A2 media evaluation question 1
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This document discusses how the media product draws from existing documentary conventions while also attempting to distinguish itself. Specifically: - The documentary follows the observational and expository formats common to popular education documentaries broadcast on TV to benefit from their established success. - Interviews are filmed in midshots, as is typical, and include voiceovers to explain what is happening, matching conventions. - Some conventions are adapted, like keeping interviewee names on screen longer, to maintain familiarity while adding uniqueness. - The advertising and spread are influenced by similar successful products but customized to represent the school.
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Evaluation question 7
Thomas Pyle evaluated how his preliminary magazine production task benefited but also lacked several important aspects compared to his final products. For his preliminary task, he only considered the layout of one magazine, missing techniques like photography, audience feedback and social representation. However, for his final products he looked at various magazines to learn about including aspects like well-laid out photos, lighting and positioning. He also gathered audience feedback to improve his work. Additionally, his final products had more detailed layouts, fonts, photography and color variation to make them bolder and better attract audiences.
Evaluation Question 3
The document discusses feedback the author received from their audience throughout their A2 year. They used various methods like sticky notes, videos, and social networking to get feedback. This feedback helped improve their products by incorporating suggestions and sticking with ideas the majority liked. Focus groups with people the same age as the target audience provided useful feedback. Social networking also allowed non-media students to provide their views and fresh perspectives to further improve the author's work. The audience feedback helped the author learn that asking the target audience what they want is essential for a successful product.
Question 7 final
After completing their preliminary school magazine task, the author learned several important lessons that improved their second magazine product. For their music magazine, the author created a detailed plan, researched professional magazines for inspiration, improved their photography skills, and implemented helpful feedback from teachers and peers. As a result, their music magazine had a well-thought out layout, strict color scheme, and overall polished, professional appearance compared to their initial rushed school magazine. A survey of 14 respondents confirmed that the music magazine was more attractive and preferred over the school magazine due to its organization and execution.
How did i attract my audience
The document summarizes the strategies used to attract the target audience for a grime music magazine. A red color scheme was used based on research showing it was popular. The front cover featured a suited artist looking down with their hood up to appeal to the target age group. Market research through an online survey informed magazine content and design choices to align with audience tastes. Slang language and featuring a stereotypical grime artist on the cover were also found to attract readers. Conducting a focus group in addition to the online survey provided valuable feedback on layout reactions.
Media Evaluation Presentation
My aims were to create a sophisticated pop music magazine for 15-18 year old girls, as I found a gap in the market for this type of magazine. I used conventions from real magazines such as a competition to make the magazine more attractive. I included bubble pop outs to emphasize celebrity quotes. The magazine represents popular culture through sophisticated coloring and features an attractive young male artist on the cover to attract the target audience. It would be advertised through a large media institution like ICP Media alongside their other magazines that the target audience reads. The audience are girls ages 15-18 who love music, fashion, and socializing. The magazine would attract them through the colors used in research, featuring Joseph Mendez on the cover, and advertising
What have you learned from your audience feedback
The document discusses the author's research into their target audience for a magazine product. They gathered feedback from their audience at various stages of development through surveys, focus groups, and interviews. This feedback helped the author understand their audience's interests and shape the magazine to better appeal to them. The author created profiles of potential readers to more deeply understand their audience. By incorporating audience feedback, the author was able to create magazine products that their target audience engaged with and said they would purchase.
What have you learned from your audience feedback
The document discusses the feedback the author received from their target audience and how it helped shape their products. Some key points:
- The author surveyed their target audience (university students) and received feedback verbally and in writing on their initial product ideas. They used this feedback to improve their work.
- They presented their magazine pitch to peers and teachers in their target age range to get feedback on pricing, design, and content ideas.
- The author interviewed a 19-year-old female student to get more opinions on their products and ideas for improvement.
- Surveys and audience research helped the author better understand their audience's interests like social media so they could tailor their products accordingly.
Evaluation for B1 unit
This unit allowed the student to research future career options and apply to university courses. They secured three university offers and an apprenticeship with the BBC. The student created a brand identity with a logo, business card, website and showreel. They networked with industry professionals and undertook projects to develop skills. The student's research, mock interviews and refined application materials helped them secure a place at university and an apprenticeship.
