Evaluation

QUESTION 1

In what ways does you media product use, develop or challenge forms and conventions of real media products?

I do not believe that the documentary i created with my group either develops or challenges any form or conventions of a real media product. However we have tried throughout to follow these, in order to make our documentary look professional. In relation to the narrative structure of my documentary we have attempted to follow the codes and conventions we talked about earlier on in the course. We decided on our programme to be mixed; containing interviews, a voice over and actuality footage. We also created an open narrative, this meaning we open and question and never actually gave a definitive answer. We did however give varying opinions, keeping our own separate from the making of the programme. Below are images taken from our own documentary, compared with that of professionally produced programmes.


CUT AWAY SHOTS

































-Above are images showing the cut away shots we used. It follows the conventions of an actual documentary in that it cuts from the interviewee to a subject he was talking about, and then cuts back to him again. This is typical throughout our programme, in all three interviews.



CHROMA KEY INTERVIEW


















PUT IMAGE OF MALLY!

-In both of the interviews the chroma key effect is used; this means that the background images behind each interviewee are moving whilst the person stays in the same position.


CAMERA WORK

-We followed the conventional filming of using either close up or medium close up with the person positioned to the right hand side of the camera.
- Both our own interview and the professional one have the persons eye line in the top third of the screen.


GRAPHICS





































-We have used a fairly pain white coloured font as to not draw the audiences attraction from the actually information being given.
- The typography of both texts are bold and clear.
- The information on each is similar; the first information displayed is each is the subjects name, this is also the biggest font that appears.
- It is common for the graphics to appear in the side opposite from where the subject is sitting. This is true for both our own documentary and the professional one seen above.



MISE-EN-SCENE































-We tried to used the mise-en-scene in our interviews to anchor the subjects relevance to the topic. In on interview we have used an office to reinforce the deputy head teachers position and also to highlight his importance in the programme.
- Again the subjects are filmed between close up or medium close up.



VOICE OVER
We knew that voice over must relate to or reflect our target audience and so therefore used a male over thirty years of age. This meant we could be confident in relating to our specific group as we knew that he was one of them. - Both our own documentary and the other use standard English, this avoid confusion that would perhaps arise if our voice over had a fairly strong regional accent. - The voice over acted as the link, holding our whole programme together and keeping the audience constantly entertained.



ARCHIVE MATERIAL

As it is conventional to have archive material in documentaries we followed this, how the main part of our archive material consisted of photographic images. For example the images of historical graffiti used in first minute of our programme we thought not only helped to reinforce the time period graffiti has existed for but also created variety. I did use you tube to research footage of graffiti taking place, however as we were able to collect the footage for ourselves in Liverpool we did not feel the need to include the you tube footage in our first five minutes. Below are examples of images we took of the internet to use in the opening five minuites.

























MUSIC
We used music a lot in the first five minutes of our programme. There was not one singular theme of music that consisted throughout our programme, we had a variety of different genres. For example we used quite sinister classic music when the graffiti artists were spaying the wall, but sort of African tribal music for the history section. Again this followed the conventions as it is common for mixed documentary to display varying music genre's. Below are short extracts of all the music tracks we used either under the voice over, or alone as sound to link two segments together.



Question 2 - How effective is the combination of main product and ancillary?

The title that is displayed throughout our documentary programme, radio advert and newspaper advert is consistent. Displayed below are images of the titles from the beginning five minutes and the newspaper advert. The name of our programme is also made clear in our radio advert.


PIC OF OPENING TITLES

















PIC OF NEWSPAPER AD



















USE OF SLOGAN
Another factor that gives our three products coherence is the slogan used throughout; 'Art or Vandalism?' The slogan is the dominating feature in our newspaper advert, however is maybe slightly less noticeable in our radio advert and documentary as it is spoken in both of them instead of written on paper for the audience to read. In the newspaper advert i have attempted to draw the audience's eyes to this slogan with the use of the spay can however we have not particularly attempted to draw attention to the slogan in the other two. Nevertheless the slogan is a repeated statement carried throughout all three products. Below is an image of the designed slogan before we photo shopped this over a brick background.




















