what have you learned from your feedback
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The student produced a music video for their media studies class and sought feedback throughout the process from their classmates and other groups. Based on this feedback, they made several changes to improve their project, including changing the location from a beach to a city center to better fit the genre. They also learned to slow down cuts to match the beat of the song. Uploading their work to social media and YouTube allowed them to get feedback from a broader audience. This helped them identify areas to refine, such as smoother zoom transitions, to make the video seem more professional.
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Evaluation three
The group began gathering audience feedback early in the process by distributing a Google form to peers to help decide on a genre. The feedback showed indie rock was preferred. Their research found audiences enjoy escapism in music videos. As a result, they included shots of the actor floating in clouds. They also tailored the video based on audience demographics like age and gender. Feedback was received through Google forms, YouTube comments, and screenings which helped improve the video.
Q4 – how did you use media technologies
This document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of creating a music video and related materials. Research involved using sites like Facebook, YouTube, Tumblr, and Google to learn about indie bands and music videos. Planning used paper, phones, and Facebook. Construction utilized high-quality cameras, editing software, and Photoshop. Evaluation employed blogs, Prezi, YouTube, and SlideShare.
You tube - case study
YouTube was founded in 2005 by Steve Chen, Chad Hurley and Jawed Karim as a platform for users to upload and watch videos for free. By 2014, YouTube had over 1 billion users and helped popularize music videos, increasing their importance in making a song popular. The site also helped lesser known artists gain fame, such as Justin Bieber whose singing video was discovered on YouTube and led to his record deal, and increased the popularity of already famous artists like Psy and his "Gangnam Style" music video which has over 2 billion views.
Factual proposal
The project proposal outlines a video essay exploring how music has impacted younger generations on a personal and societal level. The target audience is 16-24 year olds. Over the past year, the student has improved their video editing, script writing, and commentary skills. For the project, they plan to analyze public reception of genres/songs, interview artists, and discuss their own experiences with music. Research will include video essays, song popularity stats, scientific data on music's personal impact, and interviews. Progress will be evaluated during production breaks and after completion to refine any mistakes or ideas.
Advanced Media Evaluation
The document discusses the author's music video project for Newton Faulkner and how it both challenges and follows conventions of real music videos. The author analyzes their video using Andrew Goodwin's theories of music video analysis and finds that their video conforms to most of Goodwin's concepts, such as representing the music genre, having a relationship between video and lyrics, using certain shot types and locations, and having a personal, intimate style of filming. The author also discusses learning from audience feedback to improve their video by shortening shot lengths and adding more cuts and transitions.
What have you learnt from your audience feedback
The document discusses audience feedback received during the creation of a music video project. A questionnaire provided information that helped select an indie genre and 15-24 year old target audience. Feedback on initial soundtrack ideas led to developing questions about favorite artists. The completed project, including the music video, digital packaging, and magazine ad, received positive feedback overall. One comment noted the introduction was slightly long but the fast pace made up for it.
Evaluation Question Two
The document discusses how effective the combination of a music video and ancillary materials are for promoting an indie pop artist named Nyla. A questionnaire was used to understand audience preferences and ensure the music video and materials reflected the indie pop genre. Nyla's star image was promoted across all platforms including the music video, website, and digipak. Research was done on other artists' websites and digipaks to guide the development of these materials. All the materials were given a consistent style with Nyla's name in capital letters. The website allows the music video and digipak to be distributed on a single platform. The music video will be released on YouTube to make it freely accessible to the target audience.
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.
Recommended
Evaluation three
The group began gathering audience feedback early in the process by distributing a Google form to peers to help decide on a genre. The feedback showed indie rock was preferred. Their research found audiences enjoy escapism in music videos. As a result, they included shots of the actor floating in clouds. They also tailored the video based on audience demographics like age and gender. Feedback was received through Google forms, YouTube comments, and screenings which helped improve the video.
