Evaluation
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This document discusses the evaluation of a media product, a magazine created for a sixth form college. It addresses how the magazine follows conventions of real magazines through including things like a masthead, main image, and color scheme on the cover. However, it challenges conventions by including two images rather than one on the cover. The magazine represents and is aimed at all students at the sixth form college. The college itself would be the distributing media institution since the magazine contains information specific to that college. Informal language and an attention-grabbing image of the school play were used to attract the target audience of year 11 and sixth form students to the magazine. Creating the magazine required learning new technologies like Adobe Photoshop and Prezi.
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Evaluation
The document describes a student's media product of a sixth form magazine for their school. It discusses how the magazine both uses conventions from other magazines but also challenges conventions by changing the layout of the front cover. The magazine aims to represent all social groups in sixth form by including articles that everyone can relate to. The intended audience is current year 12 and 13 students but also year 11 students considering sixth form. The student attracted their audience by including interesting articles and interviews and using inclusive language like "you" in the content. Through creating the magazine, the student learned new skills in Photoshop and how to present written work online.
Prelim Evaluation - DK
1. The document evaluates a media product, a Sixth Form magazine, created by the author.
2. The magazine represents Sixth Form students through fonts, colors, and images on the front cover and contents page designed to appeal to that demographic.
3. A media institution that specializes in distributing magazines would be suitable for distributing the Sixth Form magazine since it focuses on that media format.
Preliminary Evaluation
The document summarizes a student's media product which is a magazine for their sixth form school. The student used conventions of real magazines such as a masthead, cover lines, and images to preview contents. However, they also challenged conventions with a "Did You Know" section. The magazine included sections to appeal to different social groups and was aimed at the sixth form audience. Creating the magazine taught the student new skills in Adobe Photoshop, including tools like the Quick Selection Tool and filters.
As g321
This document summarizes the learning process and progression of a student's media project from preliminary task to final product. The student started with basic knowledge of Photoshop and InDesign, and has since expanded their skills in editing photos, layout, and design. Comparing their preliminary and final magazine covers shows how they improved the use of pictures, fonts, space, and professional elements like barcodes. The contents page also evolved from a basic list to be more eye-catching with varied design elements. Overall, the student learned how to develop their preliminary ideas into a more polished and professional final media product.
Media magazine anaylsis
The document describes a student's magazine cover media product and responses to questions about how it uses conventions of real magazines, its target audience of 16-19 year old students, how it does not intentionally represent any social group, how the sixth form would distribute it, how the cover attracts readers through lines like "Just In!" and "Take the poll!", what technology skills were learned like Photoshop and blog design, and how preliminary tasks on shooting techniques and color palettes informed the media product.
Evaluation
The document discusses the evaluation of a media product created by the author for their sixth form magazine. It addresses how the product developed conventions from a real magazine they analyzed but also included some of their own ideas. Specifically, they used a single main image on the cover and a left third layout like the real magazine but chose a simpler color scheme. The product represents the sixth form students at Nicholas Chamberlaine School by using images of other students and the school. The only institution that would distribute the product is the school since it is aimed solely at their sixth form students. The author attracted their target audience through relevant images and topics in the contents page. Through constructing the magazine, the author learned skills in Photoshop and using the blog
Evaluation for media
This document contains the responses to 7 questions about a digital magazine product created by the author.
1) The magazine uses conventions like double page spreads but tries to be unique.
2) The magazine represents teenagers through images of teenage musicians and relatable content.
3) Music stores and digital publishers would be most likely to distribute the magazine.
4) The target audience is teenagers interested in rock music.
5) Bright colors, competitions, and images of young people are used to attract the target audience.
6) The author learned skills in Photoshop and magazine design through creating the product.
7) Significant progress was made from an initial college magazine by focusing on research, photography, and quality
Question 4
The target audience for the media product is females aged 16-22, who are interested in up-to-date mainstream music information. This demographic makes up the C1/C2 social class of lower middle and skilled working class individuals, such as students. Research in the form of a focus group with females and males of different music preferences, as well as an analysis of similar magazines, supported targeting females specifically for their greater interest in the mainstream music genre.
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Evaluation
The document describes a student's media product of a sixth form magazine for their school. It discusses how the magazine both uses conventions from other magazines but also challenges conventions by changing the layout of the front cover. The magazine aims to represent all social groups in sixth form by including articles that everyone can relate to. The intended audience is current year 12 and 13 students but also year 11 students considering sixth form. The student attracted their audience by including interesting articles and interviews and using inclusive language like "you" in the content. Through creating the magazine, the student learned new skills in Photoshop and how to present written work online.
Prelim Evaluation - DK
1. The document evaluates a media product, a Sixth Form magazine, created by the author.
2. The magazine represents Sixth Form students through fonts, colors, and images on the front cover and contents page designed to appeal to that demographic.
3. A media institution that specializes in distributing magazines would be suitable for distributing the Sixth Form magazine since it focuses on that media format.
Preliminary Evaluation
The document summarizes a student's media product which is a magazine for their sixth form school. The student used conventions of real magazines such as a masthead, cover lines, and images to preview contents. However, they also challenged conventions with a "Did You Know" section. The magazine included sections to appeal to different social groups and was aimed at the sixth form audience. Creating the magazine taught the student new skills in Adobe Photoshop, including tools like the Quick Selection Tool and filters.
As g321
This document summarizes the learning process and progression of a student's media project from preliminary task to final product. The student started with basic knowledge of Photoshop and InDesign, and has since expanded their skills in editing photos, layout, and design. Comparing their preliminary and final magazine covers shows how they improved the use of pictures, fonts, space, and professional elements like barcodes. The contents page also evolved from a basic list to be more eye-catching with varied design elements. Overall, the student learned how to develop their preliminary ideas into a more polished and professional final media product.
Media magazine anaylsis
The document describes a student's magazine cover media product and responses to questions about how it uses conventions of real magazines, its target audience of 16-19 year old students, how it does not intentionally represent any social group, how the sixth form would distribute it, how the cover attracts readers through lines like "Just In!" and "Take the poll!", what technology skills were learned like Photoshop and blog design, and how preliminary tasks on shooting techniques and color palettes informed the media product.
