Target Audience Research Phase 2

Target Audience Interview of Year 7 'Chanel W' Age 12 - Recorded Interview  



Target Audience Research Phase 1

1. What did you learn from the interviews?
     From the interviews I learnt that there are allot of different thing that people would want to see or expect from a magazine. Also that you would have to cater for whoever your target audience is for example you would have information about exam dates in a school magazine if your target audience is for year 7's. So fro this i learnt that you should have a decent amout of pictures and text to suit your audience.

2.What trends (similarities/differences) are you noticing?
    The similarities that I have seen form the interviews that I have done is that everyone does'nt like when there is a lot of writing in magazines regardless of what type of magzine they are reading. Another similarity is that they dont like when there are alot of adverts in the magazines e.g. if you are looking for a certain page but have to go throough several adverts just to get to it. Differences that I noticed whils doing the interviews weere what people enjoy reading in the magazines, e.g. some people liked reading about horoscopes, celebrity lifestyles, fashion & music etc.

3. How does this effect you your decision as to what goes in the school magazine?
      This has effected my decision as to what I put in my school magazine because I have tto take into consideration what things I put in my magazine e.g. how much images I use and how much text I use. I also have to look at who would be the best target audience for me to choose, so if I choose year 7 I would have to have more pictures than if I choose to have an audince for teachers.  

Overall Diploma Grade and Progress Tracker Chart

Name

APS

FS ICT

FS Maths

FS Eng

Unit 1 Mark

Unit 1 Grade

Unit 2 Mark

Unit 2 Grade

Unit 3 Mark

Unit 3 Grade

Current Overall Grade

Predicted Overall Grade

Unit 4 Mark

Unit 4 Grade

AS 1 Media ALIS

AS 1 Media Target

AS 2 Drama ALIS

AS 2 Drama Target

4.6

Y

25

E

33

D

D-2

Introduction to Unit 4- Commission

1.       Introduction to unit

a.       L: Discuss activities to explore idea of working to commission

(T: -obtaining commission, developing and maintaining relationship with client, maintaining communication, reading a brief, presenting ideas, presenting a budget, dealing with crucial feedback

- provide examples of commission briefs for discussion

- arrange visits from practitioners

b.      L: Meeting with practitioners

c.       P: Produce a list of good working commissions

2.       The brief

a.       L: Divide into working groups to discuss and explore initial ideas

b.      T: Teacher may present given brief; if student has obtained themselves:  student to give teacher brief from client

c.       P: Keep copy of brief

                                                               i.      Include notes

                                                             ii.      Mind maps

                                                            iii.      Initial ideas (development of ideas)

3.       Meeting the client

a.       L: meet client for initial discussions of commissioned brief

b.      T: facilitate meeting and ensure learners understand brief

c.       P: Keep notes of decisions made at meeting along with outline of what client wants

4.       Researching and generating ideas

a.       L: Undertake research which will help come up with creative, practical ideas

b.      T: facilitate generation of ideas to explore numerous options using multiple techniques

c.       P: Keep copies of research materials, notes, mind maps, sketches, rough drafts in association with gathering ideas

5.       Investigating target audience

a.       L: -investigate needs of target audience, considering how product is likely to be received and how they will react to it

-consider how audience might use technology/techniques they have chosen to use in production of work

b.      T: provide guidance and ensure students are considering the target audience at all stages

-ensure students are fully investigating technology/techniques to be used to complete commission

c.       P: Keep copies of research materials and details of discussion/decisions

6.        Selecting appropriate ideas

a.       L: consider how ideas must be feasible considering: skills required, budget available, time available, practicality of ideas, adaption of ideas in line with investigations

7.       The budget

a.       L: draw up budget of work, identify areas of expenditure, likely income, costing items accurately, making adjustments where necessary

b.      T: (no real budget) teacher and/or client should present learners with budget to work with and costed realistically

c.       P: Keep copy of budget, proposal and identified ‘goals’ of work. All these documents must be produced individually, even if in group

8.       Pitching the proposal

a.       L: -come up with proposal of commission to present to client

-respond to any feedback from client, making adjustments where necessary

b.      T: provide basic guidance regarding pitching of proposal (practice role play maybe?)

c.       P: Individually keep notes on clients response to pitch and on actions in response of observations or requests made by client

9.       Pre-production

a.       L: -when proposal accepted by client, learners should draw up set of goals with criteria for measuring success. Goals to be reviewed during planning and production stages and reviewed at end of unit

-draw up list of materials, equipment and processes used in production

-need to ensure everything they need is available and understand work safety

-negotiate and draw up production schedule which includes deadlines for each stage of production process and details of individual roles and responsibilities

-maintain communication with client

b.      T: provide basic guidance regarding specific health and safety issues, observations or requests made by client

c.       P: ensure all pre-production documentation is kept in process portfolio

10.   Production and post-production

a.       L: -produce work; gather materials needed for commission product.

-Regular meetings are to:

-monitor progress against schedule

-make decisions about modifications, review budget

-deal with arisen problems. 

b.      T: monitor and facilitate

c.       P: -keep all relevant documents

-keep journal during these stages documenting the process

11.   Reflection and Evaluation

a.       L: identify how they are going to evaluate the success of work by gathering feedback from audiences and client

-documents for this need to be devices (ex questionnaires)   

-take part in debriefing:

                -examine each stage of the process

                -assess how well goals were achieved

-look at information from audience and client regarding success of their work

-assess what has been learned from process and what would be approached differently in future commissions

-present an individual review that:

                -reflects quality of work WWW & EBI

                -evaluate experience and what learned

-make conclusions about how working on experience of commission can be used to inform future progress

-considers how they might get new clients to see work, considering client might own work

b.      T: lead the debrief in order to ensure every learner contributes

-ensure that commissioner provides ongoing feedback to the learner

-commissioner use feedback form in spec to provide feedback at end of process

c.       P: keep documentation gathered to evidence audience and client response to work

-include record (minutes or audio/visual recording) of debrief

-produce individual presentation (in form of written report, blog or presentation)

-evidence of feedback from a # of sources and analysis of this feedback

-include feedback from commissioner