1) The document analyzes the conventions used in the creator's media products, including a TV show opening, magazine cover, and DVD cover for a fictional children's program called "The Groovy Gang."
2) Key conventions included animation, live footage, diverse characters, familiar elements like logos/mascots across products, and simple designs focused on imagery over text for children audiences.
3) Feedback from the target audience was positive about elements like the music and inclusion of diverse characters.
The combination of media products is effective at promoting the horror film "Delirium." Key elements include the film title, which was chosen to match the plot of possession and insanity. A billing block highlights the roles of those involved in production. The poster captures attention with its disturbing image of the main character and implies a sinister story. The film trailer successfully conveys the horror genre and brings the different media elements together. Multiple platforms like websites, Twitter, and Facebook aim to attract a younger target audience and encourage discussion of the film.
Kallum Sykes evaluated their production process for creating a promotional poster and video. Their research inspired ideas for their final products. Their planning helped define what they wanted to create and why, but they could have used more resources. Their time management allowed them to meet deadlines, but more time would have improved the quality. Peer feedback noted the simple, colorful design but suggested adding more transitions to the video and clarifying what was being promoted.
What have you learnt from your audience feedback?sophieoldman
The student conducted audience research and feedback on their draft horror film trailer, poster, and magazine cover. Feedback identified improvements that could make the products more effective at engaging the target audience, such as adjusting text size and placement, improving sound and transitions in the trailer, and emphasizing key details. The student addressed these areas, resulting in final products that audiences responded positively to with regards to pacing, editing, voiceovers and establishing the story. Gaining audience perspectives was crucial in developing professional-looking promotional materials that will appeal to the target demographic.
1) Film distribution involves making films accessible to audiences and is an important part of connecting films with audiences and sustaining films in the marketplace. Distribution strategies vary across film sectors and countries.
2) When acquiring films, distributors look for distinguishing features that will help sell the film to its target audience. They then identify the audience, estimate revenue potential, and develop awareness and interest campaigns.
3) Establishing the target audience allows distributors to tailor marketing plans through different channels like billboards, ads, and social media. Film posters also vary depending on the target age group, using things like brighter colors for children and darker tones for older audiences.
Paige Watson analyzed two successful film posters to inform the design of a poster for their own film. The Juno poster uses images and text to advertise the genre and actors. It employs persuasive language and release date to encourage viewership. Color scheme and emphasis on title/images make it attention-grabbing. The second poster analyzed relies more on imagery than text to intrigue viewers about the plot. Use of family-oriented banner and Christmas theme targets that demographic. Key lessons are keeping a consistent theme, balancing images and text, using contrasting colors, and persuasive language to attract audiences.
The document describes a soap trailer, magazine, and poster created by the student. The student used conventions from real media products in their creation. They based the trailer on storylines, camera angles, editing, and other conventions to make it look professional. For the magazine, they included layouts, pictures, and effects seen in real TV magazines. The poster was designed to look dramatic through close-ups and a gradient background, challenging some conventions. Audience feedback found the storylines, editing, and magazine layouts effective at representing the genre, though some improvements could be made.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing purposes. It uses the example of a short opening sequence for a kids' show called "Mimmie's Fairies" and analyzes how a DVD cover and magazine cover complement the main product. It notes that ancillary texts help introduce the product to wider audiences and give them more options to engage with the content beyond television airings. Audience feedback was gathered through parent interviews and questionnaires to determine the best time and format for the kids' show.
The combination of media products is effective at promoting the horror film "Delirium." Key elements include the film title, which was chosen to match the plot of possession and insanity. A billing block highlights the roles of those involved in production. The poster captures attention with its disturbing image of the main character and implies a sinister story. The film trailer successfully conveys the horror genre and brings the different media elements together. Multiple platforms like websites, Twitter, and Facebook aim to attract a younger target audience and encourage discussion of the film.
Kallum Sykes evaluated their production process for creating a promotional poster and video. Their research inspired ideas for their final products. Their planning helped define what they wanted to create and why, but they could have used more resources. Their time management allowed them to meet deadlines, but more time would have improved the quality. Peer feedback noted the simple, colorful design but suggested adding more transitions to the video and clarifying what was being promoted.
What have you learnt from your audience feedback?sophieoldman
The student conducted audience research and feedback on their draft horror film trailer, poster, and magazine cover. Feedback identified improvements that could make the products more effective at engaging the target audience, such as adjusting text size and placement, improving sound and transitions in the trailer, and emphasizing key details. The student addressed these areas, resulting in final products that audiences responded positively to with regards to pacing, editing, voiceovers and establishing the story. Gaining audience perspectives was crucial in developing professional-looking promotional materials that will appeal to the target demographic.
1) Film distribution involves making films accessible to audiences and is an important part of connecting films with audiences and sustaining films in the marketplace. Distribution strategies vary across film sectors and countries.
2) When acquiring films, distributors look for distinguishing features that will help sell the film to its target audience. They then identify the audience, estimate revenue potential, and develop awareness and interest campaigns.
3) Establishing the target audience allows distributors to tailor marketing plans through different channels like billboards, ads, and social media. Film posters also vary depending on the target age group, using things like brighter colors for children and darker tones for older audiences.
Paige Watson analyzed two successful film posters to inform the design of a poster for their own film. The Juno poster uses images and text to advertise the genre and actors. It employs persuasive language and release date to encourage viewership. Color scheme and emphasis on title/images make it attention-grabbing. The second poster analyzed relies more on imagery than text to intrigue viewers about the plot. Use of family-oriented banner and Christmas theme targets that demographic. Key lessons are keeping a consistent theme, balancing images and text, using contrasting colors, and persuasive language to attract audiences.
