Evaluation of my Media Product
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The document discusses the conventions used in the student's media magazine product. It summarizes that the magazine uses conventions such as having the masthead partially hidden, a banner displaying the band name and cover article, and a top strap highlighting interior articles. It also includes an editor's note, article listings with images, half page images with accompanying text, and pull quotes. The target audience is described as people in their late teens to mid-20s who enjoy alternative or rock music. The student learned about various technologies used in creating the magazine, including photography, scanning, and utilizing different software programs.
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Amelia evaluation
Amelia Hughes evaluated her media product and how it uses, develops, or challenges conventions of real magazines. She used bold text for the masthead to draw attention, added a banner and catching selling line. Her cover image challenges conventions by having the model look up. She utilized the left third to attract readers and included a buzzword. Headlines, pull quotes, columns, and colors were used to mimic real magazines. Overall, she learned how to make her product more professional by taking inspiration from real media and refining her layout, images, and planning.
Evaluation Question 7
From their preliminary task, the student learned several skills that improved their final production. They learned how to properly use a camera to capture higher quality images, how to effectively edit photos in Photoshop, and how to plan shoots through researching techniques like lighting and composition. For their final production, the student incorporated more research into codes, conventions, and their target audience, which helped them create layouts, designs, and writing styles that would appeal more to readers. Key areas of improvement included developing a more relevant masthead, implementing more organized page layouts, and producing images and writing that better represented their magazine's intended style and audience.
AS Media Studies: Evaluation Question 6
The document discusses the various technologies the author used to create their rap magazine. They learned how to use Photoshop Adobe to design the cover, spreads, and contents page, though initially found it challenging. They overcame difficulties using tools like the Polygonal LassoTool and construction lines. The author also used Blogger for coursework and publishing their portfolio, and found it a useful format. PowerPoint and Prezi were used for research, analysis, and evaluations, and the author captured original images using a Canon EOS camera.
AS Media Coursework Evaluation
The document discusses a student's media coursework project to create a music magazine. It includes descriptions of the magazine covers and comparisons to a real magazine. Feedback was gathered through questionnaires. The student learned various technologies like Photoshop, InDesign, and Blogger in the process. When looking back, the student sees clear progress from the preliminary task of a student magazine to the full music magazine product in skills and knowledge of magazines.
Media Magazine Evaluation
This document summarizes a student's media magazine evaluation:
- The magazine uses conventional sections and layouts seen in other magazines, including placing some stories in the terminal optical area and underlining main stories.
- The pink text and topics suggest it targets teenage and young adult women interested in R&B music.
- A magazine like Vibe, which features R&B music and targets a similar audience, would be suited to distribute this magazine.
Foundation portfolio media steven pendleton
This document provides a portfolio evaluation of a media product - a rap magazine. It discusses the design choices made including using a corner grabber and large masthead to stand out, placing stories around the sides, and including a contents page listing artists. Color schemes, fonts, and image placement were selected based on researching existing magazines. The intended audience is identified as mostly male teenagers and young men based on the design appealing more to males. Methods used to attract this audience included the masthead size, simple design, and masculine colors. The suggested distributor is IPC Media due to their wide magazine range and large UK audience reach. Photoshop skills like erasing and editing contrast were applied. Overall, experience designing the full magazine helped
Evaluation
The document summarizes what the student learned from creating a magazine cover media product. They learned how to use Photoshop to emphasize images and colors. They also learned how to use a blog to share work. Finally, they learned technologies help create successful final pieces and will help them in the future. Comparing their preliminary work to a real magazine helped them improve techniques like using the rule of thirds and Guttenberg diagram in their final cover design.
Evaluation Question 7
The preliminary task of creating a college magazine front page and contents page taught the author about general magazine layout conventions but lacked research into the target audience. For the final music magazine:
1) The author conducted thorough research into the target audience to create professionally designed pages that would appeal to readers.
2) Photoshop skills improved greatly, shown by effective images, layer effects, and color schemes on final pages.
3) Layouts included varied fonts, more content, and well-considered photo mise-en-scene compared to preliminary pages.
4) Creating a double-page spread taught the importance of audience research and feedback to design appealing magazine content and photos.
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Amelia evaluation
Amelia Hughes evaluated her media product and how it uses, develops, or challenges conventions of real magazines. She used bold text for the masthead to draw attention, added a banner and catching selling line. Her cover image challenges conventions by having the model look up. She utilized the left third to attract readers and included a buzzword. Headlines, pull quotes, columns, and colors were used to mimic real magazines. Overall, she learned how to make her product more professional by taking inspiration from real media and refining her layout, images, and planning.
Evaluation Question 7
From their preliminary task, the student learned several skills that improved their final production. They learned how to properly use a camera to capture higher quality images, how to effectively edit photos in Photoshop, and how to plan shoots through researching techniques like lighting and composition. For their final production, the student incorporated more research into codes, conventions, and their target audience, which helped them create layouts, designs, and writing styles that would appeal more to readers. Key areas of improvement included developing a more relevant masthead, implementing more organized page layouts, and producing images and writing that better represented their magazine's intended style and audience.