Q4 – how did you use media technologies
This document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of creating a music video and related materials. Research involved using sites like Facebook, YouTube, Tumblr, and Google to learn about indie bands and music videos. Planning used paper, phones, and Facebook. Construction utilized high-quality cameras, editing software, and Photoshop. Evaluation employed blogs, Prezi, YouTube, and SlideShare.
You tube - case study
YouTube was founded in 2005 by Steve Chen, Chad Hurley and Jawed Karim as a platform for users to upload and watch videos for free. By 2014, YouTube had over 1 billion users and helped popularize music videos, increasing their importance in making a song popular. The site also helped lesser known artists gain fame, such as Justin Bieber whose singing video was discovered on YouTube and led to his record deal, and increased the popularity of already famous artists like Psy and his "Gangnam Style" music video which has over 2 billion views.
Factual proposal
The project proposal outlines a video essay exploring how music has impacted younger generations on a personal and societal level. The target audience is 16-24 year olds. Over the past year, the student has improved their video editing, script writing, and commentary skills. For the project, they plan to analyze public reception of genres/songs, interview artists, and discuss their own experiences with music. Research will include video essays, song popularity stats, scientific data on music's personal impact, and interviews. Progress will be evaluated during production breaks and after completion to refine any mistakes or ideas.
Advanced Media Evaluation
The document discusses the author's music video project for Newton Faulkner and how it both challenges and follows conventions of real music videos. The author analyzes their video using Andrew Goodwin's theories of music video analysis and finds that their video conforms to most of Goodwin's concepts, such as representing the music genre, having a relationship between video and lyrics, using certain shot types and locations, and having a personal, intimate style of filming. The author also discusses learning from audience feedback to improve their video by shortening shot lengths and adding more cuts and transitions.
What have you learnt from your audience feedback
The document discusses audience feedback received during the creation of a music video project. A questionnaire provided information that helped select an indie genre and 15-24 year old target audience. Feedback on initial soundtrack ideas led to developing questions about favorite artists. The completed project, including the music video, digital packaging, and magazine ad, received positive feedback overall. One comment noted the introduction was slightly long but the fast pace made up for it.
Evaluation Question Two
The document discusses how effective the combination of a music video and ancillary materials are for promoting an indie pop artist named Nyla. A questionnaire was used to understand audience preferences and ensure the music video and materials reflected the indie pop genre. Nyla's star image was promoted across all platforms including the music video, website, and digipak. Research was done on other artists' websites and digipaks to guide the development of these materials. All the materials were given a consistent style with Nyla's name in capital letters. The website allows the music video and digipak to be distributed on a single platform. The music video will be released on YouTube to make it freely accessible to the target audience.
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.
Chris evaluation 3
The document discusses feedback received on various parts of a music video project. For the initial song idea, feedback indicated the chosen song did not fit the group's style and suggested rap music instead. The group then selected the song "Whole Lotta Lovin" by Travis Scott. Feedback on a proposed album digipack was mostly positive, though some said it was boring. Teacher feedback on magazine ads helped improve a dull first draft. Peer feedback on an early edit of the music video said it was over-edited; the group simplified the edit while keeping branding colors. Feedback on the second draft said it was polished enough as a final product.
What have you learned from your audience feedback
The group received positive feedback on their music video and print products from their target audience of males and females aged 16-20. People commented that the performance blended well with the music and that the color scheme of the print products was effective. The video received 82 views on YouTube in a week but no comments, so it was also posted on Facebook where it received positive comments. Based on the positive audience feedback, the group determined there was nothing that needed changing in their final pieces.
Question 3 evaluation
The audience provided feedback on the music video through questionnaires and verbally. Positively, they enjoyed the variety of locations, exciting images, and mixture of lighting. However, some said the montage editing was too repetitive and there weren't enough camera angles. Based on this, the group added more footage from different angles. A second round of feedback was positive, praising the realistic footage. However, some still felt there was a lack of connection between lyrics and images. The group learned they could have made additional changes to improve the production further.
