As media unit g321
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This document summarizes what was learned from creating a front cover and contents page for a college magazine as a preliminary task. It discusses how the cover and contents page both use conventions from real media products like mastheads and dominant images, but also develop them in some ways, such as using different fonts, colors and layouts. The document also explains how software like Photoshop and Indesign were used to edit images, add effects, lay out pages and create the overall magazine design.
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evaluation powerpoint
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and compares to conventions of real magazines, including using a masthead, cover lines, dominant image, and rules of thirds. Differences from an example men's health magazine are also noted. The contents page is also evaluated, noting similarities like page numbers but differences in layout and variety of content compared to a sample magazine. The document also reflects on the software and techniques used, including cropping and editing images in Photoshop, and creating the contents page layout in InDesign. Opportunities for improvement are identified, such as manipulating images further and adding more design elements.
powerpoint evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and challenges conventions of real magazines through similarities like mastheads and rules of thirds, but with different target audiences and fonts. Differences from an example men's health magazine are also outlined. The contents page evaluation notes initial similarities but challenges through additional content types and a more basic background. The response also reflects on learning photo editing tools in Photoshop and layout techniques using InDesign.
Task media
The document discusses how the media product uses, develops, or challenges conventions of real media products. It finds similarities such as using a masthead, dateline, and cover lines on the right-hand side. Differences include targeting a college student audience with an image they can relate to using attractive colors for both genders. The document also discusses what was learned about technologies from constructing the product, such as using Photoshop to place and edit images, add text, and choose fonts. Digital camera techniques like different shot types and transferring photos are also mentioned.
Task media
The document discusses how the media product uses, develops, or challenges conventions of real media products. It finds similarities such as using a masthead, dateline, and cover lines on the right-hand side. Differences include targeting a college student audience with an image they can relate to using attractive colors for both genders. The document also discusses what was learned about technologies from constructing the product, such as using Photoshop to place and edit images, add text, and choose fonts. Digital camera techniques like different shot types and transferring photos are also mentioned.
Question 1
This document describes the key components and conventions used in a magazine media product. It discusses using a picture of the artist on the front cover, relevant photos throughout, article summaries, a contents page, contact details, page numbers, pull quotes, a double page spread, and an appropriate color scheme and fonts for the target audience. It also includes interactive elements and an editor's letter. Overall, the document evaluates that the magazine design and layout is similar to other magazines for this audience and awards itself a 7 out of 10.
Preliminary Evaluation
1. The document discusses the front cover of a college magazine, comparing its conventions to real magazines. It notes similarities like using a masthead and house style fonts, as well as differences like using a banner and appealing to both genders.
2. It describes the technologies used to construct the magazine, including a digital camera to take pictures, Photoshop to edit photos by adjusting levels, and InDesign to layout the contents page while maintaining the house style. The author learned how to take shots, edit photos, and incorporate texts while keeping branding consistent.
Evaluation
1. The document discusses the front cover of a student magazine and how it compares to real magazines. It uses similar techniques like a masthead and house style fonts, but also develops conventions with a flashy graphic and banner appealing to both genders.
2. The author learned photography and editing skills using a camera, Photoshop, and InDesign. Pictures were taken with different shots and edited for levels. InDesign was used to layout the contents page while maintaining house style and colors across items. An editor's note was included to make the magazine more personal.
Preliminary Evaluation
This document discusses the front cover and contents page of a college magazine and how it compares to real media products. It describes similarities like the use of bright, consistent colors and different cover lines between the sample magazine cover and real magazines. Differences are also noted, such as the main images being tailored to different demographics and the use of smiling student images to create a positive effect. The contents page is also analyzed, with similarities like categorized columns and logo, but differences in color scheme, images used, and house style.
Recommended
evaluation powerpoint
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and compares to conventions of real magazines, including using a masthead, cover lines, dominant image, and rules of thirds. Differences from an example men's health magazine are also noted. The contents page is also evaluated, noting similarities like page numbers but differences in layout and variety of content compared to a sample magazine. The document also reflects on the software and techniques used, including cropping and editing images in Photoshop, and creating the contents page layout in InDesign. Opportunities for improvement are identified, such as manipulating images further and adding more design elements.
powerpoint evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and challenges conventions of real magazines through similarities like mastheads and rules of thirds, but with different target audiences and fonts. Differences from an example men's health magazine are also outlined. The contents page evaluation notes initial similarities but challenges through additional content types and a more basic background. The response also reflects on learning photo editing tools in Photoshop and layout techniques using InDesign.
