My digital artefact is focused on affordable, true-to-life skincare, a niche that emphasizes transparency, accessibility, and evidence-based advice. As explained in BCM114. BCM114-Class 2, slide 4 defines niche as a specific segment of content that attracts specialized audiences with similar interests and identities. There is clearly a lack of content in the skincare sector: many creators advertise expensive routines or an unknown number of products that are suitable for students and beginners. The aim of my project is to counteract this by making the routines simpler and addressing the inaccurate information through short-form videos.

My project aimed to educate the masses with facts that supported scientific research while also developing my skills in digital media production. Slide 1 of BCM114-Class 9 highlights the importance that content creators place great emphasis on thinking critically, analyzing and crafting meaningful content with nuanced perspective. My work was primarily focused on maximizing the benefits of this and explicitly clarifying and verifying the content.

The method I used to create my two short-form videos, as described in the detailed plan on Class 3 (BCM114-Class 3, slide 3) is similar to the process. At first, I delved into common skincare misconceptions, reviewed information from dermatologists and followed the latest trends in my area. The Class 5 guidance on “3-Act Micro-Structure” was utilized in the script of the short video, including the hook, value, and takeaway, to make it more appealing and understandable. The plan was executed by me in good sunlight, using steady shots as directed according to the “creator starter kit” recommendations from Class 7 (BCM114-Class 7, slide 8). Towards the end, I included neat text overlays to indicate the ingredients and product names, which corresponded to my mood boards and audience’s visual identity suggested in Class 2.

Commentaries were the main driving force behind progress and direction. The “feedback loop” taught in Class 7 focuses on the interaction between audience members and content creators, which helps improve their work. Following the release of the first video, the critics and viewing analytics revealed that viewers were most likely to watch short, “myth-busting” content, whereas long routines were least popular. This caused me to condense my explanations, use more effective hooks and make the second video pacing better. Furthermore, I was able to adjust the mic volume, camera angle and script clarification thanks to feedback from classmates.

In addition to the media expertise, this project taught me about the role of digital communication. During slide 10 of BCM114-Class 9, the objective is to offer “value and social utility” by asking what audiences receive and why they remain. After creating content about skincare, I became more aware of how easily misinformation can spread and how the creators influence not only the purchase decisions but also the confidence of consumers. By focusing on the consumer, I realized that affordable skincare is not only cost-effective but also provides an ethical means of making purchases.

To put it simply, creating this artefact was a way for me to gain knowledge about digital media production, enhance my storytelling abilities, and adopt an iterative, feedback-oriented approach.