Evaluation - Question 3
The audience provided feedback on the music video through questionnaires and verbally. Positively, they enjoyed the variety of locations, exciting images, and mixture of lighting. However, some said the montage editing was too repetitive and there weren't enough camera angles. Based on this, the group added more footage from different angles. A second round of feedback was positive, praising the realistic footage. However, some still felt there was a lack of connection between lyrics and images. The group learned they could have improved with a more vibrant song, better beats, and changing repetitive parts.
Research into the music video industry pp
The production of a music video involves three main stages: pre-production where the production company is chosen and plans are made, production where filming takes place over many takes, and post-production where the video is edited together, animated if needed, and distributed. Music videos are made primarily to promote the artist and song, gaining popularity and profits through increased sales and views. Famous directors like Jonas Akerlund and David Fincher make popular, high-budget videos through unique styles and large budgets that allow for promotion of well-known artists.
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 discusses the evaluation of a media production project. It summarizes that the media product challenges conventions of real music videos by generating similar audience interest. An effective combination of the main production and supporting documents was achieved through extensive pre-production research. Feedback from audiences on online platforms was positive and suggested areas for future improvement. New media technologies were used extensively in the pre-production, production, and post-production stages of the project, including for research, camera work, and editing using software like Adobe After Effects and Final Cut Pro.
Music Video Evaluation
The document summarizes Andrew Goodwin's theory of music video analysis, which identifies key features that distinguish music videos. It discusses how the student's music video for Lily Allen incorporates some of Goodwin's theories, such as relating the lyrics to the visuals. Audience feedback helped the student improve the video and ancillary products by identifying areas to strengthen. A variety of media technologies were used effectively at different stages of production.
Ao1 Support
The document discusses the purposes of music videos. It explains that music videos help promote songs and artists, extending their income through increased sales and views on platforms like YouTube. Music videos also provide more outlets to access and enjoy songs on television and online. They can create synergies when used in conjunction with films to promote both the artist and movie. Different music video producers, like major labels, independent producers, and self-produced artists, have varying strategies for promoting songs through music videos based on their budgets and goals.
Research into the industry
Music videos are planned and produced to promote artists and their music. They require budgets for production costs like locations, costumes, and filming. The process includes planning, filming, and post-production editing that can take months. Completed music videos are distributed on platforms like YouTube, TV, and social media to promote the artist and help them gain fans. Larger record labels can fund more expensive videos over £250,000 while independent artists typically spend £2,000-£10,000.
Evaluation Question Three
Olivia Kelly conducted audience research to learn about the indie music genre and determine the target audience for her music video. She used online surveys and printed questionnaires to gather feedback from people aged 13-20. She learned that different age groups within that range have different music interests, so the video appeals to different parts of that age range. Including conventions of the indie genre was important to attract the target audience. The feedback received was generally positive and helped Olivia decide to use a central image across the music video, digipak, and magazine advertisement to better connect them.
Q3 evaluation
The document discusses feedback received on a music video produced for a media course. Key points:
- Feedback was collected through uploading the video to YouTube and Facebook to get comments.
- Comments noted that the unusual double role concept was interesting but made the storyline confusing. Lip syncing could be improved.
- Overall the feedback was positive and many said no changes were needed, but some felt minor improvements could be made.
- The feedback showed the importance of understanding the target audience and their wants before production. It helped the creator better meet audience needs.
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.
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
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 2
The document discusses the design process for a CD digipak album cover. It describes researching other professional albums in the same genre to standardize the quality. A practice photoshoot was done to experiment with different cover ideas and get feedback. Influenced by theories that close-up artist images provide representation and publicity, close-up photos were chosen for the front and back covers to allow an emotional connection with audiences. Product placement in music videos was also used to market the album to a wide audience.
Question 3
Through collecting audience feedback on a music video, the author learned that their target audience was different than initially expected. Feedback from social media sites like YouTube showed that most fans of the band Maroon 5 were young females, not young males as originally thought. Focus groups provided helpful feedback on the strengths and weaknesses of the rough cut, including that the narrative was unclear at times. Collecting reactions on video and through questionnaires helped the author improve the music video and better understand how to share the final product with audiences.
What have you learnt from your audience feedback?
