Edvaluation
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This document provides a framework for evaluating media foundation portfolios by asking a series of questions about how the portfolio uses or challenges real media conventions, represents social groups, might be distributed, addresses audiences, production technologies, and lessons learned from preliminary tasks to the final product. The questions cover mastheads, cover lines, tag lines, extra information, social representation, potential distributing institutions, audience engagement, style guides, color schemes, technologies, and progression of learning.
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Edvaluation5
This document contains questions for evaluating a media foundation portfolio, including how the media product uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it, how it addresses audiences, what was learned about technologies from creating the product, and what was learned from the preliminary task to the final product.
Evaluation
This document evaluates the front cover, contents page, and double page spread of a media product. It contains questions about how the media product uses, develops, or challenges real media conventions and forms. It also questions how the product represents social groups, what type of media institution might distribute it, who the audience would be, and how the audience was attracted. Finally, it asks what was learned about technologies from constructing the product and what was learned from progressing from the preliminary task to the full product.
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The document is an evaluation question asking how a media product uses, develops, or challenges the forms and conventions of real media products. It asks the respondent to consider how their media product engages with established norms and standards or pushes boundaries in new directions in just one sentence.
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This document discusses the forms and conventions used in real media products and how a student's media product may use, develop, or challenge these conventions. It includes examples of typical elements like a front cover, contents page, and double page spread that are found in real printed media.
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This document outlines questions to evaluate a media foundation production, including how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product.
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This document summarizes an evaluation of the front cover, contents page, and double page spread of a media product. It discusses how the product represents social groups through market research on the target audience. It also considers what media institution might distribute the product, such as publishing houses IPC or Bauer Media. The document aims to gather feedback on what audiences like about the finished product and how it might be improved. It reflects on how the audience was addressed through the content, house style, design, and what technologies were learned through constructing the product.
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This document contains questions about a media product, asking how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and to what audience, how the audience was addressed, what was learned about technologies from creating the product, and what was learned from an earlier preliminary task to the final product.
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This document contains questions for evaluating a media foundation portfolio, including how the media product uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it, how it addresses audiences, what was learned about technologies from creating the product, and what was learned from the preliminary task to the final product.
Evaluation
This document evaluates the front cover, contents page, and double page spread of a media product. It contains questions about how the media product uses, develops, or challenges real media conventions and forms. It also questions how the product represents social groups, what type of media institution might distribute it, who the audience would be, and how the audience was attracted. Finally, it asks what was learned about technologies from constructing the product and what was learned from progressing from the preliminary task to the full product.
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The document is an evaluation question asking how a media product uses, develops, or challenges the forms and conventions of real media products. It asks the respondent to consider how their media product engages with established norms and standards or pushes boundaries in new directions in just one sentence.
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This document discusses the forms and conventions used in real media products and how a student's media product may use, develop, or challenge these conventions. It includes examples of typical elements like a front cover, contents page, and double page spread that are found in real printed media.
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This document outlines questions to evaluate a media foundation production, including how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product.
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This document summarizes an evaluation of the front cover, contents page, and double page spread of a media product. It discusses how the product represents social groups through market research on the target audience. It also considers what media institution might distribute the product, such as publishing houses IPC or Bauer Media. The document aims to gather feedback on what audiences like about the finished product and how it might be improved. It reflects on how the audience was addressed through the content, house style, design, and what technologies were learned through constructing the product.
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This document contains questions about a media product, asking how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and to what audience, how the audience was addressed, what was learned about technologies from creating the product, and what was learned from an earlier preliminary task to the final product.
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This document discusses a British folk music media product and asks questions about how it uses or challenges conventions, represents social groups, would be distributed, who the audience is, how the audience was addressed, what was learned about technologies, progression from an earlier task, and how well it fits the intended brief. The questions cover the goals, conventions, representation, distribution, audience, technologies, development, and fit of the proposed British folk music media product.
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The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
Evaluation powerpoint
The document is a media evaluation of a student's media product project for a magazine. It discusses the key aspects of constructing the media product including drawing inspiration from real magazines' styles, representing social groups in the content, the type of media institution that might distribute the product, attracting and addressing the intended audience, technologies learned through the process, and lessons learned from the preliminary task to the full product. The evaluation covers the various sections and design elements included in the media product from the cover, masthead, contents, spreads, to the technical skills applied to images.
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.
5. evaluation
This document provides evaluation tips and guidance for creating a PowerPoint presentation to evaluate a media product. It includes advice such as keeping slides concise, using a consistent design, referring to research, and being prepared to answer questions. It also lists the key questions that must be answered in the evaluation, such as how the product represents social groups, what type of institution might distribute it, who the audience is, and how the audience is appealed to or addressed. Sample evaluation responses are provided as examples.
INTEGRATED MARKETING - GETTING IT RIGHT
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Getting It Right
- The document discusses the evolving landscape of communication and media technologies, which are providing new marketing and PR opportunities.
