This document contains an evaluation of a media product - a magazine cover designed for a sixth form audience. It discusses how the magazine cover uses conventions of real magazines, represents the target audience of 16-18 year old sixth form students, and would be distributed within the student's school. The target audience was addressed using informal language, relatable topics, and an attention-grabbing button to win a laptop. Creating the magazine cover involved using software like Photoshop and blogs to design, edit images, and publish the work.

1. Evaluation Questions In what ways does your media product use, develop or challenge the forms & conventions of real media products? How does your media product represent particular social groups? What kind of media institution might distribute your media product and why? Who is the audience for your media product? (the target market)? How did you attract/address your audience? In the process of constructing this product, what have you learnt about the technologies employed?

2. 1. In what ways does your media product use, develop or challenge the forms & conventions of real media products? My magazine cover uses a range of conventions and techniques. For example, I followed the eye order for my layout of the magazine so the audience can see the main theme before the rest. The eye order is in a 'C' shape so in relation to my magazine, the first theme the audience see is the dateline and the masthead, as well as the button. This is then followed by the coverlines and then finally the main cover line. It contains the main features a magazine should have i.e. masthead, coverlines etc. However, some magazines do not contain a button as this is not necessary; this also relates to the barcode as it is a magazine distributed in school. However, I did include these features as it shows my knowledge of what makes a magazine stand out. I also used the rule of thirds in my magazine. The left third contains most of the information, the cover line, while the right two-thirds contain the main cover line and image. Left third Right two-thirds

3. 2. How does your media product represent particular social groups? My magazine represents sixth formers of both genders ages 16 – 18. This is shown by the cover lines of the magazine as most of them relate to A-levels and revision. It is also shown by the image. The person in the image is wearing glasses and is holding a folder, this gives the idea that the students in sixth form are hardworking and smart, maturing into young adults and are getting ready to enter university. The button featured is also relevant to university as many students would need to have a laptop when entering uni, so this will give them a chance to earn a free laptop.

4. 3. What kind of media institution might distribute your media product and why? This media product will be distributed to only St Marylebone school sixth form which is a mixed school and specialises in performing arts. This is because some of the issues covered in the magazine are about the school. The magazine would be published by students as they are included in the target audience and so would know what sixth form students want to hear. The students could be in a club which specialises in journalism and gives them a taste of this type of career which can open a new door for them.

5. 4. Who is your audience for your media product? (target market) The target audience for this media product are students in sixth form aged 16 – 18, studying for their A-levels. This magazines aims for their success in sixth form and preparing them for university and their future career.

6. 5. How did you attract/address your audience? I attracted my audience by relating it to the audience as much as I can. The mast head, 'Fly High!' isn't just mean to get good grades at A-level to get into university and get hold of a good career. It also means to be free from control and to become independent. During this period of life, many teenagers yearn become more mature and to not be treated like they're still children. The language I used in the magazine is informal so the audience will be able to understand what the magazine is talking about and will be comfortable. The magazine sometimes addresses the audience by using direct language so it would seem as if its talking to that person currently reading the magazine. This was used to engage the audience and involve them. It was used in selling line and some of the coverlines. It also used indirect language in some of the cover lines i.e. 'A talk with ex-pupils and ex-teachers' This broadens the audience and does not aim at one person. The button can attract the audience as it says 'win a laptop!'. The word win can attract anybody as it would mean that they would be getting something for free. The word laptop also attracts the audience as it is known to be very expensive, however in the magazine, the audience would get it for free.

7. 6. In the process of constructing this product, what have your learned about the technologies employed? During the process of making my magazine I've used three main programs/websites: Adobe Photoshop Elements 4.0 I used this program to edit the photo and to add text to the image to make the magazine. This made me developed some skills such as using the spot healing tool, gaussian blur to improve the image. I also learnt how to change the eye colour and use the magic wand tool to select sections. Blogger.com I used this website to create a blog where I can post my coursework online so if my work gets deleted accidentally, a copy of it will be on my blog. Slideshare.net I used this website to convert my powerpoints into files which enable it to be shown on my blog.

8. General Evaluation During the making of my school magazine cover, my main focus was on the conventions to make the magazine attractive. I used my layout plan of my magazine cover as a guideline to help layout where to put my kickers. My layout follows the eye order of which a person's eye would follow when examining a magazine cover. The eye examines it from the top right to the bottom right, going in a 'C' shape. This would mean that the order which they follow would be the dateline, masthead, selling line, coverlines, then the main kicker and explanatory text. I also used the rule of thirds in my magazine cover. At the top half of the left third, it contains the cover lines and selling line. However at the bottom half, it contains a barcode-however, my magazine does not need this as it is free of charge. If it wasn't a school magazine and is sold in shops then this section would contain the barcode to purchase it. The main image is a mid-shot from the waist to the head. This type of shot is most effective and suitable for a school magazine. It can show the Frankie-Rose's emotions clearly. It shows that she is happy as well as hardworking, shown by her smile and her glasses.