The students received audience feedback at multiple stages of creating a music video and album materials. Initial feedback from surveys helped them identify rap/grime as the preferred genre and informed decisions throughout the creative process. Feedback on early drafts helped identify areas needing improvement like repetition. Later feedback confirmed stereotypes were conveyed and the finished project was well-received, though some noted minor issues with lip-syncing. Additional feedback guided choices for the poster, like incorporating rap/grime imagery, and album cover font selection.
Evaluation - Question Three
Through audience feedback on social media platforms and interviews, the document summarizes what was learned about the promotional package created for a band. Feedback indicated that the music video's editing, storyline, and live performance elements were effective overall. The digipak and magazine ad were praised for their simple yet eye-catching designs that matched the retro punk style. Suggestions included making the storyline and genre conventions in the video clearer and redesigning one graphic element digitally for consistency.
Q1234
The document discusses how a media project used and challenged conventions of the indie music genre. Research was conducted on fashion trends, camerawork, narratives, and album designs of other indie artists. The project incorporated many conventions like simple clothing styles and camera movements but also challenged conventions through techniques like slow motion shots. Audience feedback was positive and confirmed the project fit genre expectations. New media technologies were used at all stages, including online research, planning tools like PowerPoint, video cameras for production, and online surveys and blogs for evaluation.
Evaluation of media product
The student evaluated their media product which included a music video, CD cover, and advert they created in a group. They researched conventions of real media products to develop their own work, gained feedback through surveys which they learned from, and used new media technologies throughout the process for construction, research, planning, and evaluation. The feedback was mixed but showed room for improvement in areas like lighting and locations to make the video more representative of the genre.
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What's hot
Chris evaluation 3
The document discusses feedback received on various parts of a music video project. For the initial song idea, feedback indicated the chosen song did not fit the group's style and suggested rap music instead. The group then selected the song "Whole Lotta Lovin" by Travis Scott. Feedback on a proposed album digipack was mostly positive, though some said it was boring. Teacher feedback on magazine ads helped improve a dull first draft. Peer feedback on an early edit of the music video said it was over-edited; the group simplified the edit while keeping branding colors. Feedback on the second draft said it was polished enough as a final product.
What have you learned from your audience feedback
The group received positive feedback on their music video and print products from their target audience of males and females aged 16-20. People commented that the performance blended well with the music and that the color scheme of the print products was effective. The video received 82 views on YouTube in a week but no comments, so it was also posted on Facebook where it received positive comments. Based on the positive audience feedback, the group determined there was nothing that needed changing in their final pieces.
Question 3 evaluation
The audience provided feedback on the music video through questionnaires and verbally. Positively, they enjoyed the variety of locations, exciting images, and mixture of lighting. However, some said the montage editing was too repetitive and there weren't enough camera angles. Based on this, the group added more footage from different angles. A second round of feedback was positive, praising the realistic footage. However, some still felt there was a lack of connection between lyrics and images. The group learned they could have made additional changes to improve the production further.
Evaluation - Question 3
The audience provided feedback on the music video through questionnaires and verbally. Positively, they enjoyed the variety of locations, exciting images, and mixture of lighting. However, some said the montage editing was too repetitive and there weren't enough camera angles. Based on this, the group added more footage from different angles. A second round of feedback was positive, praising the realistic footage. However, some still felt there was a lack of connection between lyrics and images. The group learned they could have improved with a more vibrant song, better beats, and changing repetitive parts.
Research into the music video industry pp
The production of a music video involves three main stages: pre-production where the production company is chosen and plans are made, production where filming takes place over many takes, and post-production where the video is edited together, animated if needed, and distributed. Music videos are made primarily to promote the artist and song, gaining popularity and profits through increased sales and views. Famous directors like Jonas Akerlund and David Fincher make popular, high-budget videos through unique styles and large budgets that allow for promotion of well-known artists.
