The Baby’S Guide To Media Study
View more presentations from Guy Stanley.
Sunday 27 December 2009
Wednesday 23 December 2009
Tuesday 22 December 2009
From http://petes100blog.blogspot.com/2009/11/evaluation-activities-video.html
Evaluation Activities: Video
EVALUATION ACTIVITY 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)
Remember when we looked at 9 frames from Art of the title sequence? Well now it's your turn to do the same with nine of your frames.
You should go through the final version of the project and select nine distinct frames which you screengrab and drop into a photoshop in the same style as the website. You will be using these to write about how typical or not of opening sequences your particular design is, so choose them carefully.
Once you have the nine frames neatly in Photoshop, screengrab the whole thing and post to your blog, then write an analysis of how you have used such conventions.
The aspects we would like you to consider across your nine frames are:
The title of the film
Setting/location
Costumes and props
Camerawork and editing
Title font and style
Story and how the opening sets it up
Genre and how the opening suggests it
How characters are introduced
Special effects
EVALUATION ACTIVITY 2
How does your media product represent particular social groups?
Pick a key character from your opening. Take a screengrab of a reasonable sized image of them. Think of one or more characters from other films with some similarity to them (but maybe some differences too!), find an image on the web of that/those characters and grab it as well. Drop the two into photoshop, as a split screen. Export this splitscreen image as a jpeg then drop onto your blog and write about the similarities and differences in terms of appearance, costume, role in film etc.
So for example if you have a lone cop type character, look for other lone cops to compare him with...
EVALUATION ACTIVITY 3
What kind of media institution might distribute your media product and why?
For this question, you are going to do a 'director's commentary' style voiceover explaining some of the key features of your opening
You will need to script the voiceover which deals with institutional issues to include:
discussion of your production company name and logo and the role of such companies
What does a production company do?
the idea of a distributor and who that might be and why.
where the money might have come from for a film such as yours
why the various people are named in the titles- which jobs appear in titles and in what order and how have you reflected this?
what your film is similar to 'institutionally' (name some films which would be released in a similar way)
You need to refer to actual company names and processes so you will need to go back to the early posts on film companies and maybe do a bit more research
When you have scripted, record the voiceover using Final Cut on a new audio timeline, then export to quicktime and embed on blog.
EVALUATION ACTIVITY 4
Who would be the audience for your media product?
You should have a drawing of your target audience member and an explanation of what kinds of taste they might have- where they would shop, what music they would listen to, what their favourite Tv programme would be, etc.
make sure you have taken a photo of it, post it on the blog and write a few notes on why they would watch your film.
EVALUATION ACTIVITY 5
How did you attract/address your audience?
You will use YOUTUBE's annotation tools to add NOTES, SPEECHBUBBLES, and LINKS to your video:
http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=92710
These annotations will highlight the ways in which your Film Opening links to other similiar films in order to attract the particular Audience you have previously identified.
Your annotations will refer to genre conventions, use of music, similiarities with other movies and what you have identified as the Unique Selling Point of your imaginary film.
EVALUATION ACTIVITY 6
What have you learnt about technologies from the process of constructing this product?
In pairs, take a picture of each other holding the kit you have used. This might just be the camera and tripod, and your Macbook but there may be other things you want in the shot.
Drop the image onto your blog and annotate it, adding all the programs and other technology you have used as screengrabs and what you learnt about it/from using it. Your written text need only be minimal. You could include reference to all the online and computer programs you have used such as youtube, flickr, blogger, final cut,photoshop,vimeo garageband, etc.
EVALUATION ACTIVITY 7
Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?
Concentrate on editing and camerawork.
Grab some frames from both tasks and put them on the blog and show what you know about shot types, edit terms and techniques.
Make sure you mention the 180 degree rule, match on action and shot/reverse shot
EVALUATION ACTIVITY 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)
Remember when we looked at 9 frames from Art of the title sequence? Well now it's your turn to do the same with nine of your frames.
You should go through the final version of the project and select nine distinct frames which you screengrab and drop into a photoshop in the same style as the website. You will be using these to write about how typical or not of opening sequences your particular design is, so choose them carefully.
Once you have the nine frames neatly in Photoshop, screengrab the whole thing and post to your blog, then write an analysis of how you have used such conventions.
The aspects we would like you to consider across your nine frames are:
The title of the film
Setting/location
Costumes and props
Camerawork and editing
Title font and style
Story and how the opening sets it up
Genre and how the opening suggests it
How characters are introduced
Special effects
EVALUATION ACTIVITY 2
How does your media product represent particular social groups?