Evaluation
The document discusses the evaluation of a media product created by the author for their sixth form magazine. It addresses how the product developed conventions from a real magazine they analyzed but also included some of their own ideas. Specifically, they used a single main image on the cover and a left third layout like the real magazine but chose a simpler color scheme. The product represents the sixth form students at Nicholas Chamberlaine School by using images of other students and the school. The only institution that would distribute the product is the school since it is aimed solely at their sixth form students. The author attracted their target audience through relevant images and topics in the contents page. Through constructing the magazine, the author learned skills in Photoshop and using the blog
Evaluation for media
This document contains the responses to 7 questions about a digital magazine product created by the author.
1) The magazine uses conventions like double page spreads but tries to be unique.
2) The magazine represents teenagers through images of teenage musicians and relatable content.
3) Music stores and digital publishers would be most likely to distribute the magazine.
4) The target audience is teenagers interested in rock music.
5) Bright colors, competitions, and images of young people are used to attract the target audience.
6) The author learned skills in Photoshop and magazine design through creating the product.
7) Significant progress was made from an initial college magazine by focusing on research, photography, and quality
Question 4
The target audience for the media product is females aged 16-22, who are interested in up-to-date mainstream music information. This demographic makes up the C1/C2 social class of lower middle and skilled working class individuals, such as students. Research in the form of a focus group with females and males of different music preferences, as well as an analysis of similar magazines, supported targeting females specifically for their greater interest in the mainstream music genre.
Evaluation Question 4
The target audience for the magazine is 16 years and older. The author created a closed Facebook group and invited 12 people, including classmates and others not in the class, all within the target age range. They were asked to comment on what they liked and suggest minor improvements to pages from the magazine, including the front cover, contents page, and a double page spread. The feedback was positive overall and suggested the magazine had a professional look and feel that would appeal to and attract the target 16+ audience.
Magazine evaluation
The document provides an evaluation of a magazine the author created for sixth form students at Chosen Hill School. Some of the key points summarized:
1) The author was inspired by the layout of the NME magazine cover but made changes for their target audience such as using lighter colors.
2) The magazine represents regular sixth form students at the school and features pictures of students that look happy and engaged.
3) The magazine will be distributed in the school library and website to be easily accessible to sixth form students.
Evaluation q1 q3
My media product targets 16-19 year olds attending sixth form. Research showed this age group enjoys magazines with bright colors, fun text, and many images. The people at the creator's sixth form are also fun, young, and social, so the magazine features these qualities. Some students from the sixth form helped by modeling for images to make the magazine reflect them. The target audience for the magazine is both male and female sixth form students aged 16-19 who want to read about both academic and social topics at their sixth form, like events and gossip. The magazine aims to attract this wide audience with its professional yet colorful design and many images, based on research showing images appeal to this age group. Feedback from student previewers
Question 5 questionnaire results
The document summarizes the results of a questionnaire given to the target audience of a pop music magazine. Key findings include:
- Respondents felt the magazine appropriately represented the pop genre and featured relevant bands.
- The main article, color scheme, fonts, and masthead design were most appealing.
- Suggestions for improvement included using more images in the main article and featuring a greater diversity of people in photos.
- Most respondents thought the magazine would appeal to the target audience and sell well, though a few felt more diverse representation in images could widen the appeal.
EVULATION OF MY MAIN TASK
The document is a series of questions and answers about a student's media studies magazine project called "Driving Passion".
In the first section, the student describes the target audience of the magazine as being younger adults and teenagers interested in cars and racing.
Subsequent sections discuss the technologies used to create the magazine, including Photoshop and Blogspot. The student discusses learning how to edit photos and format text boxes. Feedback from readers is also presented, praising design elements but also providing suggestions for improvement.
The final questions discuss what was learned through the process, with the student gaining new creative and presentation skills. They feel proud of the final product and that it fulfilled the task brief. Conventions like
Media Powerpoint Evaluation
The document discusses a student's media magazine project. It provides details about the magazine's design, intended audience, and how it compares to real magazines. The student used similar color schemes and layouts as popular music magazines. The intended audience is teenagers and young adults interested in music and fashion. The student learned how to use software like Photoshop and Page Plus to design and create the magazine.
Evaluation
The document is an evaluation of a media product created for a school magazine. It addresses how the media product uses conventions of real magazines, represents a target audience of students aged 16-18, and would be distributed in sixth form colleges and schools. It also discusses how the product attracted its target audience through clear language, relevant images and limited colors, and what technologies were learned in creating the magazine like Photoshop tools and importing slides onto a blog.
Media production evaluation
Our media product used viral marketing techniques like a teaser trailer and website to promote interest. The teaser trailer followed genre conventions but put a creative spin. Audience feedback showed the initial trailer's sound effects were too loud, so they adjusted the final version. New media technologies like Movie 5.0, blogging, Fireworks, and YouTube were used at different stages for creation, research, planning, and evaluation.
Evaluation of student magazines
The document discusses the key conventions of student magazines, including having a catchy name, clear masthead, cover lines to grab attention, and reasons to purchase the magazine. It also provides guidance on what the front cover and contents page should include, such as pictures and a list of contents. The document examines how the student's magazine represents its target audiences of students and teachers, how it uses both formal and informal language, and what technologies and skills were learned through constructing the magazine.
Media Studies Product Evaluation
The document discusses the student's process in developing a music magazine product proposal. It covers conducting audience research through questionnaires to understand preferences of their target demographic of teenagers aged 13-18 interested in rock music. Techniques like using eye-catching images and layouts were employed to attract readers. The student learned key skills in digital photography, image manipulation using Photoshop, and desktop publishing. They have grown to understand important media concepts and can now produce work to a professional standard, showing development from their initial skills learned in programs like PowerPoint.
Question1
The document discusses conventions in media and how the author's magazine product both follows and challenges conventions.
It follows conventions such as layout, colors, fonts, cover lines, barcode placement, and teasing quotes and images inside the magazine. However, it challenges conventions by featuring both a designer and model on the same page, rather than just women models, to make it a unique concept.
The target audience is described as females ages 18 to 49 from urban, middle to upper class backgrounds who are interested in street fashion and value appearance. The language and topics are made broadly understandable to fashion lovers while still using some industry terms.
