What have you learnt from your audience feedback
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The document discusses feedback the author received on various media products from posting on social media sites. Feedback helped the author improve a magazine cover design by changing the lettering color [1]. Positive feedback on a film trailer reassured the author their vision was coming across well and helped them realize they forgot to include a release date [2]. Getting feedback from audiences is essential to creating successful media texts that people will enjoy, as others may provide ideas you didn't think of [3].
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Question 3 evaluation
The document discusses audience feedback received during the development of a media production project. It summarizes that feedback was received through social media, peers, and teacher reviews, which helped improve elements like the logical ordering of blog posts and selection of appropriate sounds. While some feedback, like for posters, did not work out, most suggestions were implemented, such as a glowing bracelet idea. The document reflects on how gaining a wider variety of ongoing audience perspectives and more specific feedback questions could further enhance future projects.
Media evaluation - What have you learned from your audience feedback
The document discusses the various types of audience feedback the author received during the creation of media products for a school assignment. This included feedback from media teachers on drafts of a trailer, poster, and magazine to help improve the quality. The author also received feedback from other teachers who reviewed the work and positive feedback from friends on Facebook that boosted confidence. Finally, the author conducted a survey and focus group with media students to incorporate audience preferences into the final trailer.
Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
Evaluation Question 3
The document discusses feedback the author received from their audience throughout their A2 year. They used various methods like sticky notes, videos, and social networking to get feedback. This feedback helped improve their products by incorporating suggestions and sticking with ideas the majority liked. Focus groups with people the same age as the target audience provided useful feedback. Social networking also allowed non-media students to provide their views and fresh perspectives to further improve the author's work. The audience feedback helped the author learn that asking the target audience what they want is essential for a successful product.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
Evaluation Question 3
The document discusses the importance of audience feedback in improving media products. It describes using qualitative feedback in the form of surveys and focus groups to gather feedback on a movie poster, film review, and short film from target audiences. Feedback was useful in identifying needed improvements like adding more details, colors, and transitions. Though audience feedback helped strengthen the media products, there are limitations since the opinions of those providing feedback may differ from the broader target audience. Overall, the document advocates for using audience feedback in an iterative process to refine and improve media works for maximum audience approval and success.
Recommended
Question 3 evaluation
The document discusses audience feedback received during the development of a media production project. It summarizes that feedback was received through social media, peers, and teacher reviews, which helped improve elements like the logical ordering of blog posts and selection of appropriate sounds. While some feedback, like for posters, did not work out, most suggestions were implemented, such as a glowing bracelet idea. The document reflects on how gaining a wider variety of ongoing audience perspectives and more specific feedback questions could further enhance future projects.
Media evaluation - What have you learned from your audience feedback
The document discusses the various types of audience feedback the author received during the creation of media products for a school assignment. This included feedback from media teachers on drafts of a trailer, poster, and magazine to help improve the quality. The author also received feedback from other teachers who reviewed the work and positive feedback from friends on Facebook that boosted confidence. Finally, the author conducted a survey and focus group with media students to incorporate audience preferences into the final trailer.
Question 3 of media evaluation
The document discusses different types of feedback the author received on their music video and other products. Preference feedback involved tallying audience preferences for different photos, which showed a clear favorite but not why. Hot desk feedback from classmates provided specific comments on what they liked, needed improving, and thoughts on editing. A focus group with the target audience allowed for a discussion where feedback was recorded, which provided more insights than written comments alone. The author learned that qualitative feedback provides more useful information than just numbers, and getting feedback from the target audience is important since they will decide whether to buy the product.
Evaluation Question 3
The document discusses feedback the author received from their audience throughout their A2 year. They used various methods like sticky notes, videos, and social networking to get feedback. This feedback helped improve their products by incorporating suggestions and sticking with ideas the majority liked. Focus groups with people the same age as the target audience provided useful feedback. Social networking also allowed non-media students to provide their views and fresh perspectives to further improve the author's work. The audience feedback helped the author learn that asking the target audience what they want is essential for a successful product.
Question-3
Liam learned that audience feedback was essential to improving his work. He used qualitative research methods like interviews to get in-depth feedback and quantitative methods for quick opinions. Feedback from his target audience and classmates helped him understand what worked and refine his ideas. For his music video, audience feedback helped him improve elements like shot variety, lip syncing, and featuring the band more. He found that using social media was an effective way to get audience opinions and would do so earlier in future projects.
What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
Evaluation Question 3
The document discusses the importance of audience feedback in improving media products. It describes using qualitative feedback in the form of surveys and focus groups to gather feedback on a movie poster, film review, and short film from target audiences. Feedback was useful in identifying needed improvements like adding more details, colors, and transitions. Though audience feedback helped strengthen the media products, there are limitations since the opinions of those providing feedback may differ from the broader target audience. Overall, the document advocates for using audience feedback in an iterative process to refine and improve media works for maximum audience approval and success.