Task media
The document discusses how the media product uses, develops, or challenges conventions of real media products. It finds similarities such as using a masthead, dateline, and cover lines on the right-hand side. Differences include targeting a college student audience with an image they can relate to using attractive colors for both genders. The document also discusses what was learned about technologies from constructing the product, such as using Photoshop to place and edit images, add text, and choose fonts. Digital camera techniques like different shot types and transferring photos are also mentioned.
Task media
The document discusses how the media product uses, develops, or challenges conventions of real media products. It finds similarities such as using a masthead, dateline, and cover lines on the right-hand side. Differences include targeting a college student audience with an image they can relate to using attractive colors for both genders. The document also discusses what was learned about technologies from constructing the product, such as using Photoshop to place and edit images, add text, and choose fonts. Digital camera techniques like different shot types and transferring photos are also mentioned.
Question 1
This document describes the key components and conventions used in a magazine media product. It discusses using a picture of the artist on the front cover, relevant photos throughout, article summaries, a contents page, contact details, page numbers, pull quotes, a double page spread, and an appropriate color scheme and fonts for the target audience. It also includes interactive elements and an editor's letter. Overall, the document evaluates that the magazine design and layout is similar to other magazines for this audience and awards itself a 7 out of 10.
Preliminary Evaluation
1. The document discusses the front cover of a college magazine, comparing its conventions to real magazines. It notes similarities like using a masthead and house style fonts, as well as differences like using a banner and appealing to both genders.
2. It describes the technologies used to construct the magazine, including a digital camera to take pictures, Photoshop to edit photos by adjusting levels, and InDesign to layout the contents page while maintaining the house style. The author learned how to take shots, edit photos, and incorporate texts while keeping branding consistent.
Evaluation
1. The document discusses the front cover of a student magazine and how it compares to real magazines. It uses similar techniques like a masthead and house style fonts, but also develops conventions with a flashy graphic and banner appealing to both genders.
2. The author learned photography and editing skills using a camera, Photoshop, and InDesign. Pictures were taken with different shots and edited for levels. InDesign was used to layout the contents page while maintaining house style and colors across items. An editor's note was included to make the magazine more personal.
Preliminary Evaluation
This document discusses the front cover and contents page of a college magazine and how it compares to real media products. It describes similarities like the use of bright, consistent colors and different cover lines between the sample magazine cover and real magazines. Differences are also noted, such as the main images being tailored to different demographics and the use of smiling student images to create a positive effect. The contents page is also analyzed, with similarities like categorized columns and logo, but differences in color scheme, images used, and house style.
Evaluation
The document provides an evaluation of a media product created by Reshayl Raymond Anjum. It summarizes the ways in which the media product uses or challenges real media conventions, how it represents social groups, what type of media institution might distribute it, how the audience is attracted and addressed, what technologies were used in its construction, and what was learned from the preliminary task to the final product.
Evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover and contents page use or develop conventions of real media products. It also reflects on what was learned about technologies through constructing the media product, including using Adobe InDesign to design pages, Adobe Photoshop to edit images, digital cameras to capture shots, and online tools to edit photos. The document analyzes similarities and differences between the student's magazine design and examples from real magazines, and how technologies were used in the design process.
Question 1
This document summarizes the key design elements and conventions used in the creation of a magazine media product, including:
- A cover featuring the artist/subject of a double page spread
- Table of contents, editor's letter, contact details, and article summaries
- Relevant photos and pull quotes accompanying articles
- Page numbers, sections and headings, price, date and barcode on the back cover
The document concludes that the magazine overall follows conventions of similar magazines for the target audience, and rates the success as a 7 out of 10.
magazine evaluation
This document outlines a student's preliminary evaluation of their media product, a college magazine. For the front cover, the student's design uses similar conventions to a real men's health magazine, such as a masthead, cover lines, dominant image, and rules of thirds. Differences include the use of different sell lines and target audiences. For the contents page, the student lists initials, page numbers and descriptions, but notes their design is less professional than the example magazine due to added images and simpler background. The student also learned about using various software and resources in the construction process.
Final media presentation PDF
The document describes the stages of development of a college magazine cover and contents page created by the author. It includes draft designs, original images, and descriptions of editing photos and layouts in Photoshop and InDesign. The final covers and contents page include various design elements like fonts, colors, images and effects to make the magazine appealing to students. The author evaluates that they overcame initial problems learning the software and are happy with the professional-looking final magazine design.
