for a film trailer. It introduces 3 child actors (James, Amy, Sophie) who will portray characters Ben and Lucy at ages 10 and 18/19. James and Amy will play the younger versions, while Joe and Sophie resemble the older versions. Example costumes are provided for each character at both ages. Five locations are identified for filming scenes: a foster home, park, mall, high street, and woods. Pictures are included of a local woods and train station that will be used. The shopping centre may also be used to portray the characters' working class backgrounds.
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The document provides feedback and recommendations for improvements to a student's research on existing products. It includes suggestions to add images, properly format citations and bibliographies, conduct additional research and analysis, and develop audience profiles for researched materials. Recommendations are also given for analyzing specific elements like lighting, composition, costumes, and props in existing works and how they appeal to target audiences.
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Evaluation Question 3
The document summarizes feedback received from three people who viewed the filmmakers' short thriller/horror film. Key points from the feedback include:
1) The film was well shot and edited but characters lacked connection and the story was confusing at times.
2) The beginning lacked clarity and there were many unanswered questions. Dialogue was not convincing.
3) Views differed on whether it was more of a thriller or horror, but most agreed thriller elements were strong through suspense and action scenes. One felt it played like an action film.
Exodus
An audience research questionnaire found that most people felt isolation affects themselves but not others, so the film aims to show isolation is a widespread problem. A focus group easily related to the film's characters and genres like comedy were added. Feedback on the rough cut, which was under 1 minute, noted it was too short and some shots felt unnatural. Changes included lengthening the film so scenes made more sense together and syncing the street scene better to the music. The final version had a cohesive narrative and cuts that flowed well, and testers thought it targeted the intended teenage/young adult audience.
Question 3
The document discusses audience feedback received during the planning, filming, and editing of a romantic comedy film. Research conducted during planning through a video questionnaire helped shape expectations for genre, certificate, locations, and music. Feedback on a rough cut identified needs for more music and improved quality. Most trial viewers understood the plot and would recommend it. The final film received positive feedback, with the only suggested improvement being to make dialogue louder in some scenes.
What have you learned from your audiences feedback?
The document summarizes feedback received from test audiences on various drafts of a short war film and marketing materials. Audiences felt the film needed faster pacing and less long shots in early edits. They responded positively to stylistic choices like black and white filtering and sound design. The final poster draft addressed feedback to include more credits and indicate the Latin title's meaning. Research of successful films and magazines informed the filmmakers' design choices.
Evaluation Question 3
The document discusses feedback from a questionnaire about a short film called "Screen Three". Most respondents positively evaluated the actors' performances, storyline, camerawork, editing, and mise-en-scene. However, some felt the ending was confusing and sound could be improved. Most agreed the film successfully fits the drama genre and that its target audience is teenagers and young adults.
Evaluation - Q3
The filmmaker received positive feedback on their film's storyline during pre-production from test audiences. Two audience members provided suggestions during the rough cut stage - to add a sound effect and improve a fight scene. The filmmaker implemented these changes and additional test audiences responded positively, finding the revised film more appealing. The film aims to satirize the office environment and portray themes like depression that may resonate differently with viewers based on their own experiences.
Audience feedback
The document summarizes feedback from a questionnaire given to 40 people after screening a short film. Most respondents rated the film 15 based on language and message. It was viewed as an action/drama rather than crime thriller due to memorable dramatic and action scenes at the end. Ratings were 8 or higher out of 10, showing the audience was successfully entertained. Feedback praised the acting, music, and production quality though some felt fights scenes were dragged out. The swearing had a positive effect and production met most expectations, but constructive criticism addressed sound effects and cut timing. Overall the feedback was positive and constructive.
Question 3 media evaluation[1]
The students conducted a focus group on Facebook to get audience feedback on their short film "Finding Mrs Simon". The feedback indicated that the film followed conventions of the romance-comedy genre, particularly through the main character Simon who fit genre stereotypes. However, the film could have been shorter. Overall, the feedback showed the film successfully used conventions like storyline and characters to be comedic while also showing the romance of the narrative.
Question 3 media evaluation[1]
The students conducted a focus group on Facebook to get audience feedback on their short film "Finding Mrs Simon". The feedback indicated that the film followed conventions of the romance-comedy genre, particularly through the main character Simon who fit genre stereotypes. However, the film could have been shorter. Overall, the feedback showed the film successfully used conventions like storyline and characters to be comedic while also showing the romance of the narrative.
Audience Feedback Graphs
Eight people participated in the focus group, with an equal number of males and females. Most feedback was positive, with the film averaging an 8 out of 10 rating. While sound was criticized as sometimes too loud, 100% agreed that the genre was clear and that the storyline was the strongest element. All participants would recommend the video to others.
