For every part of our coursework we obtained audience feedback which we then deconstructed and used the feedback to improve our media product. This included conducting questionnaires and taking ideas and criticism for each step; the ideas process, first edits, ancillary tasks and final edit. By receiving criticism we were able to enhance our product to try and make it as good as it possibly could be, abiding with conventions and enhancing/illustrating the vibes of the song. The feedback we gained was very helpful as the product is trying to sell the song to an audience, and so if they didn't like it they wouldn't buy the song.
After showing our initial idea powerpoint to the class, we created a questionnaire to obtain feedback on what they thought of our song choice/ video direction. From this questionnaire most feedback was generally positive which was constructive as our creative ideas managed to impress an audience. This positive feedback enabled us to produce a video that we would be happy creating as well as meeting all demands and conventions. We also learned that our video should include more narrative, which we decided then to follow the lyrics for a narrative aspect. Audiences felt that we would easily be able to represent genre, age, gender and more through our video.
Once we had created our rough cut after our first shoot, we then showed this footage to a select audience and asked for feedback. We decided to obtain feedback here, at the half way stage of finishing the video, to keep us on track and to make sure the video worked as a promotion. We created an online survey and uploaded the video to our youtube page so a wider audience could give us more diverse feedback. The use of lighting received positive feedback as well as the use of camera angles and effects. We took out parts to the video which gained a strong number of negative views to please our target audience. These were the scenes from the live gig, where a tripod was not used and the colours didn't match the colours created from the lighting in the rest of the video. Also the narrative side was lacking, which is a convention of performance based music videos; this information we took on board and began to work on straight away. We were worried about lip syncing as this was difficult to film, but after showing audiences they responded saying that the footage matched the song seamlessly.
We created a questionnaire for the design of a band logo which would feature on the band poster/digipak, this questionnaire featured various designs for the band and audiences could choose their favourite and explain why. The most popular logo was chosen, however using the feedback that it looked a bit messy and unprofessional we refined it using photoshop. This then gave the logo a more photorealistic aspect as well as keeping in the theme of black and white for our ska genre.
We spent time going around the college showing individuals the digipak and album cover once we had created the rough drafts. We interviewed them, asking them questions about what they thought it's target audience/genre was, how professional they looked, meeting conventions and also asked them overall if they would purchase the product. Collecting the information from these interviews, we changed around the design for aesthetic reasons. Most people said that the album cover and poster suited a fast paced, energetic sound which is what he had hoped for.
We changed the typography of the text on the album cover to meet the demands of the feedback, as many people thought it didn't match the ska genre conventions enough. Using the black outline styled like a label branding the bands genre effectively.
After finalising the music video, we showed it to our class and other classes and asked for their thoughts. We received purely positive responses, which left no room for improvements. In conclusion the audience feedback was essential in creating a media product for an audience. It helped us to create a video that was professional, fitting with genre conventions and a video that enhanced the song itself.
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