Pick a key character from your opening. Take a screengrab of a reasonable sized image of them. Think of one or more characters from other films with some similarity to them (but maybe some differences too!), find an image on the web of that/those characters and grab it as well. Drop the two into photoshop, as a split screen. Export this splitscreen image as a jpeg then drop onto your blog and write about the similarities and differences in terms of appearance, costume, role in film etc.
So for example if you have a lone cop type character, look for other lone cops to compare him with...
EVALUATION ACTIVITY 3
What kind of media institution might distribute your media product and why?
For this question, you are going to do a 'director's commentary' style voiceover explaining some of the key features of your opening
You will need to script the voiceover which deals with institutional issues to include:
discussion of your production company name and logo and the role of such companies
What does a production company do?
the idea of a distributor and who that might be and why.
where the money might have come from for a film such as yours
why the various people are named in the titles- which jobs appear in titles and in what order and how have you reflected this?
what your film is similar to 'institutionally' (name some films which would be released in a similar way)
You need to refer to actual company names and processes so you will need to go back to the early posts on film companies and maybe do a bit more research
When you have scripted, record the voiceover using Final Cut on a new audio timeline, then export to quicktime and embed on blog.
EVALUATION ACTIVITY 4
Who would be the audience for your media product?
You should have a drawing of your target audience member and an explanation of what kinds of taste they might have- where they would shop, what music they would listen to, what their favourite Tv programme would be, etc.
make sure you have taken a photo of it, post it on the blog and write a few notes on why they would watch your film.
EVALUATION ACTIVITY 5
How did you attract/address your audience?
You will use YOUTUBE's annotation tools to add NOTES, SPEECHBUBBLES, and LINKS to your video:
http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=92710
These annotations will highlight the ways in which your Film Opening links to other similiar films in order to attract the particular Audience you have previously identified.
Your annotations will refer to genre conventions, use of music, similiarities with other movies and what you have identified as the Unique Selling Point of your imaginary film.
EVALUATION ACTIVITY 6
What have you learnt about technologies from the process of constructing this product?
In pairs, take a picture of each other holding the kit you have used. This might just be the camera and tripod, and your Macbook but there may be other things you want in the shot.
Drop the image onto your blog and annotate it, adding all the programs and other technology you have used as screengrabs and what you learnt about it/from using it. Your written text need only be minimal. You could include reference to all the online and computer programs you have used such as youtube, flickr, blogger, final cut,photoshop,vimeo garageband, etc.
EVALUATION ACTIVITY 7
Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?
Concentrate on editing and camerawork.
Grab some frames from both tasks and put them on the blog and show what you know about shot types, edit terms and techniques.
Make sure you mention the 180 degree rule, match on action and shot/reverse shot
Thursday 17 December 2009
Saturday 12 December 2009
Questionnaires – from Wikipedia
Questionnaire construction issues
• The research objectives and frame of reference should be defined beforehand, including the questionnaire's context of time, budget, manpower, intrusion and privacy.
• The nature of the expected responses should be defined and retained for interpretation of the responses, be it preferences (of products or services), facts, beliefs, feelings, descriptions of past behavior, or standards of action.
• Unneeded questions are an expense to the researcher and an unwelcome imposition on the respondents. All questions should contribute to the objective(s) of the research.
• The topics should fit the respondents’ frame of reference. Their background may affect their interpretation of the questions. Respondents should have enough information or expertise to answer the questions truthfully.
• The type of scale, index, or typology to be used shall be determined.
• The types of questions (closed, multiple-choice, open) should fit the statistical data analysis techniques available.
• Comparative and non-comparative scaling
• With comparative scaling, the items are directly compared with each other (example : Do you prefer Pepsi or Coke?). In non-comparative scaling each item is scaled independently of the others (Example : How do you feel about Coke?).
• Questions and prepared responses to choose from should be neutral as to intended outcome. A biased question or questionnaire encourages respondents to answer one way rather than another. Even questions without bias may leave respondents with expectations.
• The order or “natural” grouping of questions is often relevant. Prior previous questions may bias later questions.
• The wording should be kept simple: no technical or specialized words.
• The meaning should be clear. Ambiguous words, equivocal sentence structures and negatives may cause misunderstanding, possibly invalidating questionnaire results. Double negatives should be reworded as positives.
• If a survey question actually contains more than one issue, the researcher will not know which one the respondent is answering. Care should be taken to ask one question at a time.