The document describes a soap trailer, magazine, and poster created by the student. The student used conventions from real media products in their creation. They based the trailer on storylines, camera angles, editing, and other conventions to make it look professional. For the magazine, they included layouts, pictures, and effects seen in real TV magazines. The poster was designed to look dramatic through close-ups and a gradient background, challenging some conventions. Audience feedback found the storylines, editing, and magazine layouts effective at representing the genre, though some improvements could be made.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing purposes. It uses the example of a short opening sequence for a kids' show called "Mimmie's Fairies" and analyzes how a DVD cover and magazine cover complement the main product. It notes that ancillary texts help introduce the product to wider audiences and give them more options to engage with the content beyond television airings. Audience feedback was gathered through parent interviews and questionnaires to determine the best time and format for the kids' show.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing purposes. It uses the example of a short opening sequence for a kids' show called "Mimmie's Fairies" and analyzes how a DVD cover and magazine cover complement the main product. It notes that ancillary texts help introduce the product to wider audiences and give them more options to engage with the content beyond television airings. Audience feedback was gathered through parent interviews and questionnaires to determine the best time and format for the kids' show.
The document discusses the creation of a film promotion package for a horror film called "The Jinn". It summarizes how the magazine cover, film trailer, and poster use conventions of real media products through their layout, limited color palette, and inclusion of key information. Feedback indicated the target audience and genre were clearly communicated. Media technologies like iMovie, iPhoto and video cameras were used to construct, research, and evaluate the promotional materials.
The document discusses the intentions and process behind creating magazine front covers for a teen publication. It describes choosing images that feature teenage models to appeal to the target audience. Appropriate themes and meanings are created through the images, such as using a piano to represent a issue focused on music. Ensuring the covers have space for text and mastheads while keeping the designs professional, eye-catching and relevant to the issue topics. The covers are assessed as fulfilling the original intentions through stylistic choices like bold colorful text that enhances the themes without distracting from the images.
The document provides feedback from an audience on a student's media advertising project for a mascara product called "Ultimate Lash." The student learned that their use of consistent music, actress, and branding created effective synergy across their advertisements. However, some respondents felt the product name was not memorable enough. Most audience members felt the sponsorship of The Only Way of Essex reality show was well-suited. The music was cited as the most liked aspect of the advertisements by many respondents.
The document discusses the intentions and appropriateness of images for a fashion spread focused on outdoor clothing for teenagers. The intentions for each image included showing off outfits, highlighting themes, and making backgrounds and props prominent. Each image fulfilled the intentions through techniques like using outdoor settings, mid-shots of models, and applying filters to draw attention to clothes and themes. The images and spreads were deemed appropriate for teenagers by featuring teenage models in relevant outdoor scenarios that made the clothing a central focus.
The document discusses research conducted on movie posters for films based on Greek myths to help design a poster for a student's parody film. Key aspects analyzed from posters for "Meet the Spartans" and "Clash of the Titans" include the use of images showing main characters, memorable taglines providing insight into the film, bold title fonts and colors that stand out, and appropriate color schemes. These features will help attract the intended target audience and adhere to genre conventions for the student's own poster design.
The document discusses the conventions of movie posters, movie magazines, and movie trailers. For the movie poster, the author aimed to follow conventions like including the movie title and credits while challenging conventions by keeping the design simple. For the movie magazine cover, the author took inspiration from different magazines but challenged conventions by including more stories and text. The movie trailer aimed to include film techniques like different shot types but challenged conventions by excluding dialogue and only using soundtrack. Overall, the author's products both challenged and followed conventions of real media.
The document discusses the conventions of film posters and how the student's media project poster did or did not follow those conventions. Some key conventions of film posters mentioned include using an eye-catching focal photo, large readable title, suggestions of genre, actors to promote the film, and clearly displaying release date. The student's poster aimed to follow conventions by using a bright title over a dark intriguing photo. It also included a tagline but did not clearly show genre or include an age rating.
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author aimed to create a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author also created ancillary products like a poster and digital booklet to accompany the video. Audience feedback found the video appealed to a wide age range and mostly males. Viewers understood it as a montage and enjoyed the nighttime concept, but some found the camera work too shaky.
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
The document discusses the evaluation of a production process for a documentary poster and DVD cover. It describes the research conducted on similar products to understand techniques used. Peer feedback was gathered through questionnaires. The feedback suggested improvements like adding a back cover to the DVD, using editing tools to create smoother animal edges, and selecting images that better appeal to the audience. The summarizer agreed with most of the feedback and plans to implement the suggested changes to make the final products more attention-grabbing and informative for viewers.
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
The document discusses the aims and conventions used in creating different media products for a film project. It analyzes a film poster, magazine cover, and teaser trailer created by the author. Feedback from test audiences is also discussed, noting both successful and unsuccessful elements. New media technologies like Adobe Premiere, Photoshop, Microsoft Word and Excel were used at different stages of the project.
This document contains an evaluation of Emily Pinder's campaign against animal testing. It discusses the various elements and pieces she created for the campaign, including logos featuring beagle puppies, posters using cartoon characters like rats from Ratatouille and rabbits from Wallace and Gromit in lab environments, graphic images, merchandise, a petition, and leaflets. Emily evaluates whether the pieces fit their intended purpose and communicate her message clearly. She reflects on whether the campaign is appropriate for her target audience and compares her original intentions to the outcomes. Feedback showed the campaign was effective at changing views on animal testing and raising awareness through its use of familiar cartoon characters and both graphic and softer imagery.
