Week 11: Pre-Production Documents for TV Ident

In today's lesson I continued with my pre-production work. In my previous post I stated that I would be completing this pre-production unit in relation to my 2D animation project. This has now changed, as I now be completing these documents in relation my current TV Ident project. Therefore I have edited my pre-production process table (discussed in my previous post). I edited this document to ensure it related clearly to the production of a TV Ident. Within this table I have discussed areas such as: finance, materials, facilities, personnel, timescale, contributors and codes of practice and regulation.
Within this table I have stated the element of the pre-production, what I need to do and how I will do it. Within this table I have acknowledged the various components which are used within the pre-production process. An example of one of the elements within this table includes:

• Element of Pre-Production: Timescale

• What I will need to do:

- Research and identify into the length of time it will take me to create the TV Ident in the production stage. This allows me to plan the rest of the production process, such as pre-production and post-production. - Realistic timeframe. - When the deadline will be. - Identify similar products and how long they took to produce How I will do it: - Research into existing TV Ident projects which have been created by different TV channels. This will show the time scale which it took to create the TV Ident. This will allow me to understand the timescale of the length of creating a professional TV ident. This will be similar to the time scale which I have to create my TV ident. - Existing graphic designer/ my previous production schedules. - Look at my previous pre-production documents and sample production schedules. This is one example from my table, I repeated this process for the other elements within the table. A screenshot of my pre-production table is shown below.

By completing this pre-production table I can put the 'How I will do it' section into action. I have started carrying out research for the how I will do it section for all of the different elements. I will then be putting the research from this table into a written report. This will clearly show my knowledge in terms of the elements which are included within the pre-production stage. 

Week 10: Introduction to Pre-production Documentation Unit

Introduction to pre-production documentation unit

I have been introduced to the new unit within media studies. This unit focuses on the pre-production documents of a practical project. This unit is joint with my 2D Animation unit and the pre-production work which I produce within this media studies unit will help me improve my initial pre-production work. I have been able to understand what should be included within my pre-production documents and why we carry out pre-production work.

The reason for completing pre-production work includes:

·         Gain ideas for design and layout of the product which will relate to the target audience and the aspects which will appeal to them.

·         Organising the production with a production schedule will ensure for the production to be scheduled correctly and all the required documents are included. This helps organize time frames to determine how long to spend on a certain task.

·         Prevent problems from occurring with a Contingency Plan. This ensures that any potential problems will be approached and resolutions can be discussed.

·         Primary research can be carried out for the target audience. This allows me to ensure that my product will appeal to the target audience.

·         Research into similar/existing products will help me understand what is included within a certain product such as the 2D educating animation. 

·         Identify and research practical requirements for the production.

·         Identifying necessary resources for the production, this includes practical arrangements.

All of the above elements are those which I will need to consider within completing this unit. The work which I produce in this unit will help me improve my initial 2D animation pre-production documentation. I believe that this is good for me as I believe that my original pre-production could be improved. Therefore I have been allowed the time within this media studies unit to improve these documents.

There are many different elements of pre-production work and these include: Budget, Risk Assessment/ health and safety, Resources, Client and Audience Needs, Software Techniques, Primary/ Market Research, Locations, Regulations, Personnel and Materials. These are all elements which need to be approached and considered within pre-production of a production. These are the elements which I will be approaching within this unit to improve my present/past work.

I have completed a Pre-production process table. This includes the elements of pre-production, what I need to do to complete the document and how I will do this. For example, for the finance I have identified that I need to work out a budget for my 2D animation and then how I will do it by researching into existing animations. This allows me to research into the graphic designer’s rate cards to see how much it cost them to create a 60 second 2D animation. I repeated this process for the following pre-production elements: timescale, personnel, facilities, materials, contributors and codes of practice and regulation.

I will now carry out research into relation to the ‘How I will do it’ section in the table for the various elements.

