FINAL DIGIPAK

FINAL MUSIC VIDEO

FINAL POSTER

Feedback on Director's Commentary

Feeling Good

Abbi Douetail, Will Edgely, Isabel Boddy and Lizzie Ward Thomas


Excellent and considerate understanding of the technologies used in production of the video, for example in terms of digital picture quality and the use of FCP. There are evident links between creative decision making and use of technology on both productions of the video using professional digital cameras and in the post production editing process – in discussion of match of action, lip syncing and graphic matching. This is sustained and thorough and accurate in discussion of the branded themes of the MV of S&M. The commentary shows a discrete awareness of the use of new media technology and uses discriminating examples really well, particularly to selection and construction of narrative, using masks and editing techniques, such as cross cutting Excellent command of terminology and well presented – understands and discusses convergence really well. There is sustained justified decision making links between the technologies used the product and audience reception.
This is a well considered documentary, well done.

Task 4: Media technology in Poster and Digipak

Photoshop is a creatie software used for editing or image manipulation. We used it in order to make a creative Digipak and Poster. Two key techniques which we used are layering and saturation.

POSTER
Firstly, we chose a photo from the many professional photo's we had taken of our band on our photoshoot day. With this, we then firstly changed the colours to black and white using the colour effect tool on Photoshop.

We then used Google as a research tool in order to save an image of a 'best seller' sticker for the poster. We used layering in order to get it onto the poster on photoshop and then the crop and shrink tool to scale it to our poster, holding ctrl whilst we did this so that it would scale correctly.

We got the contrast up on Photoshop and increased this so there was more contrast. The high contrast along with the black and white effect gave our band the dark feel which we hoped to portray in our poster, demonstrating our star image more than ever. We then used the 'T' tool in order to add text for the information on our poster which included release dates, tour dates and the name of our band 'The Vibe'.

DIGIPAK
In terms of our digipak, we decided on what we wanted to go in each panel. We made our frontcover quite early on using Photoshop again, and then used photos from our photoshoot day for the inside panels, and edited again the back cover on Photoshop. We used this software in order to put together all of our Digipak and thus Photoshop helped us create a professional and effective CD Digipak for our band. The front cover was made using layering from 3 different pictures. We saved all three pictures from google, the first one being a picture of a pentigram, the second Leonardo Divinci and the third was a landscape. The picture of the landscape gave us the idea for Spanning Three Borders as our album name. We used the 'T' text tool again to add this album title, again selecting whatever font and size we wanted. The back cover was a picture which we also grabbed from Google, a picture of a girls legs hanging.

However, we edited the contrast and the brightness once we had inserted this picture into Photoshop. Therefore, Google helped us excessively as a research tool, however we made it our own and could manipulate and edit everything exactly how we wanted it thanks to Photoshop. We grabbed a bar code of google and shrunk this to the size we needed, keeping everything in proposion. For the left inside panel we used singular pictures of each band member which we had taken on the photoshoot day.

We cropped each picture and transformed them so that we could layer them all together so it looked like one picture with them all standing in different places. We then whitened the background to make this effect even greater. For the right hand side, we again used a picture from our photoshoot day and edited the contrast and brightness and tranformed the picture so it fit the size of the panel. Each picture from our photoshoot day was individually edited in Photoshop before hand, again showing the importance of this software in the making of our ancillary tasks.

Task 4: Media Technology in Pre-Production

Before we filmed and edited our music video, we drew out a storyboard of what we wanted our shots to look like. We then stuck these storyboards up on the wall so we could film each 'shot' that was drawn out. We used a Sony NX 5 to shoot them. We then edited all these shots together using Final Cut and synced the shots up to our song. Therefore, we basically had a rough cut of our actual music videos. This proves how media technologies allowed us to get a feel for what our music video would look like and therefore change anything which we didn't thnik fit the song. This was crucial as our storyboard animation allowed us to realise that we had some shots at the end that were too slow and that we did not have enough intense action in our video. We then had time to think about this and establish the changes before the shooting day. Thus, this media technology was a significant part in our pre-production and our music video may not have turned out as well without our storyboard animatic.

Here is a screen recording of us editing our storyboard animatic together:

This website itself (eBlogger) has been a vital piece of online technology which has helped us significantly in our coursework and final product of our music video. It has allowed us to blog all the planning and research as well as any ideas that come to mind therefore acting as a kind of scrapbook or notepad full of everything to make sure we do not forget any ideas. It also puts everything in one place and makes it a bit more organised, for example, with the months and years tabs down the right hand side.