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 discusses the evaluation of a media production project. It summarizes that the media product challenges conventions of real music videos by generating similar audience interest. An effective combination of the main production and supporting documents was achieved through extensive pre-production research. Feedback from audiences on online platforms was positive and suggested areas for future improvement. New media technologies were used extensively in the pre-production, production, and post-production stages of the project, including for research, camera work, and editing using software like Adobe After Effects and Final Cut Pro.
Music Video Evaluation
The document summarizes Andrew Goodwin's theory of music video analysis, which identifies key features that distinguish music videos. It discusses how the student's music video for Lily Allen incorporates some of Goodwin's theories, such as relating the lyrics to the visuals. Audience feedback helped the student improve the video and ancillary products by identifying areas to strengthen. A variety of media technologies were used effectively at different stages of production.
Ao1 Support
The document discusses the purposes of music videos. It explains that music videos help promote songs and artists, extending their income through increased sales and views on platforms like YouTube. Music videos also provide more outlets to access and enjoy songs on television and online. They can create synergies when used in conjunction with films to promote both the artist and movie. Different music video producers, like major labels, independent producers, and self-produced artists, have varying strategies for promoting songs through music videos based on their budgets and goals.
Research into the industry
Music videos are planned and produced to promote artists and their music. They require budgets for production costs like locations, costumes, and filming. The process includes planning, filming, and post-production editing that can take months. Completed music videos are distributed on platforms like YouTube, TV, and social media to promote the artist and help them gain fans. Larger record labels can fund more expensive videos over £250,000 while independent artists typically spend £2,000-£10,000.
Evaluation Question Three
Olivia Kelly conducted audience research to learn about the indie music genre and determine the target audience for her music video. She used online surveys and printed questionnaires to gather feedback from people aged 13-20. She learned that different age groups within that range have different music interests, so the video appeals to different parts of that age range. Including conventions of the indie genre was important to attract the target audience. The feedback received was generally positive and helped Olivia decide to use a central image across the music video, digipak, and magazine advertisement to better connect them.
Q3 evaluation
The document discusses feedback received on a music video produced for a media course. Key points:
- Feedback was collected through uploading the video to YouTube and Facebook to get comments.
- Comments noted that the unusual double role concept was interesting but made the storyline confusing. Lip syncing could be improved.
- Overall the feedback was positive and many said no changes were needed, but some felt minor improvements could be made.
- The feedback showed the importance of understanding the target audience and their wants before production. It helped the creator better meet audience needs.
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.
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
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 2
The document discusses the design process for a CD digipak album cover. It describes researching other professional albums in the same genre to standardize the quality. A practice photoshoot was done to experiment with different cover ideas and get feedback. Influenced by theories that close-up artist images provide representation and publicity, close-up photos were chosen for the front and back covers to allow an emotional connection with audiences. Product placement in music videos was also used to market the album to a wide audience.
Question 3
Through collecting audience feedback on a music video, the author learned that their target audience was different than initially expected. Feedback from social media sites like YouTube showed that most fans of the band Maroon 5 were young females, not young males as originally thought. Focus groups provided helpful feedback on the strengths and weaknesses of the rough cut, including that the narrative was unclear at times. Collecting reactions on video and through questionnaires helped the author improve the music video and better understand how to share the final product with audiences.
What's hot (18)
Similar to what have you learned from your feedback
What have you learnt from your audience feedback?
The students received audience feedback at multiple stages of creating a music video and album materials. Initial feedback from surveys helped them identify rap/grime as the preferred genre and informed decisions throughout the creative process. Feedback on early drafts helped identify areas needing improvement like repetition. Later feedback confirmed stereotypes were conveyed and the finished project was well-received, though some noted minor issues with lip-syncing. Additional feedback guided choices for the poster, like incorporating rap/grime imagery, and album cover font selection.
Evaluation - Question Three
Through audience feedback on social media platforms and interviews, the document summarizes what was learned about the promotional package created for a band. Feedback indicated that the music video's editing, storyline, and live performance elements were effective overall. The digipak and magazine ad were praised for their simple yet eye-catching designs that matched the retro punk style. Suggestions included making the storyline and genre conventions in the video clearer and redesigning one graphic element digitally for consistency.
