Evaluation - prelim task differences
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The document compares the author's preliminary college magazine project to their final media product. Key differences include: - The final product used specialized fonts downloaded from Dafont.com while the college magazine used basic, pre-installed fonts - The final product's color scheme and layout were carefully planned to be inspired by other magazines, while the college magazine's design was rushed and impulsive - Higher quality photography was used in the final product, including multiple pictures edited in Photoshop, compared to a single busy picture used in the college magazine - The writing style of the final product was more colloquial and tailored to the audience using specialized music terminology
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Evaluation question 7
The student learned several important lessons when progressing from their preliminary magazine task to the final product:
1) They conducted more extensive research, looking at multiple magazines within and outside their genre for inspiration, compared to only using one school magazine for the preliminary task.
2) They improved their time management, such as arranging photo shoots more efficiently and becoming more proficient with Photoshop tools.
3) The final product had more detailed layout, fonts, and photography selection compared to the basic preliminary version, demonstrating refined design techniques from feedback and research.
Evaluation Activity 7
The document discusses what the author has learned from their preliminary magazine project to their final magazine product. Specifically:
1) They learned to develop skills in Photoshop and use appropriate conventions for a target audience and genre, unlike their basic preliminary magazine.
2) They improved their use of mise-en-scene to match the hip-hop/R&B genre, unlike the preliminary magazine which did not clearly convey its target of school students.
3) Research led them to use a four-color palette rather than two colors for more visual appeal, as well as employ the rule of thirds for layout including the cover, unlike the messy preliminary cover layout.
Progression
The document summarizes the progression of the author's magazine design skills from a preliminary task created over the summer to a final product created during the autumn term. Key areas of progression discussed include improved use of conventions, higher quality photography with less photo editing needed, more sophisticated mise-en-scene, advanced layout informed by research of other magazines, use of downloaded fonts, attention to appropriate colors for the genre, and shaping the language and tone to better suit the intended audience.
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
Through completing the school magazine preliminary task and full music magazine, the author learned how to use various design tools like Photoshop more proficiently. Their editing, research, and layout design skills improved. Feedback on the school magazine helped them create a more appealing, professional, and audience-focused music magazine that effectively uses visual elements and storytelling techniques.
Evaluation 7
The student felt they learned a lot about using software like Photoshop between the preliminary task and final product. They learned tools like the red eye tool and brightness tool to make photos more professional. They also learned about layout and design conventions for magazines. The student recognizes areas for improvement in the preliminary task regarding color schemes, image selection and layout that detracted from a professional appearance. Overall, the student feels they have improved in using software and hardware skills and knowledge of design conventions to create a magazine that looks more polished and appeals to the target audience.
College to music magazine evaluation finished
The document reflects on the differences between the author's preliminary task and their full product. For the preliminary task, the author used a simple, unstructured layout with no positioning of cover lines or masthead. They included an unedited photo that was squashed to fit. For the full product, the author included edited photos, used Photoshop tools to adjust images, implemented a structured layout with columns and boxes, chose colors that complemented each other, and edited fonts to make them stand out. Overall, the author improved the professionalism and visual design elements between the preliminary and full tasks.
Evaluation Question 7
The document discusses the learning and improvements the author has experienced from an initial school magazine project to developing a full music magazine product. Some of the key lessons learned include gaining more confidence with design software like Photoshop, improving editing skills, learning about magazine conventions, and understanding magazine distribution. The author's design work for the music magazine is seen as more professional compared to the initial school magazine, with stronger use of layout, images, and typography. Overall, the preliminary school magazine project helped the author gain experience that improved the quality of their subsequent music magazine design work.
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Evaluation question 7
The student learned several important lessons when progressing from their preliminary magazine task to the final product:
1) They conducted more extensive research, looking at multiple magazines within and outside their genre for inspiration, compared to only using one school magazine for the preliminary task.
2) They improved their time management, such as arranging photo shoots more efficiently and becoming more proficient with Photoshop tools.
3) The final product had more detailed layout, fonts, and photography selection compared to the basic preliminary version, demonstrating refined design techniques from feedback and research.
Evaluation Activity 7
The document discusses what the author has learned from their preliminary magazine project to their final magazine product. Specifically:
1) They learned to develop skills in Photoshop and use appropriate conventions for a target audience and genre, unlike their basic preliminary magazine.
2) They improved their use of mise-en-scene to match the hip-hop/R&B genre, unlike the preliminary magazine which did not clearly convey its target of school students.
3) Research led them to use a four-color palette rather than two colors for more visual appeal, as well as employ the rule of thirds for layout including the cover, unlike the messy preliminary cover layout.