Week 7: Textual Analysis Complete

I have completed the final worksheet (4b), this asked me to discuss the reality TV genre and carry out a textual analysis. This involves me deconstructing the content within the programme. I analysed the reality TV programme Made In Chelsea, these are the different aspects which I focused on:

• Codes and Conventions: real characters, real settings, publicity seekers and real situations.
• How the audience consume the content: how the audience are consider when creating a new reality TV show.
• How the programme is aimed at a certain audience: characters and real situations- the audience can relate to these aspects.
• Why the audience enjoy watching the reality TV programmes: see the lifestyle of others and follow them in what happens in their lives.
• Representations: stereotypes within Made In Chelsea- how posh people are portrayed within this reality TV show.
• How the reality TV genre has changed over time: different subgenres of reality TV have developed and become well known.
• Narrative Structure: Linear Narrative- many reality TV programmes follow this narrative because the audience are following the events which happen in peoples live. These events happen in chronological order.
• Multi-strand narrative: Reality TV shows such as Made in Chelsea and The Only Way is Essex follow the structure. This is because the one programme follows many different characters, showing the audience the different lives of these people in the show.

The above aspects are those which I have included within my report. Through writing this report and carrying out this textual analysis, I have gained knowledge in what reality TV shows are and the content which is included within the programme as a genre. I also discussed how the audience interpret and consume the programme content and why reality shows appeal to viewers.
I also included the different theoretical approaches to a textual analysis. This is included within my research and these methods include:

• Semiotics: this includes how the meaning is constructed through the language or codes of the media text.
• Codes and Conventions: These are the elements recognised by the audience because it is a particular genre. By carrying out this type of method for the textual analysis I would be looking at the codes and conventions which the audience expect within a reality TV programme. This is the approach which I took to carry out my textual analysis. This worked well as I was able to analyse the codes and conventions within the programme. I then expanded on the other content within the programme which makes the programme, such as representation and narrative structure.
• Encoding and Decoding: this approach involves the producer encoding a text (giving the text an intended meaning) and the audience decoding (audience interpret the text individually) the text.
• Preferred Readings: there are several preferred readings which could help carry out a textual analysis. This all relates to the fact that the texts have a preferred and intended meaning, these readings include:

-Accepting the preferred meaning.
-Take a negotiated position: agreeing with part of the intended meaning but not with all of the meaning.
-Oppositional meaning shows the audience understanding the preferred meaning, but alternative values are used to interpret the text individually.

The Theoretical approach which I used within my textual analysis was the codes and conventions. The reason for this is because I found this the easiest method to relate to the reality TV programme in order to carry out the textual analysis to analyse the programme. I have shown my research into these theoretical approaches within my notes which I will include with my secondary research.

I have also learnt how to carry out a textual analysis. I firstly carried out research into the reality TV genre and the codes and conventions of this genre. I also used my personal knowledge and viewing experiences for the research part. I created the table from worksheet 4a to analyse the Made In Chelsea episode which will help me to write my report. This included aspects such as camera angles, mise-en-scene, sound and codes and conventions. Overall, I have learnt a lot about reality TV through these worksheets and gain skills, especially within carrying out a textual analysis. This worksheet is due in w/b 14th November, although I am away for 2 weeks (from w/b 7th November), therefore I discussed with my media studies lecturer and they allowed me to hand the worksheet when I return to college on 21st November. I did also submit my Audience Response worksheet which is due in w/b 14th November last week (31st October) early as I completed the worksheet in half term.

Week 7: Introduction to Representation in the Media and Worksheet 4b

This week I was introduced to representation within the media. I learnt about what representation is and the definition of this includes aspects such as:

• How something/ someone is portrayed in the media
• Influence the audience
• People and events portrayed in the media
• Composed and Constructed- constructed by media producers, advertisers and news

Audience representation is also important within media representation. This allows the audience to make sense of the media they are consuming. Representations within the media mediate our view of the world and people as it provides the audience with information on a subject.

There are different pros and cons of media representation, some of these include:

Pros:

• Categorise and label people- good for media producers
• Gives minorities a voice
• Easily relatable to consumers
• Representations can be entertaining

Cons: 

• Have one set representation which creates a biased opinion
• Form opinions and judgement
• Not always accurate, can be misleading
• Furthering and causing stereotypes
• Cause moral panics

Stereotyping is used within media representation. This is when a media producer creates something/ someone which is a stereotype and something acts in a certain way as people expect them to act. For example, in Eastenders there is a 'blonde' character and she acts like she doesn't know what she is talking about and is clumsy. This is a stereotype of a 'blonde' hair colour character. This person has been stereotyped by their hair colour and with this one element comes the stereotype, as this is how people expect their character to act because of there appearance.

