What have you learnt from your audience feedback
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The author asked friends on Facebook to provide feedback on a music video they uploaded to YouTube. The target audience was teenagers. Feedback indicated that while viewers liked the emotive nature and variety of shots, the lip syncing was off. One person commented that transitions were too rushed or slow, and footage looked unsteady. The author learned that small flaws can impact viewers' opinions, and they need to use transitions more effectively to improve flow.
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What have you learnt from your audience feedback
The author asked friends on Facebook to provide feedback on a music video by commenting on YouTube or Facebook. The target audience was young teenagers. Feedback indicated that while the emotive shots and expressions connected with viewers, the lip syncing was off. Additionally, transitions were too rushed or slow, breaking the video's flow. However, shaky handheld footage was intentional to set an unsettling tone. The author learned that small flaws can impact viewers' experience and that transitions need to be used more effectively. Overall, the video successfully connected the audience to the artist within pop/R&B conventions.
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This document discusses motion segmentation and analysis in video surveillance. It begins by defining key concepts like optical flow, motion vectors, and how video is composed of sequences of images. It then discusses various methods for segmenting and analyzing motion in video, including background subtraction, shot boundary detection, feature detection, motion segmentation using clustering and graph-based approaches. Applications of motion segmentation mentioned include surveillance cameras, autonomous vehicles, and video compression.
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This document summarizes a student's machine learning term project on using an artificial neural network (ANN) to estimate house prices from the UCI Housing dataset. The student:
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How did you use new media technologies in
The document lists the equipment, software, and technologies used for planning, producing, and evaluating a music video project. It includes cameras, laptops, SD cards, lighting equipment, and software such as Final Cut Pro, Photoshop, PowerPoint, and WordPress. Detailed explanations are provided for how each item was used at different stages of the project.
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What have you learnt from your audience feedback
The author asked friends on Facebook to provide feedback on a music video by commenting on YouTube or Facebook. The target audience was young teenagers. Feedback indicated that while the emotive shots and expressions connected with viewers, the lip syncing was off. Additionally, transitions were too rushed or slow, breaking the video's flow. However, shaky handheld footage was intentional to set an unsettling tone. The author learned that small flaws can impact viewers' experience and that transitions need to be used more effectively. Overall, the video successfully connected the audience to the artist within pop/R&B conventions.
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The document describes the Michelson interferometer and how it can be used to measure the wavelength of light. It contains an explanation of how the interferometer works by splitting and recombining beams of light to create interference patterns. It also includes sample problems calculating wavelength from interference patterns and distances that would cause constructive or destructive interference.
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This document discusses motion segmentation and analysis in video surveillance. It begins by defining key concepts like optical flow, motion vectors, and how video is composed of sequences of images. It then discusses various methods for segmenting and analyzing motion in video, including background subtraction, shot boundary detection, feature detection, motion segmentation using clustering and graph-based approaches. Applications of motion segmentation mentioned include surveillance cameras, autonomous vehicles, and video compression.
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The document discusses the idea of an "Anti AI Project" that would develop an operating system for an artificial intelligence capable of spoofing other AI applications in order to test vulnerabilities and limitations. It outlines challenges for such a system, including being too broad in scope, requiring adaptive abilities to new situations, and being able to hide itself when working online or offline. Components proposed for the system include tools for augmented reality, noise generation, AI detection, listening to other AIs, hiding, information transmission, and self-destruction.
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Audience feedback
The document discusses the importance of audience feedback in creating a successful music video. The author asked for feedback from friends, family, and classmates at each stage of production. Both positive and negative feedback were valuable - positive feedback encouraged strong ideas while negative feedback helped identify weaknesses. Feedback received during filming from actors and others on set was also useful. Overall, the author learned to incorporate feedback earlier in the process and not be stubborn about ideas others disliked. The feedback will help improve future video projects.