Evaluation question 4 & 5
This document discusses how the target audience of 16-25 year olds interested in pop/indie music was addressed in a magazine. The magazine used neutral colors, direct addressing of artists, and social media links to appeal to both male and female readers. The front cover featured a stylish model to attract both genders through fashion and sexuality. Article previews and anchoring text were designed to entice readers and build intrigue. Images and bold artist names helped catch readers' attention across pages. The goal was to attract this young audience and engage them through various interactive elements in the magazine's design.
Evaluation question 4 & 5
The document discusses how the author addressed and attracted their target audience for a music magazine. Their target audience was 16-25 year olds interested in pop/indie music. To attract both male and female readers, neutral colors like white, grey, black and red were used. The front cover featured a stylish model to attract both genders. Pull quotes and anchoring text were used to entice readers. The contents page included social media links to engage readers and a list of articles. Double page spreads used anchoring text and eye-catching images and text to catch readers' attention.
Media website evaluation
The document discusses the evaluation of a media website created by the author to help people struggling with drug addiction. The website uses conventions from other charity websites, such as information about the charity's services. It aims its content at teenagers and young adults being introduced to drugs. The author chose images and videos carefully to appeal to different social groups affected by drug issues. A survey found that people aged 15-25 are most vulnerable, so the website targets this age range. The goal is to create an informative yet reassuring website that helps audiences access support for drug problems.
Assesment media
Arya created a school magazine for Bishop Douglas School that incorporated conventions from both school magazines and mainstream magazines to appeal to teenage readers. Some conventions challenged typical school magazines, like using a masthead and a more professional layout. The target audience was students and parents to inform them of school events and plans. Attracting features included using an attractive student close in age to readers and colors on the cover that conveyed an optimistic yet mature tone for the 16-18 year old readership. New media technologies were used throughout the research, planning, construction, and evaluation stages, including PowerPoint, Photoshop, and online surveys.
Media Studies Evaluation
The document is a reflection by a student on their final media studies project creating a magazine. It discusses how the magazine used conventions of real magazines while also trying to be unique. It targeted teenagers and young adults interested in indie music. The student believes music stores and festivals would be most likely to distribute the magazine to its target audience. Through images and style, the student aimed to attract and address this target audience. The process taught the student new skills with software like Photoshop and helped improve planning from the preliminary project.
Shot list !
Ashley Tonks has created a filming schedule and shot list for a music video. The schedule outlines the scenes, length of each scene, camera angles, locations, props needed, and instructions for the actors. It will be used on set to ensure all required shots are captured within the planned time frame.
6
Throughout constructing a magazine product using Photoshop, the author learned more about Photoshop's features, such as making images black and white or removing backgrounds. While initially lacking confidence with Photoshop, the author's skills and confidence with photo editing in Photoshop developed during the construction process. The author feels they learned a lot about technologies by using Photoshop to construct the magazine product.
AT - How did you use media technologies?
Ashley Tonks used various media technologies throughout the project. In the planning stages, social media like Facebook and YouTube were used to collaborate with others and get feedback from the target audience. Presentation software like Prezi was used to share research findings and evaluate the project. Video editing software like iMovie and Final Cut Pro allowed Ashley to create and edit video content at different stages. Photoshop was also used to design promotional materials like a digital package and magazine advertisement. Overall, these media technologies helped with communication, content creation, and presenting the work at a high level.
Filming Schedule
The document contains a filming schedule for November 1st. It details 21 scenes to be shot at various locations within Coombe Abbey between 9:30am and 4:45pm. The schedule lists the time, location, director and notes for each scene. It also includes details about travel, costume changes, breaks for food and drink, and props needed. The goal is to have fun while completing the filming for the day.
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Evaluation Question 4
The target audience for the magazine is 16 years and older. The author created a closed Facebook group and invited 12 people, including classmates and others not in the class, all within the target age range. They were asked to comment on what they liked and suggest minor improvements to pages from the magazine, including the front cover, contents page, and a double page spread. The feedback was positive overall and suggested the magazine had a professional look and feel that would appeal to and attract the target 16+ audience.
Magazine evaluation
The document provides an evaluation of a magazine the author created for sixth form students at Chosen Hill School. Some of the key points summarized:
1) The author was inspired by the layout of the NME magazine cover but made changes for their target audience such as using lighter colors.
2) The magazine represents regular sixth form students at the school and features pictures of students that look happy and engaged.
3) The magazine will be distributed in the school library and website to be easily accessible to sixth form students.
Evaluation q1 q3
My media product targets 16-19 year olds attending sixth form. Research showed this age group enjoys magazines with bright colors, fun text, and many images. The people at the creator's sixth form are also fun, young, and social, so the magazine features these qualities. Some students from the sixth form helped by modeling for images to make the magazine reflect them. The target audience for the magazine is both male and female sixth form students aged 16-19 who want to read about both academic and social topics at their sixth form, like events and gossip. The magazine aims to attract this wide audience with its professional yet colorful design and many images, based on research showing images appeal to this age group. Feedback from student previewers
Question 5 questionnaire results
The document summarizes the results of a questionnaire given to the target audience of a pop music magazine. Key findings include:
- Respondents felt the magazine appropriately represented the pop genre and featured relevant bands.
- The main article, color scheme, fonts, and masthead design were most appealing.
- Suggestions for improvement included using more images in the main article and featuring a greater diversity of people in photos.
- Most respondents thought the magazine would appeal to the target audience and sell well, though a few felt more diverse representation in images could widen the appeal.
EVULATION OF MY MAIN TASK
The document is a series of questions and answers about a student's media studies magazine project called "Driving Passion".
In the first section, the student describes the target audience of the magazine as being younger adults and teenagers interested in cars and racing.
Subsequent sections discuss the technologies used to create the magazine, including Photoshop and Blogspot. The student discusses learning how to edit photos and format text boxes. Feedback from readers is also presented, praising design elements but also providing suggestions for improvement.
The final questions discuss what was learned through the process, with the student gaining new creative and presentation skills. They feel proud of the final product and that it fulfilled the task brief. Conventions like
Media Powerpoint Evaluation
The document discusses a student's media magazine project. It provides details about the magazine's design, intended audience, and how it compares to real magazines. The student used similar color schemes and layouts as popular music magazines. The intended audience is teenagers and young adults interested in music and fashion. The student learned how to use software like Photoshop and Page Plus to design and create the magazine.