Worksheet 4b
In half term I completed worksheet 4a, which focused on the elements which make a reality TV Show. I decoded the elements within Made In Chelsea and created a table which presented these components. This worksheet is helping me to completed worksheet 4b. This worksheet instructs me to decode the TV show further and be in depth about the reality TV show as a genre. The different elements which I will be discussing within the report include:
 

Codes and Conventions:

• Real People
• Publicity Seekers
• Real Settings
• Real Situations
• Unscripted

How the following content would be interpreted and consumed by the audience

• Who the product is aimed at
• How it is aimed at this audience
• How they gain pleasure from this media text

Representations within the reality TV Show

• Posh people- live in posh area and in posh houses (over the top)

Changes within genre over time- different forms of reality TV have been developed
Narrative Structure

• Linear Narrative
• Multi-strand- follow lives of different people

Within my report I will expand on the above aspects and relate these to how the audience interpret and consume the reality TV show.

Week 7: Audience Response Worksheet Completed

I have completed worksheet 4 which is based on audience responses to media products. This worksheet is due in on the 15th November, although I am on holiday in this week, therefore I am handing the report in tomorrow (1st November). Throughout completing this report I have learnt about how audience respond to media texts. The media texts I analysed were banned films in the UK, these films were banned because of their explicit content. Within the report I explained how audiences respond to the explicit content in the films. I discussed explicit content in films such as Straw Dogs and A Clockwork Orange.

Straw Dogs (1971)- Contained Explicit Content

I analysed these films and explicit content by applying the audience response theories, debates, censorship and responses. I have learnt a lot about how audience are expected to respond to explicit content in media texts and also how they actually respond. There are different theories of response and within the article I explained from my own knowledge how the different theories apply to the banned films. This article revolved around the audience and their response to explicit content. Therefore throughout the article I clearly related back to the audience. As this is a mistake I made in past worksheets, where I did not relate the article subject back to the audience and target audience. Within this article I have learnt from my mistake and this article is all about the audience.

Week 6: Improving on Past Work and Reality TV Analysis

Improving on worksheets 1 & 2

I have been given improvements on my first two worksheets in media studies. Worksheet 1 focused on the work of audience figure research agencies (BARB and RAJAR) and Audience Profiling. An improvement which I have had to make within this worksheet is expanding on the audience profiling. This included the socio-economic profile, within my original report I briefly explained the demographic status. I did not discuss how they are used within the audience figure research agencies. Therefore I have completed the improvement of discussing what the status' are and how they are used within BARB and RAJAR and other research agencies. I have discovered that this is a very important aspect of collecting audience figures as they can put the audience into categories to determine who watches and listens to what. Within worksheet 1 I also expanded on how important quantitative and qualitative research is and how it is used within the agencies discussed.


I also gained feedback on my second worksheet, focusing on genres codes and conventions. The main improvement was discussing how a certain genre such as sitcoms was constructed for a particular audience. This was an element I did not include within my original report and was unclear about. From the feedback I have completed the improvement in relation to he construction of the text for the audience. I have discussed what content is included within the Sitcoms: The Vicar of Dibley and Outnumbered. I discussed their target audience and explained the content which is included to appeal to them. I also discussed how it is constructed for the audience and how they know it is successful which is determined through methods such as interviews, questionnaires and focus groups.
Through reflecting on these worksheets and gaining feedback on how I can improve my reports, I have definitely learnt more about reflecting and reading my work. This is to ensure I have included all the required elements for me to meet the criteria.