Q1234
The document discusses how a media project used and challenged conventions of the indie music genre. Research was conducted on fashion trends, camerawork, narratives, and album designs of other indie artists. The project incorporated many conventions like simple clothing styles and camera movements but also challenged conventions through techniques like slow motion shots. Audience feedback was positive and confirmed the project fit genre expectations. New media technologies were used at all stages, including online research, planning tools like PowerPoint, video cameras for production, and online surveys and blogs for evaluation.
Evaluation of media product
The student evaluated their media product which included a music video, CD cover, and advert they created in a group. They researched conventions of real media products to develop their own work, gained feedback through surveys which they learned from, and used new media technologies throughout the process for construction, research, planning, and evaluation. The feedback was mixed but showed room for improvement in areas like lighting and locations to make the video more representative of the genre.
Evaluation Task 3: What have you learned from your audience feedback?
The document discusses audience feedback received on a music publicity campaign project. It describes conducting research through surveys, focus groups, and getting opinions from peers, teachers, and outsiders. Key feedback included making the website more navigable and including missing elements like the music video. This helped refine the website, music video, and CD design. The feedback showed the transition in the music video was effective but some elements needed clarification. Overall, the feedback process allowed improvements to be made and ensured the project elements worked cohesively together.
Evaluation for media project q3
The document discusses the use of new media technologies in various stages of a media project to create a music video, magazine advertisement, and CD cover design. YouTube was used for researching indicative music videos, broadcasting the finished music video, and receiving audience feedback. Facebook was used to gather critical feedback on the media products from potential audiences. This feedback helped improve the music video by addressing things like a lack of originality, limited camera angles, and needing more content. The feedback also influenced changing the magazine advertisement to black and white to better suit audience preferences.
Evaluation audience feedback
- The document discusses feedback received from audiences on a music video project. It summarizes feedback gained from in-class screenings, questionnaires, interviews, and uploading the video to Facebook and YouTube.
- The feedback indicated that the original narrative was too complex and audiences had trouble following it. Based on feedback, the narrative was re-filmed to be simpler.
- Audiences commented that the final music video looked professional and achieved a professional style by using conventions from the indie/soul genre. However, the Facebook feedback was not very useful for improving the project.
Evaluation Question 3
The document discusses feedback received on a music video from various audiences. Classmates felt the black and white style worked well and the actor's performance was good. A focus group of the target audience provided feedback on how well the video captured grime culture. Analytics on YouTube showed the video was most popular among males aged 13-17, matching the target audience. Overall, the feedback was positive and identified some minor technical issues to improve, such as varying locations more. The document also discusses relevant music video theory.
Question 3 - Part 2
The document summarizes audience feedback on a music video and ancillary tasks created to promote an artist. [1] The music video was generally well-received but could have benefited from more editing effects. [2] The digipak and website effectively captured the genre but the digipak could have included more information. [3] Receiving feedback helped the creators understand how to potentially improve their work and be more effective in promoting the artist.
Evaluation question 3
The document discusses how audience feedback was collected throughout the production of a music video, website, and digipak to understand what viewers wanted. Feedback was gathered through surveys, interviews, conversations, and social media to help refine the products. Minor issues identified through feedback, like lip syncing errors, were addressed to create a polished final project that better met audience expectations.
Evaluation question 3
The document discusses what the author has learned from audience feedback on their promotional package for an indie music artist. They collected qualitative feedback at various stages of the project via video interviews, a Facebook group, and a final video interview. The feedback helped the author identify redundant features that situated their work within the indie genre, as well as aspects that could be improved. Key lessons included ensuring continuity across all elements, having a clear stylistic cohesion, and telling a fully clear narrative. The audience feedback confirmed that the work conformed to expectations of the indie genre.
Evaluation Question 3
The document discusses feedback received on a music video from various audiences. Classmates felt the black and white style worked well and the actor's performance was good. A focus group was also held with the target audience. Feedback on YouTube showed the video was most popular with males aged 13-17. Overall, the feedback was positive about the locations, style, and performer, though some felt more varied locations could have improved it. The document also discusses music video theory about relating visuals to lyrics and building artist representation.