Evaluation
The document is an evaluation of a media product created for a school magazine. It addresses how the media product uses conventions of real magazines, represents a target audience of students aged 16-18, and would be distributed in sixth form colleges and schools. It also discusses how the product attracted its target audience through clear language, relevant images and limited colors, and what technologies were learned in creating the magazine like Photoshop tools and importing slides onto a blog.
Media production evaluation
Our media product used viral marketing techniques like a teaser trailer and website to promote interest. The teaser trailer followed genre conventions but put a creative spin. Audience feedback showed the initial trailer's sound effects were too loud, so they adjusted the final version. New media technologies like Movie 5.0, blogging, Fireworks, and YouTube were used at different stages for creation, research, planning, and evaluation.
Evaluation of student magazines
The document discusses the key conventions of student magazines, including having a catchy name, clear masthead, cover lines to grab attention, and reasons to purchase the magazine. It also provides guidance on what the front cover and contents page should include, such as pictures and a list of contents. The document examines how the student's magazine represents its target audiences of students and teachers, how it uses both formal and informal language, and what technologies and skills were learned through constructing the magazine.
Media Studies Product Evaluation
The document discusses the student's process in developing a music magazine product proposal. It covers conducting audience research through questionnaires to understand preferences of their target demographic of teenagers aged 13-18 interested in rock music. Techniques like using eye-catching images and layouts were employed to attract readers. The student learned key skills in digital photography, image manipulation using Photoshop, and desktop publishing. They have grown to understand important media concepts and can now produce work to a professional standard, showing development from their initial skills learned in programs like PowerPoint.
Question1
The document discusses conventions in media and how the author's magazine product both follows and challenges conventions.
It follows conventions such as layout, colors, fonts, cover lines, barcode placement, and teasing quotes and images inside the magazine. However, it challenges conventions by featuring both a designer and model on the same page, rather than just women models, to make it a unique concept.
The target audience is described as females ages 18 to 49 from urban, middle to upper class backgrounds who are interested in street fashion and value appearance. The language and topics are made broadly understandable to fashion lovers while still using some industry terms.
Evaluation question 4 & 5
This document discusses how the target audience of 16-25 year olds interested in pop/indie music was addressed in a magazine. The magazine used neutral colors, direct addressing of artists, and social media links to appeal to both male and female readers. The front cover featured a stylish model to attract both genders through fashion and sexuality. Article previews and anchoring text were designed to entice readers and build intrigue. Images and bold artist names helped catch readers' attention across pages. The goal was to attract this young audience and engage them through various interactive elements in the magazine's design.
Evaluation question 4 & 5
The document discusses how the author addressed and attracted their target audience for a music magazine. Their target audience was 16-25 year olds interested in pop/indie music. To attract both male and female readers, neutral colors like white, grey, black and red were used. The front cover featured a stylish model to attract both genders. Pull quotes and anchoring text were used to entice readers. The contents page included social media links to engage readers and a list of articles. Double page spreads used anchoring text and eye-catching images and text to catch readers' attention.
Media website evaluation
The document discusses the evaluation of a media website created by the author to help people struggling with drug addiction. The website uses conventions from other charity websites, such as information about the charity's services. It aims its content at teenagers and young adults being introduced to drugs. The author chose images and videos carefully to appeal to different social groups affected by drug issues. A survey found that people aged 15-25 are most vulnerable, so the website targets this age range. The goal is to create an informative yet reassuring website that helps audiences access support for drug problems.
Assesment media
Arya created a school magazine for Bishop Douglas School that incorporated conventions from both school magazines and mainstream magazines to appeal to teenage readers. Some conventions challenged typical school magazines, like using a masthead and a more professional layout. The target audience was students and parents to inform them of school events and plans. Attracting features included using an attractive student close in age to readers and colors on the cover that conveyed an optimistic yet mature tone for the 16-18 year old readership. New media technologies were used throughout the research, planning, construction, and evaluation stages, including PowerPoint, Photoshop, and online surveys.
Media Studies Evaluation
The document is a reflection by a student on their final media studies project creating a magazine. It discusses how the magazine used conventions of real magazines while also trying to be unique. It targeted teenagers and young adults interested in indie music. The student believes music stores and festivals would be most likely to distribute the magazine to its target audience. Through images and style, the student aimed to attract and address this target audience. The process taught the student new skills with software like Photoshop and helped improve planning from the preliminary project.
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Shot list !
Ashley Tonks has created a filming schedule and shot list for a music video. The schedule outlines the scenes, length of each scene, camera angles, locations, props needed, and instructions for the actors. It will be used on set to ensure all required shots are captured within the planned time frame.
6
Throughout constructing a magazine product using Photoshop, the author learned more about Photoshop's features, such as making images black and white or removing backgrounds. While initially lacking confidence with Photoshop, the author's skills and confidence with photo editing in Photoshop developed during the construction process. The author feels they learned a lot about technologies by using Photoshop to construct the magazine product.
AT - How did you use media technologies?
Ashley Tonks used various media technologies throughout the project. In the planning stages, social media like Facebook and YouTube were used to collaborate with others and get feedback from the target audience. Presentation software like Prezi was used to share research findings and evaluate the project. Video editing software like iMovie and Final Cut Pro allowed Ashley to create and edit video content at different stages. Photoshop was also used to design promotional materials like a digital package and magazine advertisement. Overall, these media technologies helped with communication, content creation, and presenting the work at a high level.
Filming Schedule
The document contains a filming schedule for November 1st. It details 21 scenes to be shot at various locations within Coombe Abbey between 9:30am and 4:45pm. The schedule lists the time, location, director and notes for each scene. It also includes details about travel, costume changes, breaks for food and drink, and props needed. The goal is to have fun while completing the filming for the day.
3
Bauermedia would be an appropriate media institution to distribute the product because while it distributes a similar magazine, Kerrang, it is the only one of its kind that Bauermedia distributes. Distributing the product through a large media institution like Bauermedia would allow the magazine to be sold in more places and become more well known, potentially leading to more success.
Script for the questions evaluation
This document provides an analysis of a magazine created by the author for their media studies coursework. It discusses the target audience for the magazine, which is music fans between ages 16-30 who enjoy hip hop and rap genres. The author aimed to fill a gap in the market by creating a magazine that appeals to both hip hop and rap fans. They used conventions from existing magazines to design sections and layout but added their own manipulated images. Feedback was gathered from the target demographic to help make the magazine more relevant. Overall, the author demonstrates they have gained new skills in photo editing and using blogging platforms, and that their work has improved since receiving feedback and studying real media examples.