REPEATED IMAGES
The image of a graffiti artist has become almost iconic to us as a group, we again have if featured in both our visible products. Both the brick wall images used in the newspaper advert and the opening titles have a drawn image scanned in over the top. This helps to not only anchor the meaning of our programme but also to gain attention as the colours used are eyed catching and the font unique. Below is a image showing the images of walls we have used throughout.



















NEWSPAPERS ADVERTISEMENT
Below are the four main newspapers that i would want my advert in. We wanted to aim our advert at a mature, fairly intelligent audience, and therefore i feel that the below would be suitable.


















RADIO ADVERTISEMENT
This is a visual representation of the type of radio station i would attempt to have my programme advertised on. The stations such as Classic Fm and Radio 2 have been purposefully chosen in order to gain our correct age in our target audience, meaning that generally they are intended for a more mature audience.
















Question 3 - What have you learnt from your audience feedback?


We gathered a small audience of class members to watch our documentary, listen to our radio advert and look at our newspaper advert. Below are the questions we asked the group collectively and the answers that individuals gave us.

Questions For Feedback

1) In your opinion did the camera shots and music suit the style and genre of the programme?
PROS
a) Yes, because low angle shots were used on buildings which made it look professional.
b) I think that the slow camera pans went well with the slow paced music.
c) A lot of your camera shots were very creative, that was interesting to watch.

CONS
a) I don't really think that the Beethoven worked when the graffiti artists where spraying the wall. If it was me i think i would of used a more modern, updated piece of music


2) If you had to choose a favourite part of the programme, what would it be and why?
a) Mallys interview because i liked the moving background
b) The way the police officer and headteacher had an opposition of views
c) The Vox-Pop because there was some good, interesting answers.



3) Is there any weaknesses to the programme, if so what are they?
a)I don't really think that the music went well in the black and white part of the programme.
b)The voice over was a bit low at the end during the Banksey section



4) What did you think of the content, would you watch the whole programme? Around 95% of the audience watching would continue to watch whole programme
a) The history part grabbed me, it was interesting because i learnt about a subject i never thought i was interested in.
b) The content was good, my favourite part was the interview with the graffiti artist. He put across points i had never considered before.
c) I think that the cut away in the police man and headteacher interview were good. They went well with what the interviewee was saying.



5) Do you think our programme suits our target audience of 30 + year old's and why? a) No i think that you could have a younger target audience because you interviewed a young graffiti artist. Maybe if you interviewed an older one it would have been different.
b) Your voice over sounded as if he may have been around a similar age to your target audience so yes, he would help the audience relate to the matter.



6) How do you think our programme compares to real TV documentaries?
a)The names that came up in the white font made the interview's look very real.
b)You made it so we could not hear the questions being asked in the interviews so that made it seem like an actual programme.
c)Creative camera angles where used well with good editing.



7) Do you think our radio trailer effectively advertises our programme, why?
a)Yes because the way the scheduling information was at the end.
b)The little clips taken from the vox pop made it sound like an actual radio trailer.
90% of class say yes, our advert effectively advertises our programme.



8) Do you think our newspaper advert effectively advertises our programme, why?
a) It stands out a lot because of the background being a bright brick wall, which links well with your topic.
b)Yes i think so because it really looks like a channel four print advert. It follows the same conventions of most that i have seen.


Below is a short audio video of a audience feedback i gathered after we had finished our focus group. i decided to get feedback from both a member of my over 30 target audience, and aslo from a younger person in order to compared the two in relation to there likes and dislikes.



Below is another video. This one shows quotes that were given to me when i showed my documentray to a group of over thirtys outside of school.