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The document discusses the various technologies the author used to create their rap magazine. They learned how to use Photoshop Adobe to design the cover, spreads, and contents page, though initially found it challenging. They overcame difficulties using tools like the Polygonal LassoTool and construction lines. The author also used Blogger for coursework and publishing their portfolio, and found it a useful format. PowerPoint and Prezi were used for research, analysis, and evaluations, and the author captured original images using a Canon EOS camera.
AS Media Coursework Evaluation
The document discusses a student's media coursework project to create a music magazine. It includes descriptions of the magazine covers and comparisons to a real magazine. Feedback was gathered through questionnaires. The student learned various technologies like Photoshop, InDesign, and Blogger in the process. When looking back, the student sees clear progress from the preliminary task of a student magazine to the full music magazine product in skills and knowledge of magazines.
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This document summarizes a student's media magazine evaluation:
- The magazine uses conventional sections and layouts seen in other magazines, including placing some stories in the terminal optical area and underlining main stories.
- The pink text and topics suggest it targets teenage and young adult women interested in R&B music.
- A magazine like Vibe, which features R&B music and targets a similar audience, would be suited to distribute this magazine.
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This document provides a portfolio evaluation of a media product - a rap magazine. It discusses the design choices made including using a corner grabber and large masthead to stand out, placing stories around the sides, and including a contents page listing artists. Color schemes, fonts, and image placement were selected based on researching existing magazines. The intended audience is identified as mostly male teenagers and young men based on the design appealing more to males. Methods used to attract this audience included the masthead size, simple design, and masculine colors. The suggested distributor is IPC Media due to their wide magazine range and large UK audience reach. Photoshop skills like erasing and editing contrast were applied. Overall, experience designing the full magazine helped
Evaluation
The document summarizes what the student learned from creating a magazine cover media product. They learned how to use Photoshop to emphasize images and colors. They also learned how to use a blog to share work. Finally, they learned technologies help create successful final pieces and will help them in the future. Comparing their preliminary work to a real magazine helped them improve techniques like using the rule of thirds and Guttenberg diagram in their final cover design.
Evaluation Question 7
The preliminary task of creating a college magazine front page and contents page taught the author about general magazine layout conventions but lacked research into the target audience. For the final music magazine:
1) The author conducted thorough research into the target audience to create professionally designed pages that would appeal to readers.
2) Photoshop skills improved greatly, shown by effective images, layer effects, and color schemes on final pages.
3) Layouts included varied fonts, more content, and well-considered photo mise-en-scene compared to preliminary pages.
4) Creating a double-page spread taught the importance of audience research and feedback to design appealing magazine content and photos.
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The document discusses the process of creating a magazine media product. It describes how the creator took inspiration from real magazines for the front cover, contents page, and double page spread layouts. It also discusses the intended teenage audience and how colors, fonts, photos and article topics were chosen to appeal to both male and female readers. The creator reflects on what was learned about technologies like photo editing and layout design in the process of constructing the magazine from their preliminary project.
Question 7
The document discusses the learning and skills developed by the author in creating a magazine. Specifically:
- The author learned about the elements needed to create a professional-looking magazine and how common elements can impact sales and audience navigation.
- Photoshop skills were improved, including removing backgrounds and placing images over backgrounds.
- Research was done into the target audience of "reformers" and how that affects magazine content and distribution compared to more mainstream publishers.
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The document discusses how the target audience for a media product was addressed. The target audience was defined as middle class 18-25 year olds of any gender interested in alternative soul music. The audience was attracted through editing techniques like increased contrast to make images stand out, layouts with clear columns and pull quotes to break up text, dramatic and intriguing language, vintage retro styles in clothing and backgrounds to represent the soul music genre, and both direct and indirect images of models to engage readers.
Evaluation Q6
The document discusses the various technologies used to create a magazine product. These include:
- A Canon camera to take high-quality photos for the magazine. Photoshop was used to edit the images.
- Google, Issu, and existing magazines provided research on conventions and inspiration.
- Blogger allowed organizing and presenting the work online at low cost.
- Facebook Messenger facilitated communication with a focus group.
- Lighting equipment was used to achieve a professional look with images.
The author learned about using these technologies effectively and how they improved the quality, organization, and presentation of the final magazine product.
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The document is a student's evaluation of their media magazine production task. They incorporated conventions of real music magazines such as including a band on the cover and columns of text. However, they also challenged conventions by using a logo instead of text for the title and spreading an image across two pages. The student represented their target audience of 16-25 year olds interested in alternative rock through the band's style and stories. They believe a large media company like IPC would distribute the magazine due to its potential popularity. The student attracted their audience through language, quotes and eye-catching design. They learned skills in photography, software and magazine production through completing this task.
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This document contains a student's evaluation of their magazine design project for a media studies class. The student discusses how their magazine design challenges conventions through its dark color scheme. They also explain how their contents page and double-page spread use standard magazine layouts. The student represents older teenagers as their target audience. They would attract this group through listings of popular music festival acts. Creating the magazine helped the student learn new technology skills like Photoshop and the components needed to construct an effective magazine.