Question 4 Evaluation Media DK
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a music video project. Prezi, Bubbl, Facebook, Slideshare, Photoshop, Final Cut and Pinterest were used for planning locations, costumes, song choice and target audience. Bubbl specifically helped to plan each stage and connect different parts of the project. Feedback was collected using Facebook. Pinterest helped visualize the artist's costume and location. Final Cut was used to edit the music video, applying effects and color correction. Photoshop created designs for the digipak and magazine advertisement.
AT - How effective is the combination of your main product and ancillary tasks?
This document discusses how the design of various media products - a music video, magazine article, digital packaging - were coordinated to present a cohesive image and message about an artist named Maia. Research including a mood board and focus group informed design decisions like using pastel colors, natural settings, and avoiding overly sexualized imagery. Locations, lighting, and color palette were kept consistent across all products to tie them together visually and convey Maia as a natural, inspirational figure. Feedback ensured the designs effectively communicated the folk/pop genre and would appeal to the target teenage audience.
Evaluation Question Four
The document discusses the use of various media technologies throughout the planning, research, construction, and evaluation stages of a project. During planning, the group used Prezi to present work and iMovie to edit short informative videos. On social media, the group created a Facebook page to gather feedback on designs from their target audience. Final Cut Express was introduced during construction to allow for more advanced video editing through features like transitions, color correction, and cropping. Photoshop was also used extensively to design promotional materials like posters and CD booklets, taking advantage of tools like layers and effects.
Risk assessment
The document identifies several hazards and risks associated with filming at Coombe Abbey/Street including weather damage, injuries from not following pathways, ruining costumes or hair from rain, having to cancel due to weather, equipment being stolen, people interrupting shots, cast or crew getting lost or separated, people becoming upset, exhaustion, and lack of motivation. To prevent these risks, the document outlines measures such as storing equipment safely, using pathways and umbrellas, having backup dates and supplies, supervising equipment, using signs during filming, providing maps, designating breaks, and ensuring road safety.
House style - Ashley Tonks
1. The document discusses the house style for various media products, including choosing two fonts - Little Bird for titles and For a pessimist, I'm pretty optimistic for other text.
2. It describes redesigning the company logo Eclipse to be simpler with a basic font and effects for a more professional look.
3. Color choices are also discussed, with pastel colors chosen to represent the down-to-earth artist, and specific rich greens sampled from locations where a music video was filmed.
Media - House Style
Danielle Kelly discusses the design choices for the logo, magazine advertisement, and digipak for Eclipse Media. She selects font 3, "Dinski casual condensed", for the logo as it looks better beside the eclipse image and is bold. For the magazine ad and digipak, she chooses the font "Mr. Mogollon" as it is bold but simple and stands out over images of their artist. A consistent color scheme of natural greens, blues, and yellows will be used for both the digipak and ad to represent their artist.
1
The document describes how the media product uses and develops conventions from real media products. It uses several conventions including a barcode, masthead, left third layout, range of fonts, larger titles, breaking content into sections, page numbers, contact details, larger images, image captions, article headings, quotes, and page numbers. Some conventions are developed, such as overlapping the masthead, using bolded lines to break up text, and placing contact details alongside the title. The goal is to engage the target audience and draw attention to key pieces of content, while challenging conventions in some cases.
AT - Teacher feedback
The teacher provided feedback to the student in both written and verbal forms throughout the project. In a blog comment and questions, the teacher pointed out ways to improve the design and house style of the student's digital packaging design. This feedback helped the student strengthen the design. Additionally, the teacher's verbal suggestions, such as referring back to research, helped keep the student on track to create a media product suitable for the intended audience. Overall, the teacher's feedback was very useful in helping the student create a more polished final product.
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AT - How effective is the combination of your main product and ancillary tasks?
AT - How effective is the combination of your main product and ancillary tasks?
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The document describes a student's media product of a sixth form magazine for their school. It discusses how the magazine both uses conventions from other magazines but also challenges conventions by changing the layout of the front cover. The magazine aims to represent all social groups in sixth form by including articles that everyone can relate to. The intended audience is current year 12 and 13 students but also year 11 students considering sixth form. The student attracted their audience by including interesting articles and interviews and using inclusive language like "you" in the content. Through creating the magazine, the student learned new skills in Photoshop and how to present written work online.
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The student created a magazine for their sixth form school to both represent the various social groups at the school and attract current and prospective students. The magazine used conventions from existing publications and developed its own layout. It would be distributed in the school library and sixth form center to reach its target audiences of current year 12 and 13 students as well as year 11 students considering joining sixth form. The student learned how to use Photoshop and online presentation tools like Penzu to construct the magazine and present their work.
Evaluation JB
The document discusses the evaluation of a media product created by the author for their sixth form magazine. It addresses how the product developed conventions from a real magazine they analyzed but also included some of their own ideas. Specifically, they used a single main image on the cover and a left third layout, but implemented a simpler color scheme. The product represents the sixth form students at Nicholas Chamberlaine School through images of other students and locations they would recognize. The only institution that would distribute the magazine is the school itself, targeting just the sixth form students as the interested audience. The author attracted this audience by including relevant topics in the contents and using familiar images of other students and school locations. Through constructing the magazine, the author learned skills in
Preliminary Evaluation
The document describes the process of creating a magazine for a sixth form school. It discusses how conventions of real magazines, such as mastheads, cover lines, and images were used. Some conventions were challenged, such as placing the main image over the masthead rather than under it. The magazine contains sections to appeal to different social groups at the school, like those interested in chess or card games. As the magazine was made specifically for the sixth form, the school would be the institution to distribute it. The audience is the students at the sixth form school. Various technologies like Prezi, Slideshare, and Photoshop were used and new skills with the software like filters and selection tools were learned throughout the process.