Audience feedback (1)
The document discusses the importance of audience feedback in creating a music video. The author asked for feedback from friends and family on early drafts and ideas, which helped them recognize mistakes and ideas that didn't work. Both positive and negative feedback were valuable, with positive feedback boosting confidence and negative feedback highlighting flaws. Audience feedback taught the author not to stubbornly cling to ideas and to get input before filming to make changes. Using Facebook allowed the author to easily get feedback from a wide audience. The feedback helped improve the final product and will inform future creative works.
Evaluation Q3
The document discusses gaining feedback from a target audience of teenagers aged 14-20 on a video project. The author created polls to get feedback on the song and storyline, talked to friends and peers, and shared a rough cut on social media. The feedback was mostly positive but suggested some timing and editing improvements. The author made changes like adding transitions and adjusting video quality. Showing the final video to classes of different ages provided further feedback that confirmed the intended messages were received.
Evaluation Q3
The document provides feedback from audiences on a musician's music video drafts. The positive feedback noted good transitions, lip syncing, and framing. Negative feedback found the first draft boring and repetitive. To improve it, the musician added more locations, costumes, and changed the color from sepia to black and white. A second draft survey found the black and white theme and transitions worked well. Most respondents felt an emotional connection, though a few parts were boring. To address this, shots were shortened and cut together faster. The musician incorporated this feedback to create a stronger final draft of the music video.
EVALUATION; Question 3
The document discusses feedback received from audiences on a music video. The feedback was both positive and negative. The positive feedback showed what worked well while the negative feedback highlighted areas for improvement. More specifically, feedback praised the transitions and lip syncing but noted the video became repetitive. In response, the creator added more locations, costumes, and faster editing to address complaints of boredom and make the video less repetitive. Overall, the feedback process helped strengthen the video.
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The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
Band and audience feedback
The band watched the music video the artist created and gave positive feedback. They enjoyed the fast cuts showing different instruments and said this was the best part. They chose the version with a film filter effect over the black and white version. The band felt some light cutaways didn't fit but liked the disco ball shot. The artist was happy with the feedback and aims to improve based on their suggestions.
Mv production assignment evaluation form 2019
This document contains a student's evaluation of their music video project for the song "Brown Skin Girl" by Beyonce. It includes sections on planning, time management, technical qualities of the camera, editing, audience appeal, and feedback from peers. The feedback praised the syncing of clips with the song, inclusion of different ages, and editing. Suggested improvements were to cut some clips shorter and possibly focus on specific people to better align with the lyrics. Overall, the peers enjoyed the video and thought it was well done.
Mv production assignment evaluation form 2019
This document discusses the production of a music video for the song "Brown Skin Girl" by Beyonce. It outlines the planning process, including storyboarding ideas from other music videos and scheduling shooting dates. Shooting was done using a phone camera over half term and additional weekends. Editing took place over several weeks. Peer feedback was positive, praising the syncing of clips with the beat and inclusion of different age groups. Areas for improvement discussed shortening some cuts. Overall, the producer agreed with peer analysis but felt additional effects would have led to overediting.
Mv production assignment evaluation form 2020 1.2
The document provides a summary and evaluation of the student's music video project. The student felt their strengths were choosing songs they connected with personally. They could have improved by incorporating different tempos. Their backup plan to switch ideas due to COVID rules worked well. They managed their time effectively to complete editing. Feedback suggested adding more sports footage or props to better link to the song, and cutting some shots to better fit the song's pace. The student agreed more close-ups or variety of footage could enhance the video.
Evaluation Question 3
The feedback received on the music video was positive overall, with one focus group suggesting slowing the pace of editing and using longer shots. However, the creator decided not to make this change as the fast pace matched the upbeat music. Peer feedback did not note this but suggested adding lip syncing or reducing clip repetition, which the creator also chose not to implement. Feedback on ancillary products from the focus group was positive, noting the clear beach theme and house style. Minor changes were made to the ancillary products to better match the "handy cam" style of the video based on this feedback. The creator found peer and focus group feedback valuable, though peer feedback suggestions would not have largely improved the video.
Review by actors
The actresses in the video agreed it was jovial and made them laugh as intended. A classmate provided technical feedback, saying one clip of Chloe was too long and should be broken up with another shot. Getting this critical feedback will help the creator remedy errors and have a clearer idea of how to edit the video to ensure audience enjoyment and understanding. Once filming of all scenes is complete, editing will be easier as the creator will have all material and not need to leave room for additional scenes.
