evalutation question 3

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3. What have you learned from your audience feedback?

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Page 1: Evalutation Question 3

3. What have you learned from your

audience feedback?

Page 2: Evalutation Question 3

The audience feedback that I collected has made a significant contribution to the finalised music video, advert and digipak. From

continuously using audience feedback throughout my work I have been able to produce something most suited to my target audience and

something I know that they will like (target audience = 16-25yr olds). This has made me confident with the work that I have produced is well

suited to my target audience.

I have made many tweaks and changes to my work because of the feedback that I have received back. For example, I experimented with my music video and changed scenes to black and white to connote the feeling of being confined and sadness as teenagers feel that they do not have complete freedom in their own communities. I wasn’t sure if this was effective, therefore, I turned to my audience and decided to ask them if they preferred the black and white scenes compared to the original which only consisted of coloured scenes. One girl, Sian, who features in the film said, “I prefer the black and white scenes in the music video because it keeps t more interesting and it does actually make you understand more how they feel”. As a result, I decided to change to using black and white scenes.

Page 3: Evalutation Question 3

I also changed the title sequence in my music video due to feedback. I had two finalised videos where I couldn’t decide which title sequence was better (see the videos below). Again, I turned to my audience and asked for their opinion. Surprisingly they went for video 2. I assumed

that they would go for video 1. One feedback quoted, “The second video (Video 2) looked more professional whereas the first video looks a bit

naive and messy”.

 VIDEO 1  VIDEO 2

CLICK VIDEO (black box) TO PREVIEW

Mid-way through my coursework I was told that I had to change the Band name and song title or I would be prosecuted for copyright. Video 2 was before I found this out, and that is why I have used the original band name and song title. However, Video 1 is my final video and I changes it to the names I made up to prevent copyright.

Page 4: Evalutation Question 3

I conducted a questionnaire during my research before I made my music video to gain some basic knowledge of what my audience liked in music

videos.The two images below are the two

answers that helped me the most in my production for my music video. I

was originally going to have a beginning to my music video that

involved a lot of dialogue and would take about a minute of the beginning

before the song even started. As I learnt from feedback this is not what my audience like. From learning this

information it made me open my eyes, as I have never personally

enjoyed music videos that take a while to get into the song.

Page 5: Evalutation Question 3

I had four finalised adverts for my music video and was uncertain on which one was the best. It is a convention of an advert to use the same photograph as the cover of the digipak. However, I really liked another

edit of the photo on the front of the digipak. The other edited had blurred lights in front of the girls in the photograph. The one I liked the

least was the photograph used on the front of the digipak with the section below with the writing with a black background. I felt that this

advert didn’t flow very well. Therefore, I edited an advert to make it flow better by making the section below a maroon colour, however,

from my audience feedback I noticed that this looked unprofessional and naïve.

From the audience feedback I also learnt that my favourite advert, the one different from the digipak,

wasn’t a good idea to use because it didn’t relate the digipak with the advert and, therefore, results in

giving my audience the impression that this advert is advertising something else and not the digipak for my music video. As a result, I had two options left,

which was the last two advert choices on the image above. I could have gone with the conventional

choice and chosen the simple option, although, I liked the strip of colour as this connotes that there is still more to see. This also links with my music video

as it involves black and white images and also coloured images.

Page 6: Evalutation Question 3

From my audience feedback that I gathered a lot of people said that the editing could be improved to make the narrative clearer to the audience. They said it doesn’t connote the feeling of the music enough as not enough tools have been experimented with to convey to narrative. Because of this I went back to Premier Pro and edited my music video to fit

my Audiences needs and wants.

In a few scenes I decided to change the ‘dip to black’ transition to ‘dip to white’ transition. For example, I used this transition in the scene where the upper class girl

jumps off the fence. I used the ‘dip to white’ transition in between the scenes where it changes from black and white to colour. I did this to symbolise freedom and that she is

no longer abiding by societies rules. In the coloured scenes of my music video I made the saturation stronger and the scenes

brighter. This was to set the mood of the scene and connote the feel of what the coloured scenes symbolise. This conveys the feeling of happiness and freedom that the

performers are meant to be feeling in the music video to my intended audience.

I have also incorporated the effect, ‘Tint’, into the majority of the dancing/party scenes to create the mood for that scene and represent a part atmosphere to the audience. This

is a convention of a House/ Drum & Bass music video to involve bright flashing lights with lots of colour to symbolise fun and freedom.