Progression
The document summarizes the progression of the author's magazine design skills from a preliminary task created over the summer to a final product created during the autumn term. Key areas of progression discussed include improved use of conventions, higher quality photography with less photo editing needed, more sophisticated mise-en-scene, advanced layout informed by research of other magazines, use of downloaded fonts, attention to appropriate colors for the genre, and shaping the language and tone to better suit the intended audience.
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
Through completing the school magazine preliminary task and full music magazine, the author learned how to use various design tools like Photoshop more proficiently. Their editing, research, and layout design skills improved. Feedback on the school magazine helped them create a more appealing, professional, and audience-focused music magazine that effectively uses visual elements and storytelling techniques.
Evaluation 7
The student felt they learned a lot about using software like Photoshop between the preliminary task and final product. They learned tools like the red eye tool and brightness tool to make photos more professional. They also learned about layout and design conventions for magazines. The student recognizes areas for improvement in the preliminary task regarding color schemes, image selection and layout that detracted from a professional appearance. Overall, the student feels they have improved in using software and hardware skills and knowledge of design conventions to create a magazine that looks more polished and appeals to the target audience.
College to music magazine evaluation finished
The document reflects on the differences between the author's preliminary task and their full product. For the preliminary task, the author used a simple, unstructured layout with no positioning of cover lines or masthead. They included an unedited photo that was squashed to fit. For the full product, the author included edited photos, used Photoshop tools to adjust images, implemented a structured layout with columns and boxes, chose colors that complemented each other, and edited fonts to make them stand out. Overall, the author improved the professionalism and visual design elements between the preliminary and full tasks.
Evaluation Question 7
The document discusses the learning and improvements the author has experienced from an initial school magazine project to developing a full music magazine product. Some of the key lessons learned include gaining more confidence with design software like Photoshop, improving editing skills, learning about magazine conventions, and understanding magazine distribution. The author's design work for the music magazine is seen as more professional compared to the initial school magazine, with stronger use of layout, images, and typography. Overall, the preliminary school magazine project helped the author gain experience that improved the quality of their subsequent music magazine design work.
Quesion 7 pdf
The document discusses the progression and learning from the author's preliminary task to their final magazine production. Specifically:
1. Images were improved by learning to use lighting and camera settings properly as well as photo editing skills in Photoshop.
2. Text formatting was enhanced by using varied fonts, sizes, and colors more effectively to draw attention to key elements.
3. Layout improved through research on conventions and practicing spacing and framing of images and text in Photoshop.
4. Experience taking photos and editing in Photoshop allowed the author to create a higher quality final product that better emulated professional music magazines.
Q7
Since creating their preliminary magazine cover, the author has learned many new skills using Photoshop and Indesign. They have improved at editing images, using different fonts and layouts, and incorporating typical magazine elements like editorials and subscription boxes. Their pop magazine cover and contents page now look more polished and professional compared to the preliminary versions, demonstrating their continued development of software skills and knowledge of magazine design conventions.
ajnhbgvfQ7) looking back at my preliminary task
The document discusses the progression from the author's preliminary magazine task to their final product. Some key differences include:
1) For the final product, the author used illustrative images rather than photos on the cover and experimented more with photo editing.
2) The layout of the final product looks more professional with better text alignment and use of space on the pages.
3) Thinner, more refined fonts are used to make the final product look more like a professional magazine rather than a school assignment.
4) The content of the final product more directly addresses the target audience of alternative youth by featuring topics like concert dates and album releases rather than general student issues.
Evaluation q7)
The document discusses the learning process of improving magazine design skills from a preliminary magazine to a music magazine. It highlights areas of improvement including choosing professional fonts, developing a color scheme to represent the genre, planning an organized layout using columns and grids, editing photos in Photoshop, and spending more time on plans and sketches. While the preliminary magazine lacked these elements, the final music magazine showed dramatic improvements by applying the lessons learned regarding fonts, color, layout, photos, and planning.
Question 7
1) For their preliminary task, the author lacked knowledge of photo editing software and used Microsoft Publisher instead of Photoshop. However, they taught themselves Photoshop for the final task and found it easier to edit layers and move elements.
2) In the final task, the author improved their font usage by including a variety of sizes, colors, and styles to make the magazine more professional and draw the reader's eye to important text.
3) The author also learned about using color effectively to establish genre, audience, and make the final product more eye-catching than the dull colors used previously.
4) Extensive research was done for the final task to enhance understanding of the magazine industry and produce a
Evaluation question 7
The student felt they learned several important lessons from their preliminary school magazine task that improved their full music magazine task. Specifically, they learned to have models look directly at the camera to engage readers, put headlines directly on models, use a limited color scheme to create a brand identity, edit images more in Photoshop, and include common magazine elements like a subscription section. The student also felt more confident and skilled in using Photoshop and InDesign's advanced tools which helped them create a more polished final magazine.
