TASK: AUDIENCE RESEARCH

To produce a good, well-rounded blog you MUST have thorough Target Audience research.
This is important for the following reasons:

- One of the evaluations question is around audience feedback
- Having an strong idea of who your target audience is will help in terms of creative process in the construction of the video: references, intertextuality, style, fashion etc.
- You can gauge whether you meeting audiences expectations or not.

1. Ideal audience type
From research into the genre of your music choice you should have an idea of your perfect audience type will be – in terms of what they wear, what media they consume, festival, radio, technology etc.
Using this create a visual depiction of you ideal target audience. Use Photoshop if you’re comfortable with it or Prezi.

Tag all your genre research posts and hyperlink them to this blog post pointing the moderator to where this information has come from.

FOR EXAMPLE

 

  2. Qualitative research
Play your track to at least 5 different people – ideally they should be into the genre of the music you’ve chosen, but at least intelligent and media literate.  Ask them the following questions:

Did you like the track?
What type of person would like this track?
Which age range would you typically associate with this song?
How would you picture the band/lead?
What sort of music video would expect to accompany this track?
If performance, where and what type?
If narrative, what sort?

Either record the answers on your phone camera – or write their responses down.
Upload the responses on the blog and – IMPORTANT – write a summary paragraph explaining 1) what you’ve learned 2) how this has effect your creative process.
 

 

3. Theoretical study into audience.
a) Uses and Gratifications
Blumler and Katz argued that audiences are ACTIVE not PASSIVE and approached and use media products for the following reasons

Diversion (a form of escaping from the pressures of every day)

Personal Relationships (where the viewer gains companionship, either with the television characters, or through conversations with others about television)

Personal Identity (where the viewer is able to compare their life with the lives of characters and situations on television, to explore, re-affirm or question their personal identity)

Surveillance (where the media are looked upon for a supply of information about what is happening in the world).

Using this criteria – for what reasons would an audience approach/use your media product.

Guidance
1. Are they going to entertained – relationship of music to visuals, narrative, performance, use of effects

2. Personal relationships – something to discuss with peers, other fans of the music. Performers addressing the audience.

3. Personal identity – identification with the characters in the narrative/performance, are they aspiration in terms of looks/lifestyle/representation.

4. Surveillance – any information valuable to the audience – what the band look like, what they’re about.

b) Focused and Ambient Audiences
David Buckingham explains that some audiences are not as deliberate or active in their consumption

He believes is essential to situate young people’s media use within the context of their other social activities and experiences due to the fact that many young people are using the media as a wallpaper: a wall of noise to fill up ‘down time’ or just to pass the time due to boredom. That many of their interactions with the media are not contrived, commited or concentrated but fleeting, visceral and meaningless.

With this in mind we have can have a focused audience – deliberately choosing a music video to watch and carefully looking at the contents.
OR an ambient audience – that will have videos on in the background and will take in the content with glances. SO HOW ARE YOU ACCOMODATING FOR THESE TWO AUDIENCE TYPES

Guidance
Remember – music videos are at heart PROMOTIONS and are there to market and create a representation for the artist/band, so it is in the artist’s interest to cater their product for both types of audience.

Focused audience can be catered for with: innovation, strong narrative, clever use of effects, detail, use of symbols for meaning. Content that will reward multiple viewings.

Ambient audiences: non-linear editing, quick editing, strong performance, multiple costume and location change, simple narrative, superficial effects

DEADLINES

G324: Advanced Production - Deadlines and Important Information
Deadlines

Cameras can be taken out from Friday 28th September.
Wednesday 17th October: Music Video Shooting Deadline
Wednesday 24th October (last lesson of week): Music Video Rough Cut Deadline:
Friday 9th November (last lesson of week): Music Video Final Deadline
Friday 23rd November (last lesson of week): Ancillary Products Deadline
Friday 14th December (last lesson of week): Evaluative Commentary:
Cameras

Before the rough cut deadline, you will be able to take a camera for 2
overnights or 1 weekend. The first opportunity you will have for
filming is Friday 28th September from 4.10pm.
Between the rough cut and the final deadline, you will be able to have
a camera in the lessons and for 1 overnight. No weekends.
You can have a stills camera in the lessons and for 1 overnight, from
the point where filming commences. It is possible to have your video
and stills cameras at the same time. This actually might be advisable.

OLD BLOG STUFF - SUMMER 2012 WORK

Andrea, Martha, Elena
http://02musicvideointro12.blogspot.co.uk

James, Scarlett
http://01musicvideointro12.blogspot.co.uk

Dan
http://p1-03.blogspot.co.uk

User name – longroadmusicintro12

Password – musicintro12

 

 

 

Editing Practice

To practise editing to the beat we were given a Final Cut document with the following things:

A selection of six different tracks.
Cut up sections from the video to DJ Formats - We Know Something You Don't Know. Original version is below.

The was to create a dynamic video using this footage and specifically editing to the beat. The advantage of using the raw footage from the DJ Format video is that the video has performers wearing animal costumes so there are no issues with lip-synching.

 

 

From the process we learned the following:

1) By arranging the video sequences on top of each other on the timeline you easily cut through the footage to cut between the various performances.

 

2) Clicking on the Show Audio Wave Forms to bring up an illustration of beats and structure of the track. This allowed us to edit accurately to the beat and change the pace of the editing to suit the tempo of the track.

3) To create an authentic and interesting edit, there has to be regular transitions between a variety of performance types.

Here is an example of our work:

 

 

 

 

 

 

 

Lip Synching practice

Using the files of a past student video we were taught how to match up a filmed lip synched performance with the original track.

It is important to have the audio that was used in the performance audible in the playback so you have more to go on than just the mouth of the words to synch up the audio and visuals.

 

First we placed the audio track about 10 seconds in on the timeline and lock it so it can be altered or moved.

 

We then found the very start of the singing on footage in the browser window and placed a mark (m) and then did the same with the audio in the timeline.

The footage was then brought down to the timeline ensuring that both these marks were matched up. If there was a discrepancy then the footage could be moved left or right slightly using the < and > keys.

 

The rest of the footage was lip-synched in a the same way and place on higher video lines allowing us to cut between the footage creating a fast paced edit between already synched footage.

 

 

 

 

 

 

 

Equipment Audit

 

 

The camera that has been provided for us is the Sony HDR-CX115 which is a solid-state HD camera that requires memory card input to record. It can output 50 frame per second 1080i.

The advantages are:
 - it is simple to use
 - small and easy to carry
 - has an i-Auto: an automatic setting to allow for the best possible picture within the given situation
 - easy to upload

The disadvantages are:
 - no 1080p
 - manual control of focus and zoom is awkward

In class we did a test on how to perform a pull focus using toys and the manual spot focus setting. The pull focus could have greater effect if it was speeded up.
We also had a play around with the Telemacro feature that gives extreme close-up to objects 30cm away. Moving the object back and forth moves them in and out of focus. 

The Telemacro feature would be useful for replicating a music video such as Johan X's Into the Flames.

Random ALBUM COVER exercise

Step 1: Go to: Random Wikipedia 

The title of the first random Wikipedia article you get is the NAME of your band.

Step 2: Go to: http://quotationspage.com/random.php3
The last four or five words of the very last quote of the page is the TITLE of your album.

Step 3: Go to: http://www.flickr.com/explore/interesting/7days/
The third picture, no matter what it is, is the COVER of your album.

Step 4: Use Photoshop to put it altogether and design the front and back cover of the album.

[Photoshop canvas size: H 12 cm x W 12 cm / 300 dpi]

Step 5: Upload your finished album artwork to Flickr