SlideShare a Scribd company logo
1 of 24
(Featuring: Luke Gyesi-Appiah,Amanda Stafford, Anna Garcia,Amey Perry,
Charlie Rayns,Charlotte Bennett)
• The group really liked the poster and thought it
was very successful
• Something of a popular topic was our title,
‘Fatual’. Members of the group thought this was
a clever pun and thought it was very effective
• They also really liked the focal image of the
burger and the use of newspaper within it as it
reinforces the theme of government health
advice and the ever changing beliefs
• All members also really liked the tag line and
thought it completely resonated with the themes
of our documentary
 I think that something we could have improved on was
utilizing our tag line and placing it in our other products.
For example, it could have appeared at the beginning of
our montage during the documentary.This therefore
would have established a better brand identity and linked
the products more successfully.The tagline also creates a
sense of enigma for the audience due to the rhetorical
question and immediately grabs the attention of the
audience, especially the secondary audience who are fox
thinkers and do not respond well to a lot of copy
 Mrs. Bennett also thought the photography was very
effective and created a cinematic and filmic style to the
poster
 All of the group thought that it did give the
right amount of information, while still
catching the attention of the audience, which
is what we aimed to do
 Due to the tag line, it gave an insight into the
documentary without revealing too much
 Mrs. Bennett mentioned the fact that she liked the burger as it looked
‘nasty’ and not appetizing, to connote the revolting effects fat has on the
body.This made it easy for the passive and active audience to realize the
harsh consequences eating unhealthy can have on the body. Charlie, who
is in our secondary target audience and therefore more passive also
picked up on this to suggest that he been sensitized to the ‘nastiness’ of
burgers.Thus, the more he is given access to this idea of burgers being
perceived as grotesque and bad for you, the more we avoid it in aspects
of our life. Charlie would have therefore liked this image because this is
what he is used to
 The audience thought the use of white font was also very effective as it
stood out from the background and caught their attention. It also
contributes to the brand identity as the font is white in our documentary
which makes the campaign more cohesive
 Our actor choice, by using a teacher who is in the suit also connotes the
fact that everyone eats unhealthy, even if they are sophisticated which
creates personal identity with the audience
 A clear point that we have established as something to
improve on is the cohesiveness of the campaign regarding
the poster and radio relating to the documentary. For
example, due to the shallow depth of field, creative font
and colour, it gave the poster an ‘auteur’ style, similar to
the radio which worked together to create a filmic and
cinematic products. However, this cohesiveness was lost
as the documentary lacked real cinematic style and
creativity.Therefore, in some respects, the ancillary tasks
were more successful.Thus, the consistency of the brand
is not followed through in the documentary as it is
something that you would see onTV, for example on
Channel 4, like one of our group members said, instead of
in independent cinemas.
The focus group overall really enjoyed the radio advert and thought it was
a very effective product.We were very happy with our response due to the
fact that sound is not a visual medium and is therefore a very difficult
method of attracting the audience. However, I think that we used sound to
successfully target the audience and advertise our documentary.
 Luke liked the opening ‘mish-mash of voices’, probably as it gave
him the gratifications of entertainment and information. He could
have perhaps really liked this element to the radio advert as he is a
fox thinker, being in our secondary audience, and therefore
appreciates something with pace and interest to quickly attract his
attention.
 Amy would have liked to see a gap between the opening vocal
montage and the main voiceover, as it was perhaps too intense
without a gap.
 Mrs Bennett would have liked to see more cohesion between the
radio ad and the poster with the documentary. She found the
radio ad and poster to be more suited to our sophisticated
audience, as they satisfy Maslow’s highest need for creativity due
to the engagement of the audience, especially as the music is
more creative and powerful.
 Anna said that she was hooked from the
beginning, probably as the montage gave her
the gratification of personal identity, as she felt
that she could relate the confusion portrayed by
the headlines.
 Mrs Bennett would have liked to see the tagline
in order to create a better brand identity. It
would have also given the active audience an
intellectual pleasure of an enigma to solve if it
was at the end of the advert.This would have
