Hello, I'm
Matthew Romo (1660) from Group 2. The other embers of my group are Harry Kettenis (0390), Josh Stevenson (0796) and Ysabel Hudson-Searle (0331).

Hopefully navigation should not be an issue on my blog; 'labels' on the right hand side near the top will direct you to groups of posts from specific areas. Research and Planning, Production, and Evaluation work should all be available to see under their respective A2 labels. The other labels will direct you to work from my AS level and preliminary activities for A2.

Also, by clicking on the "Latymer Music Video Blog" link above the labels, you can go back to Latymer's main music video blog where all other blogs from my class can be accessed.

Finally, I hope you enjoy observing and assessing my work as much as I did creating it.

Our Digipak Cover

Our Digipak Cover
Our Digipak Cover

Our Website

Our Website (Text)

Our Website - Click on the branding above to enter

Our Music Video

Our Music Video (Text)

Our Music Video

Friday, 2 January 2015

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

As a group we embraced the use of new media technologies across each stage of the project, benefiting us significantly. This ranged from social media, which aided us at every single stage, to modern hardware, to digital editing software once footage was obtained.

Kit List

Canon 5D Mark II DSLR camera

Canon HF G30 camera

GoPro Hero3 Black Edition camera with monitor

Canon 550D camera 

Canon DM-100 microphone

50in monitor

Libec TH-650DV tripod

Manfrotto 546b ball-headed tripod with 504HD head

Arri 1000w lights on studio rig

Ianiro Gulliver Lighting Kit (3x300w)

Leapfrog lighting desk

Adobe Creative suite - Premiere Pro, Photoshop, After Effects

Web 2.0

IMG Flip

Social Media:
  • Facebook
  • Twitter
  • Instagram
  • Whatsapp 
  • iMessage

Internet Shopping

  • eBay
  • Wickes

Research and Planning

Having young people as one of the main age groups of core fans of the PBR&B genre, it was appropriate to be led by social media in terms of marketing and releasing our artist and products, but also in finding out from the offset the kind of things fans of the genre might tweet on twitter as well as artists themselves.

Social media also played a key role in giving our group the means to communicate effectively; one of the first things we did once the group had formed was to set up a Facebook group.

Using this format we could share files, photos, and posts. Being teenagers ourselves, we were all connected to social media via both our phones, which, as is so common now, had 3G connection and access to web 2.0, and laptop/computers at home. This meant that outside school or while travelling for example, any one of us could post to the group, and thanks to 'push' notifications we would all be made aware and kept completely up to date.

Example of a post, setting an agenda of priorities to during planning stages

Being able to access YouTube from almost any phone plus laptops, computers and tablets meant we could watch videos practically anywhere. We used it to watch other music videos for inspiration

We created a playlist of videos that inspired parts of our video or gave us ideas, in order to help keep our references together. Here is link to it.


Creating our actual products was completed with a lot of use of new media technologies

The Website, the internet and Web 2.0

With the proliferation of new technologies and increasing numbers of ways to consume products, we wanted to embrace modern trends to maximise the potential success of our artist by giving her the widest reach possible. To do this, we had to give our audience multiple platforms to consume content, that all link to eachother through the central hub of our website. We made this using the online website creation site Wix. Teenagers and young adults are the main audience of most PBR&B music and also the greatest users of social media, so our homepage would need to have as much connection with this as possible so our audience can connect and interact.

Circled are the many links to social media websites Instagram and Twitter, for which I made the accounts and posted 'updates' for fans and followers to see. Wix allowed us to embed these into our website, as well as an opportunity to subscribe to an emailing list - a huge number of mobile phones now have internet access, and can therefore connect to email too. Also on the bottom left, highlighted, is the scanner to use the mobile version we created of our website; to keep as up to date and current with the adolescent/young adult audience as possible we have not only had everything anchored in one place with the website, we have also made this all accessible via smartphone.  


The Twitter account I made. It advertises our Instagram account, music video on YouTube, and our website, so that they all link together and are accessible through eachother


The Instagram account I made for Roza. Again, the website and its merchandise store, as well as the music video and the Twitter are all linked and promoted from here too 

Despite having used premiere pro before, editing music videos was new to me. Being able to search the internet, and particularly YouTube when I was unsure how to do things helped me pick up some tips on editing specific to music videos, such as the example below, which breaks down editing to a beat.

The media department's technician was not always available to ask for advice so, as a student with at times less confidence in the software, I used the internet and its multitude of available resources to find online tutorials. A good example is when deciding (after feedback) to try a sepia style grading

A step by step guide I found and used to experiment with grading for our narrative shots

Knowledge I gained using this significantly contributed to the final outcome

Editing software

Adobe Premiere Pro was used to edit our footage together and grade it in order to create the music video. The software first came about
 in 2003 but CS3 which we used is far newer so it is fair to describe it as 'new technology'. (Photoshop created in 1988 but many more current versions have been made)


I used imgflip, an online tool, to create gifs. Gifs can be useful to visually illustrate things that we did in the music video or in other, real media texts. I used the website for last year's coursework and it was easy to use - you enter the web address of a YouTube video and set how much of it you want to use, as well as the size of the changing image you wish to create. This can then be uploaded to the computer or embedded via HTML straight to blogger.com, which I did. 

SurveyMonkey, as mentioned in the audience feedback question, was used to attain qualitative and quantitative audience feedback on our music video once it had been finished and uploaded. Like many web tools it is free to use, with extra features available if you upgrade and buy a paid version, but you can create a survey with 10 questions and view both individual responses and your results as a whole. With this in mind, we used this new media technology to learn what trends there were based on age and gender on people's tastes and qualitative responses. Josh and I shared it alongside our video on Facebook to our friends, meaning several hundreds of people could see it.

The first responses are shown where the graph starts, and more came through when it was shared again by me 3 days later to receive more responses and have more valuable data

To conclude...

Throughout the course of this project, new media technologies influenced us so much in terms of communication, how we shot and edited together the video, and almost the entire basis of our website and its features. They helped us to find out how others, including our audience, read our texts and we used this to finally create a product we felt was likely to appeal to them.

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