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Evaluation question 7
Thomas Pyle evaluated how his preliminary magazine production task benefited but also lacked several important aspects compared to his final products. For his preliminary task, he only considered the layout of one magazine, missing techniques like photography, audience feedback and social representation. However, for his final products he looked at various magazines to learn about including aspects like well-laid out photos, lighting and positioning. He also gathered audience feedback to improve his work. Additionally, his final products had more detailed layouts, fonts, photography and color variation to make them bolder and better attract audiences.
Evaluation Question 3
The document discusses feedback the author received from their audience throughout their A2 year. They used various methods like sticky notes, videos, and social networking to get feedback. This feedback helped improve their products by incorporating suggestions and sticking with ideas the majority liked. Focus groups with people the same age as the target audience provided useful feedback. Social networking also allowed non-media students to provide their views and fresh perspectives to further improve the author's work. The audience feedback helped the author learn that asking the target audience what they want is essential for a successful product.
Question 7 final
After completing their preliminary school magazine task, the author learned several important lessons that improved their second magazine product. For their music magazine, the author created a detailed plan, researched professional magazines for inspiration, improved their photography skills, and implemented helpful feedback from teachers and peers. As a result, their music magazine had a well-thought out layout, strict color scheme, and overall polished, professional appearance compared to their initial rushed school magazine. A survey of 14 respondents confirmed that the music magazine was more attractive and preferred over the school magazine due to its organization and execution.
How did i attract my audience
The document summarizes the strategies used to attract the target audience for a grime music magazine. A red color scheme was used based on research showing it was popular. The front cover featured a suited artist looking down with their hood up to appeal to the target age group. Market research through an online survey informed magazine content and design choices to align with audience tastes. Slang language and featuring a stereotypical grime artist on the cover were also found to attract readers. Conducting a focus group in addition to the online survey provided valuable feedback on layout reactions.
Media Evaluation Presentation
My aims were to create a sophisticated pop music magazine for 15-18 year old girls, as I found a gap in the market for this type of magazine. I used conventions from real magazines such as a competition to make the magazine more attractive. I included bubble pop outs to emphasize celebrity quotes. The magazine represents popular culture through sophisticated coloring and features an attractive young male artist on the cover to attract the target audience. It would be advertised through a large media institution like ICP Media alongside their other magazines that the target audience reads. The audience are girls ages 15-18 who love music, fashion, and socializing. The magazine would attract them through the colors used in research, featuring Joseph Mendez on the cover, and advertising
What have you learned from your audience feedback
The document discusses the author's research into their target audience for a magazine product. They gathered feedback from their audience at various stages of development through surveys, focus groups, and interviews. This feedback helped the author understand their audience's interests and shape the magazine to better appeal to them. The author created profiles of potential readers to more deeply understand their audience. By incorporating audience feedback, the author was able to create magazine products that their target audience engaged with and said they would purchase.
What have you learned from your audience feedback
The document discusses the feedback the author received from their target audience and how it helped shape their products. Some key points:
- The author surveyed their target audience (university students) and received feedback verbally and in writing on their initial product ideas. They used this feedback to improve their work.
- They presented their magazine pitch to peers and teachers in their target age range to get feedback on pricing, design, and content ideas.
- The author interviewed a 19-year-old female student to get more opinions on their products and ideas for improvement.
- Surveys and audience research helped the author better understand their audience's interests like social media so they could tailor their products accordingly.
Evaluation for B1 unit
This unit allowed the student to research future career options and apply to university courses. They secured three university offers and an apprenticeship with the BBC. The student created a brand identity with a logo, business card, website and showreel. They networked with industry professionals and undertook projects to develop skills. The student's research, mock interviews and refined application materials helped them secure a place at university and an apprenticeship.
Evaluation B1: Progression
The document summarizes the student's personal progression evaluation unit. They researched career options in media which required qualifications and experience. They applied to university through UCAS and now have offers after initially preferring apprenticeships. The student gained experience through projects, networking, and mock interviews. They created branding materials like a logo, business cards, and website to develop an online presence. The unit helped the student improve skills, gain confidence, and prepare for future opportunities.