My media products take conventions from real horror films and magazines to draw in audiences. I received feedback that showed my products worked well individually and as a cohesive campaign due to consistent visual elements like the killer's face. Learning new technologies like video editing software helped me improve my trailer and overall campaign. The feedback process is valuable for understanding how to appeal to target audiences and determine if goals are achieved.
Priyanka evaluated her media product and how it used, developed or challenged conventions of real media. She researched perfume ads and found they sell feelings rather than products. Her ads aimed to make women feel confident and beautiful. She used similar lighting, costumes, sound and camera work as real perfume ads. Her audience survey showed people enjoyed the ads and found the music appealing, but the concept and brand image could have been clearer. She learned new media technologies like Adobe Premiere, Photoshop and Google Drive were useful for research, planning, construction and evaluation of her project.
The document discusses the media student Carla Sharpe's evaluation of her horror movie trailer project. She used conventions like shadowy imagery, fonts suitable for horror genre, and age ratings to make her trailer resemble real trailers. She received feedback that helped her improve the professionalism of her trailer, poster, DVD cover, and magazine cover by adding elements like barcodes. She researched examples online using sites like Trailer Addict and created her products using Macromedia Fireworks for its user-friendly tools.
The existing products that were researched had several common features, including a focus on travel, easy-to-read font styles, and the use of a range of fonts. Aspects that will be included in the author's own production work are an animated video section and a style using different fonts. Audience research showed that the target age range travels most for holidays and leisure, with millions of international travelers each year spending increasing amounts on travel. A survey of the primary audience found that most had flown within two years and visited a variety of domestic and international locations recently.
The document provides an evaluation of a short film project where students had to research, plan, film, and evaluate a 5-minute short film. It discusses how they used various media technologies like blogs, cameras, and video editing software to complete the project, despite some technical difficulties. It also covers how they developed characters, story, and genre conventions for their teen drama film. Audience feedback suggested some improvements but overall found the film, poster, and magazine appealing and successful at engaging their target teenage audience.
The document discusses feedback received from target audiences on a film magazine front cover and film poster created by the author. Overall, the feedback was positive. For the magazine cover, comments noted the many cover lines, striking image, and large headers/images. For the poster, feedback highlighted the inclusion of star ratings and tagline at the bottom. Some areas for improvement included making the font more bold and reducing clutter on the poster. The author gained valuable insights on effective design techniques.
Helen Skipworth A2 media coursework evaluationhelenskip
The document discusses the process of creating titles for a children's TV drama called "Drama Club". Research was done analyzing existing TV show openings to identify conventions like using footage from episodes and animation. The creator developed stop-motion titles using cut-out letters and objects related to each character. Feedback from the target age group found the titles effective but suggested using younger actors and adding a final shot of the group together. Areas for improvement included sound effects and transitions.
The document discusses the various media technologies used at different stages of a coursework project. During the research stage, online video databases, flatbed scanners, and The Radio Times website were used. Blogger was used to organize work and present it chronologically. In construction, HD video cameras, iMac computers, tripods, microphones, and software like Final Cut Express, Photoshop, InDesign, and GarageBand were utilized. Final Cut Express was used for video editing, Photoshop for photo editing, InDesign for layouts, and GarageBand for the radio trailer. Various features of the technologies are described, like using tripods, normalizing audio, and creating graphics in Final Cut Express.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing purposes. It uses the example of a short opening sequence for a kids' show called "Mimmie's Fairies" and analyzes how a DVD cover and magazine cover complement the main product. It notes that ancillary texts help introduce the product to wider audiences and give them more options to engage with the content beyond television airings. Audience feedback was gathered through parent interviews and questionnaires to determine the best time and format for the kids' show.
The document discusses the creation of a film promotion package for a horror film called "The Jinn". It summarizes how the magazine cover, film trailer, and poster use conventions of real media products through their layout, limited color palette, and inclusion of key information. Feedback indicated the target audience and genre were clearly communicated. Media technologies like iMovie, iPhoto and video cameras were used to construct, research, and evaluate the promotional materials.
The document discusses the intentions and process behind creating magazine front covers for a teen publication. It describes choosing images that feature teenage models to appeal to the target audience. Appropriate themes and meanings are created through the images, such as using a piano to represent a issue focused on music. Ensuring the covers have space for text and mastheads while keeping the designs professional, eye-catching and relevant to the issue topics. The covers are assessed as fulfilling the original intentions through stylistic choices like bold colorful text that enhances the themes without distracting from the images.
The document provides feedback from an audience on a student's media advertising project for a mascara product called "Ultimate Lash." The student learned that their use of consistent music, actress, and branding created effective synergy across their advertisements. However, some respondents felt the product name was not memorable enough. Most audience members felt the sponsorship of The Only Way of Essex reality show was well-suited. The music was cited as the most liked aspect of the advertisements by many respondents.
The document discusses the intentions and appropriateness of images for a fashion spread focused on outdoor clothing for teenagers. The intentions for each image included showing off outfits, highlighting themes, and making backgrounds and props prominent. Each image fulfilled the intentions through techniques like using outdoor settings, mid-shots of models, and applying filters to draw attention to clothes and themes. The images and spreads were deemed appropriate for teenagers by featuring teenage models in relevant outdoor scenarios that made the clothing a central focus.