Evaluation question 3
The author received feedback on their initial music video pitch from peers that helped them improve their point-of-view (POV) concept and plan additional shots. They also received helpful feedback from media students they met at work and from teacher feedback on their first draft that pointed out specific ways to improve shots, pacing, and color correction to make the video look more professional. This feedback from multiple sources at different stages of development helped strengthen the music video.
What have you learned from your audience feedback?
From audience feedback on a music video, the creator learned that their target market enjoyed the lip syncing but felt there was too much of it, preferring more of a storyline. Feedback also helped identify small improvements, such as zooming in on the video to fill blank space. Some comments boosted the creator's confidence by saying shots looked professional. Feedback on a digipak helped the creator learn that their target market preferred a serious over smiling face, leading them to keep this theme for the poster. Mixed feedback on using the same front design multiple times led the creator to try alternative designs and pick one most audiences liked. Feedback affirmed that the poster, video, and digipak felt connected as intended and looked professional.
What have you learned from your audience feedback?
The document discusses the importance of audience feedback when creating products. It explains that feedback from questionnaires and social media allow the creator to understand what the audience thinks of the products and what they want to see. For example, one respondent suggested including a female main character. Positive feedback on social media showed the audience enjoyed the film trailer. Gaining audience perspectives is effective and helps creators understand their target audience to make products they will enjoy.
Evaluation question 3
The document discusses feedback received on a student's music video and ancillary products from two methods: hot desking with peers and a focus group. Through both, the student received feedback on transitions, shots, and design elements that could be improved. Based on the feedback, the student made minor revisions to the ancillary products but decided not to make some suggested edits to the video after re-evaluating. The student reflects that while the peer feedback validity could be questioned due to bias, the focus group provided more honest critique as strangers were less likely to take a kind approach.
Question 3
The document discusses feedback received from audiences on a music video. Key points:
- Feedback was gathered through surveys on Survey Monkey, YouTube comments, and in-person discussions to get a variety of perspectives.
- Face-to-face feedback provided the most honest and useful criticism from more experienced people to improve the video.
- The audience feedback showed what aspects of the video worked best and needed improvement to better appeal to the target genre and audience.
- Based on the feedback, changes were made like adding more transitions, overlays, and color to give the video more of a dance feel consistent with the genre.
Evaluation: Question 3
The student learned about their documentary's effectiveness from focus groups and questionnaires with their target audience. The focus group provided first-hand feedback on four open questions about how well the documentary followed Channel 4 conventions and how professional the radio advertisement seemed. Most participants felt the documentary and radio advertisement were well-produced and on-brand for Channel 4. The questionnaires also suggested the ancillary tasks complemented the documentary well, though some felt the newspaper advertisement was more effective than the radio advertisement. Overall, the feedback showed the student successfully produced a documentary that fit Channel 4 conventions.
Question 3 - What have you learned through your audience feedback?
The student learned about their documentary's effectiveness from focus groups and questionnaires with their target audience. The focus group provided first-hand feedback on four open questions about how well the documentary followed Channel 4 conventions and how professional the radio advertisement seemed. Most participants felt the documentary and radio advertisement were well-done and professional. However, some ancillary tasks were less successful at complementing the documentary than others. The questionnaires also provided useful data about what worked well, such as the voiceovers and interviews, and areas for improvement like creating a television rather than radio advertisement. Overall, the feedback showed the student was successful at producing a Channel 4-style documentary.
Evaluation: Question 3.
The student learned about their documentary from focus groups and questionnaires with their target audience. The focus group provided direct feedback on four questions about whether the documentary followed Channel 4 conventions, the quality of the radio advertisement, and whether the ancillary tasks complemented the documentary. Most participants felt the documentary and radio advertisement were professional and the tasks complemented the final piece. However, some felt the radio advertisement did not clearly relate to the documentary. The questionnaires provided similar feedback and showed the documentary successfully used conventions like voiceovers and interviews. The student determined they could improve their ancillary tasks but received positive feedback overall and learned for future projects.
Q#3
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that their target audience of teens and couples preferred music videos with romantic indoor scenes with dim lighting. As a result, the student incorporated such a scene into their music video. Audience feedback also helped the student identify popular elements to include and informed the casting of actors. Both positive and negative feedback helped the student improve and gain experience.
Audience feedback
The document summarizes audience feedback from a survey about a music video and accompanying digipak. It includes responses to questions about the audience's age, favorite parts of the video, whether it represents the indie rock genre, potential improvements, how well the video and digipak work together, and whether they would watch it again. Overall feedback was positive with constructive criticism around making some video shots more professional. Responses showed the video was entertaining and achieved its goal of a humorous representation of a relationship in the indie rock style.
Q5
To attract their target audience of males and females aged 16-20, the document's author uploaded their film opening to YouTube and shared the link on social media sites like Facebook Messenger. They sent the link directly to people in their target demographic and asked for feedback on the film opening. They also posted the film opening to their blog to reach regular viewers. By distributing the film opening online and through social media, which has strong influence among teenagers and young adults, the author was able to effectively share their work and attract their intended audience to provide feedback.