Question 3 evaluation
From audience feedback on their indie rock music video, the document summarizes what the filmmakers learned. They received praise for following genre conventions regarding live performances and storytelling. However, some shots could have been clearer and lighting and lip syncing needed improvement. Feedback also highlighted that the album cover, website, and use of social media were professionally done and appealing to the target audience. Overall, the research conducted on indie rock helped make the video impress many fans of the genre.
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 question 3 what have you learned
The document discusses feedback received from the target audience of teenage girls for a music video created in the indie-pop genre. Feedback was gathered through peers, pitches, sketches, social media, surveys and word analysis and was helpful for understanding what the audience did and didn't like and improving representation of elements like editing techniques, themes and coding. While peers generally enjoyed aspects like editing, the document notes feedback indicated the music video needed clarification on some theoretical concepts for full audience understanding.
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.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements to lip syncing and performance energy. The creator learned that audience feedback is essential to evaluate success and attract target audiences. Different research methods like qualitative surveys and quantitative social media polling both have benefits to gather feedback.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Eval
The document discusses how the media product challenges conventions of real music videos. It focuses on the conceptual category of music videos rather than narrative or performance to allow multiple interpretations. It also challenges the "hypodermic needle theory" by using ambiguity rather than giving a single meaning. Some of Andrew Goodwin's features of music videos are followed, like synchronizing lyrics and visuals, though the editing could be faster in one section. Audience feedback noted a desire for a conclusion, faster editing in one section, and that visuals/editing fit the song well overall. New media like YouTube, Photoshop and movie editing software were used in construction, research, planning and evaluation.
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Evaluation Task 3: What have you learned from your audience feedback?
Evaluation Task 3: What have you learned from your audience feedback?
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The document discusses the effectiveness of combining a music video with two ancillary texts (a Digipak and album poster) for the band Two Door Cinema Club.
[1] The music video, Digipak, and poster were designed to clearly link the three texts and show they were all featuring the same artist. A triangular symbol was used across the texts to promote an "indie" image.
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In what ways does your media product use, develop and challenge forms and con...
The document discusses how the author's media product for their A2 Media Studies evaluation uses, develops, and challenges conventions of real music videos. [1] The author analyzed numerous indie rock music videos to identify conventions regarding genre characteristics, record label demands, depictions of the female body, and references to other media. [2] The author's group developed some conventions like including performance elements and challenging others like avoiding stereotypical portrayals of women. [3] Overall, the author believes their music video balanced using, developing, and challenging conventions appropriate for their genre and resources.
Pitch
The document provides information about the target audience and ideas for a music video for the band Two Door Cinema Club. The target audience is described as a 17-year-old male from Leeds, England who enjoys indie rock music, hanging out with friends, and social media. The document also provides details about Two Door Cinema Club and proposes filming a music video for their song "What You Know" that shows the band having fun at typical teenage hangout spots like the beach and Starbucks to make them seem relatable.
Pitch
The document provides details about the target audience and music video concept for the indie rock band Two Door Cinema Club. The target audience is described as a 17-year-old male from Leeds, England who enjoys indie bands, social media, and going to concerts. The music video concept focuses on filming the band performing and hanging out at unconventional locations for their demographic like the beach and amusement parks. It aims to present the band as fun and relatable to their target audience of alternative young adults.
evaluationpart2
This document discusses how the media product challenges conventions of real rock magazines. It examines conventions like mastheads, coverlines, and fonts used in magazines like Kerrang! and uses this research to inform design choices for its own magazine. While following some conventions like slanted coverlines, it challenges others by keeping the coverline plain rather than stylized. It also uses damaged fonts like smashed glass for the masthead but chooses simpler fonts elsewhere to be less overpowering than magazines like Metalhammer. Overall, the document shows how the product both develops genre conventions and puts its own twist on some aspects of real rock magazine design.
evaluationpart1
The document discusses how the author represented social groups in their magazine. They aimed to appeal to teenagers and young adults aged 12-18, choosing an affordable price of £2.99 that most young people could afford. The characters featured in the magazine were portrayed as young adults serious about music but still having fun. Males and females were represented equally. The dominant ethnicity shown was white/Caucasian due to the author's local demographics. Teenagers and young adults were the main age group featured as they are most influenced by media at that age.