The document discusses research conducted on movie posters for films based on Greek myths to help design a poster for a student's parody film. Key aspects analyzed from posters for "Meet the Spartans" and "Clash of the Titans" include the use of images showing main characters, memorable taglines providing insight into the film, bold title fonts and colors that stand out, and appropriate color schemes. These features will help attract the intended target audience and adhere to genre conventions for the student's own poster design.
The document discusses the conventions of movie posters, movie magazines, and movie trailers. For the movie poster, the author aimed to follow conventions like including the movie title and credits while challenging conventions by keeping the design simple. For the movie magazine cover, the author took inspiration from different magazines but challenged conventions by including more stories and text. The movie trailer aimed to include film techniques like different shot types but challenged conventions by excluding dialogue and only using soundtrack. Overall, the author's products both challenged and followed conventions of real media.
The document discusses the conventions of film posters and how the student's media project poster did or did not follow those conventions. Some key conventions of film posters mentioned include using an eye-catching focal photo, large readable title, suggestions of genre, actors to promote the film, and clearly displaying release date. The student's poster aimed to follow conventions by using a bright title over a dark intriguing photo. It also included a tagline but did not clearly show genre or include an age rating.
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author aimed to create a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author also created ancillary products like a poster and digital booklet to accompany the video. Audience feedback found the video appealed to a wide age range and mostly males. Viewers understood it as a montage and enjoyed the nighttime concept, but some found the camera work too shaky.
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
The document discusses the evaluation of a production process for a documentary poster and DVD cover. It describes the research conducted on similar products to understand techniques used. Peer feedback was gathered through questionnaires. The feedback suggested improvements like adding a back cover to the DVD, using editing tools to create smoother animal edges, and selecting images that better appeal to the audience. The summarizer agreed with most of the feedback and plans to implement the suggested changes to make the final products more attention-grabbing and informative for viewers.
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
The document discusses the aims and conventions used in creating different media products for a film project. It analyzes a film poster, magazine cover, and teaser trailer created by the author. Feedback from test audiences is also discussed, noting both successful and unsuccessful elements. New media technologies like Adobe Premiere, Photoshop, Microsoft Word and Excel were used at different stages of the project.
This document contains an evaluation of Emily Pinder's campaign against animal testing. It discusses the various elements and pieces she created for the campaign, including logos featuring beagle puppies, posters using cartoon characters like rats from Ratatouille and rabbits from Wallace and Gromit in lab environments, graphic images, merchandise, a petition, and leaflets. Emily evaluates whether the pieces fit their intended purpose and communicate her message clearly. She reflects on whether the campaign is appropriate for her target audience and compares her original intentions to the outcomes. Feedback showed the campaign was effective at changing views on animal testing and raising awareness through its use of familiar cartoon characters and both graphic and softer imagery.
My media products take conventions from real horror films and magazines to draw in audiences. I received feedback that showed my products worked well individually and as a cohesive campaign due to consistent visual elements like the killer's face. Learning new technologies like video editing software helped me improve my trailer and overall campaign. The feedback process is valuable for understanding how to appeal to target audiences and determine if goals are achieved.
Priyanka evaluated her media product and how it used, developed or challenged conventions of real media. She researched perfume ads and found they sell feelings rather than products. Her ads aimed to make women feel confident and beautiful. She used similar lighting, costumes, sound and camera work as real perfume ads. Her audience survey showed people enjoyed the ads and found the music appealing, but the concept and brand image could have been clearer. She learned new media technologies like Adobe Premiere, Photoshop and Google Drive were useful for research, planning, construction and evaluation of her project.
The document discusses the media student Carla Sharpe's evaluation of her horror movie trailer project. She used conventions like shadowy imagery, fonts suitable for horror genre, and age ratings to make her trailer resemble real trailers. She received feedback that helped her improve the professionalism of her trailer, poster, DVD cover, and magazine cover by adding elements like barcodes. She researched examples online using sites like Trailer Addict and created her products using Macromedia Fireworks for its user-friendly tools.
The existing products that were researched had several common features, including a focus on travel, easy-to-read font styles, and the use of a range of fonts. Aspects that will be included in the author's own production work are an animated video section and a style using different fonts. Audience research showed that the target age range travels most for holidays and leisure, with millions of international travelers each year spending increasing amounts on travel. A survey of the primary audience found that most had flown within two years and visited a variety of domestic and international locations recently.
The document provides an evaluation of a short film project where students had to research, plan, film, and evaluate a 5-minute short film. It discusses how they used various media technologies like blogs, cameras, and video editing software to complete the project, despite some technical difficulties. It also covers how they developed characters, story, and genre conventions for their teen drama film. Audience feedback suggested some improvements but overall found the film, poster, and magazine appealing and successful at engaging their target teenage audience.
The document discusses feedback received from target audiences on a film magazine front cover and film poster created by the author. Overall, the feedback was positive. For the magazine cover, comments noted the many cover lines, striking image, and large headers/images. For the poster, feedback highlighted the inclusion of star ratings and tagline at the bottom. Some areas for improvement included making the font more bold and reducing clutter on the poster. The author gained valuable insights on effective design techniques.
Helen Skipworth A2 media coursework evaluationhelenskip
The document discusses the process of creating titles for a children's TV drama called "Drama Club". Research was done analyzing existing TV show openings to identify conventions like using footage from episodes and animation. The creator developed stop-motion titles using cut-out letters and objects related to each character. Feedback from the target age group found the titles effective but suggested using younger actors and adding a final shot of the group together. Areas for improvement included sound effects and transitions.