Here is a hyperlink to a web page which talks about the advantages in Blogging, these are all also beneficial to us in relation to our coursework:
Benefits of blogging

New advances in technology have also brought advances in mobile phones, including the very useful iPhone. We used iPhones to take pictures of anything we drew out, for example drawings of our set design or location. We could therefore upload this straight to blogger or email it to wherever it needed to go straight from the iPhone. In addition, we used iPhone's to get images of our band and cast members, which we then uploaded straight to blogger and used to email to teachers to get these students out of the lessons when we needed to shoot them. This also allowed us to also look at the images quickly and work out which cast member would suit what outfit or shot and get more of a feel for the cast. This shows how modern media technology has made our planning for our music video extremely simple and quick, for example we could just take a snapshot of whatever we needed on our iPhones without having to find a professional camera or photographer.

It seems like an obvious one, but the internet of course was a vital form of media technology and our coursework could not have been successful without it. We used it mainly as a research tool but we also used it to access websites such as eBlogger, YouTube and google. Google was of course important in the research of bands, album covers and anything else we had a querie of. However, YouTube was specifically important for us so we could look up Music Video's to get some inspiration. Although this is not pre-production YouTube was also significant as our video would not be on the internet right now had it not been for YouTube, and this would have also affected the feedback we received.

Although most photo's and similar could be taken on iPhone's, we did organise a photoshoot with a photography student to take pictures of our band. This is because we needed photos for our digipak and poster and therefore wanted them to be professionally taken on a professional camera. This day went really well and led to a very satisfying digipak and poster, and this could not have been achieved had it not been for the photography studio, the professional camera, and Photoshop, the editing and image manipulation software that we used in order to layer and adjust the saturation. These are all media technologies and so highlight further how vital these were in our coursework.

Task 3: Evaluation

As well as getting in a few people to watch our video and answer our questionnaire questions - this helped us mostly distinguish any cultural or gender differences when decoding our music video - we also got together a focus group who we filmed watching our music video (to see their reactions) and we also filmed them discussing important feedback about our video. This included, what they decoded from it (and once told about the original concept whether they agreed we portrayed this in the best way possible), what they liked and what they didnt like, what they would have changed and also their opinions on our digipak and poster and whether all three elements went well together.

Generally, we got good feedback from our focus group. They all expressed that they liked the video and would easily watch it again as well as show it to their friends.

However, we also got some productive feedback that helped us distinguish what could have been done better. For example, when asked about the concept, our focus group were not entirely sure about it. They proposed a general idea about domestic violence, but then discussed about how this could not be the concept as they were performing acts on each other. One girl had clearly grasped the concept and realised that the characters in the video were clearly enjoying what was going on. Therefore, we did get a preferred reading from a few people, though mainly negotional readings were expressed. We did not seem to get any oppositional readings though which is positive as we got across our message. One we told them what we had encoded in the video they said that it all made sense. Our focus group were all aged 16 to 17 and seemed quite comfortable with the contraversial concept, explaining that they did not think it was too graphic in any way. Although what was interesting is that older generation adults expressed how they would not want to watch it again due to feeling uncomfortable and certain that they would not want their kids watching it.

In terms of the digipak and poster, our focus group were mainly pleased and said that it was obvious that it all linked together, apart from they would possible make the poster more edgy so it was more on par with the music video. In evaluation of this task, the only focus group members available at this time were females and so it would have possibly been more interesting as well as useful to have some male members of the audience to see if there were any differences in readings. Nevertheless, we had males participate in the questionnaire and so we could see gender differences from that. Furthermore, we all felt this was a very useful means of gaining audience feedback.

In terms of Hall's theory, our preferred reading would be for our audience to understand the concept that both of the characters are enjoying harming each other and that this kind of behaviour is becoming more common nowadays and that these are issues which are often ignored and we therefore want people to be aware of it. The negotiated reading would have been what we received from most of our focus group, a general idea about violence inside peoples homes and being more aware of these kinds of issues but not completely grasping the enjoyment in it. The oppositional reading, which we slightly came across with more older viewers, would be an audience member who could not see the point in the graphicness of it and finding it too controversial in a way that they would not want to watch it again. I think these readings all lead to positive consequences as even the oppositional reading would probably lead to people talking about it and the shock would spark up word-of-mouth. 