Media magazine evaluation
The document is an evaluation of a media magazine product created by the author. It discusses several aspects of the magazine, including how it uses and develops conventions of real magazines. On the front cover, the magazine follows conventions like using a partial masthead but changes the issue number placement. The contents page includes page splits to indicate ad sections and uses two photos of the featured artist rather than one long shot. The double page spread uses a Q&A format with an artist quote across their photo, challenging magazine conventions. The magazine aims to represent all social groups equally and break stereotypes. It would appeal to institutions like Bauer Media or music production companies focused on hip hop. The intended audience is those interested in rap/hip hop music.
Question 1
The document discusses conventions for magazine design in the reggae genre. It notes that typical conventions include:
- A big, bold masthead to grab attention
- Central images of reggae artists
- Short, intriguing text snippets ("lures")
- Incorporation of red, green, and yellow colors
- Additional details like date, price and issue number placed discreetly
The document also examines conventions for specific page types. Front covers typically feature the above elements, while contents pages list page numbers and titles and double page spreads include article titles, pull quotes, photos and credits. Overall, the front cover and double page spreads are deemed most conventional, while the contents page is less so due to
Question 6 - Nicole Hickman
The document discusses various technologies and software that the author learned while constructing their magazine project. They learned how to use Photoshop to import fonts, brighten and crop images, and add text boxes. In InDesign, they learned to layout magazine pages in the correct order and import Photoshop files. Other software covered includes Prezi, GoConqr, and Powtoon for presentations, PowerPoint for additional presentations, Word for formatting text, iMovie for video editing, and Blogger, Slideshare, SoundCloud, and YouTube for uploading and sharing content online.
Evaluation
Hannah evaluates her magazine project and how it does or does not follow conventions of real magazines. She used a yellow and white color scheme inspired by NME magazine. She included stories appropriate for her target audience of 16-21 year olds and used real bands and artists. Hannah challenged conventions by adding extra images to her contents page and using a colored background instead of white. She aimed her magazine at representing 16-21 year old audiences through her model's clothing and lack of makeup. IPC Media may distribute her magazine as they publish similar music magazines like NME. Hannah learned photography and editing skills in Adobe Photoshop to improve her images from her preliminary magazine cover.
Question 7
The student learned significant skills from their preliminary task to their final media production. Specifically, they gained experience using cameras, Photoshop, and following conventions of music magazines. For the final production, the student used these skills to create higher quality images, employ professional editing techniques like drop shadows, and develop a cohesive layout that would appeal to readers. The student's mastery of Photoshop allowed them to create a final product that met industry standards for a music magazine cover and contents page.
Question 1
The document discusses various ways in which the student's media product uses, develops, and challenges conventions of real media products. It summarizes key aspects of each page, including:
- The cover uses cover lines and masthead placement conventions while developing conventions through the use of "exclusive" in the masthead text.
- The contents page uses features labeling and repeats the masthead, while developing layout through separated articles and including a silhouette image.
- Article pages use consistent masthead placement and interview formatting, while developing editing techniques like shadowed text and behind-the-scenes photos. Challenges include background color consistency.
error one
The document discusses the progression from the author's preliminary college magazine task to their full music magazine product. For the college magazine, there was no planning, audience research, or advanced design. However, for the music magazine the author conducted research, created plans and mockups, and used Photoshop to manipulate images and text. This resulted in a much more successful final product that was tailored to the target audience.
Evaluation Question 7
The student learned many valuable skills from constructing their preliminary magazine to their final magazine. Through the process, they gained a deeper appreciation for planning and research, learning how vital it is to understand the target audience and draw inspiration from other magazines. Proper layout, alignment, and use of margins became clear as important for a professional appearance. Text size, font choice, and placement were also improved based on learning what looks most realistic. Consideration of color schemes, photography skills, and photo editing in Photoshop enhanced the overall quality and appeal of the final product to the target audience.
Evaluation question 7
The student learned several skills that improved the quality of their final magazine production compared to the preliminary task. They learned how to properly use a camera and lighting to capture higher quality images, as well as photo editing skills. For the final production, more time was spent planning elements like backgrounds, clothing, and mise-en-scene. Researching fonts, existing magazines, and audience theories helped make informed design choices to better meet the target audience's needs. Layout and design skills progressed as well, allowing the student to create a more visually appealing and easily navigable contents page. Overall, techniques learned along the way helped create a more polished final product with professional consistency.
Evaluation q7 final
The author discusses their progression from a preliminary continuity editing task to creating a full magazine product. They conducted significantly more research for the full product, analyzing aspects of existing magazines like front covers, contents pages, and spreads. This research helped them better understand conventions and attract their target audience. The author also learned how to use software like Photoshop more effectively to create professional-looking layouts and enhance photos. Presenting their work on blogs more professionally also improved. Overall, extensive additional research, learning new technology, and experience creating the full magazine helped the author massively improve over their preliminary work.
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
Main Task - Evaluation
Sarah evaluated her media task of creating a magazine. She felt it went better than her preliminary task because she used spare time to catch up on deadlines. Her audience said the magazine tied into the alternative genre through colors and was clear, easy to read, and looked like a magazine that would sell. She learned more about using software like Photoshop and InDesign, and managing her time and research for her final product compared to her preliminary task.