The document discusses the various media technologies used at different stages of a coursework project. During the research stage, online video databases, flatbed scanners, and The Radio Times website were used. Blogger was used to organize work and present it chronologically. In construction, HD video cameras, iMac computers, tripods, microphones, and software like Final Cut Express, Photoshop, InDesign, and GarageBand were utilized. Final Cut Express was used for video editing, Photoshop for photo editing, InDesign for layouts, and GarageBand for the radio trailer. Various features of the technologies are described, like using tripods, normalizing audio, and creating graphics in Final Cut Express.
The student created album covers, a poster, and a music video for a Foo Fighters song as part of their media coursework. Their products used conventions like similar imagery across all pieces, vector illustrations, and color schemes inspired by real Foo Fighters albums. Feedback suggested changing the bright colors, so the student tested alternative color schemes with their target audience and found that purple was preferred over green.
The document outlines questions for a media coursework evaluation that is worth 30% of the overall grade. Students are asked to answer questions in 4-500 words about how their media product used or challenged conventions. They are to answer in 3-400 words on the effectiveness of combining their main product with ancillary texts like posters and magazines. Finally, they are asked to discuss in 500 words minimum how media technologies were used in the construction, research, planning and evaluation stages of their project.
The document discusses a media production project evaluating how it used or challenged conventions in various areas:
- Locations mostly followed conventions by using similar public places as the original work.
- Color was challenged by adding a bronze effect to give the video a rougher look and dimming some colors.
- Narrative followed the original work by focusing on the band members' relationship and including performance pieces.
- Costume followed conventions of the genre by having all actors wear jeans and t-shirts.
- Font on the digital packaging followed but with a twist to make it stand out more.
Media Evaluation A2 coursework Horror Trailer 'The Intruder' Katie Greaves
The document discusses how the author used new media technologies in researching, planning, constructing, and evaluating their media project, including using a blog to share research materials, a digital camera to film footage for their trailer, Movieplus software to edit the trailer, and Paint.net to create ancillary products like a poster and magazine cover. The author learned from audience feedback that led them to switch from Moviemaker to Movieplus for improved editing capabilities. Overall, the author found online research and new media tools helpful at various stages of their project.
This document provides guidance for students on planning and researching their media studies coursework which involves creating media products and evaluating them. It outlines choosing appropriate texts to analyze, researching target audiences, and providing examples of starting with an idea or product. Students are advised to investigate topics in depth using a wide range of sources. They are given evaluation questions to keep in mind and reminded that the exam will involve analyzing and reflecting on their own production work and skills development.
This document provides an overview and guidance for a media coursework assignment. It outlines several production briefs including requirements to create a music video, film promotion materials, children's TV drama promotions, and TV documentary and channel promotions. It discusses the marking criteria, research and planning phases, timeline, targeting audiences, primary and secondary research methods, and examples of strong candidate work.
This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
Media Studies Coursework Evaluation Student Guidealevelmedia
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
The document discusses how the author ensured effective synergy between their main media product and ancillary texts such as a magazine advertisement and CD digipak. Some techniques used included featuring the same actresses across products with consistent costumes and makeup to represent different character types. Imagery, colors, and screenshots were also consistently featured to create continuity. Audience feedback confirmed the synergy was generally good, though some felt the font and colors could better reflect the fun nature of the video, so changes were made.
The document discusses how the author ensured effective synergy between their main media product and ancillary texts such as a magazine advertisement and CD digipak. Some techniques used included featuring the same actresses across products with consistent costumes and makeup to represent different character types. Imagery, colors, and screenshots were also consistently featured to create continuity. Audience feedback confirmed the synergy was generally good, though some felt the font and colors could better reflect the fun nature of the video, so changes were made.
The document provides an evaluation of the student's media project which included a teaser trailer, magazine cover, and movie poster. The student discusses how they used genres and conventions in their work, how effective the combination of materials was, how they targeted their audience, what they learned from feedback, and how they used digital tools. The student also reflects on what they would do differently, such as not leaving things to the last minute, potentially changing the genre, and altering their target age group and character's attire.
In what ways does your media product use, develop or challenge forms and conv...jess-media-xox
This document discusses how the media product of a movie trailer uses and develops conventions of real movie trailers. It summarizes that the author researched thriller film trailers like Contagion to understand conventions around building suspense, tension, and mystery. Their trailer used techniques like close-up shots, ominous text, a voiceover, and an ambiguous ending to intrigue audiences, mirroring real thriller trailers. The accompanying poster and magazine cover also drew upon typical conventions of those media like credits, taglines, and layouts to seem like real promotional materials. Overall, the author aimed to create a believable trailer, poster, and magazine that developed genre conventions while putting their own spin on them.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing and promotion purposes. It uses the example of a kids' TV show called "Mimmie's Fairies" and how the show would be promoted through a DVD cover and magazine cover. It discusses how different media products like films and TV shows are often promoted through multiple platforms to generate interest and boost sales. The combination of a main product with ancillary texts gives more opportunities to engage audiences and market the product through different formats and devices. Audience feedback was gathered through parent interviews and questionnaires to evaluate what kids like and how effectively the show would appeal to its target demographic.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing and promotion purposes. It uses the example of a kids' TV show called "Mimmie's Fairies" and how the show would be promoted through a DVD cover and magazine cover. It discusses how different media products like films and TV shows are often promoted through multiple platforms to generate interest and boost sales. The combination of a main product with ancillary texts gives more opportunities to engage with audiences and market the product in different ways. Audience feedback was gathered through parent interviews and questionnaires to understand what kids like and evaluate how effective the promotion strategies are.