Coursework evaluation question 1
The document summarizes how the student's media product uses, develops, and challenges conventions of real media products. The front cover follows conventions by including the date and issue number in typical locations. The contents page challenges conventions by only including two images instead of many, and develops conventions by placing headers between sections. The double page spread challenges conventions by only using one main image instead of multiple, and develops conventions by placing a quote directly on the image. Overall, the student aims to balance following conventions for professionalism while also experimenting with new designs.
Media evaluation
The document summarizes the student's media magazine project. It discusses how the magazine uses conventions of real magazines through elements like mastheads, cover lines, and consistent branding. It represents the R&B music genre and 16+ audience through imagery of artists and topics. The student learned skills like photo editing and importing text. Overall, the student improved at magazine design from their preliminary task by creating conventional multi-page spreads and doing additional research into the music magazine genre.
Q1 evaluation
The media product develops conventions of real media products like Vibe magazine by including elements such as a barcode, masthead, selling line, and issue number on the front cover. Images on the cover were also developed to resemble real magazine covers using techniques to improve quality. However, the media product challenges conventions by arranging smaller images in an anti-clockwise position on double page spreads, making it a bit unique compared to typical real media products.
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Texto narrativo
O documento discute os principais elementos de uma narrativa, incluindo o autor, a história, as personagens e o narrador. A história é constituída por introdução, desenvolvimento e conclusão. As personagens podem ser principais ou secundárias. O narrador pode ser participante ou não participante na história.
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Evaluation
The document provides an evaluation of a media product created by Reshayl Raymond Anjum. It summarizes the ways in which the media product uses or challenges real media conventions, how it represents social groups, what type of media institution might distribute it, how the audience is attracted and addressed, what technologies were used in its construction, and what was learned from the preliminary task to the final product.
Evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover and contents page use or develop conventions of real media products. It also reflects on what was learned about technologies through constructing the media product, including using Adobe InDesign to design pages, Adobe Photoshop to edit images, digital cameras to capture shots, and online tools to edit photos. The document analyzes similarities and differences between the student's magazine design and examples from real magazines, and how technologies were used in the design process.
Question 1
This document summarizes the key design elements and conventions used in the creation of a magazine media product, including:
- A cover featuring the artist/subject of a double page spread
- Table of contents, editor's letter, contact details, and article summaries
- Relevant photos and pull quotes accompanying articles
- Page numbers, sections and headings, price, date and barcode on the back cover
The document concludes that the magazine overall follows conventions of similar magazines for the target audience, and rates the success as a 7 out of 10.
magazine evaluation
This document outlines a student's preliminary evaluation of their media product, a college magazine. For the front cover, the student's design uses similar conventions to a real men's health magazine, such as a masthead, cover lines, dominant image, and rules of thirds. Differences include the use of different sell lines and target audiences. For the contents page, the student lists initials, page numbers and descriptions, but notes their design is less professional than the example magazine due to added images and simpler background. The student also learned about using various software and resources in the construction process.
Final media presentation PDF
The document describes the stages of development of a college magazine cover and contents page created by the author. It includes draft designs, original images, and descriptions of editing photos and layouts in Photoshop and InDesign. The final covers and contents page include various design elements like fonts, colors, images and effects to make the magazine appealing to students. The author evaluates that they overcame initial problems learning the software and are happy with the professional-looking final magazine design.
Coursework evaluation question 1
The document summarizes how the student's media product uses, develops, and challenges conventions of real media products. The front cover follows conventions by including the date and issue number in typical locations. The contents page challenges conventions by only including two images instead of many, and develops conventions by placing headers between sections. The double page spread challenges conventions by only using one main image instead of multiple, and develops conventions by placing a quote directly on the image. Overall, the student aims to balance following conventions for professionalism while also experimenting with new designs.
Media evaluation
The document summarizes the student's media magazine project. It discusses how the magazine uses conventions of real magazines through elements like mastheads, cover lines, and consistent branding. It represents the R&B music genre and 16+ audience through imagery of artists and topics. The student learned skills like photo editing and importing text. Overall, the student improved at magazine design from their preliminary task by creating conventional multi-page spreads and doing additional research into the music magazine genre.
Q1 evaluation
The media product develops conventions of real media products like Vibe magazine by including elements such as a barcode, masthead, selling line, and issue number on the front cover. Images on the cover were also developed to resemble real magazine covers using techniques to improve quality. However, the media product challenges conventions by arranging smaller images in an anti-clockwise position on double page spreads, making it a bit unique compared to typical real media products.