- It emphasizes the importance of social media monitoring to understand conversations about your brand and identify influencers and emerging issues.
- Effective social media strategies require defining goals, understanding audiences, and leveraging insights from conversations.
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Media Foundation Portfolio Evaluation Presentation
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Question 3
HMV would be a suitable distributor for the magazine due to its unique stylistic approach and focus on new music genres that could attract HMV's interest. The MixMag app allows exclusive access to a digital magazine edition and provides additional advertising exposure. Distributing the magazine digitally through apps like Apple's would modernize it, reach a global audience, and allow embedding of music samples to illustrate articles. Independent record shops and newsagents may also be interested distributors as the magazine covers up-and-coming artists of interest to music enthusiasts and is aimed at younger, accessible audiences.
How does your media product represent particular social groups
XOYO magazine targets 16-25 year olds, especially males, as this demographic listens to new and experimental electronic music. The magazine will feature articles about up-and-coming electronic artists to appeal to readers wanting to discover new music. While mainly aimed at males due to its masculine design, the magazine includes a feature on a female DJ to appeal to both genders. The magazine also appeals to all social classes as electronic music production is accessible to anyone now regardless of background.
Questio naire
This document contains an 11 question survey about music video viewing habits and preferences. It asks respondents about their gender, preferred music genre, where they watch music videos, preferred video styles, opinions on use of color, editing techniques, pacing, special effects, favorite videos, and whether videos influence them. It collects both multiple choice and open-ended answers about visual and technical aspects of music videos.
Music video mind map summery
The mind map will help guide the filming of the music video by generating different aspects to include. The song is "Berlin" by Modeselektor, which is electronic genre. Conventions of this genre include vibrant colors and depictions of socializing. The narrative will be linear but with a circular structure as the day progresses backwards. Abstract imagery, buildings, objects, and activity will be filmed to give the video its own feel. The visual style will be from the character's point of view to depict "a day in the life". Cinematography will include close-ups, medium shots, and point of view shots. Locations will be urban environments to seem realistic. Editing, effects, filters, iconography
Production diary final
Week 25 - The student exported their finished music video to Adobe After Effects to add title text at the beginning. They researched graffiti fonts and added the word "BERLIN" in large white letters for 3 seconds at the start of the video. The final video was then rendered and exported. The student began working on their evaluation by writing scripts to answer questions.
Week 26 - The student completed the first section of their evaluation by writing a detailed essay discussing how their media product uses and challenges conventions of the genre through designs, styles, and technical codes. They uploaded the essay to their blog and began constructing their evaluation using Prezi, which took some time to learn.
How did you_use_media_technologies_in[1]
The document lists various tools, software programs, and online services used for photography, video, audio, and presentation creation and editing. Key items mentioned include Nikon cameras, Adobe Premier and After Effects for video editing, Google Chrome and images for online research, YouTube and Facebook for sharing content, Adobe Photoshop for image editing, and Microsoft Word and PowerPoint for creating documents and presentations.
Evaluation question one finished without one screengrab = title
The document discusses the production of a music video for an electronic song. Some key points:
1) The music video uses locations in Manchester like student housing and urban areas to develop a youthful, metropolitan style and relate to the target audience.
2) Shots are taken from various angles to put the viewer in the perspective of the main character and show his journey through the day in reverse order.
3) Elements like a bottle of alcohol, youthful clothing, and blurred/abstract imagery are used to represent the character's state of intoxication and conform to conventions of the electronic music genre.
4) Unconventional editing techniques like reversing shots and syncing shots to the music help challenge
Evaluation question one finished without one screengrab = title
The document discusses the production of a music video for an electronic song. Some key points:
1) The music video uses locations in Manchester like student housing and urban areas to develop a youthful feel and sense of realism for the target audience.
2) Shots are taken from various angles to follow the main character through the city, putting the viewer in his perspective.
3) The video is edited in reverse to start at the end of the character's day and reveal how he ended up in that state, challenging conventions.
4) Stylistic choices like the character's clothing and use of alcohol aim to relate to conventions of the electronic music genre while also adding new elements.
Evaluation question one finished without one screengrab = title
The document discusses conventions used in the production of a music video for an electronic music song. Some key conventions included are:
1) Filming in urban locations like Manchester that are gritty and realistic for the target audience. Shots of signs indicate the location.
2) Capturing the main character socializing to portray a youthful, party environment.
3) Using props like bottles to suggest the character is drinking alcohol, a stereotypical convention for the genre.
4) Choosing fonts, costumes, and styles that are fashionable for young music fans to make the video appealing and relatable.
Analysis albums[1]
The CD cover features an abstract, colorful design by John Squire consisting of swirling paint strokes in various hues. No text is included to maximize awareness of Squire's artwork. The back cover replicates the front cover design, with the track listing highlighted separately. The unique, artistic CD design reflects both Squire's personality and the experimental style of music created by The Stone Roses.