• The list of possible responses should be inclusive. Respondents should not find themselves with no category that fits their situation. One solution is to use a final category for “other ________”.
• The possible responses should be mutually exclusive. Categories should not overlap. Respondents should not find themselves in more than one category, for example in both the “married” category and the “single” category - there may be need for a “not living with spouse” category.
• Writing style should be conversational, yet concise and accurate and appropriate to the target audience.
• Most people will not answer personal or intimate questions.
• “Loaded” questions evoke emotional responses and may skew results.
• Presentation of the questions on the page (or computer screen) and use of white space, colors, pictures, charts, or other graphics may affect respondent's interest or distract from the questions.
• Numbering of questions may be helpful.
• Questionnaires can be administered by research staff, by volunteers or self-administered by the respondents. Clear, detailed instructions are needed in either case, matching the needs of each audience.
• Methods of collection Postal – Low Cost, Anonymity, Not labour intensive Telephone – High Speed, Detailed questions, Rapport with respondents, High response rate Electronic - Low Cost, High Speed, Anonymity, Not labour intensive Personally Administered – Detailed questions, Rapport with respondents, High response rate
Types of questions
• Contingency questions - A question that is answered only if the respondent gives a particular response to a previous question. This avoids asking questions of people that do not apply to them (for example, asking men if they have ever been pregnant).
• Matrix questions - Identical response categories are assigned to multiple questions. The questions are placed one under the other, forming a matrix with response categories along the top and a list of questions down the side. This is an efficient use of page space and respondents’ time.
• Closed ended questions - Respondents’ answers are limited to a fixed set of responses. Most scales are closed ended. Other types of closed ended questions include:
• Yes/no questions - The respondent answers with a “yes” or a “no”.
• Multiple choice - The respondent has several option from which to choose.
• Scaled questions - Responses are graded on a continuum (example : rate the appearance of the product on a scale from 1 to 10, with 10 being the most preferred appearance). Examples of types of scales include the Likert scale, semantic differential scale, and rank-order scale.
• Open ended questions - No options or predefined categories are suggested. The respondent supplies their own answer without being constrained by a fixed set of possible responses. Examples of types of open ended questions include:
• Completely unstructured - For example, “What is your opinion of questionnaires?”
• Word association - Words are presented and the respondent mentions the first word that comes to mind.
• Sentence completion - Respondents complete an incomplete sentence. For example, “The most important consideration in my decision to buy a new house is . . .”
• Story completion - Respondents complete an incomplete story.
• Picture completion - Respondents fill in an empty conversation balloon.
• Thematic apperception test - Respondents explain a picture or make up a story about what they think is happening in the picture
Sample question presented using a five-point Likert item
An important distinction must be made between a Likert scale and a Likert item. The Likert scale is the sum of responses on several Likert items. Because Likert items are often accompanied by a visual analog scale (e.g., a horizontal line, on which a subject indicates his or her response by circling or checking tick-marks), the items are sometimes called scales themselves. This is the source of much confusion; it is better, therefore, to reserve the term Likert scale to apply to the summated scale, and Likert item to refer to an individual item.
A Likert item is simply a statement which the respondent is asked to evaluate according to any kind of subjective or objective criteria; generally the level of agreement or disagreement is measured. Often five ordered response levels are used, although many psychometricians advocate using seven or nine levels; a recent empirical study found that a 5- or 7- point scale may produce slightly higher mean scores relative to the highest possible attainable score, compared to those produced from a 10-point scale, and this difference was statistically significant. In terms of the other data characteristics, there was very little difference among the scale formats in terms of variation about the mean, skewness or kurtosis.
The format of a typical five-level Likert item is:
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Likert scaling is a bipolar scaling method, measuring either positive or negative response to a statement. Sometimes a four-point scale is used; this is a forced choice method since the middle option of "Neither agree nor disagree" is not available.
Likert scales may be subject to distortion from several causes. Respondents may avoid using extreme response categories (central tendency bias); agree with statements as presented (acquiescence bias); or try to portray themselves or their organization in a more favorable light (social desirability bias). Designing a scale with balanced keying (an equal number of positive and negative statements) can obviate the problem of acquiescence bias, since acquiescence on positively keyed items will balance acquiescence on negatively keyed items, but central tendency and social desirability are somewhat more problematic.