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Projeto de comunicação - MetrOnline
O documento propõe o desenvolvimento de um aplicativo chamado "MetrOnline" para fornecer informações sobre o tráfego do metrô de Brasília em tempo real, incluindo horários de passagem de trens e tempo de viagem entre estações, a fim de ajudar os usuários a planejarem melhor seu tempo. O aplicativo seria gratuito e desenvolvido em parceria com a companhia do metrô.
U8 8 b
Este documento presenta información sobre la estructura y tipos de discurso expositivo. Explica que el discurso expositivo busca informar al receptor sobre un tema de manera asimétrica, ya que el emisor posee mayor conocimiento sobre el tema que el receptor. Identifica cuatro tipos de discurso: narrativo, descriptivo, de definición y de caracterización. También describe recursos como esquemas, tablas e infografías que pueden apoyar la organización y presentación de la información en un discurso expositivo.
Gêneros textuais
O documento discute os principais gêneros textuais e elementos da narrativa. Aborda os gêneros épico, dramático e lírico definidos por Aristóteles e apresenta características dos gêneros narrativos fábula, conto, novela, romance e crônica. Também explica elementos como enredo, personagens, tempo, espaço, narrador e tipos de discurso direto, indireto e indireto livre.
Operadores argumentativos na produção de textos infantis
O documento discute a função discursiva dos operadores argumentativos em textos infantis. A ancoragem teórica inclui quatro pontos: 1) a produção textual é fundamental para o ensino da língua; 2) redações são textos para a escola enquanto produções textuais são feitas na escola; 3) à medida que crianças desenvolvem habilidades linguísticas, também desenvolvem habilidades de argumentação; 4) crianças usam operadores para introduzir, retomar e relacionar elementos narrativos.
Trabalho de lingua portuguesa (generos literarios)
O documento discute os três principais gêneros literários - épico, lírico e dramático. O gênero épico envolve narrativas históricas e feitos heroicos, o lírico é poético e subjetivo, e o dramático é representado por atores em encenações.
Pta 8º mourão[1] - cópia
Este documento apresenta o plano de trabalho anual para a disciplina de Língua Portuguesa do 8o ano de escolaridade. O plano inclui os conteúdos programáticos divididos em três períodos, com ênfase em textos comunicacionais, narrativos e poéticos de diferentes géneros e épocas. Também define os critérios de avaliação e os materiais necessários para as aulas ao longo do ano letivo.
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Categorias da narrativa
O texto resume as principais características do texto narrativo. 1) Conta acontecimentos ou experiências por meio de personagens e um narrador. 2) Inclui narração, descrição, diálogo e monólogo. 3) Explora elementos como ação, tempo, espaço, personagens e modo de expressão.
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O documento descreve os principais elementos da narrativa, incluindo a ação, espaço, tempo, personagens e narrador. A ação pode ser fechada ou aberta e é organizada em sequências através de encadeamento, encaixe ou alternância. O espaço pode ser físico, social ou psicológico. O tempo inclui a diegese, discurso e aspecto psicológico. As personagens são classificadas como protagonista, secundária ou figurante, podendo ser modelada ou plana. O narrador pode ser participante, aut
Texto narrativo
O documento discute os principais elementos de uma narrativa, incluindo o autor, a história, as personagens e o narrador. A história é constituída por introdução, desenvolvimento e conclusão. As personagens podem ser principais ou secundárias. O narrador pode ser participante ou não participante na história.
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Este documento apresenta os planos de ensino para as disciplinas de Matemática, Língua Portuguesa, História e Geografia para o 5o ano. Ele descreve os objetivos gerais, conteúdos, competências, habilidades, recursos, atividades e avaliações para cada disciplina.
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2. As Epístolas Gerais incluem as cartas de Hebreus, Tiago, 1 e 2 Pedro, 1, 2 e 3 João e Judas.
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Operadores argumentativos na produção de textos infantis
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Similar to As media unit g321
Evaluation
This document provides an example of a preliminary task evaluation for a college magazine. It compares the similarities and differences between the student's media product and real college magazines. Some similarities included using a masthead, cover lines, and plain backgrounds. Differences included using different target audiences, colors, and relevant information. The student also learned about various technologies used to create the magazine like Moodle, a digital camera, Adobe Design Premium, Photoshop, and InDesign. Photoshop was used to edit images and manipulate lighting, while InDesign facilitated adding images and text to the contents page.