perhaps further encouraged them to watch the
documentary
 Mrs Stafford said yes as she though that it
sounded professional.This coming from a
sophisticated audience shows that we
pitched it right, and chose the right tone for
our documentary.
 They all agreed that they could relate and
image it to a real life context.
 All agreed that yes, the tone was appropriate.
 Mrs Bennett reiterated her point about the
cohesiveness between the poster and radio
and created by the dramatic and cinematic
tone, which is lacking with the documentary.
She found the radio ad to be much more
sophisticated.Therefore this is something
which we could have definitely improved
upon.
 Luke said yes, as it was not overloaded with
information which would have caused even a
sophisticated audience to switch off due to
sensory overload.
 Mrs Bennett liked the excerpts from the
documentary, as it gave her the gratification
of information, without giving too much of
the narrative away.
 Everyone agreed that yes, the clips were
appropriate this was because it did not reveal
too much information – if we had, then it
would make her think that she wouldn’t need
to watch it.There is just enough to grab the
audience’s attention, as it sparks the need to
fulfil the gratifications of entertainment and
information by watching it.
 Everyone would have liked to have heard the
tagline, and would have liked it to be slowed
down a bit as they felt that it was too intense.
It was probably a lot to process – which
creates sensory bombardment considering it
is only audible.
 Charlie also said that he liked the ‘64%’
headline being separate, as it made it more
dramatic.
 Something very important to note is the fact
that there was one sophisticated audience
member therefore who stated ideas that the
other group members did not think of. However,
they all agreed with the sophisticated ideas.This
therefore links to the two step flow model
theory where a sophisticated individual/
authority as an active audience produces their
own opinions and ideas which are then passed
onto the more passive audience.
 PRIMARY
 * 24-35 year olds
 * B income bracket
 * Any race/gender/sexuality
 * Liberal Opinions (Mosaic group)
 * Striver, Experiencer, Innovator,Thinker
(VAL types)
 *The Reformer,The Explorer,The Succeeder
(Young and Rubicam)
 From our focus group we can confirm that this
was the correct group of people to focus on, as
they all had very positive feedback, so much so
that they could even offer criticism of what else
they would have liked to see from the product,
ie. more sophistication in the editing of the
documentary.
 They were more satisfied with the ancillary tasks
of the poster and radio ad, which they found to
be more sophisticated products, with a greater
brand identity across them, which lacked when
it came to the documentary.
 Due to their sophistication, they were able to understand the
narrative of the product, and could relate to the topic of confusing
government health advice.
 One said that they could imagine hearing the radio advert in the
car, which was very positive feedback, and reflects that it would be
broadcasted on the type of channel which they would listen to.
 As we targeted diverse minds such as Experiencers andThe
Explorers, we seem to have satisfied Maslow’s highest need for
new knowledge, through the challenging topic of contradicting
previously accepted advice.
 Perhaps we made the income bracket too specific – in hindsight
the documentary could relate to a much larger multitude of
classes due to the worldly topic, and the fact that it affects
everyone.
 SECONDARY AUDIENCE
 * 16-19 year olds
 * E income bracket
 * Any race/gender/sexuality
 * Striver, Experiencer, Innovator,Thinker
(VAL types)
 *The Reformer,The Explorer,The Succeeder
(Young and Rubicam)
 We chose a sophisticated group of this target
audience to interview for our focus group,
and therefore arguably did not present an
accurate depiction of how the whole group
might react. However, those who we did
interview enjoyed the topic and found it
interesting, perhaps due to their maturity and
sophistication for their age.
 The narrative of the poster seemed to be a bit more
lost on them than with the older audience.We tried to
portray the idea of a man in a suit overwhelmed by
contradicting advice about the simple act of eating a
burger, the suit representing how the topic affects
everyone, however our secondary audience seemed
to only see a man eating a burger filled with
newspaper headlines, reflecting their age.This is a
reflection on the fact that we should have made the
concept of the poster more balanced between
targeting our primary and secondary audience, but
also that perhaps this secondary audience was too
young to fully grasp the main themes of our products.
 We based our decisions on previous media
knowledge, and we think that we made
educated decisions on our target audience, as
most of it was accurate.We struggled a little
with the MOSAIC groups and how they relate
to media choices, however I think that Liberal
Opinions was the best choice.

