Evaluation
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This document contains questions for evaluating a media studies assignment, asking the student to reflect on how their media product used or challenged real media conventions, how it represented social groups, what type of institution might distribute it and why, who the intended audience was, how the audience was addressed, what was learned about technologies from creating the product, and what was learned from the preliminary task to the final product.
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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.
Evaluation presentation
This document contains questions for a media evaluation assignment, asking the student to reflect on how their media product uses or challenges real media conventions, how it represents social groups, what type of media 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 to the final product.
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This document is Joshua Millington's foundation portfolio evaluation that asks him to reflect on a media product he created. It prompts him to discuss how his media product used or challenged real media conventions, how it represented social groups, what type of institution may distribute it and why, who the intended audience was, how he addressed this audience, what he learned about technologies from creating the product, and what he learned from the preliminary task to the full product.
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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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This magazine evaluation discusses a media product targeted at 16-30 year old males and females. The document outlines how the product represents social groups and might challenge conventions of real media. It also reflects on how the audience was addressed and what was learned about technologies from constructing the product. In particular, it considers what was learned in progressing from an initial task to the completed media 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.
Media
This document outlines 7 questions about analyzing a media product: 1) How it uses or challenges real media conventions. 2) How it represents social groups. 3) What type of institution might distribute it. 4) Who the intended audience is. 5) How the audience was addressed. 6) What was learned about technologies from creating the product. 7) What was learned from the preliminary task to the final product.
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Recovered file 1
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.
Evaluation presentation
This document contains questions for a media evaluation assignment, asking the student to reflect on how their media product uses or challenges real media conventions, how it represents social groups, what type of media 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 to the final product.
Evalutation
This document is Joshua Millington's foundation portfolio evaluation that asks him to reflect on a media product he created. It prompts him to discuss how his media product used or challenged real media conventions, how it represented social groups, what type of institution may distribute it and why, who the intended audience was, how he addressed this audience, what he learned about technologies from creating the product, and what he learned from the preliminary task to the full product.
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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.
Hannah Reilly Foundation Portfolio Evaluation PowerPoint
This magazine evaluation discusses a media product targeted at 16-30 year old males and females. The document outlines how the product represents social groups and might challenge conventions of real media. It also reflects on how the audience was addressed and what was learned about technologies from constructing the product. In particular, it considers what was learned in progressing from an initial task to the completed media product.
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This document discusses evaluating a media product and how it develops audiences' understanding of societal issues and the effects of large brands on small businesses. It also considers the effectiveness of combining the main product with additional materials and what was learned from audience feedback, as well as the use of new media technologies in creating, researching, planning and evaluating the media 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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This document outlines 7 questions about analyzing a media product: 1) How it uses or challenges real media conventions. 2) How it represents social groups. 3) What type of institution might distribute it. 4) Who the intended audience is. 5) How the audience was addressed. 6) What was learned about technologies from creating the product. 7) 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 asks how a media product uses, develops, or challenges the forms and conventions of real media products. It poses this question and was written by Joshua Burnham. The document is inquiring about the relationship between a created media product and real-world media conventions.
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This document contains 7 evaluation questions for a media studies practical task. The questions assess how the product 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 creating the product, and what was learned overall from the initial task to the final product.
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ثورة قلم حرّ
هي قصائد حرة
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ثورة قلم حرّ.. هي قصائد لـ...فاطمة العبيدي
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This document contains 7 evaluation questions for a media studies practical task. The questions assess how the product 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 creating the product, and what was learned overall from the initial task to the final product.
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Evaluation
- 1. Media AS Studies – Evaluation
- 2. In what ways does your media product use, develop or challenge forms and conventions of real media products?
- 3. How does your media product represent particular social groups?
- 4. What kind of media institution might distribute your media product and why?
- 5. Who would be the audience for your media product?
- 6. How did you attract/address your audience?
- 7. What have you learnt about technologies from the process of constructing this product?
- 8. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?