Preliminary task evaluation
The document summarizes how the student's college magazine product uses and develops conventions of magazine design. It compares the student's front and contents pages to a Teen Vogue sample. Both products use mastheads, cover lines, and sans serif fonts. However, the student's front cover features a college-focused selling line and image instead of professional photography. The student also uses colder colors and a close-up student portrait. For the contents page, the student includes multiple images and an editor's message, while arranging sections differently than the sample. The document discusses using Adobe tools like Photoshop and InDesign to design the magazine pages.
Evaluation
The document describes the key things the student learned during the process of constructing their media magazine product. They learned how to use technologies like SlideShare, Adobe Photoshop, and Adobe InDesign. In Photoshop, they picked up skills like editing images, applying effects like strokes and levels adjustments. In InDesign they learned how to layout the double page spread and incorporate images. Overall, the student gained valuable experience applying design principles and using industry-standard software to create a professional-looking media product.
My evaluation
The document provides information about creating a magazine cover and contents page for a college magazine using Adobe Photoshop and InDesign. It discusses using various tools in Photoshop like brightness/contrast, spot healing tool, and drop shadow to manipulate images and create the magazine cover design. It also discusses placing the cover and images in InDesign and using tools like drop shadow and shape tools to lay out the contents page. The document outlines the key design elements used on the cover and contents page and how the software programs were utilized to construct the media product.
Evaluation part1
The document discusses how the student's media product follows conventions of real magazines in three key areas:
1. The cover uses vibrant colors, sans serif font, and features the issue number and barcode like real magazines.
2. The contents page includes the issue date, logo, page numbers, and variety of reference images like magazines.
3. The double page spread uses a heading, article, images of the topic, pull quotes, and page numbers similar to real magazines.
Q1 evaluation
The media product develops conventions of real media products like Vibe magazine by including elements such as a barcode, masthead, selling line, and issue number on the front cover. Images on the cover were also developed to follow conventions by featuring a cover star in a medium close-up shot. Some conventions were challenged through the unique anti-clockwise positioning of small images on the double page spread.
Evaluation Chelsea Nicholls
The document contains questions about how a media product uses, develops or challenges conventions and what was learned about technologies from constructing the product. It provides examples of differences between magazine mastheads and layouts. It also discusses the use of a digital camera to take photos for the magazine following conventions like rule of thirds. Photoshop skills like inserting images and adding text effects are highlighted. Experience using InDesign to create pages like the contents page by inserting boxes for images and text is also summarized.
Media evaluation1
The document discusses a media evaluation of a magazine product. It addresses how the magazine uses and challenges conventions of real media products.
The magazine cover uses conventional elements like a masthead but challenges conventions with a greyscale cover image. Interior pages also use and challenge conventions - the contents page has a conventional format but merges columns. Photos on a double page spread are unconventional by not being evenly spread.
The magazine represents teenage girls aged 12-18 interested in pop, indie, and light rock music. It aims for a working class audience and those in the UK, particularly London. Bauer Media would be a suitable distributor given the genre of music covered. The primary audience is young to older teenagers who enjoy pop and indie
Media evaluation
The document summarizes how the author's media product uses forms and conventions found in real media products. Specifically, it structures information using common magazine layouts like a large main image, pull quotes, captions, and multiple smaller supporting images. The article also follows conventions by personalizing the story through interviews and quotations to make it more emotive. Overall, the author aimed to hook readers by using proven magazine design techniques.
Question 1
The media products used many conventions of real media such as large focal images, pull quotes, and statistics in the double page spread. The radio trail used overlapping narration and rhetorical questions to engage listeners. Both employed interviews and first-person perspectives to make the issue of bullying more relatable. While adhering closely to professional conventions, some elements like the disorienting radio trail were unique adaptations that challenged conventions to increase audience attention and engagement with the important issue.
Evaluation
This document summarizes what the author has learned about technologies from constructing a college magazine.
The author learned how to use a digital camera to take professional shots for the magazine cover, including considering background, pose, etc. Blogger was used to create and upload the finished magazine, teaching web design skills. Adobe Photoshop was essential for designing the cover, allowing manipulation of images, fonts, and colors. InDesign facilitated layout of the contents page with balanced text and images, mirroring real magazine production. Overall, the technologies supported professional magazine design skills.
Evaluation
The document discusses the student's media magazine project. It provides details on how the student designed the magazine to attract their target audience of 16-25 year olds interested in hip hop/R&B music. Key elements included using appropriate imagery, language, and representations of clothing, music genres, art, and dance that are conventional to the genre. The student also learned new technologies like InDesign, Photoshop and blogging to construct the magazine, and improved their skills from their preliminary magazine design exercise.