What have you learned from your audience feedback
The document discusses the author's research into their target audience for a magazine product. They conducted various tasks to understand their audience, including gathering feedback on initial ideas, interviewing a member of their target demographic, creating surveys, and developing reader profiles. Through these research activities, the author gained valuable insights into their audience's interests, influences, and what elements would appeal to them. They were able to apply this audience feedback to further develop and refine their magazine concept to more specifically target the interests of their intended readers.
FMP Evaluation.pptx
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work rather than process. The document outlines sections for project overview, themes and research, development, outcomes, and personal response. It aims to help students critically reflect on their projects and identify strengths and weaknesses.
Evaluation B1: Progression
The document summarizes the student's experience completing a personal progression unit. They researched career options, applied to universities, and secured offers. They created a brand identity with a logo, business cards, and website. They networked with industry professionals and completed commissions. Their mock and real interviews helped build confidence. They reflected on improvements like feedback and showreel text size. Overall, the unit provided valuable opportunities and skills for their future career.
Evaluation questions
The document discusses the student's use of new media technologies in creating a documentary for their media evaluation assignment. They used iMovies to construct and edit the documentary, finding the editing process technical but easier than alternatives. They also used PowerPoint, Microsoft Word, and online platforms like SlideShare, Scribd, and Photobucket to upload documents and transfer work, though sometimes found these programs difficult to use. Through completing the project, the student learned the processes of using new software and online platforms to research, plan, create, and share their media work.
A2 evaluation q1
The document discusses how the media product follows conventions of real documentaries. It includes interviews, music overlays, voiceovers, footage from other sources. The documentary focuses on human behavior by including these elements. It analyzes how the codes and conventions were used, including interviews filmed in different school locations. Posters and magazines about the documentary also follow conventions from other real media works to appear professional and advertise the documentary.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Presentation1
Through conducting a questionnaire during pre-production, the document's author was able to understand their audience's wants and needs, allowing them to develop a product that fit the audience's preferences. The questionnaire provided insight into both visual and contextual elements. Post-production focus groups with the target audience found that the ancillary tasks and main video worked well together visually and thematically. However, some felt the music video lacked a full plot and that the music was boring without climax. Overall, audience feedback helped the author create a targeted product that appealed to their intended viewers.
Question 3 Media Evaluation
The document discusses the importance of audience feedback throughout the creative process. The creator established a target audience and focus group of girls aged 14-28. They provided feedback through questionnaires and reviews of draft products, including a music video, magazine advertisement, and digipak. This feedback highlighted strengths and areas for improvement. The creator made revisions based on the feedback, such as adding more shots to the music video. The final products received positive reviews from the focus group, showing the value of audience feedback in creating engaging and successful media for the target demographic.
Presentation1
Through conducting a questionnaire, the document's author was able to gather audience feedback that helped shape their pre-production work. The questionnaire provided insights into what visual and contextual elements audiences wanted as well as identifying the target audience. After completing the main and ancillary tasks, the author created a focus group of their target audience to gather opinions. The feedback indicated that the ancillary tasks worked well together tonally and thematically to create a cohesive package. While audience reception to the narrative and music of the main task was mixed, most felt the use of varying locations, shot types, and coloring effectively set the mood and pace.
Evaluation
The document summarizes the results of a survey about knife crime and the effectiveness of products created for a school assignment on the topic. Most respondents felt knife crime was linked to gangs and more common in urban areas. The products were rated positively and successfully delivered the intended message without being upsetting. The author is pleased with the results and insights gained about their audience.
Evaluation
The document summarizes the results of a survey about knife crime and the effectiveness of products created for a school assignment on the topic. Most respondents felt knife crime was linked to gangs and more common in urban areas. The products were rated positively with no issues found. The author is pleased with the results and insights gained about their audience. Feedback helped the author understand strengths like character relatability, but also areas for improvement like correcting spelling mistakes. Overall, the author felt they successfully created an original campaign and learned valuable new skills through completing the assignment.