Media final evaluation
The document discusses the student's final evaluation of their media magazine product. It covers how the product used conventions of real magazines, represented a particular social group of older teenagers and young adults, and could be distributed by a media company like Emap. The student also discusses what they learned about technologies like Photoshop through constructing the product and how their skills improved from their preliminary task.
Media Magazine Evaluation
This document summarizes a student's media magazine evaluation:
- The magazine uses conventional sections and layouts seen in other magazines, including placing some stories in the terminal optical area and underlining main stories.
- The pink text and topics suggest it targets teenage and young adult women interested in R&B music.
- A magazine distributor like Vibe, which features R&B content and appeals to a similar audience, might distribute the magazine.
Evaluation
The document discusses how the media product uses and develops conventions of real magazines. It describes placing the masthead, using a main image and left third on the front cover similar to real magazines. The contents page also follows conventions like page numbers and headings. The double page spread uses a quote, main image and heading like other magazines. Throughout, a color scheme is used to create a brand identity as other magazines do. The author has learned about magazine conventions and technologies like InDesign and Photoshop that can be used to create professional-looking media products.
Media Studies Evaluation
The document is a media studies coursework evaluation for a magazine product. It summarizes how the magazine challenges conventions by having a dominant front cover photo rather than title. It represents teenage girls interested in indie music through photos of the target age group. The magazine would be distributed in indie music shops, online, and clothing stores to reach its target audience. Creating the magazine taught the student to use new technologies like Blogger and how to better manage time for such projects.
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Evaluation
The document discusses the process of creating a magazine media product. It describes how the creator took inspiration from real magazines for the front cover, contents page, and double page spread layouts. It also discusses the intended teenage audience and how colors, fonts, photos and article topics were chosen to appeal to both male and female readers. The creator reflects on what was learned about technologies like photo editing and layout design in the process of constructing the magazine from their preliminary project.
Question 7
The document discusses the learning and skills developed by the author in creating a magazine. Specifically:
- The author learned about the elements needed to create a professional-looking magazine and how common elements can impact sales and audience navigation.
- Photoshop skills were improved, including removing backgrounds and placing images over backgrounds.
- Research was done into the target audience of "reformers" and how that affects magazine content and distribution compared to more mainstream publishers.
As evaluation q4
The document discusses how the target audience for a media product was addressed. The target audience was defined as middle class 18-25 year olds of any gender interested in alternative soul music. The audience was attracted through editing techniques like increased contrast to make images stand out, layouts with clear columns and pull quotes to break up text, dramatic and intriguing language, vintage retro styles in clothing and backgrounds to represent the soul music genre, and both direct and indirect images of models to engage readers.
Evaluation Q6
The document discusses the various technologies used to create a magazine product. These include:
- A Canon camera to take high-quality photos for the magazine. Photoshop was used to edit the images.
- Google, Issu, and existing magazines provided research on conventions and inspiration.
- Blogger allowed organizing and presenting the work online at low cost.
- Facebook Messenger facilitated communication with a focus group.
- Lighting equipment was used to achieve a professional look with images.
The author learned about using these technologies effectively and how they improved the quality, organization, and presentation of the final magazine product.
Music Magazine Evaluation
The document is a student's evaluation of their media magazine production task. They incorporated conventions of real music magazines such as including a band on the cover and columns of text. However, they also challenged conventions by using a logo instead of text for the title and spreading an image across two pages. The student represented their target audience of 16-25 year olds interested in alternative rock through the band's style and stories. They believe a large media company like IPC would distribute the magazine due to its potential popularity. The student attracted their audience through language, quotes and eye-catching design. They learned skills in photography, software and magazine production through completing this task.
Media evaluation presentation
This document contains a student's evaluation of their magazine design project for a media studies class. The student discusses how their magazine design challenges conventions through its dark color scheme. They also explain how their contents page and double-page spread use standard magazine layouts. The student represents older teenagers as their target audience. They would attract this group through listings of popular music festival acts. Creating the magazine helped the student learn new technology skills like Photoshop and the components needed to construct an effective magazine.
Media magazine evaluation
The document is an evaluation of a media magazine product created by the author. It discusses several aspects of the magazine, including how it uses and develops conventions of real magazines. On the front cover, the magazine follows conventions like using a partial masthead but changes the issue number placement. The contents page includes page splits to indicate ad sections and uses two photos of the featured artist rather than one long shot. The double page spread uses a Q&A format with an artist quote across their photo, challenging magazine conventions. The magazine aims to represent all social groups equally and break stereotypes. It would appeal to institutions like Bauer Media or music production companies focused on hip hop. The intended audience is those interested in rap/hip hop music.