Evaluation q1
This media product challenges some conventions of real thriller films and magazines in its opening scene, character interactions, and shot durations. However, it also uses several conventions common to the thriller genre, such as a protagonist being stalked by an antagonist and costuming the antagonist to appear mysterious. While developing some elements with a modern flair, like including social media reviews, the product aims to mirror real media in its camera work, character profiles, and use of filters and effects to set the scary tone typical of thrillers. Overall, it strives to balance challenging, developing, and using established forms and techniques from real media products in service of its narrative and target teenage audience.
As media unit g321 evaluation- Lucy Hughes
This document summarizes Lucy Hughes' evaluation of the technologies used and lessons learned in constructing a media magazine product for her AS Media Unit G321 task. She discusses how she used Photoshop to manipulate images for the magazine cover, learned the layers system, and how to insert and size images proportionately. For the contents page, Lucy utilized InDesign to create different shapes and arrange them, learning the importance of design and layout. She also learned how to use cameras effectively to get the proper shots, and transfer images between the camera and computer. Overall, Lucy gained skills in using various software programs and technologies required to produce a quality magazine.
As media unit g321 evaluation
This document contains the responses to two questions about a college magazine project. 1) The magazine uses similar forms as real magazines, such as cover lines and rule of thirds images. Differences include using neutral colors and fewer sell lines. 2) The student learned to use technologies like Moodle, digital cameras, Adobe InDesign, and Photoshop. Specifically, they learned about camera angles, editing images, creating multi-page layouts, and manipulating photos.
Evaluation Question 5
This document discusses how the media product uses and develops conventions from real magazines. It states that conventions from existing magazines were used to ensure the genre was clear and fashion/accessories were emphasized. For example, a photo was edited to create meaning through facial expression without a bad mood from dim lighting. Additionally, centering the cover model directly, like in Vibe magazine, creates a direct relationship that draws readers in and helps potential sales. The goal was to take ideas from research and use programs like Photoshop and InDesign to manipulate creativity and lay out an acceptable product.
Magazine Evaluation
The document provides an analysis of how the student's media product compares to real media products in terms of form and convention.
It describes similarities between the front covers such as including a masthead, cover lines, and dominant image. Differences are also noted such as font choice and image positioning.
The contents page is also analyzed, with similarities highlighted like listing contents with page numbers and images. Differences include color scheme and number of images used.
The final section discusses learning about editing photos in Photoshop and incorporating images into pages using InDesign, such as adding frames and drop shadows.
Magazine Evaluation
The document provides information about a media product and what was learned from constructing it.
It first discusses how the media product compares to real media products in terms of its front cover, masthead, cover lines, fonts, and positioning of images. It also notes some differences like the lack of a barcode.
Next, it examines the contents page and notes similarities like listings of page contents and images, but differences in the number of images used and color scheme.
The last section discusses the software and resources used, including editing a photo in Photoshop by cropping and adjusting contrast. It also describes framing an image in InDesign by drawing a box and adding a drop shadow.
Magazine Evaluation
The document summarizes how the student's media product compares to real media products in its use of conventions and forms. It notes similarities like mastheads, cover lines, and images on the front cover, but also differences in fonts, color schemes, and positioning of elements.
The contents page is also compared, with similarities in listing contents and images but differences in the number of images and color scheme.
The second section discusses the software used, noting how Photoshop was used to crop and adjust contrast of an image, and how InDesign was then used to add a frame and drop shadow to the image.
Evaluation
This document provides an example evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover and contents page use conventions from real magazines, such as including a masthead, cover lines, images, and headlines with descriptions. Some differences are using a backwards "C" layout and images of a smiling student rather than models. The contents page columns paragraphs and includes images from inside pages. The document also discusses learning to use Moodle to research examples, a digital camera to capture high-quality images, and Adobe Photoshop to design the layout, add effects to text, and edit photos.
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Question 4
The document discusses the process of creating a documentary on knife crime. In the planning stages, the group created mind maps of possible topics and chose knife crime due to available information sources. They storyboarded shots including camera angles. In research, they used news websites and articles to find statistics and researched similar documentaries. They filmed based on storyboards using equipment like cameras, microphones, and tripods. They edited footage in Final Cut Express, adding titles, transitions, and effects. They created additional materials like a radio trailer and magazine article to promote the documentary.
Question 3
The document provides feedback from questionnaires distributed to the target audience of a documentary project. For the documentary, most of the audience found the opening suitable and attention-grabbing. They enjoyed the stock footage, reconstruction, and expert interviews. For the radio trailer, most rated it highly and found the voiceover clear though the music could be too loud. Regarding the double page spread, most were engaged by the dramatic image and would watch the documentary based on it. Overall, the project was quite successful but could be improved by adding more interviews and images.