Semantic differential
Osgood's semantic differential was designed to measure the connotative meaning of concepts. The respondent is asked to choose where his or her position lies, on a scale between two bipolar adjectives (for example: "Adequate-Inadequate", "Good-Evil" or "Valuable-Worthless"). Semantic differentials can be used to describe not only persons, but also the connotative meaning of abstract concepts—a capacity used extensively in affect control theory.
• The research objectives and frame of reference should be defined beforehand, including the questionnaire's context of time, budget, manpower, intrusion and privacy.
• The nature of the expected responses should be defined and retained for interpretation of the responses, be it preferences (of products or services), facts, beliefs, feelings, descriptions of past behavior, or standards of action.
• Unneeded questions are an expense to the researcher and an unwelcome imposition on the respondents. All questions should contribute to the objective(s) of the research.
• The topics should fit the respondents’ frame of reference. Their background may affect their interpretation of the questions. Respondents should have enough information or expertise to answer the questions truthfully.
• The type of scale, index, or typology to be used shall be determined.
• The types of questions (closed, multiple-choice, open) should fit the statistical data analysis techniques available.
• Comparative and non-comparative scaling
• With comparative scaling, the items are directly compared with each other (example : Do you prefer Pepsi or Coke?). In non-comparative scaling each item is scaled independently of the others (Example : How do you feel about Coke?).
• Questions and prepared responses to choose from should be neutral as to intended outcome. A biased question or questionnaire encourages respondents to answer one way rather than another. Even questions without bias may leave respondents with expectations.
• The order or “natural” grouping of questions is often relevant. Prior previous questions may bias later questions.
• The wording should be kept simple: no technical or specialized words.
• The meaning should be clear. Ambiguous words, equivocal sentence structures and negatives may cause misunderstanding, possibly invalidating questionnaire results. Double negatives should be reworded as positives.
• If a survey question actually contains more than one issue, the researcher will not know which one the respondent is answering. Care should be taken to ask one question at a time.
• The list of possible responses should be inclusive. Respondents should not find themselves with no category that fits their situation. One solution is to use a final category for “other ________”.
• The possible responses should be mutually exclusive. Categories should not overlap. Respondents should not find themselves in more than one category, for example in both the “married” category and the “single” category - there may be need for a “not living with spouse” category.
• Writing style should be conversational, yet concise and accurate and appropriate to the target audience.
• Most people will not answer personal or intimate questions.
• “Loaded” questions evoke emotional responses and may skew results.
• Presentation of the questions on the page (or computer screen) and use of white space, colors, pictures, charts, or other graphics may affect respondent's interest or distract from the questions.
• Numbering of questions may be helpful.
• Questionnaires can be administered by research staff, by volunteers or self-administered by the respondents. Clear, detailed instructions are needed in either case, matching the needs of each audience.
• Methods of collection Postal – Low Cost, Anonymity, Not labour intensive Telephone – High Speed, Detailed questions, Rapport with respondents, High response rate Electronic - Low Cost, High Speed, Anonymity, Not labour intensive Personally Administered – Detailed questions, Rapport with respondents, High response rate
Types of questions
• Contingency questions - A question that is answered only if the respondent gives a particular response to a previous question. This avoids asking questions of people that do not apply to them (for example, asking men if they have ever been pregnant).
• Matrix questions - Identical response categories are assigned to multiple questions. The questions are placed one under the other, forming a matrix with response categories along the top and a list of questions down the side. This is an efficient use of page space and respondents’ time.
• Closed ended questions - Respondents’ answers are limited to a fixed set of responses. Most scales are closed ended. Other types of closed ended questions include:
• Yes/no questions - The respondent answers with a “yes” or a “no”.
• Multiple choice - The respondent has several option from which to choose.
• Scaled questions - Responses are graded on a continuum (example : rate the appearance of the product on a scale from 1 to 10, with 10 being the most preferred appearance). Examples of types of scales include the Likert scale, semantic differential scale, and rank-order scale.
• Open ended questions - No options or predefined categories are suggested. The respondent supplies their own answer without being constrained by a fixed set of possible responses. Examples of types of open ended questions include:
• Completely unstructured - For example, “What is your opinion of questionnaires?”
• Word association - Words are presented and the respondent mentions the first word that comes to mind.
• Sentence completion - Respondents complete an incomplete sentence. For example, “The most important consideration in my decision to buy a new house is . . .”
• Story completion - Respondents complete an incomplete story.
• Picture completion - Respondents fill in an empty conversation balloon.