The document discusses the effectiveness of combining a main media product with ancillary texts for marketing and promotion purposes. It uses the example of a kids' TV show called "Mimmie's Fairies" and how the show would be promoted through a DVD cover and magazine cover. It discusses how different media products like films and TV shows are often promoted through multiple platforms to generate interest and boost sales. The combination of a main product with ancillary texts gives more opportunities to engage with audiences and market the product in different ways. Audience feedback was gathered through parent interviews and questionnaires to understand what kids like and evaluate how effective the promotion strategies are.
The document summarizes how the media product uses, develops, and challenges conventions of real media products. It discusses developing conventions like including a preview board, title at the beginning, and credits at the end of the movie. It also challenges conventions such as focusing on a phone screen to read a text rather than displaying it in the full shot. For the movie poster and magazine review page, it develops conventions such as including badges, ratings, and credits but also challenges conventions like having the badge take up a large space in the background of the poster.
The document discusses audience feedback received on products created for a music video project. The student conducted research including questionnaires, interviews, and emails to gather feedback from their target audience. Feedback was both positive and suggested areas for improvement. The student analyzed the feedback using Stuart Hall's reception theory to determine if it was a preferred, negotiated, or oppositional reading. Suggestions like changing fonts and adding the artist to the digipak cover were implemented, while rushed website designs were improved. The student learned the importance of audience feedback in ensuring their final products appeal to their target demographic.
The document discusses a student's media production project for a children's TV drama opening titled "Skool Dayz".
The student used bright colors in the title to engage younger audiences. They also challenged conventions by focusing more on friend groups than individuals.
Feedback from the target audience of 7-12 year olds found the opening mostly enjoyable but sometimes difficult to understand. The ancillary tasks like a magazine and DVD cover received more positive feedback.
The student learned they need to be better organized and make more use of software tutorials for skills like video editing. New media technologies helped with research, planning, and final production.
The document discusses a short opening sequence for a kids TV show called "Mimmie's Fairies". It analyzes how effective the combination of the main product (the opening sequence) and ancillary texts (a DVD cover and magazine cover promoting "Mimmie's Fairies") would be at marketing and advertising the show. It also discusses how the opening sequence incorporates conventions from other kids media, such as using voiceover to involve young viewers, and challenges some conventions by depicting the fairy Mimmie in a more accessible way for young children compared to fairies in stories like Pinocchio and Cinderella.
The student created a horror movie trailer, poster, DVD cover, and magazine cover to promote their fictional film. They conducted research online on horror media to help design their products. Throughout the projects, the student received feedback from friends and family, which helped them improve the professional quality and visual links between the products. The consistent image, colors, and text kept audience recognition between the trailer, poster, DVD cover, and magazine cover.
The combination of the main music video and ancillary marketing materials was effective because it maintained a coherent house style that was recognizable to the target audience. This style included urban themes, blurred imagery, neon colors, and a cheap indie aesthetic to appeal to fans of the genre. Feedback from the target audience confirmed they could identify the related materials based on sharing these stylistic elements and conventions established in the style guide. While opinions may vary, the research ensured the package resonated with its intended target market.
1) The document is a media evaluation by Deji Akigbogun about a film opening they created.
2) Deji's film opening uses conventions from crime genres like Pulp Fiction, such as a murder in the opening, but subverts expectations by making the main character a witness rather than a detective.
3) The film represents teenagers both positively and negatively, through caring characters but also stereotypical delinquent costumes and language.
1) The document discusses ways the author's media product challenges conventions through the use of blackouts between titles and a nonlinear narrative structure.
2) It represents teenagers as its target audience and discusses how extending the product could attract a broader mass market.
3) The author learned how to overcome technical barriers in editing and sound design through additional software.
1) The document discusses ways the author's media product challenges conventions through the use of blackouts between titles and a nonlinear narrative structure.
2) It represents teenagers as its target audience and discusses how extending the product could attract a broader mass market.
3) The author learned how to overcome technical barriers in editing and sound design through additional software.
For his media product evaluation, the student produced a two-minute opening title sequence for a vampire film targeted at teenage girls. He incorporated elements popular with this demographic such as a romantic relationship and soft sex scene. Though conventional in appearance, he wanted audiences to be intrigued and want to see more. Feedback confirmed his sequence had this effect. He was influenced by techniques from Fight Club and used multiple held shots and fading transitions. The student believes his product would appeal to and be well-suited for distribution in the film industry due to its target demographic.
- The document discusses the production of a short film for a media studies assignment, focusing on applying conventions from similar genres like docu-dramas through research.
- Feedback from test audiences showed they understood the narrative and themes conveyed through visuals and music, but some found the jump between locations confusing.
- The student learned the importance of considering their target audience more deeply and ensuring the order of shots clearly conveyed the story.
The document discusses the effectiveness of continuity across promotional materials for a film called "Defiance." It summarizes feedback from someone who was not involved in the project and had no prior knowledge of it. They said the promotional package as a whole was very gripping and intriguing, making the audience want to know more. There was a sense of anticipation and curiosity created by the different products that tied together through consistent branding and left viewers wanting to see the film. The use of continuity across the board in promoting the film was deemed extremely effective.