Q7 media evaluation
The document summarizes the learning and progression of skills from the author's preliminary student magazine task to their final music magazine product. They learned techniques like using Photoshop to edit photos and create magazine covers. Their early work had basic layouts and design, but they improved skills in photography, photo editing, and understanding magazine conventions. For the final music magazine, they incorporated grids for layout, improved the front cover using editing tools, and applied knowledge gained from analyzing other music magazines. Overall, their skills and ability to create realistic magazine products improved significantly from the initial task to the final music magazine.
Evaluation Question 6
Through creating a magazine, the student learned about various technologies:
- A Lumix G1 camera to take professional-quality photos and learn camera functions like ISO and aperture. Photoshop was used to edit photos by adjusting brightness and removing blemishes.
- A ring light and learning about lighting techniques like high key lighting to make photos look polished.
- An iPhone to conveniently take photos, email them, and communicate with a focus group.
- Websites like Blogger and YouTube to research magazine conventions, design tutorials, and maintain an online blog to organize the project.
Q7 media evaluation
From their preliminary task to the final products, the student learned several new techniques. For the student magazine, they did not know how to edit photos in Photoshop and used the original photo for the cover. The layout was plain. For the music magazine, the student learned to use a Canon SLR camera to take high quality photos and edit them in Photoshop. They also learned to use various applications for research. While the language stayed somewhat formal, it included some colloquial words to appeal to the target audience. Through creating the products, the student's ideas changed but their initial sketches still guided the direction, and they gained a better understanding of design software and magazine conventions.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Question 6
The document discusses the technologies used to create a media production project. It lists the main technologies as a Nikon D3200 digital camera, Internet Explorer, Microsoft PowerPoint, Adobe Photoshop CS3, and lighting. It describes learning how to use the camera through online tutorials and trial and error to take photos for a magazine cover. It also discusses using Photoshop to edit images and YouTube tutorials to learn its features, as well as using Internet Explorer for research and PowerPoint for presentations. Lighting was used to make a model the focus of a double page spread.
Question 7
The document compares the learner's preliminary and final magazine cover and contents page assignments. For the cover, the learner improved their Photoshop skills like using selection tools more precisely. The final cover had fewer colors, bolder design elements, and included typical features like a barcode. For the contents page, the learner incorporated conventions like an editorial and front cover image that were missing originally. Overall, the learner gained experience with Photoshop tools and applying typical magazine design conventions through this process.
Question 7 notes
The student felt they had improved their photography, Photoshop, and layout design skills over the course of their media studies. For their initial ancillary project, they rushed their photo shoot and the images were not professional standard. However, for their final music magazine, the student planned the shoot better by booking a studio, models, and planning poses and lighting. This resulted in higher quality images. The student also learned to properly use a camera, upload photos, and got better at editing images in Photoshop. Their initial cover design was plain with an out of place barcode, but their final magazine cover had well-designed cover lines in different sizes and colors. Overall, the student felt they gained valuable skills in photography, Phot
Looking back at your preliminary task [the
I have learned several new skills in progressing from my preliminary school magazine to the full music magazine product: 1) How to use Photoshop more efficiently and leverage tools like strokes and shapes; 2) How to better layout a magazine by ensuring aligned text; 3) How to make the design and images look more professional. In addition, my skills using Publisher and Photoshop have improved, allowing me to create more advanced contents pages and spreads.
Evaluation
This document evaluates the student's media product of a rock music magazine. It summarizes how the magazine represents the rock genre by using conventions from existing magazines like Kerrang. The intended audience is rock music fans, especially students, attracted through bold fonts, exclusive headlines and addressing the reader directly. Producing the magazine taught the student Photoshop skills to design eye-catching covers and the importance of organization and color schemes.
Progression
The document discusses the ways in which the author's skills and understanding of conventions has improved from their preliminary magazine cover and contents page to their final rock magazine project. For the preliminary work, the author lacked knowledge of conventions regarding things like layout, fonts, colors, images and editing. However, through research and learning, the final project demonstrates stronger adherence to conventions for elements like having a centered masthead, using props in photos, breaking up the contents page with images and fonts, and employing colors and a mode of address that appeal to the target audience. The author recognizes substantial improvements in making their work more conventional and appealing for the genre of a rock magazine.
p1
The document discusses the lessons learned from creating a college magazine. The author improved their photography and Photoshop skills. For the cover, they made the lines bolder and text on the banner brighter to better attract audiences. For subsequent pages, the author included more detailed features and images relevant to the magazine's genre. They also ensured consistency in fonts throughout. Overall, creating the magazine helped the author gain skills for layouts and designs that improved their work in Quark.