Reality TV Worksheet
Through half term I have been given a worksheet which focuses on analysing a reality TV show. This analysis is known as a Textual Analysis which means I will be decoding the contents within the programme. Some of these elements include: genre, codes and conventions, mise-en-scene and use of camera shots/ angles.
I have chosen to carry out this analysis on E4's reality show Made in Chelsea. This is a programme which focuses on some of the wealthiest teenagers in London. I carried out some initial research into this reality show and found that it classed in the sub-genre of Docusoap and Reality Drama. I also carried out research into reality TV shows codes and conventions in general and there are many sub-genres of reality TV, but docusoap is one of the most popular genres at the moment. Made In Chelsea has a very similar format to The Only Way Is Essex. I researched into the format of Made In Chelsea and discovered that although it looks scripted it isn't, therefore it is classed as a reality show. One of the stars from the show stated that the show is not scripted but they are given situations from the producer to be able to make a scene. In a way the programme is set up and is not completely true, but it does feature 'real people' and 'real settings' which is one of the main conventions of reality TV shows.
I have watched an episode of Made In Chelsea and I have written notes about the different aspects I need to consider to carry out the textual analysis. I have defined the genre, codes and conventions and camera shots. I will write these notes into a table which clearly shows the content within the programme. I will expand on these notes by writing about the content within the show.

Made In Chelsea Cast

Week 6: Audiences Response to Media and Censorship (Worksheet 3)

I have completed my research into films which were banned in the UK because they contained explicit content. For this worksheet it asks me to research into films which were banned in the UK and discuss how audience were suppose to respond to these films. These audience responses include: Audience Response Theories (hypodermic needle model, uses and gratifications theories and reception study), Effects Debate (effects of exposure to explicit content) and Responses (negotiated, preferred and oppositional). I will be applying these audience responses to the banned films and describe how audiences responded to the films. I will apply these from my notes which I have on these different aspects and also using the resources of books and the Internet.
I found a good website which showed 21 banned films (in UK and other countries), I selected the main films which I believe were the most controversial and caused moral panic. I will be explaining why these films were banned and how audience should and did respond to the films. The reason for these films being banned was to protect the audience from content they should not be viewing (sexual or violent). Many of the films which I have researched show that they were denied a certificate by the BBFC and therefore were not released because they showed explicit content. I have gained a lot of knowledge from learning about the audience response theories, effects debates and responses. I believe I can apply these different aspects within this report to the issue of moral panics.

Week 5: Censorship & the Effects the Media has on Audiences

The media influences people in many different ways, through the different media platforms these are some of the ways the audience is influenced:

·         Awareness of Issues

·         Behaviour- imitating things you have seen

·         Lifestyle- has appealing aspects

·         Guilt- from charities (adverts seen on TV)

·         Gain knowledge- from news programmes

These are the different aspects of how the media influences their audiences. The media platforms these relate to include: Magazines, Newspapers, TV, Film and Internet

There are three main media debates about how the media affects audiences, these include:

1)    The effects of exposure to explicit violent or sexual content

·         It is argued that explicit content has negative effects on people. Especially children, people believe that children should not be exposed to this content.

·         Influences their behaviour: the way in which it could influence their behaviour, for example, they could see a violent scene in a film and this could influence them to repeat this.

·         Warp reality: the viewer may not be able to distinguish the different between reality and the ‘media world’.

2)    The effects of advertising on media audiences

·         Advertising appears in many forms this includes: TV, Magazines, Newspapers, Internet, Radio and Outdoor signs (billboards).

·         The advertisements influence the audience to buy the product, the better the advert the more products they will sell.

·         Celebrity Endorsement: this is used within many advertisements on most of the media platforms. TV advertisement is the most common for celebrity endorsement, for example, Cheryl Cole is used for the Loreal adverts. This will influence people to buy the product because they like the particular celebrity.

3)    The effects of Censorship on media audiences

·         The main point of Censorship is to protect audience’s from explicit content they shouldn’t be viewing.

·         Censorship has a huge impact on the audience. This is because it influences them into what they can and can’t view. This is a positive and negative, as it is protecting the audience from viewing something they shouldn’t see. Although, it is also stopping them making their own decision of what they think they should view.

·         Another negative of censorship is the fact that if people do not have access to the content, they will try to find it anyway. It will make the audience more interested within the content because they have heard about it.

There are possible alternatives to censoring media content, these include:

·         Stricter Classification- in relation to films and TV programmes

·         Make length of content shorter

I have started my research into these above aspects for worksheet 3. I am focusing on how the media effects audience in terms of films which were censored in the UK. I will be discussing the audience response theories, effects debates and audience responses.