CONCLUSION
One point we have realised from our audience feedback that there is mixed feelings on the target audience we set ourselfs. Half of the focus group believed that our target audience was suitable was reinforced with techniquies such as using an over 30 years old male as our voice-over. How the other half believed that our programme was much more suited to a younger audience, exspecially because interviewed a teenage graffiti artist. Another thing we have learnt from our audience feedback is that whilst the filming may have been more time consuming, in terms of taking days out to film in different locations, it has actually been the editing that has grabbed the audiences attention. The chroma key background for example was commented on a lot through out. The audience research also taught me that although people will have conflicting oppinions on our programme, this does not make one more important than another. All must be took into consdiration in order for our documentary to reach its full potention. For example the video above shows conflicting oppinions between generalions, an older member of our video showing was interested in the wording of the documentary, and believed the Beethovan music gave our documenraty a more seious tone. However when the video was show in the focus group to people our own age we found that the music was not liked as much. This leads me to believe that for our target audience we have chosing the right angle to look at graffiti from, however if our audience changed the documentary would have to change a lot to.



Question 4 How did you use media technologies in the construction and research, planning and evaluation stages?


This is a visual representation of the technologies and devices that I used throughout the production of our ‘Write On’ Documentary. Below that is a audio video, explaining the technologies i have used.

Codes and Conventions of Newspaper Adverts and Radio Trailers

Newspaper Adverts

-The advert always has a dominating image. This anchors or links to the key theme of the programme.
-On all adverts the is a clear, visiable logo of the channel that the programme is scheduled to be shown on. It is common for the logo to be possition in a place that the audience are likely to see first.
-There is always a slogan in th advert, again one which anchors or links to key themes. However the slogan is usually purposly short and words kept to a minimun, perhaps in order to keep the slogan memorable in the audience's mind.
-The scheduling information for the programme must be incluse, this incluse the day the programme will be scheduled on, the time and also the channel.

Below are images for the the advertising of channel four programmes, on which we can see the codes and conventions being aplied.

BRITAIN'S FORGOTTEN CHILDREN ADVERT -

DERREN BROWN THE EVENTS ADVERT -




















Radio Trailers

-It is comman for radio trailers to include short snippets and extracts from the programme. This may include extracts from interviews and actuality footage.
-Although it is not compulsory the average radio advert is usually around thirty to forty seconds long.
-A voice over is used, one which is appropriate to the prograame and its narrative. The voices over may give short explinations or pose questions that will be looked at in the actual programme.
-Underneath the voice over and extracts from the programme a music bed is used, again linking to the programme. A comical documentary for example may use jolly, upbeat music whereas a more serious topic of documentary will often use more sinister or classical music.
-Information given in the radio trailer such as the title of the programme and scheduling information(inculding channel name). This inforation is usually given at the end of the trailer in order to keep it fresh in the audience's mind.

Editing

For the editing process the main programme we used was Adobe Premiere, however we also used Adobe Audition and Adobe Photo shop for smaller tasks such as editing sound clips and editing images. Before we began filming our group created a running order however in the editing section you may see that this has not been followed at all times. This is because of different complications, for example footage or individual clips being longer or shorter than expected.


We begun editing by capturing our footage we had filmed the weeks before, using our log in sheets to keep track of every but of footage we captured. This was extremely handy later whilst editing our programme as we found it a lot easier to fill short spaces y simply looking back through the list of shots we had kept. The process of capturing out footage went well however our group did have a few problems in the beginning; an interview we has filmed with a local police man went missing for a while, which made it difficult to arrange our footage into a rough order. We also had problems with tapes and had to use a number of different ones in the end in order to keep up to date with deadlines.





















After we captured all of our footage we began to arrange our programme into chronological order. We realised at this point that we had to change a big section of our programme, in which had initially intended to use footage of a graffiti room we had heard of in Liverpool. We did not however use this footage as the establishment was not at all what we expected, and the footage we gained whilst in there proved to be either unusable or of fairly poor quality. Again we had to go through our running order and logging sheets, planning a way to fill the space. On the plus side whilst attempting to get footage at the graffiti room we met a few graffiti artists who offered to take us a location they knew in which they could spray freely; the footage we gained from this turned out be some of the best we have collected through out our whole production.