L3 CMPT Y2 Evaluation Template.pptx
The student created a makeup brand and advertisement for their final major project. They conducted thorough research including a survey to understand audience preferences. This helped them develop inclusive products catering to various skin tones. They also researched successful brands like Glossier and Rare Beauty to identify trending aesthetics and apply this to their own brand. Filming involved family members as actors. Overall, the student felt relieved upon completion and proud of their work in developing a professional brand and advertisement. The research elements and applying learnings from other brands were highlighted as particularly helpful aspects of the project.
L3 CMPT Y2 Evaluation Template.pptx
The student created a makeup brand and advertisement for their final major project. They conducted thorough research including a survey to understand audience preferences. This helped them develop inclusive products and brand identity. Key aspects like minimalist aesthetic and empowering messaging were inspired by studying successful brands like Glossier. Filming involved family members as actors. Overall, the student felt proud of their hard work and that the project prepared them for university studies. They learned the importance of research and discovered an appealing aesthetic to apply through studying other brands.
Question 3 Media Evaluation
The document discusses the importance of audience feedback throughout the creative process. The creator established a target audience and focus group of girls aged 14-28. They provided feedback through questionnaires and draft reviews which informed the music video treatment, initial draft, and revisions. Feedback guided improvements to shots, pacing, and quality. Additional feedback helped refine ancillary products like magazine ads and CD packaging. The creator concluded that audience feedback was crucial to creating engaging products tailored to the target demographic.
Question 3
The document discusses feedback received on promotional materials created for an indie folk artist. Feedback was obtained through peer reviews ("hot desking"), focus groups, and social media reactions. Respondents confirmed that the setting, mood, and visual elements effectively represented the indie folk genre. Suggestions to include more group footage were noted. Overall, feedback validated that the target 16-25 demographic and broader audiences engaged positively with the work. The feedback process helped strengthen and improve the promotional package.
Question 3 y
The document discusses feedback received on promotional materials created for an indie folk artist. Feedback was obtained through exercises like hot desking with media students and a focus group. Feedback indicated that the setting, mood, and representation of the genre in the music video were effective. Suggestions to include more footage of people together in the video were noted. Getting feedback on ancillary products like a digipak and advert also helped ensure a cohesive promotional package. Both positive and constructive feedback helped improve the work and confirm it would appeal to the target demographic of 16-25 year olds as well as a wider audience.
Evaluation- Question 3
Leah created drafts of ancillary tasks and asked peers for feedback. They reviewed each other's work and provided constructive feedback on improvements and successes. The mixed feedback helped Leah think more creatively and improve her work, such as adjusting structure and text positioning. Overall, peer feedback was valuable for enhancing her coursework and gaining inspiration from classmates' work.
Evaluation ppt.pptx
The document provides an evaluation of the author's work on a project for an NHS client. It summarizes the key skills and areas of learning for the author, including: (1) gaining confidence and skills in using Premiere Pro to create a radio advertisement; (2) receiving feedback from peers and teachers to improve focus; and (3) organizing files and folders to efficiently access materials. The author feels proud of developing ideas for the brief and creating final products that targeted messaging to the intended audience.
Evaluation question 3
I found feedback from showing my work to classmates and teachers to be very helpful, as it highlighted both strengths and weaknesses, allowing for improvements to be made. Social media also provided useful feedback from my target audience, with criticism on my trailer, magazine cover, and poster helping me better cater to their preferences. Key suggested improvements from audiences included adding more footage to reduce scene length in the trailer. Overall, receiving input from others was invaluable for strengthening my work.
Media instition
The document discusses potential names for an institution consisting of the initials of the creator and their partner - KSP. It notes that institutions commonly use three-letter abbreviations, so a P was added to the end to represent "production". Several possible documentary names are then listed, focusing on themes around education and sixth form life.
Media layouts of double page spread
This document discusses layout options for a double page spread (DPS) for a documentary. It considers having the main image span two pages to make it stand out as the focus, but recognizes this may cause the image to look squashed. An alternative common layout is proposed with the image on one side and text on the other, allowing the full-size image to be viewed. Details like the title spanning both pages and a smaller supporting image are discussed to help advertise certain points raised in the text.
More Related Content
Similar to A2 media evaluation question 1
Evaluation B1: Progression
The document summarizes the student's personal progression evaluation unit. They researched career options in media which required qualifications and experience. They applied to university through UCAS and now have offers after initially preferring apprenticeships. The student gained experience through projects, networking, and mock interviews. They created branding materials like a logo, business cards, and website to develop an online presence. The unit helped the student improve skills, gain confidence, and prepare for future opportunities.
