Evaluation; Question 3 Part 2

What have you learned from your audience feedback?

Also form the feedback I learned that the audience wanted more interaction and to feel more involved with the music video. Which I felt we could do by adding the hustle and bustle that goes in around schools and as our music video was based around a school environment we felt this linked in. we also used stop motion animation in the music video were the band is in a classroom and the pupils are moving about in their seats and then the band members appear between them, helping our target audience feel involved as they are constantly looking at something different on the screen, so they are more focused and fixed on the music video.

Evaluation; Question 3 Part 1

What have you learned from your audience feedback?

As a group we felt that we should target teenagers from 14 to 18 year olds and decided to invite a group of our target audience to give us some audience feedback. We then input this data onto a table and used this information to make improvements on our music video, which included re-shoot and making it more colourful.

This session allowed us to gain an outside view on our music video and how we can make it more marketable to our target audience.

Evaluation; Question 2 Part 2

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

I was also able to combine the ancillary texts and main production together through the use of the checkered squares and split screen. Within my music video, split screen was used during the chorus and when you seen the main band member dancing in a classroom I translated these ideas onto my ancillary texts through the use of small checkered squares on the spine and back cover which I carried on into the inside.

I also used a vector on Photoshop of jigsaw puzzles and use it on the umbrella that the main band member is holding, which I decided to use as there is a jigsaw puzzle in the music video which I translated on the ancillary task and used bright colours that are seen in the music video as a border as the band is playing.

I used the split screen effect on the inside cover which I used to introduce the band, by having one band member is opposite squares and then using the other squares to write something that the band member might say.

Evaluation; Question 2 Part 1

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

The use of a digital packs compilation allows me to focus on the band image and how they are portrayed on both the ancillary task and the music video. The combination of both was hard to achieve as the colours used within my music video are brighter and more colourful than the ones on my ancillary texts. I did this to make sure that the band image and colour would appeal to the older side of my target audience (18) and the younger side (14), through the use of bold pinks, purples and blues.

I also chose to create crowd silhouettes in the background of the front cover, to make the audience picture themselves as the crowd and being at ‘the madettes’ concert which I drew from the idea of the video as the use of the school allowed the audience to relate and remember being at school and the fun they had at school and the crowd allowed them to think of the fun they will have at the concert.

Evaluation; Question 1 Part 3

In what ways does your media product use, develop or challenge forms and conventions of real media products?

My music video challenged the conventions of the Ska genre as unlike the Madness’ take on the music video we didn’t show the band performing as much, and focusing on the lyrics and how we could translate the words into movement and exact actions. By deciding on this idea we experimented with stop motion animation, which hasn’t been used in any of the Ska music videos, which has also developed the genre and giving it something new to expand on. We also developed on Madness’ idea of showing the actual school life though showing the hustle and bustle of everyone travelling between classes, which the audience can relate to doing as they travel between lessons.

Evaluation; Question 1 Part 2

In what ways does your media product use, develop or challenge forms and conventions of real media products?

My media product also challenges the conventions of Ska genre is through the image of the band. This is because the Ska 2 Tone genre was dominated my males and the mob-culture fashion of skin heads/ mod/ rude boy style 2 Tone fashion with other elements of late 1960s teen fashion as bands such as; ‘The Specials’, ‘Madness’ and ‘The Selector’ were on the scene. Whereas The Madettes were a female band therefore breaking the conventions whilst still appeal to a target audience through the use of girly colours such as mainly pinks and purples and blue, so that the band could be identified with by the audience, so they would want to imitate them and listen/buy their music. The use of a female band has developed the Ska genre as it has brought the Ska genre forward were ‘The Selector’ and ‘No Doubt’ started with a female lead singer and expanding it to a all female band, which pop/r&b artist have started to touch on, such as ‘Beyonce’ who uses a all female band, on tour and recording.

Evaluation; Question 1 Part 1

In what ways does your media product use, develop or challenge forms and conventions of real media products?

My media products (music video and ancillary tasks) use and develop forms of conventions, within Ska and the sub-genre of 2 Tone in different ways. My music video challenges forms and conventions of Ska 2 Tone, by modernising the Ska genre through the use of bright colours within the music video as the established colours in Ska music videos are black and white. The use of bright colour where continuously used throughout the music video which I used to exaggerate the idea of ‘The Madettes’ being mad, which also helps in modernising the genre and appeals to a younger target audience of 14-18 year olds. However I used forms of conventions within my music video through the use of checkered squares, split screens and images of the a band playing instruments, though this was not shown.

Filming

For this filming session we decided to to stay after school to do all the filming that we needed to still do for our music video. We had previously organised a Cd with the song it so that we could play the song out loud and just focus on the filming, we also discussed areas in the school that still looked like a school to the audience.
We then decided that we would make it look as if myself and Stacey were meant to be doing work but were messing about instead talking to the audience. even though this was a good i the room didnt really lok like a classroom, but all other rooms that had more of the atmosphere we were going for were in use. We decided that we woud use more then one camera, one placed infront of us then one on more of a over the should shot, s that we would be able to cut between the two, making the scene more interesting.

We then decided to incoporate some more stop annimation, which we would put near the end of the music video, as we have atop motion at the begining odf the music video ut then do not carry this threw the whole music video.

Fliming

For this filming session we to use a free lesson that we had and go to a classroom, that had more of a classroom atmosphere such as diagrams on th walls and student work, so that the audience would associate the music video with a school setting.

We also experiemented with some more stop motion animation, and this time used a white board, (that teachers write on) and wrote baggy trousers on it. We also did a Mid shot and close up of me singing the song and used a panning shot fr the line al the kids have gone away' of an empty classroom.