Media evaluation
The document summarizes the process of creating a music video for the song "Clown" by Emeli Sande. Key points:
- The student researched different music genres and conventions to inform their soul/R&B music video.
- Sepia tone and slow editing were used to match the emotional lyrics, drawing from conventions of soul artists. Fast cuts were also included to add pace.
- Locations were natural rural settings to portray the artist as vulnerable, inspired by Taylor Swift's "Safe and Sound" video.
- Feedback was gathered through surveys, social media, and YouTube to improve the video. Lip syncing and clip timing were areas of focus.
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Evaluation Question 3
The document discusses feedback received from a survey about a music video and promotional package. The survey was distributed to 17-25 year olds on social media and received mostly positive feedback. Respondents said the video and products looked professional and had an effective theme running throughout. Some minor issues with lip syncing in the video were pointed out. Most respondents said they would watch the video again and felt nothing was missing from the promotional package. This feedback was helpful for evaluating the project's success in representing the target audience and genre.
Audience feedback
The document discusses feedback received on a music video and ancillary tasks from an audience of eight people. Key points from the feedback include that picture quality was poor in some scenes, lip syncing could have been better, and the video was repetitive in places. Positive feedback noted the variety of locations kept the video interesting and the black and white style created a moody tone. Feedback on ancillary tasks suggested including more photos of the singer and improving font clarity. The document agrees with most feedback and discusses lessons learned about quality, lip syncing, variety, and visual presentation.
Survey Monkey and Facebook Audience Feedback
The document summarizes the results of a survey about a music video. [5] people responded to the survey posted on Facebook alongside the video. The responses showed that viewers felt the visuals strongly matched the genre. Feedback was also positive about the variety of shots, angles, and locations used in the video. However, some suggested improvements like using better camera quality or making the story more clear. Overall, the creator was pleased with the positive feedback and lessons learned about engaging an audience.
Oblivion of youth evaluation
The document provides an evaluation of a social action video project by the author. It summarizes that the author is pleased with the quality and quantity of interviews conducted for the video on underage drinking and drugs. All pre-production was completed before filming, allowing for a more organized production process, although weather conditions required rescheduling some interviews. The author made sure to meet deadlines and received feedback to improve. They independently planned, filmed and edited the awareness video within two weeks to educate the target audience of 16-28 year olds on the real risks of drug use.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
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Evalutaion
The document provides an evaluation of the production process for a music video. It discusses the student's research strengths such as in-depth analysis of editing skills, and weaknesses such as only analyzing one song. Planning went smoothly since the storyline was personal. Time management was mostly on track but filming schedules changed. Peer feedback praised the emotion and contrasting moods conveyed, but suggested varying transitions between photos and matching hug transitions. The student agrees some elements could be less repetitive and will work on transition variety and consistency.
Audience feedback
The document discusses the importance of audience feedback in creating a successful music video. The author asked for feedback from friends, family, and classmates at each stage of production. Both positive and negative feedback were valuable - positive feedback encouraged strong ideas while negative feedback helped identify weaknesses. Feedback received during filming from actors and others on set was also useful. Overall, the author learned to incorporate feedback earlier in the process and not be stubborn about ideas others disliked. The feedback will help improve future video projects.
Audience feedback (1)
The document discusses the importance of audience feedback in creating a music video. The author asked for feedback from friends and family on early drafts and ideas, which helped them recognize mistakes and ideas that didn't work. Both positive and negative feedback were valuable, with positive feedback boosting confidence and negative feedback highlighting flaws. Audience feedback taught the author not to stubbornly cling to ideas and to get input before filming to make changes. Using Facebook allowed the author to easily get feedback from a wide audience. The feedback helped improve the final product and will inform future creative works.