Evaluation
The document discusses the evaluation of a student's media product which is a magazine aimed at students in sixth form at Nicholas Chamberlaine School. The student used several conventions of real magazines such as including a barcode and masthead. However, some conventions were challenged, for example keeping the masthead visible where typically it would be partially covered by the main image. The magazine represents only the social group of post-16 students at the school. As such, the intended audience is students currently or interested in attending sixth form at Nicholas Chamberlaine and the school would be the institution to distribute it. The student aimed to attract a variety of interests among the audience by including different stories and kept the design simple to accommodate busy student lifestyles
Evaluation
The document discusses the student's media product, a magazine for their sixth form school. It summarizes the key conventions used, including a masthead, left sidebar, and barcode. The contents page includes varied fonts and pictures linked to article pages. The intended audience is sixth form students, and the magazine represents various social groups within the school. It would likely be distributed through the school or its website. Through constructing the magazine, the student learned Photoshop skills like adding lens flares and how to upload work to websites like Slideshare.
Prelim Evaluation
The document describes the media product created by the author, which is a magazine for their sixth form school. They aimed to use conventions of real magazines, such as a masthead, cover lines, main image and contents page layout. Some conventions were directly replicated from researching an existing magazine, while others were adapted - for example, having the main image over the masthead rather than under it. The magazine targets different social groups within the sixth form by including sections on activities like chess, cards and films. The intended audience is students at the author's sixth form and it would likely be distributed by the school. Technologies used in its construction included Prezi for planning, Photoshop for image editing, and filters and selection tools that the
Evaluation
This document summarizes the learning process of creating a media product. It discusses using conventions from real media like bold titles and photos. It represents a youth audience interested in rap and hip hop. Large publishing companies would be suitable to distribute it. Feedback was gathered from the target 16+ audience to make it appealing. New skills in Photoshop and Picasa were learned to create and edit photos professionally. Looking back, the preliminary work could have been improved by applying the new skills gained.
Evaluation
The document discusses a magazine product created by the author. They developed conventions from other magazines like headers and titles but also challenged conventions through unique backgrounds and text boxes. The target audience is described as 14-21 year olds interested in indie, punk and rock music. Digital distribution is suggested as the best format given the subject matter and uniqueness of the music featured. The author learned skills with software like Photoshop and gaining feedback from testers to create a product that effectively targeted their audience.
Evaluation
This document evaluates Johnny Hill's media product project. It discusses how he analyzed existing magazines to develop conventions for his own magazine. Johnny followed conventions like placing the masthead at the top of the cover and using a limited color palette. He conducted research through surveys and interviews to identify his target audience as younger music fans. Johnny also learned new technologies like Photoshop and InDesign in creating his magazine, and sees a clear progression from his preliminary work to the final product.
Feedback
The document provides feedback on three magazine covers and proposed changes. The first cover effectively uses font and layout. The second has a well-crafted color scheme but needs positioning adjustments. The third's image fits the text but could include more cover lines. Suggested changes include adding shadow to a headline, fixing a cover line's positioning, and adding or rewording a cover line.
Gemma wallace a2 media evaluation
The document is a coursework evaluation for a media studies student's magazine project. It summarizes the key aspects of the student's magazine product, including how it used conventions of real magazines, represented its target audience and social groups, and would be distributed. The student believes their magazine front cover, contents page, and double page spread were generally conventional while introducing some variation. They aimed to represent their target audience of 15-21 year olds interested in various music genres. The evaluation suggests the magazine could be distributed by companies like NME or Q and that the construction process improved the student's Photoshop skills.
2014 evaluation tasks_as_media_studies
The document contains notes from a student responding to questions about their media product, a magazine. The student discusses how they were inspired by the layout and design of NME magazine. They aimed their magazine at a broad 13+ audience without a specific gender focus. They researched publishing companies and felt Bauer Media would be a good fit as it has experience with similar music magazines. The student also discussed conducting focus groups to get feedback and using techniques like the Guttenberg principle and photo manipulation to engage their target audience. Lastly, the student evaluated what they learned about technologies like Photoshop and presenting their work online.
Evaluation
- The document discusses the process of evaluating and improving a music magazine the author created
- When planning the magazine, the author researched conventions like consistent fonts and color schemes throughout, and included features like mastheads, coverlines, and page numbers
- Technologies like Photoshop, InDesign, and blogs helped with editing photos, laying out pages, and documenting the process
- The author learned about making the cover more conventional with elements like model poses, limited colors, and barcodes to attract their target audience of 15-25 year old music fans
.Question 5 questionnaire results
The document summarizes the results of a questionnaire given to the target audience of a pop music magazine. Key findings include:
- Respondents felt the magazine appropriately represented the pop genre and featured relevant bands.
- The main article, color scheme, fonts, and masthead design were most appealing.
- Suggestions for improvement included using more images in the main article and featuring a greater diversity of people in photos.
- Most respondents thought the magazine would appeal to the target audience and sell well, though a few felt more diverse representation in images could widen the appeal.
Evaluation - Q4,5,6,7
The document contains responses to evaluation questions about a media product.
1) The target audience for the magazine is people aged 14-25 who are interested in R&B and hip hop music.
2) The magazine aims to attract both male and female readers with unisex design and colors. It uses teasers to grab attention and prices the magazine at £2.99 for affordability.
3) The creator learned skills in Photoshop and InDesign for editing photos, layouts, and more. Familiarity with the software improved from the preliminary to final tasks.
Evaluation
The document discusses the student's media magazine project. It covers how the student developed their own conventions for the magazine cover, including their own color scheme, pictures, and masthead. The cover represents students and aims to attract younger readers. The intended audience is students aged 16-18 at the college. Key elements like coverlines were used to attract this audience and communicate the magazine content. Through constructing the project, the student learned photo and page design software like Photoshop and InDesign. Overall, the student improved their research skills and understands future challenges in linking content to their chosen music genre.
Evaluation Questions
This document contains an evaluation of a media product - a magazine cover designed for a sixth form audience. It discusses how the magazine cover uses conventions of real magazines, represents the target audience of 16-18 year old sixth form students, and would be distributed within the student's school. The target audience was addressed using informal language, relatable topics, and an attention-grabbing button to win a laptop. Creating the magazine cover involved using software like Photoshop and blogs to design, edit images, and publish the work.
Evaluation Questions
This document contains an evaluation of a media product - a magazine cover designed for a sixth form audience. It discusses how the magazine cover uses conventions of real magazines, represents the target audience of 16-18 year old sixth form students, and would be distributed within the student's school. The target audience was addressed using informal language, relatable topics, and an attention-grabbing button to win a laptop. Creating the magazine cover involved using software like Photoshop and blogs to design, edit images, and publish the work.