Presentation1
The 28 Days Later soundtrack was the most popular choice as its tense music builds suspense. People also favored a heroic teenager as the main character who saves others near the end. Most wanted a moderate level of action, gore, and plot complexity to avoid losing the narrative or climax. Dull lighting, a school setting, and targeting male audiences were preferred choices to create tension and keep viewers engaged.
Evaluation question 3
The group created a film and conducted multiple questionnaires throughout the production process to gather feedback from their target audience. They began with an initial storyline which they refined based on feedback. During production, they created another questionnaire to ensure changes to the script and storyline were still well-received. After completing the film, a final questionnaire identified some continuity errors to correct and clarified elements of the plot.
6. evaluation sf 2017
Jake Greenwood evaluated his short film production process. He did research including surveys and reviews to understand his target audience. Planning like storyboarding and scheduling helped with production. His time management allowed filming ahead of schedule. Peer feedback noted the story and effects were good but exposure was too bright in parts. Jake agrees exposure issues need fixing and a watch would be clearer than a phone.
Evaluation Question 3
The document summarizes feedback from audiences on a student film group's short film at various stages of development:
- An initial questionnaire provided feedback on the storyline, genre, music, and rating which helped the group improve the film.
- A second questionnaire on a rough cut also provided positive feedback on understanding the story, enjoying the plot twist, and suggestions to improve the final film.
- The final film questionnaire indicated the film was successful, with most rating it highly and saying they would recommend it due to its originality.
What have you learnt from your audience feedback?
The document discusses how the filmmakers used survey feedback at various stages of production to help shape their film for their target audience. They conducted initial surveys to determine preferences around the protagonist, plot elements, and preferred genres. During and after production, they also gathered feedback which helped them refine elements like adding more military metaphors to clarify the main character's backstory as a former soldier dealing with PTSD.
What have you learnt from your audience feedback?
The document discusses using survey monkey to get feedback from an audience before, during, and after producing a film. Before production, surveys helped determine that the target audience preferred a male protagonist, conflict throughout the film, comic-drama genre, and an ending with a twist. During production, feedback suggested adding more military metaphors and a scene showing the actor's emotions. After production, feedback noted a dragging montage scene and lack of clarity around the main character being a former soldier, so changes were made like adding music and hints about his past in the military.
Evaluation question 5
The document discusses audience testing and targeting that was done for a film project. Small focus groups were conducted after early drafts to receive feedback from the target audience of teenage males. The focus groups said the first draft needed more action and shorter shots during a dressing scene. Re-filming that scene addressed this feedback. Additional focus groups provided input on title sequences and sounds that were incorporated. Throughout the film, tension, drama and grief were included to provide desired emotional experiences for the target audience. Relatable elements like a point-of-view car shot and a typical teenage boy's sports bag were also included. Themes of winning, losing and overcoming challenges in life were represented in the narrative.
Audience feedback from our Pitch
The audience provided feedback on the film pitch that suggested some changes be made to improve the story and filmmaking approach. Based on this feedback, the filmmakers decided to scrap some ideas like frequent flashbacks and reduce the number of actors. They also chose to modify shots at the beginning and simplify the plot. However, many original aspects were kept as well. The location and music choices required no changes according to the feedback.
Media Evaluation
The document provides an analysis of a student film project aimed at creating a short thriller film. It discusses several aspects of the film including how it used conventions of the thriller genre like building suspense through music and leaving questions unanswered. It notes the film was aimed at an 18+ male audience and analyzes the technologies used and what was learned through the process.
Evaluation question Three
The filmmakers chose to make an action thriller about hitmen because similar films in that genre have been successful in the past. To ensure their film appealed to audiences, they created a questionnaire to get feedback on their story from readers. Based on the feedback, they made changes like simplifying the plot if it was confusing and reducing violence to aim for a 15 rating. In editing, they used techniques like fast-paced fight scenes and suspenseful music in chase scenes to mimic successful films in those genres. Additional test screenings provided feedback that helped improve issues like understanding, music, and lighting for the final cut.
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The document discusses reasons for choosing or not choosing various photos for a magazine cover. For one photo, the individual chose it because the mid shot allowed more of the model to be shown, drawing attention, and the model's facial expression showed confidence by looking at the camera. However, another photo was not chosen because the model's expression seemed confused rather than confident.
How did you use media technologies in the constrution andresearch, planning a...