Evaluation Q3
The document discusses gaining feedback from a target audience of teenagers aged 14-20 on a video project. The author created polls to get feedback on the song and storyline, talked to friends and peers, and shared a rough cut on social media. The feedback was mostly positive but suggested some timing and editing improvements. The author made changes like adding transitions and adjusting video quality. Showing the final video to classes of different ages provided further feedback that confirmed the intended messages were received.
Evaluation Q3
The document provides feedback from audiences on a musician's music video drafts. The positive feedback noted good transitions, lip syncing, and framing. Negative feedback found the first draft boring and repetitive. To improve it, the musician added more locations, costumes, and changed the color from sepia to black and white. A second draft survey found the black and white theme and transitions worked well. Most respondents felt an emotional connection, though a few parts were boring. To address this, shots were shortened and cut together faster. The musician incorporated this feedback to create a stronger final draft of the music video.
EVALUATION; Question 3
The document discusses feedback received from audiences on a music video. The feedback was both positive and negative. The positive feedback showed what worked well while the negative feedback highlighted areas for improvement. More specifically, feedback praised the transitions and lip syncing but noted the video became repetitive. In response, the creator added more locations, costumes, and faster editing to address complaints of boredom and make the video less repetitive. Overall, the feedback process helped strengthen the video.
Music video evaluation
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
Band and audience feedback
The band watched the music video the artist created and gave positive feedback. They enjoyed the fast cuts showing different instruments and said this was the best part. They chose the version with a film filter effect over the black and white version. The band felt some light cutaways didn't fit but liked the disco ball shot. The artist was happy with the feedback and aims to improve based on their suggestions.
Mv production assignment evaluation form 2019
This document contains a student's evaluation of their music video project for the song "Brown Skin Girl" by Beyonce. It includes sections on planning, time management, technical qualities of the camera, editing, audience appeal, and feedback from peers. The feedback praised the syncing of clips with the song, inclusion of different ages, and editing. Suggested improvements were to cut some clips shorter and possibly focus on specific people to better align with the lyrics. Overall, the peers enjoyed the video and thought it was well done.
Mv production assignment evaluation form 2019
This document discusses the production of a music video for the song "Brown Skin Girl" by Beyonce. It outlines the planning process, including storyboarding ideas from other music videos and scheduling shooting dates. Shooting was done using a phone camera over half term and additional weekends. Editing took place over several weeks. Peer feedback was positive, praising the syncing of clips with the beat and inclusion of different age groups. Areas for improvement discussed shortening some cuts. Overall, the producer agreed with peer analysis but felt additional effects would have led to overediting.
Mv production assignment evaluation form 2020 1.2
The document provides a summary and evaluation of the student's music video project. The student felt their strengths were choosing songs they connected with personally. They could have improved by incorporating different tempos. Their backup plan to switch ideas due to COVID rules worked well. They managed their time effectively to complete editing. Feedback suggested adding more sports footage or props to better link to the song, and cutting some shots to better fit the song's pace. The student agreed more close-ups or variety of footage could enhance the video.
Evaluation Question 3
The feedback received on the music video was positive overall, with one focus group suggesting slowing the pace of editing and using longer shots. However, the creator decided not to make this change as the fast pace matched the upbeat music. Peer feedback did not note this but suggested adding lip syncing or reducing clip repetition, which the creator also chose not to implement. Feedback on ancillary products from the focus group was positive, noting the clear beach theme and house style. Minor changes were made to the ancillary products to better match the "handy cam" style of the video based on this feedback. The creator found peer and focus group feedback valuable, though peer feedback suggestions would not have largely improved the video.
Review by actors
The actresses in the video agreed it was jovial and made them laugh as intended. A classmate provided technical feedback, saying one clip of Chloe was too long and should be broken up with another shot. Getting this critical feedback will help the creator remedy errors and have a clearer idea of how to edit the video to ensure audience enjoyment and understanding. Once filming of all scenes is complete, editing will be easier as the creator will have all material and not need to leave room for additional scenes.
Media evaluation
The document summarizes the process of creating a music video for the song "Clown" by Emeli Sande. Key points:
- The student researched different music genres and conventions to inform their soul/R&B music video.