At the end of the music video you see all three performers walking/cycling off into the distance with their backs to the camera. This is to symbolise them turning their back to

society and the stereotypes that the elder generation have given to youth, helping represent the narrative of my music video much more clearly to my audience.

Near the end I show a close up of all three girls smiling during a dancing scene, showing that they are happier when they are free to express themselves and deviate from the stereotype that they are constantly being represented like. This has also varied the

shots in my music video more, therefore, my audience will not become uninterested in the music video if the camera angle an shots are to repetitive. This helps keep my

audience interested in the music video.

Page 7: Evalutation Question 3

I have reversed the scene where the lower class character is walking backwards to symbolise to the audience that she is going nowhere as people stereotype

her to be useless and uneducated and because of this she can’t manage to get a secure/well-paid job to earn a living.

I edited the level of contrast in the black and white scenes. I made the contrast higher to bring out the darker shadows and convey a sense of sadness and

anger. I have also brought the brightness levels down to make the scenes more dull and represent clearly to the audience the mood in that scene of sadness

and repression.

I have used a lot of slow motion in the black and white scenes to symbolise the girls feeling sad and depressed as they are moving around slowly and have

glum looks on their faces. This is so connote clearly to the audience the emotions that the performers are feeling in the black and white scenes as these

are common factors known that represent a sad human being.

I have shown a close up of the alarm clock to make clear to the audience that the lower class performer has woken up late and is late for somewhere that she

is meant to be. This is in black and white to symbolise that teenagers will act the way that you treat them and they are stereotyped to wake up late and be unorganised, and because of this the lower-class character has conformed to

the stereotype because she knows that people won’t be surprised if she is late. She then bumps into the Upper class girl on the way to where she is meant to be going and she and the upper class performer decide to rebel and not conform to

society’s rules and do what they want for the day, later they bump into the middle-class performer and persuade her to join them.

Page 8: Evalutation Question 3

I have used the Key frame tool on Premier Pro to make the scenes end and open more smoothly. For example, at the very end of my music video I used the

key frame tool so that the last scene would fade away to the exact pace that the music was quietening down to. To make the sound of the music and the

images to cut off/disintegrate at the same time.

I zoomed in on some scenes to create a variety of camera angles. For instance, I zoomed in with the scene at the beginning when the upper-class youth took

her hood down after she was told so the audience could see her face more clearly to pick up on the emotion that she was feeling by the expression that

she has on her face. Another example, is near the end when the fast pace music is running, I have added a close up of the lower-class youth smiling. This

creates a vary in shots and camera angles and also conveys to the audience that they are happier when they aren’t being suppressed by the

representations of their stereotypes and are not abiding by society’s rules. I have edited the scenes to fit the lyrics of my chosen song, therefore, using incidental music. For instance, when the lyrics are, “I’ll be with you in the

hour”, there is an extreme zoom on an alarm clock. Another example is when the lyrics are, “All around you”; the lower-class youth spins around with her

arms open wide.

I have also edited the transitions of my music video to fit in parallel sound with the beat of the music. This gives a flow to the music video. I have also used

parallel sound with the scenes. For example, in the black and with scenes the music is slow and this is when there are lyrics that fit with the narrative of my music video, for example, “I know we can turn this around”. (Stop people from

treating teenagers like they are unreliable and not to be trusted). When the song picks up pace and the chorus begins, I have decided to put the party

scenes here and this is when the performers are shown to be happy and free.

Page 9: Evalutation Question 3

This was the original photos that I was going to use in my digipak; however, showing classmates in the lesson I got the impression that they weren’t too keen. They liked the front cover as they felt that this represented the genre for drum

&bass/house very well. Therefore, I turned to my friends and family for help and got the impression that the photos didn’t

flow. They felt that the two photos at the top were more elated to indie or alternative music. They wouldn’t think that the

music was house or drum & bass from the images. Because of this I went back to my research that I did on digipak’s and refreshed my memory. I noticed that there was a running

theme through each album.

Page 10: Evalutation Question 3

You can see the running theme from this example of Rihanna’s album for ‘Loud’. There is a running them of red and roses. Therefore, I decided to stick to a colour theme in my digipak due to the feedback that I received from my audience, resulting in my digipak photos finalising to this (look below).

(Behind front cover)

(Booklet)

(Front cover)

(Back cover)

(CD)

(CD holder)

(Spine)