The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of creating a short film. During research, the group used the internet to research film conventions and theories, as well as the IMDB database. They also used books and magazines from the school library. Planning involved using Photoshop to create storyboards, animatics, posters, and a film review. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software. Microsoft Office was used to write the initial evaluation, which was then formatted differently.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. In the research stage, the group used the internet to research film conventions and theories, as well as movies through IMDB. They also used books and magazines from the school library. YouTube tutorials provided guidance on filming techniques. In planning, Photoshop was used to create storyboards, posters, and a movie review layout. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software, and Microsoft Office was used for evaluations.
Stages of development in Photshop for my music magazine
This document summarizes the process of designing a magazine layout in Photoshop. It begins with basic shapes as placeholders, then adds images and text. Feedback indicated the initial design was too simplistic and wordy. The updated design has smaller text, more images and sections. Further feedback prompted adding more pictures and removing wordy paragraphs. The final double page spread uses columns and colorfully backgrounds the image to make it eye-catching, with the article arranged in three columns for structure.
In what ways does your media product use, develop or challenge forms and conv...
This document discusses how the media product follows conventions of real magazines. It includes a masthead with the title "Nexus" on the cover page to identify the magazine, models looking toward the top third to follow the rule of thirds. Secondary articles are on the sides for left-to-right reading order. Inside there is a contents page with the masthead, issue number, social media details, and regular features section. The interview article uses techniques like pull quotes, multiple speakers in different fonts, and photos of the subject to make it appealing. Throughout the magazine conventions are followed but also challenged to make the content stand out.
Verisimilitude
Verisimilitude refers to creating an appearance of realism in films through techniques like sound design and establishing a consistent fictional universe. Sound can be diegetic, originating from within the story, or non-diegetic, coming from outside it. Asynchronous sound is out of sync with visuals while synchronous sound matches them. Examples given are Gulliver's Travels, which blends real and imaginary elements, and Superman, which establishes its own plausible rules rather than mimicking reality.
Storyboards Scene 4
Steve is walking down a corridor reading a magazine when he notices an advertisement for a £5000 motorbike. As he continues walking, Eddie runs down the corridor and collides with Steve, causing Eddie to fall to the ground while Steve looks down on him.
Storyboards scene 3
Eddie prepares to visit Mr. Anderson's house by taking his address out of his pocket and comparing it to the house. He takes a deep breath before knocking on the door and entering the house, where he walks down the corridor as the camera tracks him.
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The document discusses using the Canon 7D for a film project due to its cinematic look, depth of field, and ability to capture usable images in low light conditions. It provides links to sample footage and reviews of the camera to demonstrate its image quality. Key features that make the 7D suitable are its ability to record Full HD 1080p video, allow manual control of settings, shoot slow motion at 50 frames per second, change lenses, and have a compact body. It concludes that the 7D is one of the best cameras from Canon for its image quality at a price of around £1000, and was used to film scenes for the movie Black Swan.
Film Technology Glossary
Digital cinema uses digital technology to capture, distribute, and project motion pictures via hard drives, the internet, satellites or discs. Films are shown using a digital projector instead of a film projector. High definition video has higher resolution than standard definition video. 2K and 4K refer to digital cinema resolutions of 2048x1080 pixels and 4096x2160 pixels, respectively. A DCP contains the audio, video and metadata files for a digital cinema presentation. Aspect ratios describe the proportional width to height of displays. 3D films use two camera perspectives and special eyewear to enhance the illusion of depth. 4D films combine a 3D movie with physical effects in the theater like vibration and smells that synchronize with the film
Film Genre
This document defines and describes several major film genres including action, adventure, comedy, crime/gangster, drama, epics/historical, horror, musical/dance, science fiction, war, and western films. It notes common elements and storylines for each genre, as well as some subgenres within each category. The genres are action-packed stories, lighthearted comedies, serious dramas, historical period pieces, frightening horror films, music-centered musicals, futuristic science fiction, war-focused military tales, and American frontier-set westerns.
Writing the Script
The document outlines the development process of a student film script from initial ideation to final draft. It began with brainstorming assets and deciding on an action/comedy genre about exam problems. An early plot involved a corrupt teacher selling exam answers, which later evolved to have a lighter tone and comedic resolution. Throughout revisions, characters and story elements were refined to make them more complex, balanced and relatable. The script changed significantly over numerous drafts and timelines as the writers worked to craft a meaningful plot and satisfying ending.
The Script
This document summarizes 7 scenes from a story:
1. In the first scene, Eddie struggles in geography class and is asked to stay after by his teacher, Mr. Anderson, who offers to provide him the exam answers for £100.