Question 1
The document discusses how the media product followed conventions of real documentaries and radio/magazine products. It analyzed documentaries like "Supersize Me" and "Panorama" to understand typical shots, structure, and storytelling techniques. The documentary was influenced by the expository and poetic modes of Bill Nicholls' documentary theory. The radio trailer and magazine article utilized conventions like clear voiceovers, background music, facts/details about the documentary, and advertising the channel/air time to effectively promote the media product. Some conventions like statistics were challenged to better engage the target youth audience.
Media Evaluation - Q4
The document discusses the use of various media technologies throughout the process of creating a documentary on knife crime. It describes how the internet was used for initial research, and how reliable sources like the BBC were selected. Microsoft Word and PowerPoint were used for questionnaires, findings, and slideshows. A blog kept all research organized. YouTube and streaming services helped with understanding documentary conventions. A camcorder, microphone, and tripod were used for filming. Final Cut Express was the editing software, allowing for smooth transitions and effects. The documentary was then evaluated using PowerPoint, Prezi, and PowToon.
Initial documentary analysis
Analysing documentaries at the start of their coursework helped students understand the codes and conventions needed to create an informative, professional opening for their own documentary, such as adopting certain cinematic techniques.
Types of narratives
This document discusses different types of narratives. It begins by defining narrative as the organization of facts that helps the audience understand what is happening and will happen. It distinguishes between a story, which is a sequence of events, and a narrative, which is how the story is told. It then discusses narrative conventions like genre, character, form, and time that are used to interpret narratives. Finally, it lists and defines different types of narrative techniques, including enigma, ellipsis, twist, and retardation.
Research into tv documentaries style and influences
This document discusses various styles and techniques used in TV documentaries. It outlines direct cinema, which emerged in the 1960s using portable equipment for a fly-on-the-wall approach without narration. Rules of direct cinema included no interviews, rehearsals, staged events, or film lights. Examples include D.A. Pennebaker's 1968 film "Don't Look Back". Cinema verite was a similar European style that also used interviews and expressed the filmmaker's opinions. Institutional documentaries use direct cinema techniques to provide insights into everyday work life. Docusoaps portray common experiences through the eyes of the public using fast editing and narrative strands. Public affairs documentaries traditionally discuss current issues using sources like the
Knife crime and related research
Knife crime is a serious problem in the UK, especially in large cities like London, Birmingham, and Manchester. According to new statistics, up to 1,000 people per month are victims of knife crime in London. While knife killings in Birmingham tripled between 2011-2013, rising from 4 to 11 deaths, knife crime overall has been decreasing in the West Midlands area in recent years. People claim to carry knives for protection, self-defense, or due to fear and peer pressure. West Midlands Police are working to further reduce knife crime through education campaigns, increased prosecution of those carrying knives in public, and holding accountable those present during knife crimes.
Codes and conventions of radio
This document discusses various codes and conventions for producing effective radio content. It outlines that wording, voice, ambience, music, cliffhanger endings, flashbacks/extracts, narration, and targeting the appropriate audience are all important considerations. Specifically, it notes that wording must be crafted to engage listeners without visuals, voices should be clear and expressive, ambience can set the scene, music shapes mood, cliffhangers build intrigue, extracts preview content, narration conveys key details, and targeting ensures reaching the right demographic.
Articles
The document provides guidelines for designing a magazine article about comedians Eric and Ernie for an older, mature audience. It recommends using a simple white background with black text for readability. A centered image of Eric and Ernie is used to identify the subjects of the article in a clear, professional manner. Smaller supplemental images and quotes are also included to enhance the article and break up blocks of text. Red is used strategically to draw attention to important elements like the title, keywords, and first letters of sentences while maintaining a clean, readable overall presentation.
What we will include in our tv listings
The document outlines the key elements that will be included in a TV listings magazine, such as: titles that summarize the article in a few words; columns to separate content and make text easier to read; drop caps at the start of paragraphs; dates and times of TV programs; optional bylines for photographs; eye-catching main images to grab readers' attention; pull quotes to highlight important lines; and page numbers to help readers navigate.
Initial Ideas
The document proposes several shot ideas for a documentary on knife crime. It suggests filming a reconstruction of a stabbing at the sports field in Solihull Sixth Form College due to the greenery representing a park. An establishing shot of the college sign is also proposed to show the interview location. Additional shots planned are of law books in the college library and the canteen, though noise issues led the canteen to be rejected as an interview site.