Week 4: Audience & Media Theories

Through today's lesson I have gained knowledge into the different audience theories which are used in relation to how media audiences respond to media products. These theories included:

• Hypodermic Needle Model

- This theory has direct communication to the audience: the audience does not challenge the information given to them. They consume the media product for what is intended for, this makes the consumer a 'Passive Consumer'.
-The media producers are able to create a product and get the desired response from the audience.
- An issue with this theory is that not everyone is a passive consumer. Therefore some media producers may struggle when creating products for a broad audience, as some people may challenge its purpose.

Hypodermic Needle Model

• Uses and Gratifications

- This theory shows that the consumer are 'active consumers'. These are people who consume what they want, they interpret the product as they wish and do not take the product in as the way the producer intends them to. Many people will consume the product in different ways and use it for different reasons.
- This theory was extended in 1974 and media producers believed that audiences may use the text for the following purposes:
          . Escapism
          . Personal Identity
          . Surveillance
          . Entertainment
- This theory was expanded and is reflected within media texts which we consume ourselves, some of these include:
          . Entertainment- Quiz Shows and TV Soaps
          . Knowledge- Quiz Shows and Television News
          . Character Identity- TV Soaps
          . Escapism- TV Soaps

• Reception Theory

- This theory tests how texts are 'read' by the audience. People could have different interpretations of a text, this could be because of reasons such as gender, class and age.
- Model of relationship between text and audience: text is encoded by the producer and is decoded by the reader. These texts have a particular meaning in which the audience has to decode.
- Messages within the media texts are Polysemic (multiple meanings), these are interpreted according to the audiences cultural background.
- Similar to the Uses and Gratifications, the reception theory also sees the audience not agreeing with the intentional meaning and create an alternative reading (meaning).

I was also introduced to the readings used in relation to media products and their audiences, these included:

• Dominant Reading: the producers intended message is accepted fully by the audience. They do not second think the purpose of the product and use the product as it is intended by the producer.
• Oppositional Reading: the audience can disagree and reject the intended message within the text.
• Negotiated Reading: this reading suggests that the audience may agree with parts of the intended message, but other parts they might believe can be altered based on the audience members personal experiences.

Here is an example of a media product showing the three readings put into action this product is the iPad.
- Dominant Reading: the iPad is an amazing product and is essential for reasons such as the Internet, apps, word documents and photos (the different elements which the iPad is intended for).
- Oppositional Reading: the audience may believe the iPad is un-necessary and is not as good as other products such as the laptop.
- Negotiated Reading: the audience may agree with some of the main intentions of this product. Although, they believe other parts of the product could be changed as they are not necessary.

Week 4: Sitcom Codes and Conventions & Soap Opera Genre (worksheet 2)

Task 1   
I have completed the worksheet based on the codes and conventions of genres. Through this worksheet I have learnt about the codes and conventions which are used within sitcoms. I have compared and contrasted the codes and conventions within traditional and non-traditional sitcoms. I compared The Vicar of Dibley (traditional) and Outnumbered (non-traditional) sitcoms. Through the report I have show my knowledge of the codes and conventions and how the genre has changed over time.

I have made notes on these codes and conventions by viewing an episode of these sitcoms. I used these notes to expand on within my written report, where I compared both of the sitcoms. These are some of the codes and conventions which I found within the traditional sitcom of The Vicar of Dibley

• Catchy theme tune
• Exaggerated characters
• Studio Recorded 
• Canned Laughter
• Small group of characters
• Humiliating Situations
• Linear Narrative Structure

I then watched an episode of the non-traditional sitcom Outnumbered. This did not contain all of the codes and conventions used within the traditional sitcom, but also introduced some new conventions. These are the codes and conventions used within Outnumbered:

• No theme tune at beginning- A scene of the house is shown, with voices of the characters heard. Catchy theme tune on credits.
• Small group of characters
• Improvisation used within the scenes
• Filmed on location
• Humiliating Situations
• Linear Narrative Structure: equilibrium (peace, disruption and return to peace

Through researching the codes and conventions within each programme I have clearly seen the differences within the programmes. Some of the codes and conventions are the same, but as the sitcom genre develops new styles are being introduced. For example, within Outnumbered they use the element of improvising, which would not be seen within a traditional sitcom as a convention.