2. In scene 2, Mr. Anderson seems tired and frustrated with his students in the teacher's lounge.
3. In scene 3, Eddie meets Mr. Anderson at his house to get the exam answers in exchange for the £100.
4. In scene 4, Eddie's classmate Steve discovers Eddie has the answers and blackmails him into sharing them.
5. Steve then confronts Mr. Anderson in his office about their scheme in
Storyboards Scene 4
Steve is walking down a corridor reading a magazine. He stops when noticing an advertisement for a £5000 motorbike. Further down the corridor, Steve barges into Eddie, knocking him to the ground as the two were moving towards each other.
Storyboards Scene 3
The document describes Eddie visiting Mr. Anderson's house. We first see the house from outside and then focus on Eddie holding Mr. Anderson's address, which he compares to the house. Eddie takes a deep breath before knocking on the door and entering the house, where he walks down the corridor as the camera tracks him.
Canon 7D
The document discusses using the Canon 7D for a film project due to its cinematic look, depth of field, and ability to capture usable images in low light conditions. It provides links to sample footage and reviews demonstrating the camera's capabilities, and notes key features like 1080p video, manual controls, and 50 frames per second slow motion. The Canon 7D is recommended as one of the best cameras from Canon for high quality images at a cost of around £1000.
Bauer Media Group
Bauer Media Group is a large international media company headquartered in Germany that operates magazines, television channels, radio stations, and digital properties across 16 countries. It publishes over 300 magazine titles weekly with a total circulation of 38 million magazines. Bauer Media owns numerous brands targeting women, entertainment, music, and specialist interests. These include women's weekly magazines and TV listings publications in the UK such as Bella, Take a Break, and TV Choice. Bauer Media also has a 50% stake in UK television company Box Television, which operates music channels like 4Music, The Box, and Kiss. Bauer Media provides advertisers with opportunities across its print and digital properties, and offers analysis of magazine audience demographics.
Deconstruction of a music magazine’s double page spread
The document deconstructs a double page magazine spread about an artist. It analyzes various design elements like layout, fonts, images, and colors used to draw attention to the article and artist. These include a large opening paragraph, title in a different bold font and size, the artist's pose and incorporation of their name into the title, a unique multicolored page title, a big red letter in the background matching the artist's name, and a pull quote to entice readers. The overall design is meant to emphasize the artist and make them stand out from others.
Semiotics
Semiotics is the study of signs and symbols and their use or interpretation. It examines the nature of signs and the laws governing them. Two key theorists in semiotics are Ferdinand de Saussure and Charles Sanders Peirce. Saussure defined the sign as being composed of the signifier and the signified. Peirce defined the sign relation as having three components - the representation or form of the sign, the object the sign refers to, and the interpretant or idea the sign produces in the mind. Both Saussure and Peirce contributed significantly to understanding how signs function in language and communication.
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What have you learned from your audience feedback?
- 2. After the premiere of our short film, we collected some feedback from the audience, with which we were able to infer what the general opinion was about our film. We did this by providing a questionnaire which we asked the audience to fill out.
- 4. The general consensus for the genre of our film was that it was Drama/Action. This is true to our film as we started out with the idea of creating film of this genre when we were inspired by Oceans 13, which is of this genre.
- 5. Most of the audience agreed that the narrative or our film could not be condensed into a smaller time frame. However they did think that some scenes could be cut out such as the various cutaways that are present within the film. We took this into account and we shortened a coule of frames which allowed us to shorten the films length by a few minutes.
- 6. The audience thought that the camera work that was in our film, was good as the stated that most of the shots were steady and were appropriate for what was happening on screen. However they did spot a couple of shots which they didn’t like such as the fight scene, where they suggested that the camera work should be less chaotic. We did take is into account however we could not implement this as we could not re-film the scenes in the time frame that we had.
- 7. There was a strong agreement that the film should be rated no lower than a 15. The reasons behind this was due to the amount of foul language and small amount of violence that is present within the film .
- 8. The response to the foul language within our film was varied as some people didn’t like it as they thought that it was unnecessary and that the story could have been told without the inclusion of the foul language. However some people thought that the foul language was okay as it was said in context and it was not used unnecessary, and that it provided an accurate representation of an average students vocabulary.
- 9. The audience liked the actors and they thought that the people who had been chosen for each part fit the role perfectly. They thought that Mr Robinson who had been casted as the antagonist of the film it the role as he was tall and physically imposing which fir his role as the villain. And they liked Tom as Eddie as they believed that he could be a slacker student who would opt for the easy way out.
- 10. They liked the music and they though the it synchronised well with the action that was happening on screen. However they thought that some of the music was unnecessary in some points, which we then went back to the film and changed to make the film better in terms of its soundtrack.