Question3 (1)
The document discusses the importance of audience feedback throughout the creative process. The author learned about their target audience by surveying friends about music preferences like genre and time spent watching videos. This informed conventions included in their pop and alternative music video. Rough cuts were feedback to refine elements and ensure appeal. Last feedback on the finished product confirmed the video successfully appealed to the target audience and achieved the goal. The author concludes regular feedback is key to staying aligned to the audience.
Film poster
The document discusses getting feedback from peers and target audiences on potential fonts, logos, images, and layouts for a poster. The author played with design options and received positive feedback on a logo and potential poster layout. Audience feedback helped the author choose the best fitting image and realize minor changes needed before finalizing the poster. A final round of positive social media feedback from a wider audience indicated the poster was complete.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Q3 with changes
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that the audience preferred a happy ending over a confusing one for the music video. Feedback also provided insights into the elements and shots preferred by the target demographic, such as romantic indoor scenes with dim lighting. Comments on other projects helped the student understand what elements make content popular and well-received. Overall, audience feedback helped improve the student's work and skills.
Evaluation question 3 - What have you learned from your audience feedback?
Jacob Maud gathered feedback on his music video from various sources including social media, friends and family, a school class, and media outlets. The feedback was overwhelmingly positive, with people sharing the video and commenting on its storyline and message. A film blog did an interview and profile of Jacob and his video, showing he was gaining recognition. The Nottingham Post and Left Lion magazine both did articles on Jacob and his video due to its originality. Through this diverse audience feedback, Jacob learned that his video was popular and successful in getting its message across to its target audience, showing it could have been commercially viable with a proper budget and promotion.
Evaluation qu 3 ppt
The student learned that audience feedback is essential for improving work. Feedback from peers and the target audience on a music video helped identify specific shots that could be added. A comment about adding "OUT NOW" to a magazine ad helped finish it. Overall, feedback throughout the process ensured the work was on the right track for attracting the intended audience.
Mediaaaaa 2222
The document discusses audience feedback received on a music video. It describes conducting a questionnaire and receiving comments on YouTube and WhatsApp that indicated audiences wanted a clearer narrative and storyline. Based on this feedback, the group changed the music video to include a main character dealing with relationship problems. Audience feedback from multiple sources helped inspire improvements and ensured the final product met expectations of their target demographic.
Question 3 AUDIENCE FEEDBACK
After uploading her documentary "One Track Mind" online, the author received feedback from friends and family. The feedback was mostly positive and complimentary. The opening title sequence was praised for drawing viewers in visually. Commenters also liked the variety of camera angles and interviews used. However, one person felt there could have been more variety in the types of obsessions featured in the interviews. The author learned that an engaging opening, varied techniques, and diverse topics can help appeal to audiences and make the documentary feel more professional.
Evaluation Q3
The document discusses the student's process of gathering audience feedback on their promotional package for a music artist. They conducted research to determine their target audience was 16-24 year old males and females. They received feedback from peers who fit this demographic through hot desking sessions and in-person presentations. The feedback helped identify needed changes such as adding more close-up shots to the music video and rearranging text on the advertisement. Overall, the feedback helped ensure the package better appealed to the target audience.
Question 2
The document discusses the various methods of audience research the author used to inform their class project on creating a music video, including feedback sheets, online surveys, social media, interviews, and emails. The most helpful feedback came from feedback sheets which identified needed changes, and from Flickr which generated many favorable comments and feedback praising the quality of the video. Conducting this wide range of audience research was important for creating a well-rounded project that effectively conveyed the artist's vision and connected to course concepts.
Media evaluation Question 3
Oliver Beard received feedback from audiences during the construction of their media products. This feedback helped them decide which magazine cover design to pursue further and informed improvements to pacing and inclusion of voiceover in a film trailer. Audience comments also prompted changes to text size and images on the magazine cover as well as making characters on a movie poster more abstract. Overall, the feedback helped guide development but Oliver Beard also maintained their own input to create products they were happy with.
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Evaluation question 3
The author received feedback on their initial music video pitch from peers that helped them improve their point-of-view (POV) concept and plan additional shots. They also received helpful feedback from media students they met at work and from teacher feedback on their first draft that pointed out specific ways to improve shots, pacing, and color correction to make the video look more professional. This feedback from multiple sources at different stages of development helped strengthen the music video.
What have you learned from your audience feedback?
From audience feedback on a music video, the creator learned that their target market enjoyed the lip syncing but felt there was too much of it, preferring more of a storyline. Feedback also helped identify small improvements, such as zooming in on the video to fill blank space. Some comments boosted the creator's confidence by saying shots looked professional. Feedback on a digipak helped the creator learn that their target market preferred a serious over smiling face, leading them to keep this theme for the poster. Mixed feedback on using the same front design multiple times led the creator to try alternative designs and pick one most audiences liked. Feedback affirmed that the poster, video, and digipak felt connected as intended and looked professional.
What have you learned from your audience feedback?