Q7
The author reflects on improving their skills between a preliminary task and final pieces for a magazine project. They learned to use Photoshop tools more professionally to make the magazine look more edited. Factors like less dead space, more color, and consistency in design elements like the masthead helped make the final pieces more attractive to audiences. Keeping some cover elements the same, such as a large eye-catching main image, helped attract readers.
Q7
The author reflects on improving their skills between a preliminary task and final pieces for a magazine project. They learned to use Photoshop tools more professionally to make the magazine look more edited. Factors like less dead space, more color, and consistency in design elements like the masthead helped make the final pieces more attractive to audiences. Keeping some cover elements the same, such as the large eye-catching main image, helped attract readers.
Focus group questions
This focus group document contains 6 questions to gather feedback on a new music magazine, asking about opinions on the color scheme, what stands out most on the front cover and contents page, and whether the magazine could compete with others.
Q4 and q5 how did you attract your audience
The document describes two target audiences, Zak and Jerome, for a potential media product. It provides profiles of each, including their ages, interests, dislikes, and music preferences. For both Zak and Jerome, it lists the types of music they like, artists they enjoy, and where they get their music from online or on TV. The document aims to understand the interests and behaviors of two potential target audiences for a new media product.
Music magazine evaluation 1 3
The document analyzes how a student-created hip hop magazine represents particular social groups through its visual content and design choices. While featuring mostly black male rappers to align with the genre's origins and core audience, the magazine also includes some Asian
Stages of development
The document summarizes the steps taken to design the front cover, contents page, and a double page spread for a magazine. For the front cover, the designer added a black rectangle on the left side, placed the main image on the right, and included the title, cover lines, price, and barcode. For the contents page, a black rectangle and title were added, along with images, page numbers, and a logo. For the double page spread, the designer changed to a double page format, added a red background, included a two-column article layout, image, and rotated quotation.
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Research into tv documentaries style and influences
Research into tv documentaries style and influences
As media unit g321
- 1. This is my front cover and contents page for my college magazine which I made for my preliminary task. 1. In what ways does your media product use, develop or challenge forms and conventions of real media products? 2. What have you learnt about the technologies from the process of constructing this product? Preliminary Task
- 2. In what ways does your media product use, develop or challenge forms and conventions of real media products? THE FRONT COVER-SIMILARITIES Masthead Coverlines Dominant Image Footer
- 3. In what ways does your media product use, develop or challenge forms and conventions of real media products? THE FRONT COVER-Differences Between my front cover and Men’s Health, there are many differences. The dominant image is central on Men’s Health cover, whereas on mine its positioned on the left. Also the pose of the model is different, the real media product shows a male model with a positive, cheeky pose showing his abs. Although on my college magazine Ben is giving a thoughtful look over the text. The barcode is used on the Men’s Health media product but on mine it does not appear as it will not be registered in the shops. I have used a competition on my front cover to attract attention by saying ‘WIN BIG’ but this does not appeal on the real media product.
- 4. In what ways does your media product use, develop or challenge forms and conventions of real media products? Contents -Similarities Title Text Images
- 5. In what ways does your media product use, develop or challenge forms and conventions of real media products? Contents-Differences The contents of my magazine and the real media product are very different. My text is laid out around the images to tell you what is in the magazine. On the other hand, the it is positioned on the left telling you what is involved in the magazine and has a large paragraph explaining at the top. They have text standing out just next to the image bold but I don’t. The fonts and sizes are different because they make certain things stand out ,however, mine is all similar. The colours are different because I have carried on the house style of purple which could be seen as a girls colour but the real media is a neutral colour.
- 6. What have you learnt about the technologies from the process of constructing this product?
- 7. Software used -Photoshop I have used PhotoShop to edit the image of Ben. I put the image in PhotoShop and positioned it to where I would like it. I also added effects to the image, such as field blur on the background and making Ben brighter with a higher contrast. To make him stand out and catch your attention. I cropped out some of the background on the right hand side. The purpose of blurring the background and making Ben appear brighter is to make him stand out and catch your attention. I used PhotoShop to edit my images and improve them.
- 8. Software used- Indesign I have edited the original image that I took of Ibrahim using indesign by making it appear as a frame. I created a white box and added a drop shadow to this and rotated it to show the frame. Then I added in the image of Ibrahim over the top and gave this a drop shadow. This appeals more to the audience as the image is more interesting and has a border. With indesign I was able to create the magazine with two pages and adding text.
- 9. Software used - Indesign