- Sepia tone and slow editing were used to match the emotional lyrics, drawing from conventions of soul artists. Fast cuts were also included to add pace.
- Locations were natural rural settings to portray the artist as vulnerable, inspired by Taylor Swift's "Safe and Sound" video.
- Feedback was gathered through surveys, social media, and YouTube to improve the video. Lip syncing and clip timing were areas of focus.
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Evaluation Question 3
The document discusses feedback received from a survey about a music video and promotional package. The survey was distributed to 17-25 year olds on social media and received mostly positive feedback. Respondents said the video and products looked professional and had an effective theme running throughout. Some minor issues with lip syncing in the video were pointed out. Most respondents said they would watch the video again and felt nothing was missing from the promotional package. This feedback was helpful for evaluating the project's success in representing the target audience and genre.
Audience feedback
The document discusses feedback received on a music video and ancillary tasks from an audience of eight people. Key points from the feedback include that picture quality was poor in some scenes, lip syncing could have been better, and the video was repetitive in places. Positive feedback noted the variety of locations kept the video interesting and the black and white style created a moody tone. Feedback on ancillary tasks suggested including more photos of the singer and improving font clarity. The document agrees with most feedback and discusses lessons learned about quality, lip syncing, variety, and visual presentation.
Survey Monkey and Facebook Audience Feedback
The document summarizes the results of a survey about a music video. [5] people responded to the survey posted on Facebook alongside the video. The responses showed that viewers felt the visuals strongly matched the genre. Feedback was also positive about the variety of shots, angles, and locations used in the video. However, some suggested improvements like using better camera quality or making the story more clear. Overall, the creator was pleased with the positive feedback and lessons learned about engaging an audience.
Oblivion of youth evaluation
The document provides an evaluation of a social action video project by the author. It summarizes that the author is pleased with the quality and quantity of interviews conducted for the video on underage drinking and drugs. All pre-production was completed before filming, allowing for a more organized production process, although weather conditions required rescheduling some interviews. The author made sure to meet deadlines and received feedback to improve. They independently planned, filmed and edited the awareness video within two weeks to educate the target audience of 16-28 year olds on the real risks of drug use.
Audience Research
The document summarizes the results of an audience survey conducted about a music video. It discusses how the anonymous survey was created and promoted to gain feedback. The results showed that most elements like visuals and performer were effective, but lip-syncing could be improved. Qualitative feedback from open-ended questions provided useful comments on how the lyrics and visuals worked well together despite a dark tone. The survey helped validate that the music video was on the right track and typical of the genre.
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What have you learnt from your audience feedback
- 1. WHAT HAVE YOU LEARNT FROM YOUR AUDIENCE FEEDBACK? By Bridget O’Connor
- 2. After uploading my music video to YouTube I asked a variety of people over Facebook to comment on my either on Facebook or YouTube overall with constructive criticism and their thoughts about the video.
- 3. My target audience for the video was young teenagers+ therefore, I decided to ask a variety of individuals that fell into the category and this is what they had to say...
- 4. FRASER
- 5. BRONTE
- 6. RYAN
- 7. CRAIG
- 8. ANIA
- 9. Overall Overall, everyone that took part in my audience feedback seemed to like the video one way or another due to it being an emotive piece of work or because of the variety of different shot types that really emphasised the expressions and feelings of the artist and performer which had an impact on the audience. On the other hand, of course it had its criticism’s for instance: All of the people that took part in the audience feedback agreed that the lip syncing was slightly off which let the whole video down but then also, Ania made a comment on how she felt the transitions were either rushed or too slow because it did not flow with the rest of the video and also, that the video footage looked unsteady, however, in my defence the footage I shot for the narrative was purposefully handheld to add to the whole sinister, slightly malevolent, confusing and upsetting atmosphere. Therefore, I have learnt that whatever is slightly misplaced in a video or wrong can have a huge impact on people’s views and likes/dislikes towards a music video so in this case the lip syncing. Furthermore, I have learnt I need to use transitions more and effectively to help enable the video to flow more without there being awkward jumps or it looking rushed or even too slow. Apart from that I believe I conformed well to