The document discusses the importance of audience feedback when creating products. It explains that feedback from questionnaires and social media allow the creator to understand what the audience thinks of the products and what they want to see. For example, one respondent suggested including a female main character. Positive feedback on social media showed the audience enjoyed the film trailer. Gaining audience perspectives is effective and helps creators understand their target audience to make products they will enjoy.
Evaluation question 3
The document discusses feedback received on a student's music video and ancillary products from two methods: hot desking with peers and a focus group. Through both, the student received feedback on transitions, shots, and design elements that could be improved. Based on the feedback, the student made minor revisions to the ancillary products but decided not to make some suggested edits to the video after re-evaluating. The student reflects that while the peer feedback validity could be questioned due to bias, the focus group provided more honest critique as strangers were less likely to take a kind approach.
Question 3
The document discusses feedback received from audiences on a music video. Key points:
- Feedback was gathered through surveys on Survey Monkey, YouTube comments, and in-person discussions to get a variety of perspectives.
- Face-to-face feedback provided the most honest and useful criticism from more experienced people to improve the video.
- The audience feedback showed what aspects of the video worked best and needed improvement to better appeal to the target genre and audience.
- Based on the feedback, changes were made like adding more transitions, overlays, and color to give the video more of a dance feel consistent with the genre.
Evaluation: Question 3
The student learned about their documentary's effectiveness from focus groups and questionnaires with their target audience. The focus group provided first-hand feedback on four open questions about how well the documentary followed Channel 4 conventions and how professional the radio advertisement seemed. Most participants felt the documentary and radio advertisement were well-produced and on-brand for Channel 4. The questionnaires also suggested the ancillary tasks complemented the documentary well, though some felt the newspaper advertisement was more effective than the radio advertisement. Overall, the feedback showed the student successfully produced a documentary that fit Channel 4 conventions.
Question 3 - What have you learned through your audience feedback?
The student learned about their documentary's effectiveness from focus groups and questionnaires with their target audience. The focus group provided first-hand feedback on four open questions about how well the documentary followed Channel 4 conventions and how professional the radio advertisement seemed. Most participants felt the documentary and radio advertisement were well-done and professional. However, some ancillary tasks were less successful at complementing the documentary than others. The questionnaires also provided useful data about what worked well, such as the voiceovers and interviews, and areas for improvement like creating a television rather than radio advertisement. Overall, the feedback showed the student was successful at producing a Channel 4-style documentary.
Evaluation: Question 3.
The student learned about their documentary from focus groups and questionnaires with their target audience. The focus group provided direct feedback on four questions about whether the documentary followed Channel 4 conventions, the quality of the radio advertisement, and whether the ancillary tasks complemented the documentary. Most participants felt the documentary and radio advertisement were professional and the tasks complemented the final piece. However, some felt the radio advertisement did not clearly relate to the documentary. The questionnaires provided similar feedback and showed the documentary successfully used conventions like voiceovers and interviews. The student determined they could improve their ancillary tasks but received positive feedback overall and learned for future projects.
Q#3
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that their target audience of teens and couples preferred music videos with romantic indoor scenes with dim lighting. As a result, the student incorporated such a scene into their music video. Audience feedback also helped the student identify popular elements to include and informed the casting of actors. Both positive and negative feedback helped the student improve and gain experience.
Audience feedback
The document summarizes audience feedback from a survey about a music video and accompanying digipak. It includes responses to questions about the audience's age, favorite parts of the video, whether it represents the indie rock genre, potential improvements, how well the video and digipak work together, and whether they would watch it again. Overall feedback was positive with constructive criticism around making some video shots more professional. Responses showed the video was entertaining and achieved its goal of a humorous representation of a relationship in the indie rock style.
Q5
To attract their target audience of males and females aged 16-20, the document's author uploaded their film opening to YouTube and shared the link on social media sites like Facebook Messenger. They sent the link directly to people in their target demographic and asked for feedback on the film opening. They also posted the film opening to their blog to reach regular viewers. By distributing the film opening online and through social media, which has strong influence among teenagers and young adults, the author was able to effectively share their work and attract their intended audience to provide feedback.
Question3 (1)
The document discusses the importance of audience feedback throughout the creative process. The author learned about their target audience by surveying friends about music preferences like genre and time spent watching videos. This informed conventions included in their pop and alternative music video. Rough cuts were feedback to refine elements and ensure appeal. Last feedback on the finished product confirmed the video successfully appealed to the target audience and achieved the goal. The author concludes regular feedback is key to staying aligned to the audience.
Film poster
The document discusses getting feedback from peers and target audiences on potential fonts, logos, images, and layouts for a poster. The author played with design options and received positive feedback on a logo and potential poster layout. Audience feedback helped the author choose the best fitting image and realize minor changes needed before finalizing the poster. A final round of positive social media feedback from a wider audience indicated the poster was complete.