The document discusses how the author used various technologies in constructing, researching, planning, and evaluating their media product. In construction, they used Paint.net and Adobe Premiere to create the trailer and ancillary products. In research, they used IMDb and YouTube to look at similar films and trailers for inspiration. In planning, Adobe was used to storyboard the trailer. For evaluation, the author created a presentation using PowerPoint and shared it on SlideShare for feedback. The author found that using simple, easy to use programs allowed them to focus on the content of their work rather than technical issues.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. In what ways does your media product use, develop or challenge forms and conventions of real media products? My research into my chosen task really helped me to understand and know the codes and conventions of a children’s TV drama. We were asked to research into openings of children’s TV drama’s, so I chose programs like Tracy Beaker, Even Stevens and Saved by the Bell – the program in which I took most influence from for my product.
3. Moving objects such as this football would move across the screen, I did this also in my final product using stop framing. A lot of colour used in background. Titles matching the theme of the opening. Saved by the Bell – how it influenced my product. Character introduced with animated action carrying on in background, also clips from other episodes shown to introduce them. I used a masking technique to create this. (0.27) ‘The Groovy Gang’
4. Other Conventions I used. From my research I found that an average Children’s TV Drama opening is about 30-40 seconds long, so that is how long I made mine. Also, characters in Children’s TV Drama’s are from all different ethnicities, so I made sure that I also followed this convention – as this appeals to a wider target audience. I used both animation and filming in my piece, which is quite a common convention to use in Children’s TV drama openings – my research evaluations that are evidence for this can be seen on my blog. Different ethnicity character used, common convention in Children's TV Dramas. Animation and footage used in my opening, another common convention. 0.19 seconds, ‘Final Groovy Gang’
5. Conventions I used.. In the creation of my opening, I decided it was unnecessary for me to include a high number of credits into it. In real media products, they do not use too many, or when they do it is sped up at the end of a program and I’ve found that this is because in a Children’s TV program it is not important. Young children aren’t going to be paying attention to who directed or produced the program, they will be most interested into who is in the show, plus seeing images and movement as this keeps their focus on the program they are watching. So, introducing the characters that are going to be in the episode that they are about to watch is the most important thing to present to this particular target audience in an opening. This is why I only included one title into my piece, and decided to keep it to the theme of the rest of my opening, as of course the creator still needs to be established when showing any type of program.
6. Conventions I developed and challenged. I do not think I challenged any codes or conventions to do with Children’s TV Drama openings, I do not feel like I have done anything that is very different to any other real media opening. The only technique I used that I feel could be said as different would be that I used stop framing for my piece, which I cut out and made my own animations and took the pictures of them moving to be put into the background of my piece, instead of using computerised animation like cartoons which is what is more commonly used in real media products, for example Tracy Beaker. 0.10 - an example of one of the openings I researched that shows both animation and real footage being used.
7. Conventions used for my Ancillary Tasks – Magazine Cover. I found in the research into magazine covers for Children’s Magazines that a lot of smaller images are used or one big picture for the cover – this also means that they then tend to be the focus of the rest of the magazine – for example in one of my Blogs titled Disney Magazine, they have on the cover of Disney Magazine a big picture of the characters The Incrediblesbecause they are promoting this particular film, and other teasers on the cover are also to do with the film. So I took this convention and used it for my magazine cover, having one big picture of the whole gang to show it will be about all of them and that way it will also attract all my target audience, instead of just using one of the characters and then the magazine only appealing to the children who’s favourite character is on the cover.
8. Conventions used for my Magazine Cover continued.. Colours for my background of my cover had to symbolically be a girls colour, so I used pink, as my product is aimed at 5-10 year old girls and pink is typically seen as a girls colour. My logo was also my title ‘Groovy Gang’ used in my real opening. Magazines like Disney Magazine have the famous Walt Disney signature used on the cover as it is instantly recognisable and will attract in their target audience better this way, so I used the same technique. I also did this by adding the butterfly that is also in the opening to the front cover of my magazine, for familiarity. I also used the same type of teasers that are written on covers of real media products, so advertising games that are inside, posters, and I made them bold. I did not add too many though, as too much wording would probably put off children from wanting the magazine, as images and free gifts – which I also added on my cover – are more of what would attract my target audience into wanting a magazine.
9. Challenging or Developing Conventions of Children’s Magazines. Again, I do not feel like I challenged or developed any conventions of real media products. I used the conventions I found more because I feel that there aren’t a lot of conventions that I can challenge. Although, if I really wanted to challenge a convention I could have made my magazine cover colour blue instead of pink to subvert its usual symbolic meaning i.e. Blue is for boys. My main idea for my main product was that the Groovy Gang had different personalities in the gang because they accepted people who were different and liked different things, so I could have put blue as the cover for a statement that girls also like blue – it’s not just a boys colour. On the other hand, this particular choice could have backfired, as my target audience may not have wanted to buy a magazine that is blue as they may just assume that it is for boys. This is why I used conventions more than I challenged them, as I feel that it is easier to lose a child’s interest in a product than it is for other audiences, which is why I kept my magazine cover simple.
10. Conventions used for my Ancillary Tasks – DVD Cover. Real Media products for DVD covers I found tend to be quite simple, they keep to the same theme with colours, images etc. as the program. They have a huge illustration or picture for the front, so I used this with mine – having a picture of the whole gang. On the back cover there are episode titles with descriptions, also pictures of clips of the episodes on the DVD. I used this, although did not put descriptions of the episodes as I did not see it necessary. The titles I made are quite self explanatory and my target audience would most likely not read or be interested in the descriptions of the episodes and so I didn’t feel it was needed. I also added the space hopper and ice cream that is in my opening to the back of the DVD cover for again familiarity, children will recognise the objects from the opening and so makes it more likely it will attract my target audience and they will buy the product.