What have you learned from your audience feedback
The document discusses the author's research into their target audience for a magazine product. They conducted various tasks to understand their audience, including gathering feedback on initial ideas, interviewing a member of their target demographic, creating surveys, and developing reader profiles. Through these research activities, the author gained valuable insights into their audience's interests, influences, and what elements would appeal to them. They were able to apply this audience feedback to further develop and refine their magazine concept to more specifically target the interests of their intended readers.
FMP Evaluation.pptx
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work rather than process. The document outlines sections for project overview, themes and research, development, outcomes, and personal response. It aims to help students critically reflect on their projects and identify strengths and weaknesses.
Evaluation B1: Progression
The document summarizes the student's experience completing a personal progression unit. They researched career options, applied to universities, and secured offers. They created a brand identity with a logo, business cards, and website. They networked with industry professionals and completed commissions. Their mock and real interviews helped build confidence. They reflected on improvements like feedback and showreel text size. Overall, the unit provided valuable opportunities and skills for their future career.
Evaluation questions
The document discusses the student's use of new media technologies in creating a documentary for their media evaluation assignment. They used iMovies to construct and edit the documentary, finding the editing process technical but easier than alternatives. They also used PowerPoint, Microsoft Word, and online platforms like SlideShare, Scribd, and Photobucket to upload documents and transfer work, though sometimes found these programs difficult to use. Through completing the project, the student learned the processes of using new software and online platforms to research, plan, create, and share their media work.
A2 evaluation q1
The document discusses how the media product follows conventions of real documentaries. It includes interviews, music overlays, voiceovers, footage from other sources. The documentary focuses on human behavior by including these elements. It analyzes how the codes and conventions were used, including interviews filmed in different school locations. Posters and magazines about the documentary also follow conventions from other real media works to appear professional and advertise the documentary.
Evaluation 3
Gemma Lovitt conducted audience feedback to improve her coursework, which was aimed at females aged 16-25. She found both positive and negative feedback through focus groups, surveys, and questionnaires. This helped her identify technical issues, like poor video quality, and aesthetic problems, such as shots that went outside the frame. She was able to make improvements like reshooting with a better lens and keeping shots framed properly. The feedback also showed that her work communicated differently to different audiences, from those who understood her intended message to those who disagreed. Overall, the feedback was very useful for improving her work and meeting the needs of her target audience.
Presentation1
Through conducting a questionnaire during pre-production, the document's author was able to understand their audience's wants and needs, allowing them to develop a product that fit the audience's preferences. The questionnaire provided insight into both visual and contextual elements. Post-production focus groups with the target audience found that the ancillary tasks and main video worked well together visually and thematically. However, some felt the music video lacked a full plot and that the music was boring without climax. Overall, audience feedback helped the author create a targeted product that appealed to their intended viewers.
Question 3 Media Evaluation
The document discusses the importance of audience feedback throughout the creative process. The creator established a target audience and focus group of girls aged 14-28. They provided feedback through questionnaires and reviews of draft products, including a music video, magazine advertisement, and digipak. This feedback highlighted strengths and areas for improvement. The creator made revisions based on the feedback, such as adding more shots to the music video. The final products received positive reviews from the focus group, showing the value of audience feedback in creating engaging and successful media for the target demographic.
Presentation1
Through conducting a questionnaire, the document's author was able to gather audience feedback that helped shape their pre-production work. The questionnaire provided insights into what visual and contextual elements audiences wanted as well as identifying the target audience. After completing the main and ancillary tasks, the author created a focus group of their target audience to gather opinions. The feedback indicated that the ancillary tasks worked well together tonally and thematically to create a cohesive package. While audience reception to the narrative and music of the main task was mixed, most felt the use of varying locations, shot types, and coloring effectively set the mood and pace.
Evaluation
The document summarizes the results of a survey about knife crime and the effectiveness of products created for a school assignment on the topic. Most respondents felt knife crime was linked to gangs and more common in urban areas. The products were rated positively and successfully delivered the intended message without being upsetting. The author is pleased with the results and insights gained about their audience.