Question 1
The document discusses conventions for magazine design in the reggae genre. It notes that typical conventions include:
- A big, bold masthead to grab attention
- Central images of reggae artists
- Short, intriguing text snippets ("lures")
- Incorporation of red, green, and yellow colors
- Additional details like date, price and issue number placed discreetly
The document also examines conventions for specific page types. Front covers typically feature the above elements, while contents pages list page numbers and titles and double page spreads include article titles, pull quotes, photos and credits. Overall, the front cover and double page spreads are deemed most conventional, while the contents page is less so due to
Question 6 - Nicole Hickman
The document discusses various technologies and software that the author learned while constructing their magazine project. They learned how to use Photoshop to import fonts, brighten and crop images, and add text boxes. In InDesign, they learned to layout magazine pages in the correct order and import Photoshop files. Other software covered includes Prezi, GoConqr, and Powtoon for presentations, PowerPoint for additional presentations, Word for formatting text, iMovie for video editing, and Blogger, Slideshare, SoundCloud, and YouTube for uploading and sharing content online.
Evaluation
Hannah evaluates her magazine project and how it does or does not follow conventions of real magazines. She used a yellow and white color scheme inspired by NME magazine. She included stories appropriate for her target audience of 16-21 year olds and used real bands and artists. Hannah challenged conventions by adding extra images to her contents page and using a colored background instead of white. She aimed her magazine at representing 16-21 year old audiences through her model's clothing and lack of makeup. IPC Media may distribute her magazine as they publish similar music magazines like NME. Hannah learned photography and editing skills in Adobe Photoshop to improve her images from her preliminary magazine cover.
Question 7
The student learned significant skills from their preliminary task to their final media production. Specifically, they gained experience using cameras, Photoshop, and following conventions of music magazines. For the final production, the student used these skills to create higher quality images, employ professional editing techniques like drop shadows, and develop a cohesive layout that would appeal to readers. The student's mastery of Photoshop allowed them to create a final product that met industry standards for a music magazine cover and contents page.
Question 1
The document discusses various ways in which the student's media product uses, develops, and challenges conventions of real media products. It summarizes key aspects of each page, including:
- The cover uses cover lines and masthead placement conventions while developing conventions through the use of "exclusive" in the masthead text.
- The contents page uses features labeling and repeats the masthead, while developing layout through separated articles and including a silhouette image.
- Article pages use consistent masthead placement and interview formatting, while developing editing techniques like shadowed text and behind-the-scenes photos. Challenges include background color consistency.
error one
The document discusses the progression from the author's preliminary college magazine task to their full music magazine product. For the college magazine, there was no planning, audience research, or advanced design. However, for the music magazine the author conducted research, created plans and mockups, and used Photoshop to manipulate images and text. This resulted in a much more successful final product that was tailored to the target audience.
Evaluation Question 7
The student learned many valuable skills from constructing their preliminary magazine to their final magazine. Through the process, they gained a deeper appreciation for planning and research, learning how vital it is to understand the target audience and draw inspiration from other magazines. Proper layout, alignment, and use of margins became clear as important for a professional appearance. Text size, font choice, and placement were also improved based on learning what looks most realistic. Consideration of color schemes, photography skills, and photo editing in Photoshop enhanced the overall quality and appeal of the final product to the target audience.
Evaluation question 7
The student learned several skills that improved the quality of their final magazine production compared to the preliminary task. They learned how to properly use a camera and lighting to capture higher quality images, as well as photo editing skills. For the final production, more time was spent planning elements like backgrounds, clothing, and mise-en-scene. Researching fonts, existing magazines, and audience theories helped make informed design choices to better meet the target audience's needs. Layout and design skills progressed as well, allowing the student to create a more visually appealing and easily navigable contents page. Overall, techniques learned along the way helped create a more polished final product with professional consistency.
Evaluation q7 final
The author discusses their progression from a preliminary continuity editing task to creating a full magazine product. They conducted significantly more research for the full product, analyzing aspects of existing magazines like front covers, contents pages, and spreads. This research helped them better understand conventions and attract their target audience. The author also learned how to use software like Photoshop more effectively to create professional-looking layouts and enhance photos. Presenting their work on blogs more professionally also improved. Overall, extensive additional research, learning new technology, and experience creating the full magazine helped the author massively improve over their preliminary work.
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
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Sarah evaluated her media task of creating a magazine. She felt it went better than her preliminary task because she used spare time to catch up on deadlines. Her audience said the magazine tied into the alternative genre through colors and was clear, easy to read, and looked like a magazine that would sell. She learned more about using software like Photoshop and InDesign, and managing her time and research for her final product compared to her preliminary task.
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The document discusses the student's final evaluation of their media magazine product. It covers how the product used conventions of real magazines, represented a particular social group of older teenagers and young adults, and could be distributed by a media company like Emap. The student also discusses what they learned about technologies like Photoshop through constructing the product and how their skills improved from their preliminary task.
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This document summarizes a student's media magazine evaluation:
- The magazine uses conventional sections and layouts seen in other magazines, including placing some stories in the terminal optical area and underlining main stories.
- The pink text and topics suggest it targets teenage and young adult women interested in R&B music.
- A magazine distributor like Vibe, which features R&B content and appeals to a similar audience, might distribute the magazine.
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The document discusses how the media product uses and develops conventions of real magazines. It describes placing the masthead, using a main image and left third on the front cover similar to real magazines. The contents page also follows conventions like page numbers and headings. The double page spread uses a quote, main image and heading like other magazines. Throughout, a color scheme is used to create a brand identity as other magazines do. The author has learned about magazine conventions and technologies like InDesign and Photoshop that can be used to create professional-looking media products.