11. Conventions I challenged or developed for my DVD Cover. I kept to the conventions I found from my research like I did with my other media products. With DVD covers for Children’s Television programs it is kept simple as they normally are cheap to buy as the episodes would most probably still be on the television and so this would drop the price and make it less likely people will buy the DVD if they know they can still watch the programs for free. So if I were to develop on a convention I would have added teasers to the DVD stating about extra footage or episodes that have not been seen on the television, as this will make it more appealing to the adult to buy and for my target audience to want to watch. Would have added a teaser here in the corner saying ‘Episodes Never Seen on TV’ if I could change what I’ve done.
12. How effective is the combination of your main and ancillary texts? I think that the combination of my main and ancillary texts are effective. The ancillary’s I think are important as they are evidence into promoting the main product. If my products were a real media, my target audience would not only get to see the program, but also be offered more activities to do with the program like reading stories on the gang, or colouring with the gang like a magazine offers, this enables them to interact and feel involved which then helps to keep my target audience interested in the characters and therefore the show. Allows further interaction that watching the program does not offer, therefore helping to promote popularity of product.
13. Continued... A DVD offers my target audience to watch the show whenever they chose, this will help with keeping my target audience interested in the television program as they have access and the freedom to decide when they want to watch the show and what specific episodes they want and would like to watch that’s on the DVD. To create synergy, I made the DVD cover and the Magazine cover similar so that there was continuity throughout my work. Also, using objects that are in my opening, like the butterfly, and showing all four of the characters like I do throughout all of my products on my DVD and Magazine Cover also creates synergy throughout all three of my products. Made both of my ancillary’s similar to make them obvious that they all relate to eachother.
14. What have you learned from your audience feedback? When showing my piece to my target audience the response was mainly positive. One girl, Raman, said that she liked the music, saying it was ‘Upbeat and Jingly’. She also liked that there was somebody from a different culture in the piece. Another really liked Helens character, saying she was most realistic to how they were as a person and so related to her the most. This supports the theory I had before making my product, that putting in different types of personalities into my piece will help my program appeal to different people. 0.16 seconds in. 0.26 seconds in.
15. Continued... Audience feedback I had that was negatively critical of my piece was that some of my target audience did not understand why my characters were waving in between past episode shots when being introduced. If I were to improve this, I would have left out the footage of my characters waving and had just used more footage that would have been from past episodes that featured mainly the character I was introducing in. 0.09 seconds – example print screen of a ‘past episode’ shot used in my final piece.
16. How did you use new media technologies in the construction and research, planning and evaluation stages? In my planning and research stages, my main use of a new media technology was YouTube. This was so that I could look at other Children’s TV Drama openings, my research can be found on my blog – for example Tracy Beaker Opening. I looked at the openings and it helped me find the conventions used in the openings to then use in my own piece and also find inspiration for creative ideas to be put into my opening. Ideas I found for example were mainly from ‘Saved by the Bell’ which without YouTube I wouldn’t know what the opening was like as I had not seen it before doing my research. I was then able to embed these openings onto my blog – which can be found on blogger.com – another new media technology that I also used to track and evaluate all my progress, research, planning and products that I had created. An example of my blog.
17. Construction and Evaluation Stages In the construction of my main media product I used Premiere Pro, which is where I was able to upload all my pictures and footage into the program and put it together to make my product. I then used After Effects where I can add effects to the shots and pictures I already took, so for example with my pictures, they all had green square in the middle so that I could use a green screen effect to add my footage into my opening, so I added this in after effects. YouTube was then used again after compressing the files into QuickTime videos, to be uploaded onto my YouTube account and then embed the link onto my blog.
18. Continued.. Then I went back into Premiere Pro so that I could add in my title sequence music which I found off of freeplaymusic.com and then downloaded the track onto iTunes. I could then import the music from my iTunes library into Premiere Pro and add it into my opening. I can then crop the music bar that appears in Premiere Pro to the length of my piece. I found this part to be much easier, but using Premiere Pro was also a struggle for me, when making my AS product, I did not really use the program as I wasn’t in charge of editing and so my skills with technology were limited.
19. Continued.. For my ancillary tasks I used Photoshop – a program that allows me to choose what size paper I want to use, different texts and to add photos I already have or ones from the internet that I can crop and merge together to make my product. I found this particular program challenging to use as I have not had much experience into using it before doing this project, and so required help, but I do think I learnt a lot from the help I was given, how to organise the layers and add to them, also to add effects to text – for example stroke which I used a lot in my ancillary’s. Black background behind the text is an effect called stroke.
20. Evaluation of my technological skills.. I do feel like I have improved with my technological skills, in learning how to import images and footage into Premiere Pro, add music and effects. Also with Photoshop in how to add effects to text and add pictures and also cropping and transferring them to other software’s that I used to add to my products e.g. I print screened a part of my final opening so that I could crop out the shapes of some of the objects flying around in the background to then add to my Magazine cover. Although, I do still feel still that my knowledge is limited and if I could improve one thing it would be to know more about how to use Premiere Pro and Photoshop. I feel my skills are very basic and if I knew more on how to make and add more effects, my products may have come out better than how I have made them.