Evaluation question 3
The student learned from audience feedback on their music video, digipak, and poster. They gathered feedback through focus groups, questionnaires, and social media like WhatsApp. Focus group feedback helped them decide on a hybrid style for the video. Questionnaire feedback gave them the idea to use dolls acting out the lyrics. WhatsApp allowed them to get larger quantities of feedback. Both positive and negative feedback helped them improve, such as lining up images with the beat. Going forward, they learned how critical feedback is and will ask more people for feedback to further improve their work.
Q3 with changes
The student learned several important things from audience feedback on their media project. Through questionnaires, interviews, and online comments, the student discovered that the audience preferred a happy ending over a confusing one for the music video. Feedback also provided insights into the elements and shots preferred by the target demographic, such as romantic indoor scenes with dim lighting. Comments on other projects helped the student understand what elements make content popular and well-received. Overall, audience feedback helped improve the student's work and skills.
Evaluation question 3 - What have you learned from your audience feedback?
Jacob Maud gathered feedback on his music video from various sources including social media, friends and family, a school class, and media outlets. The feedback was overwhelmingly positive, with people sharing the video and commenting on its storyline and message. A film blog did an interview and profile of Jacob and his video, showing he was gaining recognition. The Nottingham Post and Left Lion magazine both did articles on Jacob and his video due to its originality. Through this diverse audience feedback, Jacob learned that his video was popular and successful in getting its message across to its target audience, showing it could have been commercially viable with a proper budget and promotion.
Evaluation qu 3 ppt
The student learned that audience feedback is essential for improving work. Feedback from peers and the target audience on a music video helped identify specific shots that could be added. A comment about adding "OUT NOW" to a magazine ad helped finish it. Overall, feedback throughout the process ensured the work was on the right track for attracting the intended audience.
Mediaaaaa 2222
The document discusses audience feedback received on a music video. It describes conducting a questionnaire and receiving comments on YouTube and WhatsApp that indicated audiences wanted a clearer narrative and storyline. Based on this feedback, the group changed the music video to include a main character dealing with relationship problems. Audience feedback from multiple sources helped inspire improvements and ensured the final product met expectations of their target demographic.
Question 3 AUDIENCE FEEDBACK
After uploading her documentary "One Track Mind" online, the author received feedback from friends and family. The feedback was mostly positive and complimentary. The opening title sequence was praised for drawing viewers in visually. Commenters also liked the variety of camera angles and interviews used. However, one person felt there could have been more variety in the types of obsessions featured in the interviews. The author learned that an engaging opening, varied techniques, and diverse topics can help appeal to audiences and make the documentary feel more professional.
Evaluation Q3
The document discusses the student's process of gathering audience feedback on their promotional package for a music artist. They conducted research to determine their target audience was 16-24 year old males and females. They received feedback from peers who fit this demographic through hot desking sessions and in-person presentations. The feedback helped identify needed changes such as adding more close-up shots to the music video and rearranging text on the advertisement. Overall, the feedback helped ensure the package better appealed to the target audience.
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Question 3 - What have you learned through your audience feedback?
Evaluation question 3 - What have you learned from your audience feedback?
Evaluation question 3 - What have you learned from your audience feedback?
Similar to What have you learnt from your audience feedback
Question 2
The document discusses the various methods of audience research the author used to inform their class project on creating a music video, including feedback sheets, online surveys, social media, interviews, and emails. The most helpful feedback came from feedback sheets which identified needed changes, and from Flickr which generated many favorable comments and feedback praising the quality of the video. Conducting this wide range of audience research was important for creating a well-rounded project that effectively conveyed the artist's vision and connected to course concepts.
Media evaluation Question 3
Oliver Beard received feedback from audiences during the construction of their media products. This feedback helped them decide which magazine cover design to pursue further and informed improvements to pacing and inclusion of voiceover in a film trailer. Audience comments also prompted changes to text size and images on the magazine cover as well as making characters on a movie poster more abstract. Overall, the feedback helped guide development but Oliver Beard also maintained their own input to create products they were happy with.
Q3
The document discusses what the author learned from audience feedback on their music video and digipak project. They received feedback both informally through social media and texts, as well as more formally through focus groups and questionnaires. The feedback helped them identify quality issues, make specific improvements, and gain confidence in their work. It reinforced for the author that audience feedback is essential to recognizing flaws and improving media products.
Q3. What have you learned from your audience feedback?
The document discusses feedback received from classmates and audiences on social media for drafts of a movie teaser trailer, poster, and magazine. Feedback was used to improve the projects by addressing comments on editing, fonts, sounds, filters, and overall effectiveness. Audience feedback highlighted needed changes and ensured the materials would appeal to and engage the target demographic. The feedback process was essential to creating high-quality, professional media products.
Question 3
The student learned a lot from gathering feedback throughout the project from their target audience of 15-19 year old females. They used social media and surveys to collect feedback on elements like the film poster, magazine cover, and title. This feedback helped the student improve their work and ensure it appealed to their target demographic. For example, feedback informed changes to the magazine cover layout. Gathering input from a variety of people, including those both in and out of the target group, provided valuable perspectives. The student found feedback was vital to creating successful final products that their audience would engage with.
