Friday 4 February 2011

AUDIENCE

We created our video with a specific audience in mind,our target audience will be for a wide range of people but wont really aim for really young people or really old people!. The age for our target audience can range from 14- 36 as pop is the genre that any range of age can listen to. Our particular song and video is set for a audience of teenage girls ranging from the age of 11-25. The girls would be into fashion and make up as that is a main convention of our video and we want to be able to really apeal to the audience we know will be watching this video. When our audience have finished watching the video we want them to feel as though they admire the clothing and make up that we are wearing, and reallly want to aspire to look like us and be luike us as thats what a good girl band really acheives from their audience. We want the target audience to feel like they really have been able to relate to what they are watching and enable them to feel as though it could have been them dancing in the video and attracting the attention of the opposite sex (boys!). Another aim of our video is to make the viewers want to get up and dance with us and learn the routine we perform we made sure that we show thr routine a lot during the video so we made the moves accessible for people to learn, so therefore they are not to complex to copy. We want the audience to feel sexy as they dance to the choreography so it is important that that is how we come across to the the target audience.Audience engagement.In order to engadge our audince we must keep them entertained in what they are watching. This means that no shot should go on too long as that can give the audience chance to get bored with what the are watching. The shots need to be quite choppy and include lots of visual light and camera angles to make it more interesting. The music in the video is quite choppy in the beat and pretty fast in tempo, this means that the video and dancing must be simular to it and cohere with the tempo of the song.

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