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The student has constructed a music magazine aimed at teenagers between 15-18 years old who are interested in indie music. To attract their target audience, the student uses conventions from real music magazines such as a bold masthead, large cover photo, pull quotes, and questions from readers. The student chose to distribute the magazine online initially to test audience interest before potential print distribution. Through the process of constructing the magazine using Publisher, the student learned how to make the magazine more professional by using large photos and pull quotes in key locations.
Evaluation
The document discusses how the media product uses, develops, and challenges conventions of real media. It begins by using typical conventions like a large title, eye-catching image, and overlapping headings on the front cover. It also includes a freebie and follows conventions to appear professional. The document then discusses how it challenges conventions by taking inspiration from fashion magazines for the contents page layout. It also tries to incorporate audience wants based on feedback rather than just following conventions.
Evaluation Presentation
Sophie Barber created a magazine as a media product that uses some conventions of real magazines. The front cover uses the magazine title at the top with a large image like real magazines. However, the front image is black and white rather than bright colors typically used on magazine covers. The contents page layout is more random rather than straight like real magazines. Sophie learned new skills using software like Fireworks and techniques like camera angles and lighting when creating the images for the magazine. Overall, the process helped Sophie learn about using conventions in layout and design as well as targeting audiences.
Evaluation
Sophie Barber created a magazine as a media product that uses some conventions of real magazines. The front cover uses the magazine title at the top with a large image like real magazines. However, the front image is black and white rather than bright colors typically used on magazine covers. The contents page layout is more random rather than straight like real magazines. Sophie learned new skills using software like Fireworks and techniques like camera angles while constructing the magazine product. She reflected that using brighter colors and better content could improve attracting the target 16-24 year old audience interested in new music.
As media evaluation
The document discusses the creation of a music magazine as part of a media evaluation assignment. It compares the structures and conventions used in the student's magazine to an existing music magazine, NME. While following typical conventions like bold mastheads and column structures, the student's magazine challenges conventions by including more images to engage readers. The intended audience is 15-25 year olds interested in indie rock music. Technologies like Photoshop, PowerPoint and blogging platforms were used to construct the magazine and document the process. The student learned about magazine design conventions and improved their creative and technical skills compared to an initial preliminary task.
Media coursework evaluation
The document provides an evaluation of a media coursework project to create a music magazine. It discusses how the magazine uses conventions of real magazines, such as the title and date on the cover. It aims to appeal to both genders aged 15-25. The author chose to publish with Musicmag.net because they have experience with music magazines and wide genre coverage. Through the process, the author learned to use new programs like Photoshop and how to appeal to audiences and address their target demographic.
Evaluation
The document describes the student's music magazine media product. They used conventions of real magazines, including a masthead on the front cover to identify the publication. On the contents page, they used bold headings and page numbers to list articles, and images to represent the pieces. For a double page article spread, they used a quote headline and images to illustrate the story. Overall, the student drew upon typical magazine design elements but also included some original photography to develop the format.
Evaluation
The document describes the student's music magazine media product. They used conventions of real magazines, including a masthead on the front cover to identify the publication. For the contents page, they used bold headings and page numbers to list articles, and images to represent each piece. On a double page spread, they featured a quote from an artist as the headline and included two images to illustrate the story. Overall, the student aimed to attract a young adult audience by representing contemporary music genres and styles through the designs, images and content of the magazine.
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More from Leah Ellis
Evaluation
The document provides an evaluation by Leah Ellis of their research, planning, production and printing process for creating a children's storybook. Some key points:
- Secondary research was conducted due to limited access to the target audience of 3-7 year olds. Primary research may have provided more insights.
- Planning allowed experimentation with color schemes and designs. Keeping a simple color scheme throughout helped tie pages together.
- Production was challenging at times due to technical issues but problems were worked through. Feedback indicated including more interactive elements would be beneficial.
- Printing through different services posed difficulties in determining correct page counts and margins. Measurements would need to be considered more carefully for future projects.
Problems
The document outlines several potential production problems for a project, along with solutions. The technical problems include the graphics tablet or computer not working properly. Theoretical problems include not having enough time, money, or access to complete the project. Some solutions proposed are keeping backups, experimenting with skills, and finding alternative transportation if needed. The document also discusses experiments done to improve typography skills and test different creation methods.
Fmp proposal
Leah Ellis proposes creating a children's book of nursery rhymes for her graphic design project. She has experience with print projects, magazines, and drawing tablets from previous work. The concept is for a colorful, attention-grabbing book featuring a consistent main character. Leah will research typography, children's book design, and color theory. She will experiment with typography, color schemes, drawing techniques, and character design. Evaluation will include weekly reflections and a final evaluation to assess her work and opportunities for improvement.
Present plan
Leah Ellis created an educational product for young children ages 3 to 7 and their parents. She decided to present her product to her 4-year-old niece and sister to get feedback on how children in the target age range might respond. They provided feedback on the design choices that Leah discussed in her evaluation. Leah also presented to her class but realized she forgot to include a page, which she regretted for completeness but was focused on having the correct script.