Evaluation
The document summarizes the results of a survey about knife crime and the effectiveness of products created for a school assignment on the topic. Most respondents felt knife crime was linked to gangs and more common in urban areas. The products were rated positively with no issues found. The author is pleased with the results and insights gained about their audience. Feedback helped the author understand strengths like character relatability, but also areas for improvement like correcting spelling mistakes. Overall, the author felt they successfully created an original campaign and learned valuable new skills through completing the assignment.
L3 CMPT Y2 Evaluation Template.pptx
The student created a makeup brand and advertisement for their final major project. They conducted thorough research including a survey to understand audience preferences. This helped them develop inclusive products catering to various skin tones. They also researched successful brands like Glossier and Rare Beauty to identify trending aesthetics and apply this to their own brand. Filming involved family members as actors. Overall, the student felt relieved upon completion and proud of their work in developing a professional brand and advertisement. The research elements and applying learnings from other brands were highlighted as particularly helpful aspects of the project.
L3 CMPT Y2 Evaluation Template.pptx
The student created a makeup brand and advertisement for their final major project. They conducted thorough research including a survey to understand audience preferences. This helped them develop inclusive products and brand identity. Key aspects like minimalist aesthetic and empowering messaging were inspired by studying successful brands like Glossier. Filming involved family members as actors. Overall, the student felt proud of their hard work and that the project prepared them for university studies. They learned the importance of research and discovered an appealing aesthetic to apply through studying other brands.
Question 3 Media Evaluation
The document discusses the importance of audience feedback throughout the creative process. The creator established a target audience and focus group of girls aged 14-28. They provided feedback through questionnaires and draft reviews which informed the music video treatment, initial draft, and revisions. Feedback guided improvements to shots, pacing, and quality. Additional feedback helped refine ancillary products like magazine ads and CD packaging. The creator concluded that audience feedback was crucial to creating engaging products tailored to the target demographic.
Question 3
The document discusses feedback received on promotional materials created for an indie folk artist. Feedback was obtained through peer reviews ("hot desking"), focus groups, and social media reactions. Respondents confirmed that the setting, mood, and visual elements effectively represented the indie folk genre. Suggestions to include more group footage were noted. Overall, feedback validated that the target 16-25 demographic and broader audiences engaged positively with the work. The feedback process helped strengthen and improve the promotional package.
Question 3 y
The document discusses feedback received on promotional materials created for an indie folk artist. Feedback was obtained through exercises like hot desking with media students and a focus group. Feedback indicated that the setting, mood, and representation of the genre in the music video were effective. Suggestions to include more footage of people together in the video were noted. Getting feedback on ancillary products like a digipak and advert also helped ensure a cohesive promotional package. Both positive and constructive feedback helped improve the work and confirm it would appeal to the target demographic of 16-25 year olds as well as a wider audience.
Evaluation- Question 3
Leah created drafts of ancillary tasks and asked peers for feedback. They reviewed each other's work and provided constructive feedback on improvements and successes. The mixed feedback helped Leah think more creatively and improve her work, such as adjusting structure and text positioning. Overall, peer feedback was valuable for enhancing her coursework and gaining inspiration from classmates' work.
Evaluation ppt.pptx
The document provides an evaluation of the author's work on a project for an NHS client. It summarizes the key skills and areas of learning for the author, including: (1) gaining confidence and skills in using Premiere Pro to create a radio advertisement; (2) receiving feedback from peers and teachers to improve focus; and (3) organizing files and folders to efficiently access materials. The author feels proud of developing ideas for the brief and creating final products that targeted messaging to the intended audience.
Evaluation question 3
I found feedback from showing my work to classmates and teachers to be very helpful, as it highlighted both strengths and weaknesses, allowing for improvements to be made. Social media also provided useful feedback from my target audience, with criticism on my trailer, magazine cover, and poster helping me better cater to their preferences. Key suggested improvements from audiences included adding more footage to reduce scene length in the trailer. Overall, receiving input from others was invaluable for strengthening my work.