Mediaq
The author feels they have learned more skills from their final product compared to their preliminary task. For the preliminary, they did not do much planning and wanted to focus on their music magazine idea. They used Photoshop to edit the cover as that was their only role. Their final product allowed them to develop camera skills with a DSLR and use InDesign, which is an industry standard program. Creating the magazine helped them learn skills needed to work with InDesign and other programs, even though it is complex. Overall, they developed important photography, design and software skills through thoroughly planning and creating their final magazine.
Freedom Movement Workshops
The document provides instructions for a photography workshop on capturing images involving movement using different camera techniques. It describes settings for shutter speed, aperture, ISO and flash to either freeze or blur motion. Examples are given for photographing moving subjects, still subjects within motion, movement over long exposures, macro shots of water drops, multiple exposures to create ghosts, drawing with light at night, and panning or zooming to distort movement. Artists to research relating to the theme of "Freedom of Movement" are also listed.
Evaluation - conventions
This document summarizes how the student's media product uses and develops conventions from real magazines while also challenging some conventions. The student included typical magazine elements like photography, fonts, cover lines, and barcodes in a similar style to real magazines, but made some small changes, like having the cover photo subject look to the side rather than making eye contact. The student aimed to balance following conventions with originality to create a credible magazine-style product.
Light Movement Tasks2
Capturing movement of light using a long exposure with a forced flash will result in a sharp foreground subject while also capturing streaks of the moving light source. A tripod should be used to keep the camera still, and the shutter speed can be between 1-5 seconds. Keeping the ISO low between 50-200 and using flash on or off can help capture the desired effect. Different light sources can be used to produce interesting streaking effects in the exposure.
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Quesion 7 pdf
The document discusses the progression and learning from the author's preliminary task to their final magazine production. Specifically:
1. Images were improved by learning to use lighting and camera settings properly as well as photo editing skills in Photoshop.
2. Text formatting was enhanced by using varied fonts, sizes, and colors more effectively to draw attention to key elements.
3. Layout improved through research on conventions and practicing spacing and framing of images and text in Photoshop.
4. Experience taking photos and editing in Photoshop allowed the author to create a higher quality final product that better emulated professional music magazines.
Q7
Since creating their preliminary magazine cover, the author has learned many new skills using Photoshop and Indesign. They have improved at editing images, using different fonts and layouts, and incorporating typical magazine elements like editorials and subscription boxes. Their pop magazine cover and contents page now look more polished and professional compared to the preliminary versions, demonstrating their continued development of software skills and knowledge of magazine design conventions.
ajnhbgvfQ7) looking back at my preliminary task
The document discusses the progression from the author's preliminary magazine task to their final product. Some key differences include:
1) For the final product, the author used illustrative images rather than photos on the cover and experimented more with photo editing.
2) The layout of the final product looks more professional with better text alignment and use of space on the pages.
3) Thinner, more refined fonts are used to make the final product look more like a professional magazine rather than a school assignment.
4) The content of the final product more directly addresses the target audience of alternative youth by featuring topics like concert dates and album releases rather than general student issues.
Evaluation q7)
The document discusses the learning process of improving magazine design skills from a preliminary magazine to a music magazine. It highlights areas of improvement including choosing professional fonts, developing a color scheme to represent the genre, planning an organized layout using columns and grids, editing photos in Photoshop, and spending more time on plans and sketches. While the preliminary magazine lacked these elements, the final music magazine showed dramatic improvements by applying the lessons learned regarding fonts, color, layout, photos, and planning.
Question 7
1) For their preliminary task, the author lacked knowledge of photo editing software and used Microsoft Publisher instead of Photoshop. However, they taught themselves Photoshop for the final task and found it easier to edit layers and move elements.
2) In the final task, the author improved their font usage by including a variety of sizes, colors, and styles to make the magazine more professional and draw the reader's eye to important text.
3) The author also learned about using color effectively to establish genre, audience, and make the final product more eye-catching than the dull colors used previously.
4) Extensive research was done for the final task to enhance understanding of the magazine industry and produce a
Evaluation question 7
The student felt they learned several important lessons from their preliminary school magazine task that improved their full music magazine task. Specifically, they learned to have models look directly at the camera to engage readers, put headlines directly on models, use a limited color scheme to create a brand identity, edit images more in Photoshop, and include common magazine elements like a subscription section. The student also felt more confident and skilled in using Photoshop and InDesign's advanced tools which helped them create a more polished final magazine.
Q7 media evaluation
The document summarizes the learning and progression of skills from the author's preliminary student magazine task to their final music magazine product. They learned techniques like using Photoshop to edit photos and create magazine covers. Their early work had basic layouts and design, but they improved skills in photography, photo editing, and understanding magazine conventions. For the final music magazine, they incorporated grids for layout, improved the front cover using editing tools, and applied knowledge gained from analyzing other music magazines. Overall, their skills and ability to create realistic magazine products improved significantly from the initial task to the final music magazine.
