Evaluation Question 4:

Evaluation Question 3:

Audience feedback:

Feedback is a very important part of anything progressing forward, without feedback we make mistakes that go unseen and we can not correct them. It was very important to us because of how they determined what we did and how we did it. We got feedback throughout the year at different stages in different ways. At first we used the class as feedback via presentations, gathering around the computer and just asking for opinions, social websites and Emails. The reason why we did this was to widen our skills, ideas and knowledge as we progressed trough the year.
The feedback we received did effect our videos outcome, when we nearly finished our video the class sat around the computer to watch our creation. The feedback we got then resulted in a 90% re-shoot. This was because of the acting and how the locations contrasted from day to a dark hall. We then decided to re-film with new actors, new locations, and at night as to keep with the dark hall scenes along with the burning piano. This feedback benefited us well and was the reason for a sudden drastic change that made the piece we have today. 

If I could do all this again I would change the way I used social media to ask for feedback. I should have used more like Twitter and should have used YouTube. 

The performance part of the music video went really well, people enjoyed the multiple shots and the professional look. However the long intro before the music began received a 50/50 reception. Some believed it was too long others thought it helped create the emotional bond between the audience and the characters.

Classroom feedback for pitch:

We pitched our idea for the music video to the classroom and got feedback on what we should and shouldn't do. here is a snapshot of my post earlier on my blog.

Target audience feedback:

We also did two interviews via the sound booth in school to receive feedback on our idea, these two people classified for our target audience. Here is a screenshot of the page about these two interviews:

Classroom feedback on video:

Later when we made our first draft of the music video the class watched the video and told us what they liked and disliked. This then led us to re film and rethink our whole music video. Here is a snapshot of a post earlier on my blog:

Feedback on finished music video:

Our teacher sent our classes music videos off to other classes all through school. We got one feedback email  from a teacher describing how she liked our work specifically our music video 'Up in Flames'. Here is the email from that teacher. 

Facebook Feedback:

We posted our music video's onto Facebook and asked for feed back on it. These are the comments on the music video. Also Facebook is a great way of finding feedback from people my age who are around our target audience age. This meant the interest towards the video would be higher and the criticism should be better due to the people enjoying its genre.

One person from our group sent Emails off to three Professors at different University's around England in the hope of some valuable criticism and replies about our music videos. Here are all three replies:

Message sent:

Dear Dr Claydon

                 I am an A Level Media Studies student at De Aston Sixth form, currently in progression of my final year on the course and my group and I have made a music video as part of our coursework, which is 50% of the year's grade. My teacher (Sam Benzie) graduated from your university and suggested to contact you. 

With your in-depth knowledge of the Media world, I was wondering if you either feedback on my group's music video, or forward this email on to whom ever has the time to watch and give constructive feedback on the production.

This is a link to the Media product on the school's You Tube account : http://www.youtube.com/watch?v=GQXQ-_inQoc 

Thank you for your time, I look forward to hearing from you. 

Yours Sincerely 

Reply:

No problem.  I think you’ve done a great job. It’s interesting what you’ve taken from the original video (the lip-synching) but how you’ve changed the song context in your video totally changes the reading from it being the end of childhood to the end of an affair. I think you’ve done a great job with yours, though. The pacing working well with the music and the style is totally Coldplay and genre consistent. I did wonder if the opening was a bit long before we get to the song, however and your video is very dark (but I decided that adds to the moodiness).  Seriously good work though!

Best wishes and good luck with the final results.

Anna

Dr E. Anna Claydon

Director of IDeoGRAMS and PG Senior Tutor

Department of Media and Communication

University of Leicester

Bankfield House

132 New Walk

Leicester

LE1 7RH

0116 252 2089

eac14@le.ac.uk/e.anna.claydon@gmail.com

Message sent:

Dear Mr Hickman

                 I am an A Level Media Studies student at De Aston Sixth form, currently in progression of my final year on the course and my group and I have made a music video as part of our coursework, which is 50% of the year's grade. 

With your in-depth knowledge of the Media world, I was wondering if you either feedback on my group's music video, or forward this email on to whom ever has the time to watch and give constructive feedback on the production.

This is a link to the Media product on the school's You Tube account : http://www.youtube.com/watch?v=GQXQ-_inQoc 

Thank you for your time, I look forward to hearing from you. 

Yours Sincerely 

Reply:

I thought that was rather good - lovely song.  Yours?

Some good ideas about creating mood with street scenes.  just a couple of things: 

Night scenes shot with 'available' street lighting often have a strong red cast, which can be visually a little hard to take.  This happens because of the sodium vapour used in much street lighting.  Here's a tutorial for getting rid of it and getting a much more naturalistic night shot:

http://www.friendsofhdvideo.com/blog/2009/11/fix-night-shot-red-color-tutorial-hdr-fx7/

You might also want to find street scenes that don't have quite so many unlit areas - occasionally it's a little hard to make out what the viewer is looking at.

Otherwise, a really interesting piece of work.

Best wishes,

David

David Hickman

Senior Lecturer in Film & Television Production

Director of Graduate Studies

Department of Theatre, Film & Television

University of York

Baird Lane

York YO10 5GB

United Kingdom

01904 32 5232

Email disclaimer: http://www.york.ac.uk/docs/disclaimer/email.htm

The message sent:

Dear Sir/Madame

                 I am an A Level Media Studies student at De Aston Sixth form, currently in progression of my final year on the course and my group and I have made a music video as part of our coursework, which is 50% of the year's grade. 

With your in-depth knowledge of the Media world, I was wondering if you either feedback on my group's music video, or forward this email on to whom ever has the time to watch and give constructive feedback on the production.

This is a link to the Media product on the school's You Tube account : http://www.youtube.com/watch?v=GQXQ-_inQoc 

Thank you for your time, I look forward to hearing from you. 

Reply:

Thank you for your email.  I have forwarded your email onto our Lecturer in Sound Design to have a look at your music video. 

Thank you for your interest in the Department of Theatre, Film and Television.

Kind regards

Annita

-- 

Department of Theatre, Film and Television

University of York

Baird Lane, Heslington East

York

YO10 5GB

All of this feedback was very valuable, however it came to use too late and our video's were already sent off. Therefore we couldn't add or edit the music video any more.

Teachers feedback:
Tour teacher and media specialist would often look at our progress to help us out on how to do certain techniques and ideas throughout the year. This was always important because we knew that their word is usually correct and accurate. They also contributed to help re-shoot the piece of work which we believe is now a much better video.

Evaluation Question 2: