evaluation

1. In what ways does your media
product use, develop and challenge
forms and conventions of real media
products?

2. What are the forms and conventions of
a children’s magazine?
During the research stage of my coursework, I had to analyse the front covers of a
variety of children’s magazines. The reason for this was to find out the forms and
conventions of this type of product, in order to use this in my own product.
I analysed three magazine front covers from the following children’s TV series:
Tracey Beaker, Dr Who and Hannah Montana.
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s magazines
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here

3. Magazine logo at the One main image of
top of the page the main characters
A variety of Bright, vibrant
font colours colours
and sizes
The key forms and
A lure/free gift conventions of a children’s Catchy
or competition magazine front cover coverlines
Smaller images Coverlines mainly on the
relating to coverlines left hand side of the page
One main font style Price, issue number
used throughout and barcode

4. How are these conventions used in my
magazine front cover?
Magazine logo at the
top of the page
Catchy
coverlines A lure/free gift
or competition
Bright, vibrant
colours One main font style
used throughout
One main image of
the main characters
A variety of
font colours
Price, issue number and sizes
and barcode

5. What are the forms and conventions of
a children’s DVD cover?
During the research stage of my coursework, I had to analyse the front covers of a
variety of children’s DVD covers. The reason for this was to find out the forms and
conventions of this type of product, in order to use this in my own product.
I analysed three DVD front covers from the following children’s TV series: Tracey
Beaker, Zack and Cody and Wizards of Waverly Place
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s DVD covers
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here

6. DVD logo at the top of One main image of
the page the main characters
A variety of Bright, vibrant
font colours colours
and sizes
The key forms and
Series information
conventions of a children’s Clear and
DVD cover organised
Logo of the channel A central focus to the
or distributer page
One main font style Rating information
used throughout and barcode

7. How are these conventions used in my
DVD cover?
Series information
DVD logo at the top of
the page A variety of
font colours
One main font style and sizes
used throughout
A central focus to the
page
Bright, vibrant
colours
One main image of Clear and
the main characters organised
Rating information
Logo of the channel and barcode
or distributer

8. How have the forms and conventions
been used in the ancillary tasks?
In my ancillary tasks, I tried to follow as many conventions of similar products as
possible. I felt that this would make my products more appealing to the target
audience and would make them fit into the market of similar products.
When comparing my DVD cover to a DVD cover
aimed at a similar target audience, the similarities
are immediately clear. This is due to the fact that
the products both share similar conventions. Both
products have one image of the main characters in
the centre. The text is centred around this. There
is minimal text and logo’s to show the rating and
distributer of the programme. This is the reason I
chose to follow as many conventions as possible.
In my opinion, it was important to follow most of the conventions with my ancillary
tasks. This would have a positive effect on the audience, as it would make them
more interested in buying a product that is similar to others – but with an important
difference. The important difference is obviously the programme that the products
are representing.

9. What are the forms and conventions of
a children’s TV opening sequence?
During the research stage of my coursework, I had to analyse the opening sequences
of a variety of children’s TV programmes. The reason for this was to find out the
forms and conventions of this type of product, in order to use this in my own
product.
I analysed three TV programme openings from the following children’s TV series:
Sleepover Club, Zeke and Luther and Sabrina the Teenage Witch
Here is the analysis work that I completed in order to find out about the codes and
conventions of children’s TV opening sequences
Please click here
After completing this analysis work, I decided it would be a good idea to summarise
my findings to determine the main features I would need to use in my product. Here
is the work I completed in order to summarise my findings
Please click here

10. Conventions of camerawork
From researching into similar audio-visual products, I found some key conventions in
the camerawork of the products. These include: minimal camera movement, a
variety of shot types and usually a close up of each main character. In my product, I
tried to follow the camerawork conventions as I felt they make the video flow
better and present products the way I want mine to be presented.
This is an example of how I followed the convention of using a variety of camera
shots in my filming. There is a long-shot, a mid-shot and a close-up.
One convention I chose to break within the camera work of my product was the use
of zoom. In the videos I analysed, there was not a lot of zooms used. However, in my
film it was an easy way of getting the close up of each character at the end of their
scene. I think the zoom in to a close up adds emphasis to this camera and it was a
good choice to break this convention. The zooms are not very noticeable and they fit
in quite naturally to the video.