Feedback
The document discusses audience feedback gathered through questionnaires about a music advert. The author handed out 5 paper questionnaires and sent 10 online questionnaires. They received quicker feedback from the online questionnaires. The questionnaires provided generally positive feedback on the advert's simple yet effective design. Some respondents suggested making certain fonts bigger or trying different images. The author was pleased with the feedback but plans to make some improvements based on the suggestions.
Question 3
The document discusses how the student obtained audience feedback on drafts of their media production and print products. For the production, they surveyed classmates to identify aspects that needed improvement, such as shortening some shots, increasing title display time, adjusting audio levels, and adding ambient sounds. Based on feedback, the student made these revisions. For posters advertising the production, an online poll showed poster 3 was most popular. Feedback also helped the student improve a magazine article by making text boxes less cramped and adding more color. Overall, the student learned that audience feedback is important for identifying needed changes and creating professional-looking media products.
Audience feedback
The document discusses audience feedback received on media products created by the author for an indie/pop genre. A questionnaire was conducted with 5 people. Feedback was positive on the simple front cover design and eye-catching main image, though some felt it lacked detail. Most felt the design supported the music video. Color scheme feedback validated the author's simple, neutral style. Overall feedback was positive on the cohesive style across pieces. The author learned about enhancing front cover detail while maintaining genre conventions.
Eval 30
The document discusses feedback received throughout a media project. Feedback was gathered from a variety of people, including peers of different ages, genders, and media literacy. Most feedback came from other media students. This feedback helped improve initial ideas, a music video, packaging design, and magazine advertisement. The most substantial feedback was on initial ideas, which supported decisions and helped develop the project. Without this feedback, the project may have been more difficult. Overall, the feedback helped improve the quality and understanding of the work. In the future, the author will focus on time management to allow more feedback incorporation.
Evaluation Question 3
Emma learned several important things from gathering audience feedback during the production of her horror film trailer and ancillary products:
1) Her audience provided honest feedback about what they wanted to see in terms of genre conventions and were eager to participate in the pre-production process.
2) Incorporating the audience's ideas and opinions helped ensure the final products would appeal to and be supported by the target viewers.
3) Continuous feedback during the editing process allowed for helpful adjustments before the products were finalized.
Evaluation question 2!
The author created a Facebook group to get feedback on a teaser trailer, film poster, and magazine front cover they produced. People provided mostly positive feedback, with one person noting that the teaser trailer accurately reflected conventions of real trailers. Another commenter said the color schemes tied across the products. However, one person constructively criticized that the font used in the trailer did not match the other materials. The author believes combining all the promotional products has a greater impact than any one individually.
Evaluation question 2
The feedback received on the combination of the filmmaker's main product (a teaser trailer) and ancillary promotional materials (a film poster and magazine cover) was overall very positive. People noted that the teaser trailer resembled a real trailer through its use of common conventions. Additionally, the color schemes used in the trailer, poster, and magazine tied together well and represented typical thriller colors. However, one person pointed out that the font used in the trailer did not match the font in the other products, and changing this would help tie the promotions together. Bringing together multiple promotional materials has a greater impact than individual items alone through increasing awareness of the film.
Media eval q 3
The document discusses how audience feedback helped the creator improve their advertising campaign for a horror film. Key points:
- Feedback from peers and classmates helped shape the campaign to appeal to different people.
- A survey of the target audience (ages 15-24) informed choices like the setting, characters, and desire to see the villain.
- Feedback improved early designs of the poster, magazine cover, and film trailer by recommending a scary close-up image and adding sound/editing to the trailer.
- Revisions based on feedback made the text more readable in the poster and improved colors in the magazine cover.
- The audience feedback was vital in helping create a realistic and effective campaign that would
What have you learnt from your audience feedback
Becky Stead received valuable feedback from teachers, peers, and audiences on her horror film products and trailer. The feedback helped her improve the professionalism, effectiveness, and creativity of her work. Suggestions such as using more visuals rather than dialogue, adjusting lighting, and promoting the mask helped strengthen her trailer. Positive feedback on the trailer's music, lighting, and text effects confirmed she was creating suspense and engaging audiences as intended. Feedback also validated that her magazine and poster laid out information clearly while maintaining a cohesive horror-genre style.
Evaluation question 3 What have you learned from your audience feedback?
1. The document discusses feedback the filmmaker received from their target audience on their short film and ancillary materials. They conducted research through production and filming to get feedback at every stage via social media and questionnaires.
2. Feedback was generally positive but identified some areas for improvement, like slowing down the ending car scene and fixing continuity errors. The filmmaker found feedback most useful from their target audience of 15-22 year olds.
3. Feedback validated many of the filmmaker's creative choices but also helped them identify ways to improve clarity and polish elements like transitions based on audience understanding and enjoyment.
Q3
The document provides details about the feedback the creator received from audiences on their thriller film project and ancillary products at different stages.