Evaluation Question 6
Through creating a magazine, the student learned about various technologies:
- A Lumix G1 camera to take professional-quality photos and learn camera functions like ISO and aperture. Photoshop was used to edit photos by adjusting brightness and removing blemishes.
- A ring light and learning about lighting techniques like high key lighting to make photos look polished.
- An iPhone to conveniently take photos, email them, and communicate with a focus group.
- Websites like Blogger and YouTube to research magazine conventions, design tutorials, and maintain an online blog to organize the project.
Q7 media evaluation
From their preliminary task to the final products, the student learned several new techniques. For the student magazine, they did not know how to edit photos in Photoshop and used the original photo for the cover. The layout was plain. For the music magazine, the student learned to use a Canon SLR camera to take high quality photos and edit them in Photoshop. They also learned to use various applications for research. While the language stayed somewhat formal, it included some colloquial words to appeal to the target audience. Through creating the products, the student's ideas changed but their initial sketches still guided the direction, and they gained a better understanding of design software and magazine conventions.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Question 6
The document discusses the technologies used to create a media production project. It lists the main technologies as a Nikon D3200 digital camera, Internet Explorer, Microsoft PowerPoint, Adobe Photoshop CS3, and lighting. It describes learning how to use the camera through online tutorials and trial and error to take photos for a magazine cover. It also discusses using Photoshop to edit images and YouTube tutorials to learn its features, as well as using Internet Explorer for research and PowerPoint for presentations. Lighting was used to make a model the focus of a double page spread.
Question 7
The document compares the learner's preliminary and final magazine cover and contents page assignments. For the cover, the learner improved their Photoshop skills like using selection tools more precisely. The final cover had fewer colors, bolder design elements, and included typical features like a barcode. For the contents page, the learner incorporated conventions like an editorial and front cover image that were missing originally. Overall, the learner gained experience with Photoshop tools and applying typical magazine design conventions through this process.
Question 7 notes
The student felt they had improved their photography, Photoshop, and layout design skills over the course of their media studies. For their initial ancillary project, they rushed their photo shoot and the images were not professional standard. However, for their final music magazine, the student planned the shoot better by booking a studio, models, and planning poses and lighting. This resulted in higher quality images. The student also learned to properly use a camera, upload photos, and got better at editing images in Photoshop. Their initial cover design was plain with an out of place barcode, but their final magazine cover had well-designed cover lines in different sizes and colors. Overall, the student felt they gained valuable skills in photography, Phot
Looking back at your preliminary task [the
I have learned several new skills in progressing from my preliminary school magazine to the full music magazine product: 1) How to use Photoshop more efficiently and leverage tools like strokes and shapes; 2) How to better layout a magazine by ensuring aligned text; 3) How to make the design and images look more professional. In addition, my skills using Publisher and Photoshop have improved, allowing me to create more advanced contents pages and spreads.
Evaluation
This document evaluates the student's media product of a rock music magazine. It summarizes how the magazine represents the rock genre by using conventions from existing magazines like Kerrang. The intended audience is rock music fans, especially students, attracted through bold fonts, exclusive headlines and addressing the reader directly. Producing the magazine taught the student Photoshop skills to design eye-catching covers and the importance of organization and color schemes.
Progression
The document discusses the ways in which the author's skills and understanding of conventions has improved from their preliminary magazine cover and contents page to their final rock magazine project. For the preliminary work, the author lacked knowledge of conventions regarding things like layout, fonts, colors, images and editing. However, through research and learning, the final project demonstrates stronger adherence to conventions for elements like having a centered masthead, using props in photos, breaking up the contents page with images and fonts, and employing colors and a mode of address that appeal to the target audience. The author recognizes substantial improvements in making their work more conventional and appealing for the genre of a rock magazine.
p1
The document discusses the lessons learned from creating a college magazine. The author improved their photography and Photoshop skills. For the cover, they made the lines bolder and text on the banner brighter to better attract audiences. For subsequent pages, the author included more detailed features and images relevant to the magazine's genre. They also ensured consistency in fonts throughout. Overall, creating the magazine helped the author gain skills for layouts and designs that improved their work in Quark.
Mediaq
The author feels they have learned more skills from their final product compared to their preliminary task. For the preliminary, they did not do much planning and wanted to focus on their music magazine idea. They used Photoshop to edit the cover as that was their only role. Their final product allowed them to develop camera skills with a DSLR and use InDesign, which is an industry standard program. Creating the magazine helped them learn skills needed to work with InDesign and other programs, even though it is complex. Overall, they developed important photography, design and software skills through thoroughly planning and creating their final magazine.
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Evaluation - conventions
This document summarizes how the student's media product uses and develops conventions from real magazines while also challenging some conventions. The student included typical magazine elements like photography, fonts, cover lines, and barcodes in a similar style to real magazines, but made some small changes, like having the cover photo subject look to the side rather than making eye contact. The student aimed to balance following conventions with originality to create a credible magazine-style product.