Similar to A2 media evaluation question 1 (20)
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Media instition
The document discusses potential names for an institution consisting of the initials of the creator and their partner - KSP. It notes that institutions commonly use three-letter abbreviations, so a P was added to the end to represent "production". Several possible documentary names are then listed, focusing on themes around education and sixth form life.
Media layouts of double page spread
This document discusses layout options for a double page spread (DPS) for a documentary. It considers having the main image span two pages to make it stand out as the focus, but recognizes this may cause the image to look squashed. An alternative common layout is proposed with the image on one side and text on the other, allowing the full-size image to be viewed. Details like the title spanning both pages and a smaller supporting image are discussed to help advertise certain points raised in the text.
Media layouts of documentary adverts
This document discusses and analyzes the layout and design of several documentary advertisements. It comments on aspects like the use of imagery, titles, information presented, and how effectively they catch the viewer's attention. Key points that engage the audience include prominent titles in bold colors, high quality images, and minimal distracting background elements. However, some posters could be improved by including additional details like the air time or hosting institution. In general, the most effective designs catch the eye, convey a sense of the documentary's theme and characters, and intrigue the viewer to want to learn more.
Media questionnaire analysis
The questionnaire found that 7 out of 10 respondents were male, 9 out of 10 were between 18-24 years old with 1 being 25-34. For favorite genre, 3 chose sport, 5 chose other, and 2 chose crime. The majority, 6 people, said their favorite media was TV, with 3 choosing YouTube and 1 choosing streaming. Most, 8 people, watch 1-2 hours of content daily with 1 each watching 3-4 hours or 0 hours. For favorite network, 8 chose BBC and 2 chose ITV. Stylistically, responses were split among observational, poetic and reflective. David Attenborough was the favorite presenter for 7 people, with 2 choosing Louis Theroux and 1 choosing Trevor McDonald.
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The document analyzes viewership data for the education documentaries "Educating Essex" and "Educating Yorkshire". It found that "Educating Essex" has a female audience aged 18-24, likely due to similarities with the popular TOWIE show. Both documentaries are most watched in Midlands and Yorkshire, and their viewers tend to support the Labour party. "Educating Yorkshire"'s main audience is females aged 40-54 who want to learn about their children's school experiences.
Media shotlist
The document outlines a shot list for a film depicting a day at a school. It includes 5 scenes with various establishing shots, wide angles, interviews and close-ups showing different locations like the playground, teachers' office, classroom, sixth form room, and lecture theatre. The shot types are chosen to follow conventional cinematic codes and tell a clear narrative story. Mid shots are most common to accommodate interviews. Sound and mise-en-scene details like uniforms are also important to realistically capture a day at school.
Media question 1 shea m
This documentary follows conventions of the genre such as voiceovers, footage, music, and interviews, but aims to stand out by focusing on a unique topic - documenting years 12-13 of education. While important to include familiar conventions to inform viewers effectively, the documentary puts a fresh spin on the topic to avoid being too repetitive. Key is finding the right balance of following conventions but adding something unique. The double page spread and poster aim to look authentic like real examples, but introduce small changes like rearranging layout, adding color, or extra information to catch viewers' attention and make the documentary stand out from others on the topic.
Media evaluation 2 shea
The combination of the documentary and ancillary materials is effective in promoting and providing context for the documentary. The poster informs the target audience about where and when they can view the documentary on television. It takes inspiration from other documentary posters in including pictures of students and teachers to give insight into what the documentary is about. The double-page spread provides more details about the documentary's content, including interviews and photos of staff and students to give the audience a feel for the school and its community. The choice of green as the house style links the materials to the school's color scheme.
A2 media layout of documentary posters
This document discusses and critiques several documentary posters. It notes positives and negatives of different design elements. One poster is praised for its simple yet informative design that shows the documentary's subjects without overcomplicating the message. Another stands out through a striking main image and prominent placement of the airing institution and date. However, one poster's title and airing details are criticized for not being distinct enough from the background.
Media evaluation question 4
The document discusses the various media technologies used during the construction, research/planning, and evaluation stages of a project. Photoshop was used to create a poster and magazine listing. iMovie was used along with a partner to edit a documentary, add voiceovers and music. YouTube was used to upload videos and embed them on a blog. SlideShare was primarily used to put PowerPoint presentations online for research and planning. SoundCloud was used to record voiceovers and for parts of the evaluation.