At the research stage, a focus group of media students provided feedback on the initial pitch, which influenced the choice of actors. During production, research on similar successful films informed content decisions. Multiple focus groups provided feedback on teaser trailers, identifying needed improvements to narrative clarity and conventions. Feedback from friends guided ancillary product edits. The creator made targeted changes in response like re-filming scenes and adding audio. Overall, audience feedback helped shape the products to better suit the target audience's desires.
Evaluation.pptx
The student created a documentary about how the COVID-19 pandemic affected those who work in football media. The theme focused on photographers, presenters, and social media teams within football clubs. Through an interview with a sports photographer, the student explored how their daily work and jobs changed during the pandemic. The final outcome was a 10 minute video split into sections, though the student felt it did not fully achieve the intended documentary style. Areas for improvement included adding more interviews, better color matching, and being more comfortable on camera.
Responding to Audience Feedback: Magazine Advert
The document discusses feedback received from a survey on an advertisement for a magazine. The feedback was mostly positive but identified some areas for improvement. Specifically, respondents felt the design needed adjustments to increase professionalism and cohesion. Some also felt the ratings used did not accurately reflect the scale typically used. The document explains how the author addressed this feedback by making changes to the ratings and better aligning the title letters in the advertisement. Overall, the feedback was seen as useful for improving the final design.
What have you learned from your audience feedback
The document discusses audience feedback received for a media product project. It summarizes:
1. A questionnaire distributed to the target audience of males aged 18-30 provided feedback that the target audience's needs were met effectively.
2. The trailer was uploaded to YouTube to gain wider feedback, receiving 81 views and 1 like in a few days, showing it was viewed by the target audience.
3. Additional positive feedback was received from distributing print versions and interviews, as well as tweets about the media package that received 11 retweets and 4 favorites.
Question 3
The document discusses obtaining audience feedback to improve media products. The author obtained feedback through Wallwisher, SurveyMonkey, Twitter, Facebook, and a focus group. SurveyMonkey questions hit the right target and identified improvements. Wallwisher allowed comments on drafts. The focus group noted the trailer's well-aimed tone but lacked title distinction and length. Overall, feedback identified strengths like conventions and weaknesses like an unclear storyline that led the author to create a teaser trailer instead.
Similar to What have you learnt from your audience feedback (20)
Q3. What have you learned from your audience feedback?
Q3. What have you learned from your audience feedback?
Evaluation question 3 What have you learned from your audience feedback?
Evaluation question 3 What have you learned from your audience feedback?
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Media trailer
The trailer for "The Fighter" begins with quick flashes of production logos to subliminally familiarize viewers. It then shows the two main characters in a tense conversation where one promises to never work with the other again, hinting at past drama. The trailer uses medium close-ups to show the characters' contrasting body language and emotions during their talk. It incorporates many clips of the main character training in boxing to emphasize the sports action and show it as his stress relief from arguments with his brother. The trailer aims to appeal to male viewers through the violence and brief provocative image. It uses powerful sound effects of boxing during training scenes that build tension but stop without release, leaving viewers wanting to see the climax in
Media trailer
The trailer begins with quick flashes of production logos to subliminally familiarize viewers. It then shows the two main characters in a tense conversation, demonstrating prior drama through their body language. The trailer incorporates extensive training clips to emphasize the action and show boxing as an escape for the main character. It aims to provoke excitement in male viewers through violence and brief provocative imagery, drawing them into the film's climax.
Characters!
The document discusses characters and casting for a boxing film trailer. The filmmaker will play either the main character or older brother and teach boxing basics to the other actor. A voice actor with a deep, masculine voice is needed for the voiceover as the target audience is males ages late teens to early twenties. Extras are also needed to portray members of a boxing club, fight club, gang members, and Karan Kakkar in a vest top.
Locations!
This document provides location suggestions for filming scenes in a movie about a boxer whose brother is killed, prompting him to seek vengeance through illegal underground fight clubs. The locations include:
1) A boxing club to show the main character's innocent beginnings in the sport.
2) An abandoned building like a parking garage or basement to portray the dark and corrupt atmosphere of the illegal fight clubs.
3) An alleyway or tunnel where the brother's murder occurs, with the scene possibly in black and white except for the color red to emphasize the blood.
4) The main character's garden where he trains alone at night after quitting the boxing club.
5) Urban streets to depict the typical environment
Plot summarised
Two brothers are amateur boxers who share a close bond. The older brother is murdered by a gang, sending the younger brother into a spiral. He enters an underground fighting tournament to seek revenge on the gang leader responsible for his brother's death. The climactic ending will feature a fight between the main character and the gang leader in the final match of the tournament.
Part 3 of my media evaluation
The document discusses strategies for attracting an audience to a magazine. It describes using a brightly colored logo, including a competition on the front page to attract fans of a band, and highlighting two provocative quotes from a band interview to intrigue readers. It also discusses briefly summarizing an article on the contents page and highlighting the two main stories to quickly show readers which bands are featured. The document concludes by reflecting on learning that Microsoft Publisher limited creativity while Comic Life and Adobe Fireworks allowed for more experimental designs and advanced image editing.