One of the more difficult stages throughout the process was the editing off our chroma key interview with the young graffiti artist. Because we were aware how important it was to anchor the subjects meaning and relevant to the programme with mise-en-scene we struggled a little agreeing on a background for our graffiti artist. We had a number of contrasting ideas, for example it was suggested that we use a art room, which would reflect graffiti as an art rather than a crime. However we deliberated and thought that this may seem slightly biased, and we had already agreed we would keep out personal opinion separate from the making of our programme. Therefore we eventual agreed that a chroma key background was the best option. Although we found it simple to cut out the questions we had asked, and cut sections we needed for use, using the green screen key was a lot more hard. We had to apply clips for the background effect and line up every section perfectly in order to keep our interview looking professional which was time consuming, however watching the end process made it worth while, and as i group i think we were all very happy with the effect we had created.

Our group did struggle particularly with the amount of footage we had. Because we had spent whole days at a time filming in different locations we found it easy to create cut aways shots. We used a number of effects on cut away shots, for example the black and white key we added to the graffiti artists spraying an outdoor wall. Although this part of our documentary had gained varying opinions, we really wanted to created a dramatic atmosphere at this point, as to show the more serious side of graffiti. The slightly sinister Beethoven music we added helped us to create this.




















Towards the end off our editing section, once our time line was fully completed we added final touches to make our programme look more professional. The main touch we added was the graffics we put in at the interview sections. To keep in line with conventions we used a fair plain but bold font, keeping it simple and clear to read. We also made the name bigger than the interviewee's occupation, or relevance to the programme; again following the conventions we looked talked of at the beginning of the course.



















Another section we had left to the end of the editing was our opening titles. This does not follow chronological order however we found it difficult at time to agree as a group as we all had quite individually strong ideas. We agreed finally on an idea, which i think turned out well. John used a friend to film a few shots of him walking to a brick wall. After we had played around with the order and speed of these shots we displayed a still image that John had took. I then designed a graffiti title on paper and we scanned it in the next day, using Adobe Photo shop to cut around the edges and make the background transparent.

The final stag of putting our documentary together was adding our voice over and sound to our programme. John picked the perfect song for our opening titles; 'The Writing On The Wall', which not only provided us with a clever word play but also set our programme a fast, upbeat theme.

EMAIL TO MUSIC COMPANY
Because we used a quite popular, famous song for our openingtitles (Writing On The Wall - The Prodigy) we had to write an a letter or email to the record company asking for the rights to use this piece of music. Below is a copy of the email i sent The Prodigy's company; Cooking Vinyl UK. The link for Cooking Vinyl's website is also written below.

http://www.cookingvinyl.com/














Although at times our group has had many creative differences, i believe we have pulled together and created a product to the best of our ability. If it were not for all of us having such strong opinions i think our documentary would not have been what it is today, and in my opinion together we have created a great opening five minutes. Although extremely time consuming, the editing process has been enjoyable and i have learnt a vast range of skills throughout. I now feel a lot more confident using all Adobe programmes, and feel that i could now go on to individually create the same. However without my group and teamwork i am sure the final product would not be half as good i this had been an individual task.

Filming

This section of my blog will include a detailed analysis of the filming that i took part in over the production of graffiti documentary.

POLICE MAN INTERVIEW
Throughout the filming process i was involved in my most of the filming that was done, the first of which being an interview at Park High. Together our group traveled to Park High after school in order to interview a police man on his view and personal opinions on graffiti. Although the interviewee was in full police uniform to anchor his position and authority we felt that the mise-en-scene should also reinforce both the man position and link to the subject. We therefore got permission to use an empty teachers office, which we agreed could pass for an office at the Police Station. We shot the police officer in medium close up and positioned him to the left of the shot. It was important for us to get the positioning correct as we had planned to later contrast this interview with the Headteacher interview. We felt that this contrast in screen positioning we help to reinforce the two juxtaposing opinions. During the interview the whole group helped to get the positioning correct, and after everything was set up John asked questions whilst i took notes for cut aways. Nye was meanwhile keeping an eye on the camera to ensure a decent quality of filming. We decided that after the interview we would all stay on a little longer in order to get a few establishing shots from around the school building.(These shots would also come in handy later as we had planned to interview a headteacher) However we had a major problem with this footage and the computer systems in school as they all went down, causing all saved work to be deleted. As we had already captured and saved our interview our group mistakenly filmed over this footage, believing all was safe. I feel though this footage was not a complete waste of time as we now have a much better outlook in opposing opinions in relation to graffiti and have all learnt never to film over any footage.