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Similar to Evaluation - prelim task differences
Evaluation Question 7
The document compares the student's preliminary school magazine to their final music magazine project. For the school magazine, the student used basic programs and had little time for research, resulting in an unorganized product that did not follow magazine conventions. For the music magazine, the student took more time for research, learned new programs like Photoshop, and incorporated proper layout, fonts, photography, and color scheme. The student feels they have improved at creating a professional magazine and applying relevant conventions for the target audience.
Evaluation Question Seven
The student learned several key skills from designing a preliminary college magazine to a final music magazine:
1) Skills using Photoshop and InDesign improved, allowing for more professional designs.
2) An awareness of layout, spacing, and using color and fonts effectively developed.
3) The music magazine design incorporated these lessons, having a cleaner layout that drew attention to the key elements like the artist, with improved editing of images.
4) Creating the initial college magazine helped gain experience that made the final music magazine design higher quality and more conventional.
Skill development
The document summarizes the skills and techniques the author has learned from creating a preliminary college magazine to a final hip hop and rap magazine. The author's photography skills improved by using a DSLR camera instead of an iPhone, allowing for higher quality photos. Composition and shooting techniques also improved, such as using closer shots. Presentation skills grew from the preliminary to final magazine, including using varied fonts and ensuring proper text alignment. In Photoshop, tools like the blending options, burn/dodge tool, and magnetic lasso tool were utilized. Feedback was gathered to help create a magazine that best appealed to the target audience.
Question 7
The document discusses how the author has improved from their preliminary magazine task to their final products. For the preliminary task, the author's magazine lacked professionalism due to minimal research, messy layouts, dull colors and fonts. However, through additional research on magazine conventions, improved software skills, better planning and refined design choices, the author was able to create higher quality final products with clearer layouts, eye-catching colors and fonts, improved images, and more developed conventions. The author feels they have progressed significantly in transforming their magazine from a basic preliminary task to a polished final product.
Looking back at your preliminary task, what
Overall, the author feels they learned a lot from the mistakes made in their first college magazine that helped them improve their second music magazine. Key areas of improvement included font size and selection, limited and coordinated color schemes, tightly planned layouts without empty spaces, inclusion of important details, and following the flat plan design. Continuity of branding elements like fonts and colors across pages also strengthened the second magazine. The process allowed the author to gain experience with design software and elements that make magazines more professional and appealing to audiences.
Q7
The student felt they improved in all areas of design and development from the preliminary task to the final music magazine. For the music magazine, the student conducted more market research which helped guide the initial design. The student established a clear house style for the music magazine using consistent colors, layout, and branding. However, the student realized they did not take enough photos for the music magazine, limiting content. Overall, the student felt the music magazine looked more professional due to careful planning, preparation, and implementing new skills and techniques learned.
Evaluation Question 7
Overall, the author feels they learned a lot from the mistakes made in their preliminary college magazine that helped them improve their music magazine. Some key lessons learned included using more professional fonts, limited and coordinated color schemes, tightly packed layouts with no empty spaces, inclusion of important details, and following the flat plan design. The improved magazine had a more cohesive brand identity through consistent fonts, colors, and design elements.
Presentation2
The student created a music magazine that they felt was more professional than their previous college magazine. They analyzed other hip hop magazines more thoroughly, taking time to research and plan effectively. They learned that little details like font, image placement, and color tones can significantly impact the overall quality. Their music magazine had a more professionally edited front cover, better structured contents page, and clearly laid out double page spread compared to the college magazine.
Evaluation question 7
The document summarizes what the author learned from their preliminary college magazine task to their final product. In the prelim, the author created a basic front cover and contents page but it lacked organization and professional design. Through research, the author improved layout, use of images, mastheads, headings, color scheme and more. The final product had a more cohesive design that followed magazine conventions and better conveyed information to the audience. The progression showed the author gaining valuable experience in magazine design and production.
Evaluation- Question Seven
The document compares the learner's initial school magazine project to a subsequent music magazine project. For the music magazine, the learner learned to: 1) Use Photoshop to professionally edit images; 2) Maintain a consistent house style and color scheme to look more sophisticated; and 3) Incorporate key magazine conventions like barcodes and cover copy. The music magazine cover overlays the masthead and images to look polished. For the contents page, the learner learned to: 1) Evenly space and align text and images using InDesign; 2) Use consistent formatting and fonts; and 3) Incorporate conventions like ads and categories. Overall, the learner gained knowledge about magazine genres, conventions and using design software which improved the quality
Evaluation q7
The student learned several new skills when progressing from their preliminary college magazine to a full music magazine product. They learned to use Photoshop and InDesign tools more extensively to improve layouts, cover designs, and image editing. Specifically, they learned how to use effects like outer glow, use the magic wand and lasso tools, and transform images. They improved at incorporating codes and conventions to better suit the target audience. Overall, their skills with design software and understanding of professional magazine production improved.