Presentation
This document discusses the creation of an FMP (flashcard memory program) for children. It lists several classic nursery rhymes that will definitely or possibly be included. Sketches provide inspiration for the art, with designs like hills matching the inside pages. Challenges are included to engage children, and pages can be colored in black and white to allow children to add their own colors. The FMP aims to test children through familiar nursery rhymes and activities over a rainbow backdrop.
Evaluation
The document summarizes the student's process for creating a children's storybook as part of a class project. They did secondary research as primary research with children was not possible. Existing children's books influenced the simple design. Planning allowed experimenting with color schemes before choosing one to tie the pages together. Production challenges included issues with photo editing software but the student worked around problems. Feedback from parents was positive about interactive elements that challenged children.
Evaluation
The document summarizes the student's process for creating a children's storybook as part of a class project. They did secondary research as primary research with children was not possible. Existing children's books influenced the simple design. Planning allowed experimenting with color schemes before choosing one to tie the pages together. Production challenges included issues with photo editing software but the student worked around problems. Feedback from parents was positive about interactive elements that challenged children.
Ual ucas pro forma
This document contains Leah Ellis's UCAS application. It includes details of her academic qualifications including GCSE and A-Level grades. It outlines her current study of a Level 3 Creative Media Production course where she has gained skills in software like Photoshop, InDesign, and Premiere Pro. It discusses her interest in pursuing design and her desire to keep her options open. Leah has gained work experience through weekend jobs and charity work to develop responsibility and communication skills. Overall, she is unsure of her career path but feels university will help further her knowledge and experience to get into a great career.
Production diary
The document is a production diary for a children's book project. Over several weeks, the diary details the planning and research process. In week 1, the author felt unprepared for the proposal stage but hoped to learn more over time. Research in weeks 2-3 taught the author about children's book styles and presentations. In week 4, the author identified potential problems like computer issues and looked at printing options. By week 5, printing was researched and most problems were solved. Weeks 6-7 involved detailed planning for layouts, rhymes, and a production schedule. The author felt well prepared to begin the production stage in week 8.
Feedback
The document contains feedback on draft pages for a nursery rhyme book. Respondents agree that the bright colors are appropriate for nursery rhymes and will appeal to children. They also feel the simple illustrations with minimal details are suitable for the young audience. Some suggestions are made to add more creative text placement and more details in some images to engage children more. In summary, the feedback provides positive feedback on color and style choices but recommends further refinement of some page designs.
1. research(1)
The document summarizes information about the target audience for a mobility scooter and wheelchair rental service in York, England called Shopmobility York. The audience is mostly older adults ages 35-80 who use the service when visiting York, though some younger people also use it. Customers come from York as well as further abroad, like Australia, making it difficult to target specific locations for marketing. The lifestyle of customers involves tourism and holidays in York.
Production diary
The document is a production diary for a children's book project. Over several weeks, the diary details the planning and research process. In the initial weeks, the author feels underprepared for the proposal but gains confidence through research. Research helped determine art style and presentation of text and images. Later weeks involve identifying potential problems and solutions, such as computer issues, and planning layouts, nursery rhymes to include, and a production schedule. By the final week of planning, flat plans and printing requirements are the remaining tasks before starting production the following week.
Leah portfolio
Leah Ellis created several graphic design projects for her portfolio including a children's TV show package advertising a rabbit with superpowers, pages for a children's TV magazine, an animation for an Irn-Bru advertising campaign, an animation for a video game, and a fanzine focused on Hama beads. The portfolio showcases her ability to design for different briefs and concepts across print, video, and digital formats.
Production diary
The document is a production diary for a children's book project. Over several weeks, the diary details the planning and research process. In week 1, the author struggled with the proposal but hoped to learn more over time. Research in weeks 2-3 taught the author about children's book styles and presentations. In week 4, the author identified potential problems like computer issues and looked at printing options. Week 5 involved further problem-solving. Week 6 was spent planning nursery rhymes and pages. By week 7, planning was largely complete ahead of production starting in week 8. The diary shows the progression from early challenges to feeling prepared for the production phase.
Current pages
This document contains the titles of 7 nursery rhymes: Doctor Foster, Cock-a-doodle Doo, Hickory Dickory Dock, Mary, Mary Quite Contrary, Humpty Dumpty, Row, Row, Row Your Boat, and Itsy Bitsy Spider.
Planning
The document discusses Leah Ellis' plans for a children's book featuring nursery rhymes. It will include 8-10 well-known rhymes such as "Itsy Bitsy Spider" and "Mary Had a Little Lamb." Leah plans to hand draw the illustrations and layout the pages with space for text alongside images. She will complete the book over 7 weeks at her college, using their computers and graphics tablet. Leah has also considered design elements like colors, fonts, and cover ideas. The book will be printed through a photo book service and cost approximately £11 to produce.
Production diary
The document is a production diary for a children's book project. Over several weeks, the diary details the planning and research process. In week 1, the author struggled with the proposal but hoped to learn more over time. Research in weeks 2-3 taught the author about children's book styles and presentations. In week 4, the author identified potential problems like computer issues and looked at printing options. Week 5 involved further problem-solving. Week 6 was spent planning nursery rhymes and pages. By week 7, planning was largely complete ahead of production starting in week 8. The diary shows the progression from early challenges to being well prepared through thorough research and planning.