Evaluation
This document evaluates a student's music magazine project. The student aimed to create a magazine that would appeal to a young audience interested in chart music. They used conventions from real music magazines, such as Q Magazine, to guide the layout and design. Key lessons from the project included learning photography and editing skills in Photoshop, as well as refining the overall presentation from their preliminary work. The student concluded the magazine successfully represented its target demographic and could be distributed by a major publisher like IPC.
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Initial post
Alex Allan and Ellis Stewart chose to create a music video for the band The Frontiers' song "Leave The Clouds." They intend to feature both performance shots and a narrative of lead singer Ben waking up to go to the performance he is already at. In the narrative, three symbols - a pretentious music critic, the Devil, and a government/establishment figure - will try to influence Ben down unwanted paths by changing his style, tempting him with drugs and sin, and telling him to get a conventional job instead of following his musical dreams. These figures will dress in archetypal attire representing their roles. The narrative will climax in a western-style standoff at the gig, just before the solo, where
Music video conventions
Music video conventions provide familiarity and consistency for audiences. Common conventions include performance, narrative, and mixed styles. Typical camera techniques are close-ups of singing and instruments, crane shots, and establishing shots. Mise-en-scene elements like props, costumes, and locations vary by style and genre. Editing matches the music through jump cuts and CGI effects, while the song's sound is featured throughout. Conventions create recognizable genres without prior knowledge of songs.
Advanced portfolio checklist sf
This document outlines the requirements for creating a short film as part of a school assignment. It lists various types of evidence that must be included on a website such as research into film conventions and genres, influences on narrative choices, planning materials like storyboards and schedules, documentation of the filmmaking process like raw footage and drafts, and an evaluation section addressing the effectiveness of the film and ancillary materials as well as lessons learned. The goal is for students to demonstrate their research, planning, production, and evaluation work in developing their short film project.
Advanced portfolio checklist_-_music_video
This document outlines the stages and requirements for creating a music video project. It includes sections for research, planning, construction, and evaluation. The research section involves analyzing existing music videos, genres, and bands. Planning includes initial ideas, storyboards, scheduling, and safety. Construction includes filming, editing, drafting, and collecting feedback. Evaluation asks students to reflect on how their video uses or challenges conventions, the effectiveness of their video and additional materials, learning from audience feedback, and use of technologies.
Timeline of proposal
Ben wakes up hungover and leaves his house, walking down the street while smoking. The video cuts between Ben walking and his band performing in a dimly lit room. As Ben walks, he passes an altercation where two angry men are confronting another man alone. Ben seems unaffected but the situation reflects the song's lyrics of "running away". The video continues cutting between Ben and the band's performance, focusing on different band members and shots that match the tempo. It ends with Ben arriving where the band is, pulling out a gun and shooting his on-stage doppelganger, symbolizing his rebirth and no longer bowing to those who drag him down.
Conventions of a music video
Music videos employ various camera techniques, lighting, editing, costumes, and set design to effectively convey the message and tone of the song. Camera shots like long shots, close-ups, and mid shots from different angles showcase the artist and emphasize lyrics. Lighting sets the mood, with brighter colors suggesting pop and darker tones implying rock. Strategic arrangement of people and objects on screen, or mise-en-scene, reinforces the video's point. Editing uses techniques like jump cuts to maintain a quick pace that matches the narrative. Costumes and colors identify the genre and can influence viewers to emulate the artist.
Knee Socks – Arctic Monkeys Presentation
This document discusses ideas for a music video for the Arctic Monkeys song "Knee Socks". It provides background on the song's meaning and inspiration from Alex Turner's past relationship with Alexa Chung. The proposed narrative would show the relationship between Joe Hennessy (playing Alex) and Beth Grayson (playing Alexa) over the course of the song, ending with their breakup. Scenes include the characters' initial meeting and Joe lighting a sparkler to reflect one of the song's lyrics. Ideas are discussed for filming a live performance of the full song by the band actors. Input is requested from the reader for additional ideas to complete the music video.
Actors, locations and props
1) The actor for the magazine cover will be a sixth form student to make photography easier, while bands will be used inside.
2) Photographs will be taken at the student's school for simplicity, with a plain background sought to look professional.
3) Props may include a green screen to ensure a plain background, or a guitar if a solo artist is on the cover instead of a band.
1
The document describes how the media product uses and develops conventions from real media products. It discusses using conventions such as a barcode, masthead, left third layout, range of fonts, larger titles, breaking content into sections, page numbers, contact details, larger images, image captions, article headings, quotes, and page numbers. Some conventions are used directly from real media, while others are developed - such as breaking text into smaller blocks with bolded lines rather than just paragraphs. The goal is to engage the target audience while challenging conventions in some respects.
Evaluation q3
Bauer was initially considered as a media distributor because it is very successful and well known for its magazines. However, Bauer publishes two rock magazines, Kerrang! and Q, that are similar to the proposed music magazine. Time Inc. UK was then considered because it is also well known and successful, but it only distributes one magazine, NME, that operates in a similar market. This would result in less competition within Time Inc. UK compared to Bauer. Distributing the new magazine through a big named distributor like Time Inc. UK would allow it to reach a nationwide audience and appeal to the target readership.
Question 7 evaluation
The document discusses the improvements the author has made to their magazine project since a preliminary task. Specifically, the author improved the layout and sizing of images and text, made the placement of information more neat and professional, learned to better manipulate images using Photoshop skills, and obtained feedback from their target audience to ensure the magazine was suitable for them.
Q.3 evaluation
The document discusses potential media institutions to distribute a new magazine. It considers Prometheus Global Media first due to their distribution of Billboard magazine, which focuses on hip-hop/pop like the new magazine. However, reviews found issues with Prometheus' management. The document then explores Bauer Media as another option, as they distribute a wide range of genres, though few hip-hop brands. Bauer receives better overall reviews than Prometheus.
Question 5.doc new
The document discusses how the author addressed their audience in a music magazine project. Some key ways included using eye-catching images of bands on the cover to attract readers interested in music. Color choices and layouts were inspired by existing popular music magazines. The contents page introduced articles to draw readers in and advertise social media for ongoing engagement. A competition and coverage of fan questions further attracted the target audience. Formatting choices like bold text, fonts, and colors aimed to visually stand out throughout the magazine.