Part 2 to my media evaluation
This document discusses a magazine aimed at teenagers and young adults aged 16-21, primarily males. The magazine represents this target audience through fashion choices shown in photos, such as hoodies and polo shirts. It also features an emotional article about a band member's personal issues to engage readers who may be experiencing similar feelings. The magazine would likely be distributed by Bauer Media Group, as they publish musical magazines like Kerrang and Q targeted at younger audiences, which is important since this magazine aims to reach student Explorers.
Part 1 to my media evaluation
The document discusses how the media product uses conventions from real magazines. Some conventions utilized include cover lines at the top and bottom to attract customers and pique interest. The masthead displays the magazine title, date, and issue number to create brand recognition. Content pages are neatly organized with section titles, borders around images, and page numbers highlighted for easy navigation. Articles follow a three column layout for readability. A quote "run around" entices readers to learn more. While most conventions are followed, the front cover image challenges expectations by depicting the subject in shadows to match a secretive article topic.
Music magazine front cover analysis[1]
The document analyzes the front cover design of the music magazine NME. It discusses NME's use of a fixed masthead logo in the top left corner in red font to develop brand identity. The front cover typically features a mid-shot image of an artist not smiling to convey importance, taking up most of the right side. The headline is in big bold letters on the left to catch attention. Color choices of red, gold, and white are used for contrast and to represent success. The document provides guidance on incorporating similar design elements for a school magazine project.
Music magazine’s front cover analysis
The document analyzes the front cover design of music magazines like NME. It notes several effective design elements that help establish brand identity and attract buyers. These include:
1) Placing the magazine masthead in a fixed, top-left corner location so it is easily visible from the magazine stand.
2) Using consistent color and font for the logo to reinforce brand recognition across issues.
3) Employing bold, bright colors like red to make the logo and headlines stand out.
4) Positioning the main headline on the left side to capture attention from the magazine stand.
5) Including previews of featured bands to attract potential buyers interested in those artists.
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What have you learnt from your audience feedback
- 1. What have you learnt from your audience feedback?
- 2. • After creating my main media products I posted them on the two most popular social networking sites going, facebook and twitter. On the posts I asked for feedback and constructive criticism so that I could improve my work based on the general response given. I feel that by gaining a response from the people who are friends with me on these social networks I will be getting effective feedback from my film trailer’s target age range.
- 3. This piece of feedback helped me a lot in developing my magazine cover further. I was a bit dubious about the special edition magazine and this feedback is very reassuring to know that it is having a positive reaction. After taking in this feedback I went on to change my magazine slightly which can be seen in the next slide. After altering my magazine cover I felt that It did look a lot better yet unless somebody else had pointed out to me how I can improve it I would have been left contempt with the original piece without even considering the possibility of changing the lettering colour.
- 4. As you can see a simple colour change of the text can make quite a big difference, Ellie was right I can see that originally the magazine does look too bland. However I feel the use of purple within the front cover really goes well with the grey and black background colours whilst also keeping a strong retro feel.
- 5. This feedback is good as it helped me to establish that what I was doing with my trailer was going well, obviously after extracting my video I had a few sound troubles and quality issues which I explained on my facebook post. It shows to me that the effect I was hoping to achieve of connecting the audience with the main character has worked well and was relieved to see I wouldn’t have to make any drastic changes. After this feedback I went on to ensure that there was a release date included on the end of the trailer as I had forgotten to include it stupidly and by david mentioning about going to the see the film it sparked the realisation that he would not have a clue as to when it actually did come out. Not helpful when you want to get the audience to come see the film!
- 6. I had posted a tweet on Twitter asking for feedback on my film poster and one of the responses I got was from David pictured above. He stated that he liked the simplicity of my poster and once again this kind of positive helps reassure me that I’m on the right track. In my post I included a Hashtag (#FinalBell) which is used in order for all people on twitter to be able to click on the hashtag and view numerous responses from other tweeters on the subject. It’s a simple yet effective tool at being able to gather and view a large amount of peoples opinions and feedback on your own production.
- 7. • Overall I feel obtaining feedback from an audience is one of the most essential things you must do as a producer of media texts, without listening to the people you are making for and really taking in their criticism you cannot hope to achieve a final piece that will be enjoyed by the masses. By obtaining feedback it helps to instil ideas that you yourself would never have thought of, as the saying goes two heads are better than one. Feedback can also help to motivate and reinforce your confidence in your abilities especially if you are receiving a large quantity of positive feedback, it shows you are on the right path and with just a few minor tweaks you could be well on your way to creating a successful piece of media text. Throughout the entirety of the course I would constantly ask for feedback from friends and family as to how they felt about my coursework pieces, especially my trailer. I made a vast amount of alterations to my final piece based on the feedback they provided me and that kind of constructive criticism is what, in my opinion, caused me to finally create a succesful teaser trailer.