Tuesday, 28 March 2017

Analysis of Focus group 2 responses

Like the first focus group, I picked my focus group to answer a set of questions related to the mockumentary genre. All my respondents were young males aged 16 to 17. Three of the respondents were fans of the mockumentary genre, and I selected them based on their knowledge of this genre. They all had in common a belief that mockumentaries were successful because they parody real life situations, while often still carrying a serious political message. While their was only one respondent who said they did not know what mockumentaries are. Two of the respondents I asked were boys, and the other two were girls. This is where I decided to improve on my previous focus group. 

Then when they were asked about which type of people on the political spectrum like mockumentaries, two said a mix of everyone from both sides of the political spectrum like mockumentaries with the exception of two candidates. One of those candidates said that left wing people prefer the mockumentary genre, and the other one said right wing people would prefer it over left wing, which was my original prediction before carrying out this task.

Now for the final question, Iasked if there would be any problems with filming a mockumentary in a school. This was the most practical question that I included to help me make decisions regarding my teaser trailer. One out of the four answers said that some problems could arise when a mockumentary is filmed in a school environment. The reasons why people have said that is because you might need to make fun of stereotypes like the studious nerd, to the intellectually challenged bully, in order to make the humor work. Some people might get offended by this. Also, someone said that schools are a place where sensitive issues should not be mocked because of the way this can affect students' well-being.  However, overall the respondents thought that people will enjoy the film and that the school setting would work well in terms of playing-off stereotypes.

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