More Related Content

What's hot (19)

Task 4 research
Task 4  researchTask 4  research
Task 4 research
 
Q2
Q2Q2
Q2
 
Question 3
Question 3Question 3
Question 3
 
Evaluation question 1
Evaluation question 1 Evaluation question 1
Evaluation question 1
 
Question 2
Question 2 Question 2
Question 2
 
Q1
Q1Q1
Q1
 
A2 coursework evaluation
A2 coursework evaluationA2 coursework evaluation
A2 coursework evaluation
 
Evaluation Question 3
Evaluation Question 3Evaluation Question 3
Evaluation Question 3
 
Question 1 - Hiral
Question 1 - HiralQuestion 1 - Hiral
Question 1 - Hiral
 
Evaluation question 3 - Hiral
Evaluation question 3 - HiralEvaluation question 3 - Hiral
Evaluation question 3 - Hiral
 
Task 1 Part 1
Task 1 Part 1Task 1 Part 1
Task 1 Part 1
 
What have you learned from your audience feedback?
What have you learned from your audience feedback?What have you learned from your audience feedback?
What have you learned from your audience feedback?
 
Mr Lyman
Mr LymanMr Lyman
Mr Lyman
 
How effectively have we met the wants of
How effectively have we met the wants ofHow effectively have we met the wants of
How effectively have we met the wants of
 
Question 1
Question 1Question 1
Question 1
 
Question 3 final
Question 3 finalQuestion 3 final
Question 3 final
 
Evaluation 3
Evaluation 3Evaluation 3
Evaluation 3
 
Q1
Q1Q1
Q1
 
Looking back at our theoretical research
Looking back at our theoretical researchLooking back at our theoretical research
Looking back at our theoretical research
 

Viewers also liked

Lembar persetujuan
Lembar persetujuanLembar persetujuan
Lembar persetujuan
gufron24
 
APARTAMENTO 1903
APARTAMENTO 1903APARTAMENTO 1903
APARTAMENTO 1903
Uiara Ala
 
Attitudes of Estonian Population towards New Migrants
Attitudes of Estonian Population towards New MigrantsAttitudes of Estonian Population towards New Migrants
Attitudes of Estonian Population towards New Migrants
misakonverents
 
97148550 arquitectura-posmoderna-y-supramoderna
97148550 arquitectura-posmoderna-y-supramoderna97148550 arquitectura-posmoderna-y-supramoderna
97148550 arquitectura-posmoderna-y-supramoderna
Julio Antonio Bacilio
 

Viewers also liked (20)

HIS GRACE REACHES ME
HIS GRACE REACHES MEHIS GRACE REACHES ME
HIS GRACE REACHES ME
 
Innovació i Marketing - IES Martí L'Humà Montblanc
Innovació i Marketing - IES Martí L'Humà MontblancInnovació i Marketing - IES Martí L'Humà Montblanc
Innovació i Marketing - IES Martí L'Humà Montblanc
 
Lembar persetujuan
Lembar persetujuanLembar persetujuan
Lembar persetujuan
 
Caracteristcas arquitectonicas en edificaciones del mundo egeo-(celeste leon)
Caracteristcas arquitectonicas en edificaciones del mundo egeo-(celeste leon)Caracteristcas arquitectonicas en edificaciones del mundo egeo-(celeste leon)
Caracteristcas arquitectonicas en edificaciones del mundo egeo-(celeste leon)
 
edificaciones del mundo egeo.
edificaciones del mundo egeo.edificaciones del mundo egeo.
edificaciones del mundo egeo.
 
APARTAMENTO 1903
APARTAMENTO 1903APARTAMENTO 1903
APARTAMENTO 1903
 
Renters Warehouse PSD New
Renters Warehouse PSD NewRenters Warehouse PSD New
Renters Warehouse PSD New
 
La comunicació digital en política
La comunicació digital en políticaLa comunicació digital en política
La comunicació digital en política
 
Composiciones Bidimensionales
Composiciones BidimensionalesComposiciones Bidimensionales
Composiciones Bidimensionales
 
Attitudes of Estonian Population towards New Migrants
Attitudes of Estonian Population towards New MigrantsAttitudes of Estonian Population towards New Migrants
Attitudes of Estonian Population towards New Migrants
 
Indice de caries ucebol
Indice de caries ucebolIndice de caries ucebol
Indice de caries ucebol
 
How to develop intercultural competence through non-formal learning methods?
How to develop intercultural competence through non-formal learning methods?How to develop intercultural competence through non-formal learning methods?
How to develop intercultural competence through non-formal learning methods?
 