• Thematic apperception test - Respondents explain a picture or make up a story about what they think is happening in the picture
Sample question presented using a five-point Likert item
An important distinction must be made between a Likert scale and a Likert item. The Likert scale is the sum of responses on several Likert items. Because Likert items are often accompanied by a visual analog scale (e.g., a horizontal line, on which a subject indicates his or her response by circling or checking tick-marks), the items are sometimes called scales themselves. This is the source of much confusion; it is better, therefore, to reserve the term Likert scale to apply to the summated scale, and Likert item to refer to an individual item.
A Likert item is simply a statement which the respondent is asked to evaluate according to any kind of subjective or objective criteria; generally the level of agreement or disagreement is measured. Often five ordered response levels are used, although many psychometricians advocate using seven or nine levels; a recent empirical study found that a 5- or 7- point scale may produce slightly higher mean scores relative to the highest possible attainable score, compared to those produced from a 10-point scale, and this difference was statistically significant. In terms of the other data characteristics, there was very little difference among the scale formats in terms of variation about the mean, skewness or kurtosis.
The format of a typical five-level Likert item is:
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree
Likert scaling is a bipolar scaling method, measuring either positive or negative response to a statement. Sometimes a four-point scale is used; this is a forced choice method since the middle option of "Neither agree nor disagree" is not available.
Likert scales may be subject to distortion from several causes. Respondents may avoid using extreme response categories (central tendency bias); agree with statements as presented (acquiescence bias); or try to portray themselves or their organization in a more favorable light (social desirability bias). Designing a scale with balanced keying (an equal number of positive and negative statements) can obviate the problem of acquiescence bias, since acquiescence on positively keyed items will balance acquiescence on negatively keyed items, but central tendency and social desirability are somewhat more problematic.
Semantic differential
Osgood's semantic differential was designed to measure the connotative meaning of concepts. The respondent is asked to choose where his or her position lies, on a scale between two bipolar adjectives (for example: "Adequate-Inadequate", "Good-Evil" or "Valuable-Worthless"). Semantic differentials can be used to describe not only persons, but also the connotative meaning of abstract concepts—a capacity used extensively in affect control theory.
Wednesday 9 December 2009
Audience Research
There are different types of question that you might ask:
Closed questions - a yes or no response is needed
Bipolar questions - yes/no, true/false, agree/disagree
Multiple choice - choose one answer from a finite number of options
Likert Scale - opinions rated on a scale of 1 - 5
Ranking - put pre-selvected options in order of preference
Follow-up questions - asks the interviewee to elaborate
Open questions - interviewee responds however they want.
Each type of question has its disadvantages and its advantages, and you may want to consider these when you are designing your questionnaire.
Also, consider that you will need to analyse your responses so you need to bear in mind whether you want to be dealing with QUANTITATIVE DATA (numerical) or QUALITATIVE DATA (more language based).
Closed questions - a yes or no response is needed
Bipolar questions - yes/no, true/false, agree/disagree
Multiple choice - choose one answer from a finite number of options
Likert Scale - opinions rated on a scale of 1 - 5
Ranking - put pre-selvected options in order of preference
Follow-up questions - asks the interviewee to elaborate
Open questions - interviewee responds however they want.
Each type of question has its disadvantages and its advantages, and you may want to consider these when you are designing your questionnaire.
Also, consider that you will need to analyse your responses so you need to bear in mind whether you want to be dealing with QUANTITATIVE DATA (numerical) or QUALITATIVE DATA (more language based).
Friday 4 December 2009
Alien - film opening
Deconstruction:
The film starts out with a black screen, into which stars fade in. This immediately establishes the film as being from the sci-fi genre. Onto this star-filled background fades the white writing, naming the film company ("a Brandywine-Ronald Shusett production"). The audience is forced to see this, but is probably keen for the film to start.
This fades out and is followed by the director's name (Ridley Scott) and then the more famous members of the cast. The white writing-on-black continues during this episode, though the details of the background do subtly change to allow the audience to engage and speculate about what may appear.
As the actors' names fade in and out, graphics gradually appear at the top of the screen and eventually the name of the film is formed. The fonts used throughout this sequence are formal and sans ms - they are obviously meant to look scientific and computer generated.
The sound used is non-diegetic, atmospheric music - an original soundtrack has been used, rather than a known song, as the aim is to create atmosphere and mood, not to have the audience singing along.
Various other names involved in the production follow the actors' names and the shadows in the background continue to engage the audience by inviting them so speculate regarding what is there. Audience members who are familiar with the genre may well be anticipating something jumping out or some sudden occurrence at this stage.
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