Throughout the duration of this project, I have regularly obtained audience feedback which has enabled me to progress within the development of the project. The narrative of the Misery Business music video was one specific area that needed development, in which audience feedback helped with substantially. The feedback in the form of group discussions, teacher reviews and input helped us develop the narrative. The first video idea basically saw the band playing the song with instruments and ‘rocking out’, a plain and simple idea in which we thought would be effective as seen in research from other music videos in the genre, however this was not the case. When we shot the video and edited the footage to a final edit, as a group we weren’t happy with the outcome. The mise-en-scene of the whole location seemed wrong, the styling of the characters and the persona of the characters in the band didn’t fit quite right. When we finished the edit of the first narrative, we showed it to friends, family, teachers and peers in our school whom all believed that we could produce something more creative and captivating than the original idea.
This was the first edit that was created at the beginning of the project which was shown to our peers, teachers, family and friends. From the feedback gained, we knew as a group that this idea just didn't work for a multiple of reasons; bad lighting, wrong location, bad styling, bad lip syncing, lack of variety in camera angles. The overall mise-en-scene of the video didn't make sense for the genre in which the song is categorised under. Therefore, we re-grouped and thought of a new idea which was when we thought of the 'travelling' narrative, then further progressed from there to our final narrative of the 'crazy stalker' idea. From audience feedback, we were able to change and fine tune our ideas for our music video in order to create something to the best of our abilities as collective group.
Video: First music video draft
The audience feedback that was gained at the different stages of progression in the narrative taught me to be bold creatively and push challenging concepts that were seen as to be out of our groups comfort zone. The final narrative idea that we chose came after much deliberation and development, however, I believe that through this we were able to create something unusual and interesting by engaging audiences through the concept of 'Reception Theory'. Reception theory believes that the interpretation of the text by the reader can be interpreted differently based on the readers individual life experiences and cultural background. This was proven to be the case in the response that was given in our audience feedback sheets that we constructed and gave out to pupils in school. Some audience members noted how they perceived the 'stalker' character; Joanna as the singers alter-ego and others simply noted that she was an evil jealous stalker.
From finishing the final music video, the audience feedback we gained from the students and parents at the creative arts evening made me feel proud of what we had achieved as a group. From the evening, I learnt from the feedback obtained, that we had entertained our intended target teen audience through the construction of the mise-en-scene of the video.
Another element where audience feedback has proven to be successful, is when showing the video to peers, it was suggested by someone to change the transition from a dip to white to a crossfade to show the interlinking of relationships between the crazy fan and the singer. The change was amended, and we believed that this worked better.
Overall, I believe that audience feedback has played a vital key role within the development of my advanced portfolio. I have come to understand that without the help and feedback of others especially those conforming to the targeted audience, my work wouldn't have progressed and developed in the same path that it took. Having others critique and evaluate your own creation makes you aware of flaws in your work that you were not aware of. It's made me learn an important lesson, to utilise others opinions and critique to improve and progress in creation of media texts.
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