HEAD TEACHER INTERVIEW
A few days later me, John and Nye all did a full day of filming. John picked me up in the morning and dove us to Nye's house when we we would be conducting another interview with her dad, who is the the assistant head teacher of a secondary school. Two days before my group had informed me of trouble they had had with a broken mic, so this time we spend a little longer testing the equipment worked in order to avoid having to repeated this process again. We created the mise-en scene of the interview this time as we had no office to interview Mr Foreman in, so we put up his school web sight on a computer desk positioned behind him, resting on top of an office desk. John again asked the questions during the interview whilst me and Nye between us monitored the filming of the interview and took notes on possible cut aways. This time we experienced no problems during filming which was essential as we had to catch an early train to Liverpool very soon after to spend the day filming.

LIVERPOOL DAY OF FILMING
Once in Liverpool we took the first attempt at our vox-pop, during which we intended to gain sort one word answers to the question we had prepared; 'Do you view graffiti as art or vandalism.' We set up our camera out side the Met Quarter and tried to draw the public over to the camera by asking them if they had a spare two minutes. Personally i was quite disappointed with the amount of members of the public who agreed to help us out, however because we probably seemed rather nervous when actually asking the people over this may have played a part in the fact that we only completed a few personal vox-pops. Again though this footage proved unable to be used when we watch it back in school as the mic has unfortunately ran out of battery. However from this experience i at least gained a little more confidence in not only the actual filming process but also in approaching random public members and asking for help.

The next part of our day was a little more hectic as we were repeatedly setting up and putting away our camera at different points around the city to get zooms and pans of separate graffiti. We also got permission form the shop 'Lost Art' which was interesting decorated all over with graffiti in oppose to a one colour paint or wall paper. After our venture around the city, spotting and filming graffiti we met up with a graffiti artist that Nye has previously contacted who took us inside a small graffiti studio which we planned to get a lot of footage from. However once inside the studio we soon realised that the place was far form what we expect. We had expected grant, thought provoking works of art which would liven up our documentary but instead the studio was simply painted walls with young children spaying random images over previous work. We were not disappointed for long though as in relation to our let down three local graffiti artists offered to take us to a low key legal graffiti wall where they offered us the opportunity to film them. John took charge of the camera and tripod at this point whilst i got hand held footage of the process. After tracking to the legal wall, setting up our camera and filming our footage together we walked back to Liverpool central where we together got establishing shots of famous icons around the city, such as The Liver Building and China Town. On our way back to the train station that evening we located the famous 'Banksey' work of art on an old, worn out building and gained footage of that before we left. This day was probably the most productive day of filming throughout as we got the majority of our cut aways and bulk of our filming.

GRAFFITI ARTIST INTERVIEW (LEARNING LIGHTHOUSE)


Me and Nye setting up the chromakey lighting.











The very last section of filming that took place with our whole group took place at the Learning Lighthouse. We used a technical man in our school in order to gain permission to use the equipment at the centre as we knew that this was the closest place in our area where we would be able to create a chromakey effect. Our plan was to use the green screen to create a background of various different shots of graffiti appearing behind our graffiti artist during his interview. This part of filming was the most enjoyable in my opinion as i had never experience an environment of such technicality before. I loved learning about how instead of there being an actually green screen in the back ground there was a curtain consist of tiny glass beats which reflected the green lights coming from the camera. John asked the questions to our graffiti artist in this interview while me an Nye watch what was happening in screen.