Evaluation 7 final
The student has learned many improvements in photography, design, and magazine production from their preliminary school magazine task to the final magazine product. Specifically:
1) Their photography skills improved through learning techniques like depth of field, lighting, framing models effectively, and using Photoshop tools.
2) The design of the magazine improved by using more professional fonts, strategically placing cover lines, and designing a contents page influenced by existing magazines.
3) Their overall knowledge of magazine elements like page count, layout, and price improved to create a more polished final magazine.
Evaluation question7
The document discusses what the author learned from their preliminary college magazine task to their final production. Some key lessons learned included using professional lighting techniques, varying fonts and colors for visual interest, choosing unique and identifying masthead fonts, using different shot types to establish subjects and genres, and manipulating photos for higher quality. The author also learned about including appealing and interesting journalism, contents page layout conventions, and house style considerations like using complementary yet contrasting colors. Overall, the author felt they gained valuable knowledge around fonts, color schemes, and journalism to create a more professional-looking magazine.
Evaluation Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Progress comparison
This document compares the conventions used in the author's preliminary magazine task and final magazine product. It finds that the preliminary task lacked conventional elements like appropriate fonts, colors, layout, images and mode of address for the rock music genre. However, the author gained skills in conventions through research and their final magazine includes elements like serif fonts, darker colors, professional layout, varied photography and language that set an appropriate tone - making it more conventional and appealing to the target audience.
Evaluation q7
The document discusses how completing a preliminary college magazine task helped the author learn important conventions for their final music magazine product. For the college magazine, the author experimented with layout, photography, and Photoshop skills. This allowed them to identify weaknesses in their first attempt, such as a cluttered layout with many small stories, poorly edited images, and an unclear masthead. For their music magazine, the author applied what they learned to improve the layout, feature large prominent images, and use clear fonts and colors consistent with industry standards. Completing the preliminary college magazine was beneficial as it provided an opportunity to develop skills and understand conventions needed to create a professional final magazine.
Question 1)
The document discusses the design of a music magazine media product. It begins by outlining how the design complies with typical music magazine conventions like using a triadic color scheme and sans serif fonts on the front cover. However, it uses a black and white front cover photo rather than color, diverging from conventions. The contents page also follows conventions like a sans serif font and color scheme continuity from the front cover. The double page spread layout separates questions and answers with color and includes pull quotes. Overall, the design draws from research on music magazine conventions but also challenges some norms with its photography.
Question 7
For their preliminary task, the author used Pages, a program similar to Word but better suited for posters and leaflets. While simple to use, Pages lacks the advanced editing features of Photoshop. For their final product, the author conducted significantly more research, editing images more professionally and establishing a color scheme and consistent theme tailored to the target audience. The progression from preliminary to final work demonstrated learning more research is needed, and that consistency in style enhances professionalism.
Evaluation
The document provides an evaluation of Sarah Edwards' media product, a music magazine. It discusses how the magazine used conventions from real music magazines in its layout, design, and content. However, it also challenged conventions by using symmetrical double page spreads and duller colors tailored to its intended indie audience. The evaluation also addresses how the magazine represented its target demographic, how it would be distributed, how it attracted its audience, and what technologies were utilized in its creation.
q7
The document discusses the progression of skills and learning from the author's preliminary college magazine task to their full music magazine product. For the college magazine, the author lacked photo editing and design skills and it showed in the low-quality black-and-white front cover and contents page. However, for the music magazine, the author's photo shop and InDesign abilities improved greatly and they were able to fully utilize the software's tools to create high-quality images, an eye-catching color cover, and well-designed layout that looked like a real magazine. The positive feedback on the music magazine showed that the author had learned how to effectively apply their new terminology knowledge and design skills.
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Style Sheet
This document provides style guidelines for designing a digipak and album cover based on the style of the band Foals. It discusses using fonts and a color scheme that match Foals' existing products. Photos from the band's music video are proposed for the cover to maintain continuity across the album, advert, and digipak. Guidelines include using thick block capital fonts in colors matching the background, and basing the color scheme on prominent colors in the chosen photo.
Survey Graphs
Of 31 participants in a music survey:
- 23 regularly attend live music performances.
- 6 were in their own band and frequently perform.
- 7 do not attend shows or perform.
Common interests included art, photography, reading, film, and sports. Less common interests were drama, dance, architecture, travel, motorsports, and the military.
Evaluation - social representation
The document discusses how the author of a magazine for 15-25 year olds has represented their target audience and addressed negative stereotypes about that age group. To appeal to readers interested in nightlife and clubbing, the magazine includes references to smoking, swearing, and drugs. However, the author also aims to reshape negative views by featuring positive stereotypes about education in a profile of an artist. The author believes their approach acknowledges stereotypes while staying relevant for readers.