Media shotlist
The document outlines a shot list for a film depicting a day at a school. It includes 5 scenes with various establishing shots, wide angles, interviews and close-ups showing different locations like the playground, teachers' office, classroom, sixth form room, and lecture theatre. The shot types are chosen to follow conventional cinematic codes and tell a clear narrative story. Mid shots are most common to accommodate interviews. Sound and mise-en-scene details like uniforms are also important to realistically capture a day at school.
Castings for education documentary
Luke Middleton will portray a struggling student who is not achieving the grades needed for university despite needing to work hard to succeed. Harry Craven will portray a dedicated, hardworking student who achieves his dream of attending university. Connor Nailen will portray the head of sixth form due to his mature, sophisticated appearance and dedication to helping students succeed. Liam Nixon was not cast because he does not look old enough for sixth form and would feel uncomfortable being filmed. Tommy-Lee Ledwidge could portray a "bad student" due to fitting the stereotype of being tall and strong, suggesting a perception of power and authority, traits typically associated with rule-breaking students.
Castings
Luke Middleton will portray a struggling student who is not achieving the grades needed for university despite needing to work hard to succeed. Harry Craven will portray a dedicated, hardworking student who achieves his dream of attending university. Connor Nailen will portray the head of sixth form due to his mature, sophisticated appearance and understanding of the importance of schooling. Liam Nixon was not cast because he does not look old enough for sixth form and would feel uncomfortable being filmed. Tommy-Lee Ledwidge could portray a bad student stereotypically due to his tall, authoritative stature.
Research into education documentary
The documentary follows redemption stories of students who struggle academically but are able to achieve their goals through hard work. It uses various camera shots like high angles to film in classrooms and corridors without disturbing students. The editing moves quickly between classroom scenes, interviews, and other locations to give a sense of the busy school day. Sound effects like bells and ambient student noise help set the school environment.
Moodboard
The documentary focuses on a sixth form school that requires both male and female students to dress in business attire like suits and smart clothing to mimic an office environment. This dress code policy was introduced to curb bullying and encourage productivity by preparing students for future careers or university as if they were already in the professional world. Props will include books, timetables, pens and other school supplies as well as envelopes for receiving exam results.
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A2 media evaluation question 1
- 1. IN WHAT WAYS DOES YOUR MEDIA PRODUCT USE, DEVELOP OR CHALLENGE FORMS AND CONVENTIONS OF REAL MEDIA PRODUCTS? By Shea Mckernan
- 2. . My documentary is based around other similar documentaries that have been showed on T.V because they are well known and are successful, so it would be wise to follow a working structure as well as doing this I tried to make my slightly different to give it its own flavour and stand out from the competition. I researched into the education documentaries and there forms and the most common I found was observational and expository which gave me a clear insight into what I needed to and show in my documentary as I wanted to have their feel to a different take on it
- 3. I mostly followed the education series as they are popular and relevant and this series has a wide range and they are similar to my own which gave me inspiration and confidence to do it. Both of the documentaries are focused on education which can only benefit me as their show has won awards. One thing I noticed whilst doing my research is the shot of the interviews are mainly a midshot, therefore as a result I done the exact same thing because it looks professional as you can see the interviewee facial expressions and the clothing they are wearing e.g mise-en-scene shirt and tie connotations of school. Another aspect I followed was voiceover as in there clips they had people talking over explaining what is happening so I did the same thing
- 4. I also went away from the conventions as well to give my work its own unique feel, As during my interview with staff and students I decided to keep their name at the bottom instead of having it fade away after a couple of seconds as it helps the audience know who is talking and what they do at the school and I also decided to adapt conventions as I didn’t want to change a winning formula as they have been successful but changing slightly what they do to keep that familiarly with what they are seeing.
- 5. This also translates into my newspaper advertisement and double page spread which I created, I also researched similar products which was already out and found what they did well and what I liked and then used that in my work. As in my advertisement I found the Educating Essex advertising to be simple and with a background of the school and pupils were photo shopped onto the school which Is similar to my one which I feel shows what the documentary is about and what sixth form is truly like as gives a true representation