ECG: Narrow Complex Tachycardia
ECG: Narrow Complex TachycardiaECG: Narrow Complex Tachycardia
ECG: Narrow Complex Tachycardia
 
97148550 arquitectura-posmoderna-y-supramoderna
97148550 arquitectura-posmoderna-y-supramoderna97148550 arquitectura-posmoderna-y-supramoderna
97148550 arquitectura-posmoderna-y-supramoderna
 
Mapa conceptual de la organizacion de la familia
Mapa conceptual de la organizacion de la familiaMapa conceptual de la organizacion de la familia
Mapa conceptual de la organizacion de la familia
 
The indian consensus guidance on stroke prevention in
The indian consensus guidance on stroke prevention inThe indian consensus guidance on stroke prevention in
The indian consensus guidance on stroke prevention in
 
карта It профессий, точки входа, первые шаги
карта It профессий, точки входа, первые шагикарта It профессий, точки входа, первые шаги
карта It профессий, точки входа, первые шаги
 
эрудит
эрудитэрудит
эрудит
 
Presentacion tendencias
Presentacion tendenciasPresentacion tendencias
Presentacion tendencias
 
ARDS (Case study)
ARDS (Case study)ARDS (Case study)
ARDS (Case study)
 

Similar to Analysis of focus group (20)

Analysis of focus group
Analysis of focus groupAnalysis of focus group
Analysis of focus group
 
Question 3 rachaelmcinerney
Question 3   rachaelmcinerneyQuestion 3   rachaelmcinerney
Question 3 rachaelmcinerney
 
Evaluation pp
Evaluation ppEvaluation pp
Evaluation pp
 
How effective is the combination of your main
How effective is the combination of your mainHow effective is the combination of your main
How effective is the combination of your main
 
How effective is the combination of your main
How effective is the combination of your mainHow effective is the combination of your main
How effective is the combination of your main
 
Evaluation task 3
Evaluation task 3Evaluation task 3
Evaluation task 3
 
This is question 4 of my AS product evaluation
This is question 4 of my AS product evaluation This is question 4 of my AS product evaluation
This is question 4 of my AS product evaluation
 
Terri Bradshaw
Terri BradshawTerri Bradshaw
Terri Bradshaw
 
Q3
Q3Q3
Q3
 
Audience
AudienceAudience
Audience
 
Bearfaced radio production evaluation
Bearfaced radio production evaluationBearfaced radio production evaluation
Bearfaced radio production evaluation
 
Evaluation- Question 3
Evaluation- Question 3Evaluation- Question 3
Evaluation- Question 3
 
A2 Evaluation
A2 EvaluationA2 Evaluation
A2 Evaluation
 
A2 Evaluation AW
A2 Evaluation AWA2 Evaluation AW
A2 Evaluation AW
 
A2 Evaluation AW
A2 Evaluation AWA2 Evaluation AW
A2 Evaluation AW
 
Reserach into exsosying socumentaries
Reserach into exsosying socumentariesReserach into exsosying socumentaries
Reserach into exsosying socumentaries
 
Audience
AudienceAudience
Audience
 
What have I learned from my audience feedback?
What have I learned from my audience feedback?What have I learned from my audience feedback?
What have I learned from my audience feedback?
 
Questionnaire Feedback Analysis
Questionnaire Feedback AnalysisQuestionnaire Feedback Analysis
Questionnaire Feedback Analysis
 
Audience feedback REVISED
Audience feedback REVISEDAudience feedback REVISED
Audience feedback REVISED
 

More from mvincent13 (20)

How effective our campaign would be in the 2
How effective our campaign would be in the 2How effective our campaign would be in the 2
How effective our campaign would be in the 2
 
How effective our campaign would be in the
How effective our campaign would be in theHow effective our campaign would be in the
How effective our campaign would be in the
 
Postmodernism
PostmodernismPostmodernism
Postmodernism
 
Marxist theory
Marxist theoryMarxist theory
Marxist theory
 
Advice from capital
Advice from capitalAdvice from capital
Advice from capital
 
Mrs burton interview
Mrs burton interviewMrs burton interview
Mrs burton interview
 
Postmodernism
PostmodernismPostmodernism
Postmodernism
 
Marxist theory
Marxist theoryMarxist theory
Marxist theory
 
Evaluation question 1 draft powerpoint
Evaluation question 1 draft powerpointEvaluation question 1 draft powerpoint
Evaluation question 1 draft powerpoint
 