Task 3: Focus Group

Questionairre 2 (Task 3)

We took some pictures of our group whilst they were watching the video and filling in the questionnaire, and we also took some pictures of answers whch interested us:

This answer interested us because the girl who filled it in claims that the band represent her as they 'are similar to people we know'. She also claims the band are very relatable with their clothes and hair.

This answer interested us firstly because the girl takls about the things she liked about the video being the hanging scene and the camera passing through the walls. This corresponds with other peoples answer to their questionnaires and especially to our focus group discussion.

Here is the students we asked to fill in the questionnaire. We chose them from the year below because they had never seen the music video before unlike many people in our year. We had 2 boys and 3 girls so it was balanced and we could therefore see if there were any gender differences in their answers.

This answer interested us as this boy believed the band stood for 'taking risks in society' and that the message was to 'control your life and make your own decisions'. The fact that he saw the taking risks in society means that he decoded our video with the message we wanted to potray, showing that we got our message through well. The message he saw about controlling your life and making your own decisions, although we never thought to illustrate this, is good because it shows that he has got a positive message out of the video unlike some people who may find it disturbing.

This answer is also interesting as it corresponds with the previous answer claiming that they thought the band image was 'taking risks for fun'. This means it was not just the one person who thought so, showing that our message was put across very well.

Questionnaire (Task 3)

Questionnaire Questions

• Are you male/female?           
  
• How old are you?
  
• What’s your favourite music genre?
  
• What did you think was the concept of our video?
  
• Did you find it disturbing?
  
• Would you want to watch it again? If so where and when?
  
• Would you send it to your friends?
  
• What did you think the band image was?
  
• Is there anything you would change?
  
• Do you like the video? If so what did you like about it?
  
• What did you not like about it?
  
• Do you think the poster and video linked together?
  
• Would you buy the album?
  
• Did you like the digipak design?
  
• What would you get out of watching the video?
  
• Do you feel you relate to the band? If so how and why?
  
• Do they represent you in anyway?
  
• What do this band stand for?
  
• What attitudes to they represent?
  
• Is there a message? If so, what?
  
• What do you think could be improved in any of the products?
  
• Do you think they all seem like they are from the same band? Or there some differences in the image?

Feedback on evaluation Task Three

You have collated clear audience feedback.   I know that Abi is yet to post the video - this is in progress.
 I do feel that you need to analyse the data of your audience feedback - to pull out significant points which compliment and criticise your music publicity campaign, not just your music video.

But you do need to address the set evaluation task.
Thsi includes applying Hall's Reception Theory and interpreting preferred, negotiated and oppositional readings.
You will need to then apply this to your audience feedback and subsequently comment on what went well with the campiagn and even better if.  Have your target audience read teh MV in the way you desired or was it too controversial?

Task 3: What have you learned from your audience feedback?

We received feedback via facebook and YouTube for our Music Video.

Here is a print screen of the comments and likes when our Music Video was uploaded to FaceBook:

Here is a print screen of the YouTube comments we received for our music video:

Looking at our feedback, it seems our audience found that our video was well edited and had a good general effect. Most people seemed shocked at our concept as it is not something you commonly see but this was in a positive way as many people were intrigued and seemed as though they would watch it again. Our video was also reposted on FaceBook by somebody else, which shows that people would easily show it to their friends. Our audience seemed pleased by our star image and thought the cast we picked went well with the concept as well as this track. Ultimately, I am very pleased with our audience feedback. This feedback is especially helpful as it comes from our target audience of 16 to 25's, as these are the most frequent internet users and as well as that the most frequent YouTube and FaceBook users. 

Feedback

This is a proficient Prezi of the evaluation task. I feel it is creative and covers many of the points it needs to. However I also feel that there are ways in which this could be developed in order to ensure that it meets level four criteria. to improve the visual style perhaps use more images/ links. Where you have used links, for example on regulation of the music video and ofcom advice, you need to point the reader at more precise and relevant points rather than a whole report. When using theory of Dyer, what arguments does he make in application to your coursework?
Likewise when discuss in the marketing mix do not simply cite Kotler's four P's apply this to your campaign. Finally, the idea that you have a boy band' is something that I associate with bands, like One Dimension, you have a much darker image than these typical boy bands and as a result you have tried to use controversy not rebellion to promote the image - I think you need to be clearer about this and who the target audience is (you ae quite general about this).
Nonetheless an excellent effort.

Task 2: How effective is the combination of your main product and ancillary texts?

Evaluation Task 2 on Prezi

Task 1: In what ways do your media products use, develop or challenge forms and conventions of real media products?