Question 4
The target audience for the media product is teenagers and young adults aged 16-25. The magazine aims at this group through its use of black and red colors, articles on bands and music of interest, and bold eye-catching fonts. Feedback from the target audience through an online survey was used in designing the magazine to match their preferences.
Question 4
The target audience for the media product is teenagers and young adults aged 16-25. The magazine aims at this demographic through its black and red color scheme, articles on popular bands, and bold eye-catching fonts. Feedback from the target audience was gathered through an online survey and used to design the magazine in a way that would appeal to 16-25 year olds.
Question 6
During the process of constructing this product, the author learned to use several new hardware and software technologies. They used a green screen for presentations, Apple Mac computers, and Photoshop for the first time. Photoshop allowed them to quickly and easily edit photographs using tools like the Quick Selection Tool. Online software like Prezi, iMovie, Voki, YouTube, and SlideShare were also utilized. These programs helped with presenting work, adding creativity and comedy to evaluations, sharing videos, and displaying documents without downloads. Overall, the author gained experience with multiple technologies through planning, research, and construction of this project.
Question 6
During the process of constructing this product, the author learned to use several new hardware and software technologies. For example, they used a green screen for presentations and Apple Mac computers, which they had to get used to. They also learned to use Photoshop and tools within it like the Quick Selection Tool. Additionally, they used online software like Prezi, iMovie Maker, Voki, YouTube, and SlideShare to present and develop their work in creative ways. Through using these various technologies, the author gained experience with hardware and software they were previously unfamiliar with.
Question 5
The document discusses how the author attracted and addressed their target audience for a music magazine. Some key techniques included using eye-catching images of featured artists on the cover, writing in an engaging tone using pronouns like "you" to draw readers in, and including an introduction from the fictional editor. Color choices and fonts were inspired by similar existing magazines. The contents page advertised social media to keep audiences engaged online. Competitions and prizes around music festivals aimed to appeal to the target demographics. Articles, quizzes, and interactive elements made the content appealing. Bold formatting drew attention to featured pieces.
Evaluation q7
The author learned significant Photoshop skills over the course of completing preliminary and full product tasks, allowing them to create a more professional final magazine. They also improved time management to effectively plan and use equipment. Getting feedback from both the target audience and peers was important for understanding what people wanted and creating an effective final product.
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Fashionista Chic Couture Mazes and Coloring AdventureA
Evaluation
- 1. Pav Johal EVALUATION PRELIMINARY TASK 1. IN WHAT WAYS DOES YOUR MEDIA PRODUCT USE, DEVELOP OR CHALLENGE FORMS AND CONVENTIONS OF REAL MEDIA PRODUCTS? - Some conventions that people expect to find when looking at a magazine are: Masthead; Left Third; Main Image; Colour Scheme and a Barcode. When looking at the media products that I evaluated in my research, they both had a main image along with a clear masthead and some text on the front cover but had no barcode, only one had a background colour scheme, which made it stand out and was what caught my attention. In my magazine it is visible that I have used: a Masthead; Left Third; Main Image; Colour Scheme as well as a barcode. The Masthead says “Nicholas Chamberlaine Sixth Form Magazine” this was so that the target audience know that it is addressed to people who go to Nicholas Chamberlaine’s 6th Form. The Left Third in the magazines that I researched had a lot of variations between the sizes, font styles and colours, in my left third I chose to stick with one colour and font style because it makes the text easier to understand. I have changed the size in some places to show more important topics that need to be seen. The only convention that I have challenged in the construction of my Sixth Form Magazine is that I have 2 images on the front cover compared to the 6th form magazines that I have researched, which only have 1 image on the front cover. 2. HOW DOES YOUR MEDIA PRODUCT REPRESENT PARTICULAR SOCIAL GROUPS? - The 6th form magazine that I have created is created for everyone within 6th form. Within the magazine itself there are topics that will appeal to everyone who is at 6th form. I have also made sure that the magazine applies to younger students who may aspire to do A-Levels and go to 6th form, they will be able to read the magazine to get a feel for how the 6th form operates, they how it can be beneficial to go to 6th form also the magazine will be something interesting and informative to read for the current 6th formers. 3. WHAT KIND OF MEDIA INSTITUTION WILL DISTRIBUTE YOUR MEDIA PRODUCT AND WHY? - The kind of media institution that will produce the media products that I have made will be the 6th form itself. This is because the 6th form magazine will need to be made by the people for the people in order for the magazines to be a big success and be interesting as well as informative. The items included within the 6th form magazine will need to be from the individual 6th form because different 6th forms have different items/events occurring. 4. WHO WOULD BE THE AUDIENCE FOR YOUR MEDIA PRODUCT? - The audience for my media product would be all Year 11s and 6th Formers who attend Nicholas Chamberlaine. This is because the topics discussed/wrote about are items that only affect Nicholas Chamberlaine themselves I.E The School Show of Grease. 5. HOW DID YOU ATTRACT/ADDRESS YOUR AUDIENCE? - Within the magazine itself I have tried to make sure that I have used informal language to show that I am trying to appeal to my demographics, using formal language wouldn’t be very good because it wouldn’t be the type of language that my audience would be used to reading and therefore they may not read the actual magazine itself. The main image on the magazine is of some members of the school show production to advertise the school show as well as making the front cover of the magazine attractive because of the school show itself. Another technique that I have used to try and make the target audience interested in the magazine, is by making sure that the topic of no private study rooms being available that has been widely debated is addressed which a lot of people may be interested in. 6. WHAT HAVE YOU LEARNT ABOUT TECHNOLOGIES FROM THE PROCESS OF CONTRUCTING THIS PRODUCT? - When constructing this product I have had to use software and online programs that I have never used before. One piece of software that was relatively new to me was Adobe CS6
- 2. Pav Johal EVALUATION PRELIMINARY TASK Photoshop, it was new to me in terms of the amount of detail that I had to use the software in order to make my cover and contents page. I had used Photoshop before however it had only been to get rid of the background of an image etc… Before making my 6th form magazine contents and cover page, I had never used Prezi before and didn’t even know of its existence. Prezi is a really good online service that allowed me to present my work in a way that is different from a word document or a PowerPoint.