Hayley Cook - Evaluation: Question 3

Question 3: What have you learned from your audience feedback?

For this music video, our target audience was centred on the pop music genre, and so would aim to appeal to the masses rather than specific sub-cultures. However, this was aimed also at teenagers and young adults as it was felt that such a segment of the market would find greater appeal in the ideas of which we were in possession of for this video. Such an audience was successfully recognised by our peers and is that which is typically possessed by artists in the pop genre. We then find that this element conforms to common conventions belonging to such a genre.

This then means that this is then rather product orientated, as the ideas and concepts used throughout were expressed, decided upon and created before the market in which it would be aimed was considered. This is an example of push media, despite being aimed at a modern audience. Our target market were both male and female and of all ethnicities, and so, once more, reflecting this notion of appealing to the masses. We decided upon this as to successfully appeal to those most likely to listen to music belonging to the pop genre, and so creating more opportunity for our music video to be seen and appreciated. This decision was also based upon the notion that this market is likely to possess more disposable income than older generations and so would be more likely to spend their time both purchasing and listening to similar music, thus meaning they would be more compatible with the “FAMOUS,” music video.

The stop motion used in this video is an example of that which was firstly composed as an idea before considering its appeal to a specific audience. However, it was found that it fitted well into the pop genre, creating a sense of diversification in regards the contents of the video. In our audience feedback it was found that this element of the music video was greatly liked and was something of which positivity was mostly gained.     

Elements of our video, however, were included as a means of appealing to such an audience, despite the ideas possessed being created before the search for a market. These ideas included the main segment of the auditions, to which the music video largely dwells upon.  The concept of this can be commonly related to panel television shows such Britain’s Got Talent and The XFactor, both of which feature both and audition process as well as a judging panel. The panel used in “Famous” incorporated a combination of various stereotypical characters – the “Chav” doing her makeup, the “Posh” drinking tea, the court judge being moody and sinister and the “Mad Scientist” and his questionable state of mind. We then found that these influences then provide ample knowledge as to how such a judging panel should be composed and with the notion of lingering on the judge’s feedback to the acts, it allows the audience to draw familiarities and find our video easily relatable. Similarly to this, the music video Moves Like Jagger highlighted certain audition aspects, the success of which then acted as inspiration as to produce good quality in a similar field. For this aspect of our video, when viewed by an audience, it was found that this aspect was one greatly like by our peers, however some suggested that there was perhaps too much going on in the video and advised that sometimes less is more.         

 

Specific aspects of the music video were targeted at specific segments of the generically large target market, i.e. different aspects of “Famous” appeal to different sub-groups. An example of this is then the use of the cheerleaders and the dance acts in the video are aimed to appeal to male viewers, whereas acts such as the army boys and the Michael Jackson impersonator are more likely to appeal to female viewers. These aspects were included as to create a sense of interest about the video and allow for the audience to focus upon the video, as they would be more likely to be drawn into it after such. The idea of then portraying these acts in high speed creates both notions of humour and appeal. This aspect also highlights a sense of energy about the video, and creates a sense of entertainment .

 

The dream sequence was another aspect of the video which held a large interest over our peer assessors, as it was found to be an interesting elemental factor within the video. This was also as it drew connections with visuals and audio, creating an ease in association between the two.

The cardboard flip, held positive feedback as it was found that both this idea as well as the incorporation of our production teams logo into it created a likeability about this aspect. This was an element which took a great deal of preparation, although only featuring briefly in the video.         

The use of certain shots such as the point of view shot in the first few seconds of the video provide the audience with the feeling that they are actually present in the scenes themselves, i.e. are playing witness to the auditions. This creates a larger enjoyment factor as the audience do not simply feel like viewers, but a part of the video.

Pop songs are usually short, catchy and stick in your head. This video is then aimed to encourage this and was felt it would do successfully by our peers, as their feedback consisted of mainly positive comments and the majority would not change many aspects, if any, in the video, and some helpfully expressed their concerns that there as too much present within the video, and fewer aspects could then be focussed on to a perhaps large deal of success.  

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