1. 3. What have you
learned from your
audience feedback?

2. 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.

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.

4. 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.

5. 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.

6. 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.

7. 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 also used the Unsharpen mask tool to give the scenes a better quality as it makes the
images more clear to the audiences eyes, therefore, it enhanced the expression on the faces of
the performers in the music video to help convey the narrative of the story better.
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.

8. 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.

9. 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.

10. 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)