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Text for Different Articles
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The document discusses the style and content of Kerrang! magazine. It summarizes that the magazine's covers typically promote rock bands using exciting language to entice readers. Articles follow consistent subheadings and use informal language and references familiar to rock fans to build relationships between readers and editors. Interviews are also included and allow artists to share personal details that help fans feel connected to them.
Doublepageflatplans
The document appears to be an article about an artist that includes their picture, details about their recent photoshoot and gigs, and messages from fans. The article contains the artist's name in the masthead and headline, along with pictures of the artist and quotes from an interview with them.
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This document contains a contents page for a magazine. It includes a masthead with a quote from a band member. The contents page lists various article topics and corresponding page numbers, such as band profiles and festival recaps. Images and advertisements are placed throughout. The page directs readers to different sections of the magazine.
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This magazine article discusses an interview with an artist who admits that they may pursue a solo career. It also promotes several rock artists and bands, with upcoming album releases, festival performances, and tour dates. Readers are offered free posters and incentives to subscribe to the magazine.
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The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
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Setting the Scene: The Day of the Kidnapping
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Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
University of Western Sydney degree offer diploma Transcript
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The Future of Independent Filmmaking Trends and Job Opportunities
The landscape of independent filmmaking is evolving at an unprecedented pace. Technological advancements, changing consumer preferences, and new distribution models are reshaping the industry, creating new opportunities and challenges for filmmakers and film industry jobs. This article explores the future of independent filmmaking, highlighting key trends and emerging job opportunities.
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
A legendary musician records an intricate song designed to show off his expert bass guitar chops at a historical Los Angeles studio.
The Gallery of Shadows, In the heart of a bustling city
In the heart of a bustling city, hidden away from the modern chaos …
created with AI assistance…
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what have you learned from your feedback
- 1. What have you learned from your feedback? bethanywatsona2.blogspot.com A2 Media Studies Evaluation
- 2. • Before we started the production process of our project, my group presented our pitch to other members in our A2 Media Studies class to get more constructive feedback. From this feedback we chose to change a few factors in our pitch to improve.
- 3. • We were criticised that our choice of location (originally Bridlington beach) was not necessarily accessible and didn’t fit the stereotype as obvious as a more urban location would. After some thought and using research tools such as Google, we decided to change to York city centre to fit the genre of our music artists.
- 4. • Throughout the process of production we also shared our music video with numerous other groups who were doing the same genre as myself to gain constructive and helpful feedback. This usually was something as simple as slowing down the rate of a cut of video to match the beat of the song, to follow the conventions of a music video, stated by Andrew Goodwin. From this we learnt different effects and it helped us experiment with ways in which we could make our music video appear more realistic.
- 5. • Once we were finished producing our three texts I decided to post them on numerous social networking sites like Twitter and Facebook. I also uploaded the music video to Youtube so it was more accessible to show members of the Target Audience.
- 6. • Looking back across the music video we produced after seeing this comment, it has shown me that we need to take care and look back over video clips to create smoother zoom transitions to make music videos more realistic – as if they were produced by the music producers that the band, Two Door Cinema Club, is assigned to.
- 7. • A problem we faced about mid-production occurred when producing the poster – upon reviewing and gaining feedback upon the poster primarily produced by another member of my group - we realised there was no link between the poster and the digiPak, and it wasn’t obvious that it was by an indie rock band. We re-evaluated and gathered the research from existing products that we had gained to create a new and improved poster – that linked with the Digi-Pak and music video clearly.
- 8. • Overall I think the feedback I gained from showing my music video to people from other Media Studies classes was extremely useful, as was putting the music video on Youtube. I believe this is because they both knew how to criticise and knew what would exactly improve the music video to make it appear more realistic.