Task 2

For task 2 I also had to research into a genre, I decided to research into the genre of Soap Opera. Through researching into this genre I have noted the codes and conventions used within the genre. I created a table to represent these codes and conventions and I have included this within my report.Soap Opera Codes and Conventions

This table shows the codes and conventions which I expect within the soap opera genre. These are the key codes and conventions which make the genre and is what people expect within the genre.

I also answered some questions in relation to the genre. These included: how the genre has changed over recent years, whether this would affect the target audience and are these changes to the genre for the better? I have written up my notes made on task two and included it within the same report for task 1.

Through completing this worksheet I have gained knowledge within the Sitcom genre and the Soap Opera genre, I have presented my knowledge within my report.

Week 3: Media Producers and their Products & Introduction to Sitcoms

Within Media Studies I have continued learning about media producers and the products they create. A different aspect which I have learnt is what elements are used by media producers to create products which appeal to a specific audience. Over all forms of media, there are many different aspects which media producers consider to create a product appealing to a target audience, these include:

• Sound
• Images
• Words
• Sequences
• Colours
• Fonts
• Celebrity Endorsement within Adverts in magazines and newspapers.
• The font and Layout (amount of pictures:text)- This is important as the older generation may like to read spreadsheets, which includes more text than images. Whereas people who read newspapers such as The Daily Mirror, would like more images than text.
• Content included : Design and Colours.

Constructing Content: when constructing content for a product it always has a narrative structure. This is the structure of how the story is being told or the point being made. When creating a product the construction relies of codes and conventions of the product. This is when a product is created with common element which the audience are familiar with.

Sitcoms Codes and Conventions: Traditional and Non-traditional.
I have started researching into the codes and conventions of Sitcoms. This includes traditional and non-traditional Sitcoms. As a class we discussed the codes and conventions of a traditional sitcom, these include:

• Canned Laughter
• Humiliating Situations
• Small group of main characters
• Catchphrases
• Studio Filmed
• Catchy Theme Tune
• Linear Narrative

These codes and conventions are used within traditional sitcoms such as:
-Friends
-One Foot in the Grave
-Only Fools and Horses
-Fawlty Towers
-The Vicar of Dibley
-My Family
-Absolutely Fabulous
These are all traditional sitcoms which used the codes and conventions listed above.

Some of the non-traditional Sitcoms which also follow these codes and conventions are:
-Outnumbered
-Extras
-The Inbetweeners
-Peep Show
Although, the non-traditional sitcoms tend not to follow every code and convention, for example, Outnumbered doesn't contain canned laughter.

I have started to complete the worksheet in relation to sitcoms and their codes and conventions. For task 1 I am looking at the codes and conventions used within traditional and non-traditional sitcoms and comparing these. The sitcoms I am comparing are The Vicar of Dibley and Outnumbered.


Vicar of Dibley




Outnumbered

For task 2 I am researching into either the horror or soap genre and identify the codes and conventions of this genre.

Week 2: Worksheet 1 Completed

I have now finished worksheet 1 'The Critical Approaches to Creative Media Products'. This was a worksheet which focused on media products and their audience. I researched into BARB and RAJAR who are two research agencies who collect figures for TV and Radio. I have also created a Questionnaire which is a key method of gaining audience opinions and feedback on products. Through this research I have gained a lot of new knowledge surrounding media products and their audience, some of my knowledge gained includes:

• Why it is important for media producers to define their audience. I have learnt why it is important to many different media producers including: TV, Advertising, Magazines, Cinema, Newspapers, Radio and Internet. The reason for this is for the product to be a success, if the audience for the product is not defined the product will not sell.
• Another reason for defining audiences for media producers is advertising. This is important because advertising on both radio and TV is important for selling products. In terms of advertising, the adverts will appeal and be related to the audience listening or viewing a programme.
• How BARB (Broadcasters Audience Research Board) collect their viewing figures. The process which they go through to gain the average viewing figures for many TV channels and programmes. I have documented this within my report I have written about audience research agencies.
• How RAJAR collect their listening figures, similar to BARB there is a process. The participant has to complete a listening diary for a week documenting: station listened to, when and on which platform. RAJAR also define their audience using the demographics, as they are able to define who listens to which radio stations and programmes.