CUT AWAY SHOTS AND ACHIEVE MATERIAL
We have also done individual filming in our group, for example John used his friend to film the shots for our opening title whilst me and Nye were unable to as we had lessons. Also I took a camera home one weekend in order to collect achieve material for possible use in our documentary. Before we started to properly plan our documentary i wanted to gain a more in depth knowledge of the opinion and facts of graffiti, and so in doing this i came across a very shot film on the various opinions that where put across. I therefore thought it relevant to
film this as possible footage to be used in our opening five minutes.

LOGGING SHEETS

Documentary Planning

Storyboards

This is an image of the picture we created, to act as a guide line as to what we intend our interview faming would be like. This will help ensure that the footage we go out to film is usable when we later edit our footage.



















Above is an image of the the story board we created for our opening titles. The story board only shows one shot becuase we have decided to atempt to have our title spray painted on to a wall to anchor the theme of our documentary.

Running Order

Documentary: Write On?
Channel: C4
Scheduling: Wednesday 9-9.30PM
Duration: 24 minutes (including advert breaks)

Opening titles - 20 secs
Voice over introduces programme and poses question,

Whilst quick cuts (pans & zooms) of graffiti are on screen- 30 secs
Brief history of graffiti (voice over explains this) while still images
(early history) and actuality footage of graffiti (modern),

Ranging from Italy to modernised graffiti- 1 minute

Voice talks about public opinion on graffiti whilst vox pop is being
shown with establishing shots of Liverpool - 30 secs

Interview with cross cut interview between teacher and police man
with cutaways - 1 minute

Spinning shot around graffiti studio, cuts to Hoey interview,
cutaways are mainly him doing graffiti. (Possibly other interview - 1 minute

Voiceover talks about Banksy, while his work is on screen +
Actuality footage of ‘rat in Liverpool’ - 40 secs

Interview with Banksy, with cutaways - 2 minutes

Zooms and pans of graffiti in art museums, voiceover talks about acceptance
of Banksy in art community - 40 secs

Aerial shot from helicopter of London,
voiceover talks about the different places and art Banksy has done across
London - 30 secs

Interview with art critic about Banky’s work - 1 minute

Archive footage of the unveiling of the 1st solo graffiti art exhibition at
Birmingham’s Museum and Art Gallery by Temper.
Voiceover talks about Temper and his work - 1 minute

Slow zoom out a piece of graffiti while voiceover talks about the illegality - 30 secs

Interview with policeman about graffiti related arrests.
1 minute - 20 secs

ADVERTS BREAK
3 MINUTES

Interview with Leader of Liverpool city council, answering questions on how
graffiti could be brought into society legally - 30 secs

Voiceover talks about influence on graffiti on society, as camera pans along
Shelf in shop of rap music - 20 secs

Interview with graphic designer who has used graffiti on album covers,
with cutaways - 40 secs

Point of view shot of person pushing trolley through a shop;
voiceover discusses graffiti in fashion - 40 secs

Interview with head of fashion design at Echo Unlimited, with cutaways - 1 minute

Archive footage montage of various games, with people playing them,
screen shots of graffiti on games, voiceover talks about effects of graffiti on
game production - 40 secs

Interview with gamer, explaining how you graffiti on GTA San Andreas,
Mise en scene is chromakey of game footage behind him - 40 secs

Actuality footage of camera in a car, driving through a rough area with
graffiti on walls, voiceover talks about gang culture and effect on society - 30 secs

Interview with two members of a local gang cross cut with interview with an
old woman talking about graffiti - 1 minute

Quick cuts of archive material of graffiti magazines, books, studios, artists,
Etc. while voiceover talks about the growing fame of graffiti - 1 minute

Some examples of vox pop shown, cuts to zooms and pans of graffiti and
people looking at it as voiceover poses question again - 40 secs

Closing credits, as a montage of stills of graffiti fade in and out as titles roll - 20 secs

