The document summarizes how the media product, a school magazine, represents particular social groups through articles about school events and clubs. It would be distributed within the school to students, teachers, and parents. The audience is attracted through a bold cover design and exciting fonts and colors to draw readers into articles and a prize competition within the magazine. The creator learned skills in publishing platforms and Photoshop through constructing the school magazine that can be applied to a future music magazine.

1. In what ways does your media product use,
develop or challenge forms and conventions of real
media products?
• On my cover I have used a bold masthead, with a large picture as the
background. I also used a logo and added a date and issue number. In
the contents I also used a logo and masthead, using an ‘Austin
sidebar’. I challenged a normal magazine by using two people instead
of one, which in fact made it harder to work with.

2. How does your media product represent
particular social groups?
• My media product represents school students as it is all based around school
itself. The whole magazine contains lots of detail about the school and its
students giving helpful and useful information to inform the students about clubs,
upcoming events etc. This was shown through articles such as “Exam stress” and
“Take our school quiz”. It is obvious that this is targeted at school students as it
made by the school and pin points only information to do with Chislehurst school
for girls. Students like to interact whilst reading as it makes the whole experience
more enjoyable, therfor this is the main reason I introduced a questionnaire to the
magazine.

3. What kind of media institution (publisher) might
distribute your media product and why?
• School magazines are not made by institutions and are usually
made by staff or students at the school. Therefore they don’t look
that professional they don’t look like real magazines because they
people who make them aren’t properly trained. By the time I make
my music magazine I will have the training required to make a
professional looking magazine.

4. Who would be the audience for your media
product?
• The audiences for my magazine are students at the school, teachers
and parents of students at Chislehurst School For Girls. This could
also be given to external students ready to join in the next
upcoming year. The reason for this is because the magazine is only
targeted at people on the school site as it is made and published on
the grounds.

5. How did you attract/address your audience?
• I attracted my audience by using a bold statement background
image to catch the readers eye. I then used an exciting less formal
font (white with a black outline) to give the impression that the
magazine would be fun yet interesting at the same time.
I also used colours such as green, white and yellow to make the fonts
stand out and indicate that each title was for a different story in the
magazine. I used capital letters for the word “WIN” to draw
attention to the fact that there was a fun prize to be won and that if
the students looked inside the magazine they may be awarded.

6. What have you learnt about technologies from
the process of constructing this product?
• I have learned how to create my own blog by publishing images of
the tasks I have carried out to create my school magazine. I have
also learned how to use Photoshop and these skills will help me to
produce my music magazine.