Analysis albums[1]
The CD cover features a colorful, abstract design by band member John Squire in various directions. Track listings can be found to the right. The back cover replicates the front cover with Squire's artwork and highlights the track listing separately. Squire's psychedelic, expressive artwork is featured prominently throughout to maximize awareness of his work and give a continuous theme.
Music video questionnaire primary research
The document summarizes the results of a questionnaire given to the target audience of a music video. Most questions were quantitative to provide statistics on preferences. Results showed a majority of the audience preferred house and alternative music, consumed music on YouTube, and liked fast-paced edited videos with synchronized editing. Special effects were seen as adding a unique style by 70%. The majority also thought instruments were important in music videos.
Music video questionnaire primary research
The document summarizes the results of a questionnaire conducted as primary research for a music video. It asked questions to understand preferences around music video styles, genres, and editing techniques. Key findings included that the target audience prefers fast-paced, synchronized editing and that colors can effectively convey themes when used purposefully. While most felt music videos don't influence them, some said they reflect the artist's image or serve as inspiration. This information will help the researcher make production decisions for their music video.
Questio naire
This document contains an 11 question media research questionnaire about music video preferences. It asks respondents about their gender, preferred music genres and where they watch music videos. It also asks about preferred music video styles in terms of narrative, performance or abstract formats. Additional questions cover preferences around use of color, editing techniques, pacing and use of special effects. It concludes by asking about favorite music videos, their influence, and the importance of instruments in music videos.
Question
This document contains an 11 question media research questionnaire about music video preferences. It asks respondents about their gender, preferred music genres and where they watch music videos. It also asks about preferred music video styles in terms of narrative, performance or abstract formats. Additional questions cover preferences around use of color, editing techniques, pacing and use of special effects. It concludes by asking about favorite music videos, their influence, and the importance of showing instruments/equipment.
Analysis
This document analyzes a magazine advertisement the author created for an electronic house music genre coursework project. The advertisement adheres to conventions of the house music genre through its use of psychedelic colors, flashing light inspired pink and teal colors, and laser-inspired text formatting. It also incorporates repetition of common house music terms like "Essentials" while adding some personal differences like a sophisticated font choice to diversify from others in the genre. Overall, the advertisement effectively communicates the house music genre and intent to highlight essential tracks through its visual design choices and language.
Haoppppy
This poster advertises a greatest hits album by the psychedelic indie band Happy Mondays. Known for their experimental music in the 1980s-1990s that incorporated new sounds and techniques, the band was influential but unconcerned with image. The poster layout reflects this, with text taking up almost 100% of the space in a striking multicolored handwritten chalk style font to emphasize the music over visuals. The use of vibrant primary colors evokes the band's upbeat music and the psychedelic drug culture of their era.
Music video analysis tnght
The document provides an analysis of the music video for TNGHT's song "Bugg'n". It discusses several elements of the music video that could be incorporated into the author's own music video project. These include using opening title credits to identify the song and artist, including abstract imagery shots that reflect the style of the music, and attempting to capture footage from a live performance similar to the large venue shown in the video.
Music video analysis seraphim
The document analyzes the cinematography techniques used in the music video for "Seraphim" by Simian Mobile Disco. It notes the video's use of inward and outward zooms on close-ups and medium shots. Sweeping shots are also used to reveal objects or people. These editing techniques reveal details gradually and create a sense of surprise. The document discusses replicating these techniques in its own music video through extreme close-ups that zoom out to reveal context. Fast cuts of an unfolding bed sheet matching the music's tones are also praised, as are shots of a light turning on and off that could be easily recreated.
Music video analyisis
The document analyzes the music video "Mount Kimbe - Carbonated" and discusses techniques that could be incorporated into the author's own music video. These include using handheld camera shots to make footage seem more realistic, incorporating abstract imagery to fit the electronic music themes, and using close-ups and medium shots to represent mood. The author also notes using lighting and club footage at the end of their video to match the upbeat house music genre.
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How does your media product represent particular social groups
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Evaluation question one finished without one screengrab = title
Evaluation question one finished without one screengrab = title
Evaluation question one finished without one screengrab = title
Evaluation question one finished without one screengrab = title
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Edvaluation
- 1. Edward Guy Foundation Portfolio Evaluation
- 2. In what ways does your media product use, develop or challenge forms and conventions of real media products? Mast head Cover line Tag Lines Extra items or information
- 3. How does your media product represent particular social groups?
- 4. What kind of media institution might distribute your media product and why?
- 5. How did you attract/address your audience?
- 7. House Style. Colour scheme: Secondary colour Primary colour Secondary colour
- 9. What have you learnt about technologies from the process of constructing this product?
- 10. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?