Production diary
The document is a production diary for a children's book project. Over several weeks, the diary details the planning and research process. In the initial weeks, the author conducted research on children's book styles, illustrations, and publishing/printing options. They identified potential problems and solutions. Later weeks were spent planning the book contents, including selecting nursery rhymes and page layouts. By the final week of planning, flat plans and a production schedule were completed. The author felt prepared to begin the production stage the following week by starting on the front cover design.
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Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
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The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
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Evaluation of my Media Product
- 1. evaluation
- 2. In what ways does your media product use, develop or challenge forms and conventions of real media products?
- 3. My media product uses the convention of hiding part of the mast head behind the main photo. This is because it gives the impression of the title being less important than the members of the band. My magazine has a banner across the front of the cover, as it is a convention to have the name of the band who is pictured on the main cover, with their name and a small comment about the article involving them. My magazine also has a top strap to display some things that are inside my magazine to pull in readers. This is a convention that many magazines use as it is often is on a part of the magazine that is shown when it is stacked in the shop.
- 4. One convention that my magazine followed is having an editor’s note on the contents page, which allows for a little message from the editor to promote certain things or give an inspirational message, or whatever else they could want to use that area to say to the readers. Another convention that my magazine follows is to have a list of certain articles within the magazine. This gives the reader a way to navigate the magazine as they read and highlights the best parts that the editor has decided. Yet another convention that was followed is having images in the contents page. These are shots of things that will be featured more later in the magazine. For my product, I used images of artists and bands that will be mentioned in later articles, to interest the reader from the first page and give them an idea of what they have to expect throughout.
- 5. One of the conventions that my magazine uses is to have half of the double page spread be an image, and the other half have the article written out on. This gives the reader a clear photo to look at which takes up quite some space and allows for less text. My magazine has a masthead on the double page for a header, which is made of 2 different fonts. This follows a convention as many magazines use this to make the headers stand out from the rest of the page and draws the eye of the reader to stop and pay attention. Pull quotes are another convention I decided to not challenge. This is where you take a quote from the article and highlight it as important so that the reader can see it. It also attracts the eye of the reader so that they can notice it and it doesn’t just blend in.
- 6. How does your media product represent particular social groups?
- 7. My magazine represents white females as successful, as have been given the most space on the magazine and the primary picture spots, while males are given only minor pictures tucked away in the shadows of other things. This gives the readers more of a look at the females in media than the males, showing they have success and power. The images are bright and colourful, standing out from the rest of the magazine and anything else on the pages. This makes it so that you can see them, and they seem more like they should be there to look at and not hide away from the eyes. My product shows white males as less significant beings than those of the white females, as they are hidden in the shadows of them, with much darker images to blend into the background, instead of stand out at all.
- 8. What kind of media institution might distribute your media product and why?
- 9. The media institution that may distribute my product would be Bauer Media Group. This is because they already have a similar magazine out (Kerrang), so they may know where to advertise it and would know where is best to sell it. They would be knowledgeable on how would be the best way to approach the production of this magazine. They also have many other products already in production, meaning that they are very knowledgeable on a range of subjects, and are extremely good at publishing many different topics throughout a wide list.
- 10. Who would be the audience for your media product?
- 11. The audience for my product is mainly people in their late teens to mid 20s. These are people preferably with the taste of more alternative, or rock music. I am targeting the people more middle-class with money to spend on a monthly music magazine and the time to read it all. I would also expect them to have money to go buy new albums as they are released and go to concerts or festivals.
- 12. How did you attract/address your audience?
- 13. I attracted my audience by being bold. I had bold images and titles, to try to attract my audience’s eyes and see how they would like it. I address my audience by writing at a level that is not condescending, but treats them like they are smart and are able to read competently.
- 14. What have you learnt about technologies from the process of constructing this product?
- 15. I have learnt a lot about technologies from this process. I have learnt about scanning things into computers, and photography. But mainly, I’ve learnt about how to use the computer to it’s fullest when creating something like this. I have used many different programmes and software to create the project as a whole. I was able to use my phone as a camera, and experiment with the different angles and light exposure options available to me. This was great for me as it made it possible to have a lot of options once it got to trying to select the photos for the magazine. I also was able to experiment with many computer software programmes that I previously didn’t have a chance to. This enabled me to try more and more things I would not have thought about.
- 16. I learnt that you need to experiment with everything you can, and try to see how far you can push it as you’re working. This includes many settings on editing software, just to see what they do and if you can work that into your work. Although, you also don’t want to use too much and less can be more. You don’t want to clutter up your work with too many effects, just use simple ones and it may not look too busy.
- 17. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 18. Looking back, I feel like I have learnt a lot of things. I have learnt how to use the programmes that I was using a lot more as I went through. Part of this is using Photoshop, as that was a main programme that was required to progress. During the preliminary task I was inexperienced and did not know what most of the tools were or how to use them, although through the progression, I learnt how many tools were used and how to use them effectively. I have also found out more about many various programmes, that were used including Ezvid to create a video montage, and Blogger to consolidate all my findings.