Tuesday, 26 February 2013
Wednesday, 13 February 2013
Creating Feedback
We didnt have many comments on our Youtube clip so found it hard to gather feedback. This meant that we had to get people to comment themselves. We did this by sending e-mails out to people to make them watch the video and ask them to comment or 'like' if they did. This would also help us to market through 'word of mouth' as their friends will then notice what they have commented and liked on.
This is the email that we sent:
Tuesday, 12 February 2013
Music Video Statistics
On our Youtube account we were able to see the statistics of who has been viewing our video. At this time we had roughly 800 views, and below are the percentages of from what age group and gender they are. This is very interesting for us to see as it allows us to see if our video is connecting to our target audience. From this information below it is found that 13-17 year olds are the majority of people watching the video. This is what we would expect as it is our primary target audience. Females are the majority of people that have been looking at our video which we also found interesting, as we thought it would be even or majority male. 18-24 year olds were also looking at our video the second most out of everybody. This is our secondary primary audience so was expected.

Online media is very useful because it allows us to know exactly this type of thing. However, if the research was done non-digitaly we would not be able to find out the personal information of our audience which helps us when marketing the product. It allows us to use personalisation to the audience over the internet.
Task 3 Intro- What have you learned from your audience feedback?
We need audience feedback so that we can test how effective our media campaign is. We have targeted a specific market (target audience below) that are more likely to be interested in our band.
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Having published our final product on you tube, we achieved a lot of positive and constructive feedback. The reason we chose you tube, was because it's a free video sharing tool, interlinking social networking sites with society
We are constructing questionaires and focus groups to gather data and see what we have learned about our target audience and what they like.
Having published our final product on you tube, we achieved a lot of positive and constructive feedback. The reason we chose you tube, was because it's a free video sharing tool, interlinking social networking sites with society
We are constructing questionaires and focus groups to gather data and see what we have learned about our target audience and what they like.
Monday, 11 February 2013
Conventions of CD DigiPack
CD conventions are normally to have photograph of the band, which we do not include. However, we have included photographs of the main singer which is a convention.
We have used a mid-shot of the girl from our narrative, which goes against the conventions of a normal digipack as they usually have the band on the cover.
We have gone against the formal conventions of a digipack because we have used different text on our website to that that we have used on our front cover.
We have also gone against the convention by placing the title in the middle of the cover, it is traditionally placed on the top of the cover.
The dark moody feel you get from the cover (with use of colours) reflects the mood of the bands music, this helps the viewer distinguish what genre of music it is before he picks it up.
We used a photograph of a pigs head to relate the cover back to the video, along with the girl in the bath and a shot taken from the video. As this is a single for the song 'Runnin Up That Hill', it is neccessary.
We have also placed a short biography of the band and where they grew up which normally is shown inside an album cover, following conventions.
We have also placed the record company our band is signed to and the parental advisory sign to warn parents to check to the CD if giving to young children, although this isnt very likely as young children aren't the target audience.
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