I have also learnt how to I could define an audience in terms of which type of audiences watch which programmes on TV. I created a questionnaire for this, I asked different questions related to defining the audience and if I were to carry out this questionnaire I would get a good response from the questions asked. Hopefully I would gain a clear insight into the different audiences and what programmes they like to watch on TV.

Overall, through completing this worksheet I have understood why it is important to define the audience and I have learnt about two main audience research agencies.

Week 2: Defining Target Audience and Worksheet Continued

In today's lesson our class continued with defining target audiences, this is very important within the media industry. Throughout the last 2 weeks I have learnt why defining the target audience of a product/programme is important, these include:

• Advertising and Marketing
• Programme Scheduling
• Appeal to the audience for product to be a success
• Appropriate Content for audience

These are the main reasons for defining the audience of a product. The research methods which media producers carry out to help define their audience includes:

• Questionnaires
• Interviews
• Focus Groups

From these methods, Quantitative and Qualitative data is formed. Quantitative data is in the form of data (figures) and statistics. Whereas Qualitative research is in the form of opinions from interviews and focus groups. From these two types of research the media producer is able to get reliable information in the form of statistics and opinions.

I have also continued with my first worksheet. I have completed the research and report into the BARB and RAJAR- audience research agencies who measures the audience of TV and Radio. I have created a questionnaire for task 2, this is based on finding which type of audience watches which programmes on TV. I have asked questions such as:



• Age
• Gender
• Hobbies and Interests
• How often they watch TV
• What programmes they watch and what genres they like (e.g: Soaps, Documentary)

Questionnaire Screenshot (Task 2)

I will complete this worksheet by adding some information into my written report about the questionnaire I have created and how I would define an audience from this.

Week 1: Critical Approaches to Creative Media Products: Audience Research Agencies

I have now completed my notes and research into the two research agencies who measure figures. These were BARB which measures TV viewing figures and RAJAR which measures radio listening figures. I have gained more knowledge into these companies. I have continued to write the report on these two companies, by writing this report I have been able to see the similarities and differences between the ways the figures are collected. There are strong similarities between these two research agencies and these include:

·         Both non-profit organisations.

·         Their systems are relevant to both media producers and the consumer.

·         The reason they collect their figures are similar (to see the amount of listeners and viewers for programmes and the demographics of the audience).

·         Detailed demographics of the audience are recorded: This is a very important aspect in creating a programme or product, as the product is being made for a certain target audience. By the figures being collected the producer is able to see whether their programme is indeed reaching their target audience.

I have also learnt how they collect their figures; each research company has a survey or diary to be completed, which involves people chosen at random to participate. Through completing the first task I have been able to see why these companies collect figures and why it is important to the industry, including media producers and the consumer (target audience). 
The image below shows a screenshot of the audience figures collect by BARB showing TV Viewing Figures.


BARB Weekly Viewing Figures Screenshot

This graph below from the BARB Website shows the average weekly hours of people age 4+. This is shown for 2011, by hours and week numbers.



Week 1: Worksheet Continued and Knowledge Gained

In this afternoons lesson I have been continuing with my first worksheet focusing on Audience Research. I have gained secondary research into BARB and RAJAR, who measure different audiences. I have started to write the written report for the questions on the worksheet in relation to these two companies and the work they do. This task has helped me in understanding why audience research agencies collect listening and viewing figures. I now have knowledge in understanding what the agencies do and why they collect figures, especially for other media producers.

BARB Logo

RAJAR Logo

Win, Learn, Change System: I was also introduced to the Win, Learn, Change system, which enabled me to reflect on the skills I have, what I want to learn and what I would like to change in my abilities this year. Some of my 'Win' skills included: Motivation, Working in a Team and Meeting Deadlines. Some of my Learn Skills included: Use different resources within research and be more creative within production stage of a product. The areas I would like to change include: Improve Confidence Level and Contribute to class discussions more.
I also completed a worksheet about time management. This really helped me in understanding how I could manage my time more effectively. I believe I would now be able to get an equal balance each day of time, including: college, homework and social life.