TOTAL RUNNING TIME
24 MINUTES



Formal Proposal

Title: Write On?
Topic: Is graffiti art or vandalism?
Type of Documentary: Mixed
Style of Documentary: Informing, informal, entertaining, opinions of interviewees comes through
Channel and Scheduling: Channel 4, Wednesday at 9PM.
Target Audience: Unisex ages 30+, mature audience to consider the topic

Primary Research Needed: Interview e.g.:
- Policeman
- Michael Hoey (graffiti artist)
- Local MP
- Art museum staff member
- Art teacher
- Psychologist

Locations e.g.:
- in front of graffiti wall
- Police station/office
- MP’s office or town hall
- Art museum (room without art work)
- Art classroom
- In psychologists office (with special chair in Mise-en-scene)
- Graffiti walls, Liverpool (vox pop), subway in Barcelona
- Mise-en-scene of interviews will be decided on location
- Liverpool museum (Egypt exhibition)

Secondary Research Needed: Archive Material:
- Graffiti magazine
- Graffiti websites
- Banksy artwork (printed)
- Youtube footage
- Audio discussions
- Surveys/facts and figures on graffiti
- Books on graffiti
- Music: choral soundtrack
- Egyptian hieroglyphics research
- Xbox games

Narrative Structure: Non-linear, open, circular, single strand

Outline of Content:
Titles – Relate to topic
- Interviews
- with cutaways of graffiti
- Voiceover tells the narrative and links interviews together
- Main theme of questions will be is graffiti art or vandalism?
- Vox pop of people in Liverpool
- History of graffiti included

Resource Requirements
- Video camera, digital camera, tripod, computer with Adobe Premiere and audition, Internet access

Audience Research

Questionnaire

This is an example of our group questionnaire that we will be handing out to our target audience. We will then create graphs to portray these results.

We are making a documentary about graffiti for our A2 Media Coursework, we would be grateful if you could take some time to fill in this short questionnaire.

How old are you?
30-39 □ 40-49 □ 50-59 □ 60+□

Are you male or female?
Male □ Female □

Are You A Parent?
Yes □ No □

What is your favourite colour?

-------------------------------------------

What are your main music tastes?
Pop □ Rock □ Indie □ R n B □ Rap □ Dance □
Classical □ Other □

Please specify: ______________________

What terrestrial TV channels do you regularly watch?
BBC1 □ BBC2 □ ITV1 □ C4 □ Channel 5 □

At what time in general do you watch these channels?
Between 7am – 10am □ Between 10am and 12pm □ Between 12pm – 3pm □
Between 3pm – 6pm □ Between 6pm – 9pm □ After 9pm □

Do think ‘graffiti’ is art or vandalism?
Art □ Vandalism □

Have you or anyone you know ever done any ‘graffiti’?
Yes □ No □

In three words describe your thoughts on ‘graffiti’
-----------------------, -----------------------,

Thank you for your time!\


Audience Questionnaire Feedback

GENDER

FEMALE : 17
MALE : 13


The fact that the results are biast towards females is important to our research as we our aiming to create and audience that is not gender specific. Therefore we willconsider this when deciding on decisions such as background tracks and colour schemes for our documentary.













The graph proves that our results will be biased towards 30-39 years old, as the majority of the people we asked were aged between this range















We asked in our questionnaires if the person completing this was a parent in order to get a wider view in to the views parents have on the fact that graffiti is perhaps viewed as a younger persons craze. We will still however take the fact the the results are biased towards parents into consideration when making important decisions in relation to the making of our documentary.
















This graph is key to the making of our documentary in that it shows us the two most popular colours of the audience we questioned. We will therefore perhaps try to corporate the colours blue and red into our documentary as this will target our audience.















Whilst our music decisions throughout the programme will be influenced by the content this graph still proves useful in that we are know aware that our audience favour rock, pop and classical muwsic, in oppose to rap or dance. We will atempt to incorporate this into our documentary music choices.
