11. Conventions of sound
From researching into similar audio-visual products, I found some key conventions in
the sound of the products. These include: a cool and upbeat theme tune, no other
sound apart from the theme tune. In some examples, the theme tune has lyrics
which relate to the programme.
In my product, I decided to follow the convention of having no other sound apart
from the theme tune. The theme tune I chose was quite upbeat and childlike. The
theme tune connotes ideas of happiness and fun
I chose not to have a theme tune with lyrics. I felt this would not appeal to my
particular target audience. Also, I would have had to make the song myself as to
prevent copyright laws from any lyrics or sounds used. This would have been very
challenging and I felt I would have had to sacrifice the quality of my product. This
is not a very popular convention and there are still many existing similar products
that use theme tunes with no words.

12. Conventions of editing
From researching into similar audio-visual products, I found some key conventions in
the editing of the products. These include: a variety of cuts and wipes, fade to
black/white at the end, fast paced editing.
At the end of my video, instead of fading to black or white – I
decided to fade to the logo of my programme. I thought this
would be more interesting for the audience and would finish my
video in a better way, this is why I broke the convention.
These are examples of the variety of wipes and cuts I used in my video. I followed
the convention of using a variety of editing techniques. The reason for this is
because the different techniques make the video more fun and interactive for
children. It stops the video being boring and splits up the different settings.

13. Conventions of mise-en scene
From researching into similar audio-visual products, I found some key conventions in
the sound of the products. These include: each character having an individual style
reflecting their personality and their mise-en scene reflecting this.
During my filming, this was the most important convention that I wanted to follow.
Each character has their own section of the video which represents and introduces
them as a person. This is also reflected by the characters chosen colour.
This is an example of the colour reflecting
the character. The popular girl has pink
and the cool boy has blue (stereotypical).
This screen shot shows how the conventions of mise-en
scene were used in my video. In this example, the
sporty character is on a school field (a setting which
relates to the character), they are wearing sports kit (a
costume the relates to the character) and they are
doing a sporting activity (an action that relates to the
character). I have done this with all of the characters in
the opening – showing that this convention is very
important and I have followed it carefully.

14. Shared conventions of my product
My final audio-visual product shares many conventions with the similar product
“The Sleepover club”.
The conventions that the two products share are listed below. Some of the main
conventions are explained in more detail on the next slide.
• The characters are introduced as a group and as individuals
• A variety of shot types are used
• A variety of editing transitions are used between scenes
• Both products have a catchy upbeat theme tune
• Each character has their own colour
• The mise-en scene for each character is distinct and represents their personality
• Both videos show the logo of the programme at the end
• The settings of both products relate to the programme
• A mixture of male and female characters are used
• The length of the videos are between 1min-1min 30 sec
• Both videos make good use of mise-en scene to introduce the characters
• Bright, vibrant colour schemes are used

15. Conventions in my final product
My product can be compared to the example product easily. This is because is
have used similar conventions in order to make my product fit in with other
products. Both videos introduce the main characters as a group and as
individuals. This is done by using a variety of close ups, longshots and mid-
shots.
The mise-en scene for both videos is very similar, for example the colours for
each character. I also chose to develop this convention by showing each
character performing an action reflecting their personality. An example of
this would be the sporty character, AJ, playing with a football. One difference
is the lyrics in the theme tune in the example product. This is one convention
I chose to break as it did not fit in with my product.
Both opening sequences make use of
interesting and fun transitions
between shots. This appeals to the
target audience and interests them.

16. In what ways does your media product
use, develop and challenge forms and
conventions of real media products?
When producing my ancillary and main tasks, I have tried to follow as many
conventions as possible. The reason for this is to make my products fit in with
similar products. I have broken some conventions in making my products. For
example, in my video I chose to use a theme tune without lyrics. The reason for this
was because I felt it did not fit in with my product. In my ancillary task of the
magazine, I also chose to break the convention of having coverlines on the left hand
side. This was because my image was more central and it did not look good.
I have also developed some conventions in making my products. In the mise-en
scene of similar products, it is common for each character to have their costume,
setting and colour scheme reflecting their personality. I developed this convention
by also having each character performing an action which relates to their
personality. This allowed the audience to get to know the characters better, and
therefore feel more involved in the programme.
Overall, I think my media products use, develop and challenge forms and
conventions of real media products very well. I have used the conventions of similar
products to produce three high quality products that fit in with the needs of the
target audience