Q3 REVISED
Q3 REVISEDQ3 REVISED
Q3 REVISED
 
Sound
SoundSound
Sound
 
Sound
SoundSound
Sound
 
Audience feedback
Audience feedbackAudience feedback
Audience feedback
 
Q3
Q3Q3
Q3
 
Reasearch reflected
Reasearch reflectedReasearch reflected
Reasearch reflected
 
Final questionnaire
Final questionnaireFinal questionnaire
Final questionnaire
 
Filming space
Filming spaceFilming space
Filming space
 
Final questionnaire
Final questionnaireFinal questionnaire
Final questionnaire
 
Pilot questionnaire
Pilot questionnairePilot questionnaire
Pilot questionnaire
 
Pilot questionnaire
Pilot questionnairePilot questionnaire
Pilot questionnaire
 

Recently uploaded

The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
heathfieldcps1
 

Recently uploaded (20)

Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and Modifications
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxExploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 
How to Add New Custom Addons Path in Odoo 17
How to Add New Custom Addons Path in Odoo 17How to Add New Custom Addons Path in Odoo 17
How to Add New Custom Addons Path in Odoo 17
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structure
 

Analysis of focus group

  • 1. (Featuring: Luke Gyesi-Appiah,Amanda Stafford, Anna Garcia,Amey Perry, Charlie Rayns,Charlotte Bennett)
  • 2.
  • 3. • The group really liked the poster and thought it was very successful • Something of a popular topic was our title, ‘Fatual’. Members of the group thought this was a clever pun and thought it was very effective • They also really liked the focal image of the burger and the use of newspaper within it as it reinforces the theme of government health advice and the ever changing beliefs • All members also really liked the tag line and thought it completely resonated with the themes of our documentary
  • 4.  I think that something we could have improved on was utilizing our tag line and placing it in our other products. For example, it could have appeared at the beginning of our montage during the documentary.This therefore would have established a better brand identity and linked the products more successfully.The tagline also creates a sense of enigma for the audience due to the rhetorical question and immediately grabs the attention of the audience, especially the secondary audience who are fox thinkers and do not respond well to a lot of copy  Mrs. Bennett also thought the photography was very effective and created a cinematic and filmic style to the poster
  • 5.  All of the group thought that it did give the right amount of information, while still catching the attention of the audience, which is what we aimed to do  Due to the tag line, it gave an insight into the documentary without revealing too much
  • 6.  Mrs. Bennett mentioned the fact that she liked the burger as it looked ‘nasty’ and not appetizing, to connote the revolting effects fat has on the body.This made it easy for the passive and active audience to realize the harsh consequences eating unhealthy can have on the body. Charlie, who is in our secondary target audience and therefore more passive also picked up on this to suggest that he been sensitized to the ‘nastiness’ of burgers.Thus, the more he is given access to this idea of burgers being perceived as grotesque and bad for you, the more we avoid it in aspects of our life. Charlie would have therefore liked this image because this is what he is used to  The audience thought the use of white font was also very effective as it stood out from the background and caught their attention. It also contributes to the brand identity as the font is white in our documentary which makes the campaign more cohesive  Our actor choice, by using a teacher who is in the suit also connotes the fact that everyone eats unhealthy, even if they are sophisticated which creates personal identity with the audience
  • 7.  A clear point that we have established as something to improve on is the cohesiveness of the campaign regarding the poster and radio relating to the documentary. For example, due to the shallow depth of field, creative font and colour, it gave the poster an ‘auteur’ style, similar to the radio which worked together to create a filmic and cinematic products. However, this cohesiveness was lost as the documentary lacked real cinematic style and creativity.Therefore, in some respects, the ancillary tasks were more successful.Thus, the consistency of the brand is not followed through in the documentary as it is something that you would see onTV, for example on Channel 4, like one of our group members said, instead of in independent cinemas.
  • 8.
  • 9. The focus group overall really enjoyed the radio advert and thought it was a very effective product.We were very happy with our response due to the fact that sound is not a visual medium and is therefore a very difficult method of attracting the audience. However, I think that we used sound to successfully target the audience and advertise our documentary.
  • 10.  Luke liked the opening ‘mish-mash of voices’, probably as it gave him the gratifications of entertainment and information. He could have perhaps really liked this element to the radio advert as he is a fox thinker, being in our secondary audience, and therefore appreciates something with pace and interest to quickly attract his attention.  Amy would have liked to see a gap between the opening vocal montage and the main voiceover, as it was perhaps too intense without a gap.  Mrs Bennett would have liked to see more cohesion between the radio ad and the poster with the documentary. She found the radio ad and poster to be more suited to our sophisticated audience, as they satisfy Maslow’s highest need for creativity due to the engagement of the audience, especially as the music is more creative and powerful.
