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Feedback <ul><li>www – Effective use of font. Good layout following the rule of thirds anchoring the eye flow. </li></ul><...
Changes <ul><li>I need to make the kicker ‘Revision Time’ stand out more therefore I will put a shadow to it like I have d...
Evaluation Questions <ul><li>In what ways does your media product use, develop or challenge the forms & conventions of rea...
Question One: In what ways does your media product use, develop or challenge the forms & conventions of real media product...
Question Two: How does your media product represent particular social groups?  <ul><li>My magazine cover represents young ...
Question Three: What kind of media institution might distribute your media product and why?  <ul><li>The kind of media ins...
Question Four: Who is the audience for your media product? (the target market)?  <ul><li>The audience for my school magazi...
Question Five: How did you attract/address your audience?  <ul><li>I both attracted and addressed my audience by creating ...
Question Six: In the process of constructing this product, what have you learnt about the technologies employed?  <ul><li>...
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Feedback

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Transcript of "Feedback"

  1. 2. Feedback <ul><li>www – Effective use of font. Good layout following the rule of thirds anchoring the eye flow. </li></ul><ul><li>EBI – The kicker ‘Revision Time’ needs to be made more clearer to the reader. </li></ul><ul><li>Sonia </li></ul><ul><li>www – The colour scheme of the font is well crafted. </li></ul><ul><li>EBI – Need to correct the positioning of my main cover line. </li></ul><ul><li>Theresa </li></ul><ul><li>www – The main image is relevant to the text and fits well with the type of media product. </li></ul><ul><li>EBI – More cover lines or information about what this issue is going to be about. </li></ul><ul><li>Laura </li></ul>WWW= What Went Well , EBI = Even Better If
  2. 3. Changes <ul><li>I need to make the kicker ‘Revision Time’ stand out more therefore I will put a shadow to it like I have done with the mast head but this time I will put a black shadow. </li></ul><ul><li>I need to fix the position of the kicker of my main cover line as it seems to be clipped at the sides. I will try to either make the font size slightly smaller or move it with the arrow tool until it is in a suitable position. </li></ul><ul><li>Add another cover line to elaborate more on the issues this magazine will deal with or discuss or change a cover line from ‘Indirect’ to a ‘direct’ mode of address to create a more personal tone as if the magazine is talking directly to the reader and his/her issues. </li></ul>
  3. 4. Evaluation Questions <ul><li>In what ways does your media product use, develop or challenge the forms & conventions of real media products? </li></ul><ul><li>How does your media product represent particular social groups? </li></ul><ul><li>What kind of media institution might distribute your media product and why? </li></ul><ul><li>Who is the audience for your media product? (the target market)? </li></ul><ul><li>How did you attract/address your audience? </li></ul><ul><li>In the process of constructing this product, what have you learnt about the technologies employed? </li></ul>
  4. 5. Question One: In what ways does your media product use, develop or challenge the forms & conventions of real media products? <ul><li>My media product follows the forms and conventions of many school magazines by having the text (Masthead, selling line, cover lines and main cover line), in the ‘C’ shape in the left third. This complies to the western eye flow from left to right anchoring the reader in. </li></ul><ul><li>It also follows by having the masthead, selling line, dateline, cover lines and main cover line usually present on real school magazines. Along with a single model to serve as the main image. </li></ul><ul><li>However it does challenge one aspect to do with the main image as my model is not looking at the camera but is looking away to the top left. This may seem to be either rebellious or as a way of making it less unnerving for the reader reducing the feeling that the reader is being stared at from the cover – this may encourage more students to buy. I did this as I wanted the model to seem like she was looking in a metaphorical sense to her bright future in education. This would appeal to students aspirations to achieve good grades. </li></ul>
  5. 6. Question Two: How does your media product represent particular social groups? <ul><li>My magazine cover represents young adult students ages 16-18 furthering their education in Sixth Forms. It represents them by catering to the needs of this social group which is mainly to do with A Level education and how to get ahead academically for futures in university or careers – this is shown through its cover lines and main image portraying this purpose. </li></ul>
  6. 7. Question Three: What kind of media institution might distribute your media product and why? <ul><li>The kind of media institution that would distribute my media product, ‘Sixth Sense’(A Sixth form school magazine), would be institutions connected to Education and schools in London as it deals with issues exclusive to theses areas. </li></ul><ul><li>E.g. Sixth form college. </li></ul>
  7. 8. Question Four: Who is the audience for your media product? (the target market)? <ul><li>The audience for my school magazine is Sixth form students. This is the target market of students aged 16-18 years old in further education. It is aimed to help students with their academic life and study. </li></ul>
  8. 9. Question Five: How did you attract/address your audience? <ul><li>I both attracted and addressed my audience by creating a sense that my magazine is exclusive and made for my target audience. I achieved this by covering issues unique to this group such as revision for A levels and tips on how to ‘survive’ (deal with), the demands and expectations of sixth form life. I also used an informal register in order to connect with my young target audience so as not to seem that the magazine is talking down to them. I have used mainly ‘Indirect’ mode of address which doesn’t directly speak to the readers so that it could appeal to the general people of the target audience – to make it feel like it could be for everyone in that target audience of sixth form students. </li></ul>
  9. 10. Question Six: In the process of constructing this product, what have you learnt about the technologies employed? <ul><li>Throughout the process of constructing my media product I have learnt about different technologies and the techniques employed in making a magazine cover. I have learnt about using the ‘Photoshop’ program to create the magazine cover using its tools like ‘Gaussian blur’ and ‘spot healing tool’ to improve the appearance of the model of my main image or the ‘Text box’ tool which allowed me to create the cover lines and develop effective use of Font size, Font colour and the Font itself. I learnt that without the techniques made possible by technologies of Photoshop, that making a magazine cover would either be much more difficult, time consuming and less effective or successful. I also learnt about the structure of the media product of magazines which taught me about the rules of the left third and the components needed for a successful magazine cover that will appeal to its target audience and encourage consumption or interest. </li></ul>
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