Although this graph proves that our target audience favour channel one we have decided to go against this and create our documentary for channel four because our creation would not have a main stream audience. As channel four cater for the minority audience we therefore found it more fitting to chose channel four to show our programme on.

















The two most commonly watched times of television, acording to this graph, are between six to nine pm and after nine pm. Therefore we have chosen to show our documentary at nine o clock because of the fact that graffiti should perhaps not be show to young children in such a possitive light in case they attempt to copy. Also due to the nature of our subject is it possible that there could be adult only content included which again would not be suitable to be show the the peak time for family entertainment.

The fact that this graph is so close in results proves that we have chosen a main theme in which there are two clear oppinions. This is good for our group because if the whole of our target audience was wholy convinced that graffiti was, for example, vandalism there would be no point of us continuing with our project. Out documentray aims to give insights into both sides of the argument whilst remaining un oppinionate ourselves in the matter. In other words we will nto attemp to sway our audience one way or the other, we will simple provide looks into both sides of the argument and explore this. This graph then is possible not only the most thought provokign but also the most important in relation to relating and connencting with our target audience.

Below is a video of some feedback we got from people who filled in our questionaire.

T.V Scheduling Research

Scheduling

We looked through and commented on a three day schedule given to use including all of the terrestrial channels and then attempted an answer questions given to us. This is what we found:

The schedule for each day can be broken down into clear segments. How would you categorise these segments?

Breakfast
Daytime
Evening – Peak time – Mass Audience
Post water shed

Who are the target audience for these Segments?

Breakfast - Differs according to channel
Daytime – House wife’s, elderly, students and unemployed
Evening – Families
Post Water She – Adults

What would you say are the most popular genres on television?

Soaps
Game Shows
Sit-coms
Reality TV
Drama’s (Police Drama mainly)
Cookery Programmes

Who is the target audience of each terrestrial channel? Give examples to support your views.

Channel 1- Everyone (We pay for this channel through license fee)
Channel 2- Caters for minority audiences
Channel 3 – Everyone (same as channel 1)
Channel 4 – Produces programmes for minority audiences

Roughly, what percentage of each channel’s schedules is taken up with repeats?

BBC1 – 5%
BBC2 – 30%
ITV1 – 5%
C4 – 30%
C5 – 30%
BBC1 and ITV1 do not have many repeated programmes on there channel, this is down to money. Channel 2 and 4 don’t have the money of BB1 or ITV and therefore can not afford to make as many programmes themselves. It is cheaper for the company to simple buy a programme than it is to make one.

Which channels have more imported programmes in their schedules? Why?

Channel 5 - Again this is a money issue, channel five have to look for the cheaper solution which is importing a programme from a different country.

What do you understand by the term ‘the watershed’ and where does this occur in the schedules?

I take this to be the adult’s only time of telly, usually starting around 9 o clock. After 9 o clock young children should not be watching.


3 Main Types of TV Scheduling

Today in class we continued to look in more detail at scheduling. We talked of the three main types of scheduling and each types pro’s and con’s.

Inheritance – Scheduling a programme immediately after a popular programme in the hope it will ‘inherit’ some of its audience.

Pr-Echo – Scheduling a programme before a popular programme. The hope is that the audience for the popular programme will tune in early before it starts and accidently catch’s the end of the new programme, which may brag there attention and encourage them to watch the whole programme next time.

Hammoking – Scheduling a programme between to popular programmes so it benefits from both inheritance scheduling and pre-echo scheduling.

On the surface inheritance would make appear to make more sense as the viewers are already hooked and on the channel. However now a lot of the programmes do not start at the time scheduled in newspapers or magazines, this is not accidental. It is entirely deliberate,, the channel is aware of a programme starting at a certain time and till tune in, therefore they put a trailer on for a new programme at this time and start the programme a little later.

Channel Loyalty - 20-30 years ago an audience would tent to put on a channel and then stick with that channel all night. At one time Channel one was viewed as sophistication and somewhat educational and channel three perhaps more trashy and wild. Each channel would have there loyal viewers who tunes in every night and did not turn over.