  • 11.  Anna said that she was hooked from the beginning, probably as the montage gave her the gratification of personal identity, as she felt that she could relate the confusion portrayed by the headlines.  Mrs Bennett would have liked to see the tagline in order to create a better brand identity. It would have also given the active audience an intellectual pleasure of an enigma to solve if it was at the end of the advert.This would have perhaps further encouraged them to watch the documentary
  • 12.  Mrs Stafford said yes as she though that it sounded professional.This coming from a sophisticated audience shows that we pitched it right, and chose the right tone for our documentary.  They all agreed that they could relate and image it to a real life context.
  • 13.  All agreed that yes, the tone was appropriate.  Mrs Bennett reiterated her point about the cohesiveness between the poster and radio and created by the dramatic and cinematic tone, which is lacking with the documentary. She found the radio ad to be much more sophisticated.Therefore this is something which we could have definitely improved upon.
  • 14.  Luke said yes, as it was not overloaded with information which would have caused even a sophisticated audience to switch off due to sensory overload.  Mrs Bennett liked the excerpts from the documentary, as it gave her the gratification of information, without giving too much of the narrative away.
  • 15.  Everyone agreed that yes, the clips were appropriate this was because it did not reveal too much information – if we had, then it would make her think that she wouldn’t need to watch it.There is just enough to grab the audience’s attention, as it sparks the need to fulfil the gratifications of entertainment and information by watching it.
  • 16.  Everyone would have liked to have heard the tagline, and would have liked it to be slowed down a bit as they felt that it was too intense. It was probably a lot to process – which creates sensory bombardment considering it is only audible.  Charlie also said that he liked the ‘64%’ headline being separate, as it made it more dramatic.
  • 17.  Something very important to note is the fact that there was one sophisticated audience member therefore who stated ideas that the other group members did not think of. However, they all agreed with the sophisticated ideas.This therefore links to the two step flow model theory where a sophisticated individual/ authority as an active audience produces their own opinions and ideas which are then passed onto the more passive audience.
  • 18.  PRIMARY  * 24-35 year olds  * B income bracket  * Any race/gender/sexuality  * Liberal Opinions (Mosaic group)  * Striver, Experiencer, Innovator,Thinker (VAL types)  *The Reformer,The Explorer,The Succeeder (Young and Rubicam)
  • 19.  From our focus group we can confirm that this was the correct group of people to focus on, as they all had very positive feedback, so much so that they could even offer criticism of what else they would have liked to see from the product, ie. more sophistication in the editing of the documentary.  They were more satisfied with the ancillary tasks of the poster and radio ad, which they found to be more sophisticated products, with a greater brand identity across them, which lacked when it came to the documentary.
  • 20.  Due to their sophistication, they were able to understand the narrative of the product, and could relate to the topic of confusing government health advice.  One said that they could imagine hearing the radio advert in the car, which was very positive feedback, and reflects that it would be broadcasted on the type of channel which they would listen to.  As we targeted diverse minds such as Experiencers andThe Explorers, we seem to have satisfied Maslow’s highest need for new knowledge, through the challenging topic of contradicting previously accepted advice.  Perhaps we made the income bracket too specific – in hindsight the documentary could relate to a much larger multitude of classes due to the worldly topic, and the fact that it affects everyone.
  • 21.  SECONDARY AUDIENCE  * 16-19 year olds  * E income bracket  * Any race/gender/sexuality  * Striver, Experiencer, Innovator,Thinker (VAL types)  *The Reformer,The Explorer,The Succeeder (Young and Rubicam)
  • 22.  We chose a sophisticated group of this target audience to interview for our focus group, and therefore arguably did not present an accurate depiction of how the whole group might react. However, those who we did interview enjoyed the topic and found it interesting, perhaps due to their maturity and sophistication for their age.
  • 23.  The narrative of the poster seemed to be a bit more lost on them than with the older audience.We tried to portray the idea of a man in a suit overwhelmed by contradicting advice about the simple act of eating a burger, the suit representing how the topic affects everyone, however our secondary audience seemed to only see a man eating a burger filled with newspaper headlines, reflecting their age.This is a reflection on the fact that we should have made the concept of the poster more balanced between targeting our primary and secondary audience, but also that perhaps this secondary audience was too young to fully grasp the main themes of our products.
  • 24.  We based our decisions on previous media knowledge, and we think that we made educated decisions on our target audience, as most of it was accurate.We struggled a little with the MOSAIC groups and how they relate to media choices, however I think that Liberal Opinions was the best choice.