Evaluation - technology replacements
Survey Monkey, Blogger, and emails can potentially be replaced by more traditional methods like paper handouts, paper documentation, and sending letters or speaking directly. Microsoft Word can also potentially be replaced by writing work by hand instead of using computer software.
Evaluation - technology replacements
Survey Monkey, Blogger, and emails can be replaced with more traditional methods like paper handouts, paper documentation, and sending letters or speaking in person instead of digital communication. Microsoft Word can also be replaced by writing work by hand without using computer software.
Evaluation - technologies
The document outlines the various technologies used during different stages of a magazine production project, including research, planning, production, and evaluation. During research, the author used PowerPoint, Blogger, Word, SurveyMonkey, Facebook, and email to conduct audience research and document their work. Planning involved using Word, PowerPoint, Publisher, and image editing software to develop the magazine concept. Production saw the use of cameras, memory cards, and Photoshop to take photographs and design magazine pages. Evaluation was documented through Blogger and involved using presentation and image editing software to analyze the final magazine.
Evaluation - representation
This document provides demographic information about the target audience for a publication, describing them as being 15-25 years old, mostly male but not exclusively, from a working-middle class background, and mostly white British given the UK publication.
Evaluation - publishers
The document compares the positives and negatives of publishing a music magazine with three different publishing companies. It discusses how one smaller company, Development Hell, may be the best option as they specialize in electronic music like the magazine, publish a similar magazine called Mixmag, and operate a clubbing social network that could promote the magazine. Publishing with Development Hell could reduce competition, allow more focus on a single magazine, and provide synergies through their social media properties.
Evaluation - attract audience
The document discusses various design choices made for a dubstep music magazine to attract its target audience. Cover lines are used to grab attention while leaving intrigue. Referencing other popular artists allows readers to identify if the magazine aligns with their interests. Fonts and photography styles reflect the electronic nature of dubstep music to appeal to readers. Price was set at £1.99 to be accessible but signal quality. Photographing a variety of male and female dubstep artists aims to engage readers without repetition.
photography examples analysis.
This document provides an analysis of two photographs of dubstep artists. The first photograph depicts Camo and Krooked sitting casually on a sofa, with one making eye contact and the other not. It is a relaxed, intimate image in black and white that focuses solely on the subjects. The second photograph is a close-up portrait of Benga with an intense stare into the distance. It is a minimal, serious image that fills most of the frame and was clearly taken in a studio against a plain white background. Both photographs are analyzed for composition, posing, eye contact, backgrounds, and other visual elements.
example front cover.
The document lists several DJ names that are scheduled to perform this week. It includes Tomba, Borgore, Benga, Kode9, Rusko, Coki, Nero, Reso and Datsik.
flat plan.
This document outlines the layout of a magazine, including a front cover with the magazine title, a contents page listing the articles and photos, and a double page spread with a main feature article including a large photograph and introductory and body text, along with a smaller secondary photo and caption.
style sheet.
Pulse is a music magazine focused on dubstep that will use a fresh, edgy font similar to samples shown to complement the genre. The main article font needs to be easy to read and simple, fulfilling criteria of fonts on the left. Based on survey results that 60% of respondents preferring studio photos, the magazine will predominantly use professional photography like the images shown. The chosen color scheme seems appropriate for the magazine according to research of other magazines and survey results.
survey results
The survey results show that the target audience for the music magazine is young adults interested in indie and dubstep music. 70% of respondents were male aged 12-24. Half read NME magazine and want studio photographs, articles on new music/interviews, and a balance of images and writing in the magazine. Black, white and red were favorite colors. The results will help plan content and design for the new dubstep music magazine.
existing product research.
The document provides an analysis of various magazine covers and contents pages, focusing on their design elements and how they appeal to target audiences. For the DJ Magazine front cover, it notes the minimal writing, pixelated image bringing a modern element, and red/orange color scheme designed to catch the eye. The contents page uses many images to keep readers engaged along with a relaxed, colloquial writing style. A double page spread emphasizes an urban, hip scene through its photography and color lack.
The NME Magazine front cover features studio photographs of artists to represent what's inside without captions, using a bold, simple design. Its contents page has a less vivid color scheme but more balanced text/image ratio, with captions providing
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Evaluation - prelim task differences
- 1. THE DIFFERENCES IN MY PRELIMINARY TASK TO MY FINAL MEDIA PRODUCT
- 2. COLLEGE MAGAZINE FRONT COVER
- 3. COLLEGE MAGAZINE CONTENTS PAGE
- 4. MY FINAL PRODUCT FRONT COVER
- 5. MY FINAL PRODUCT CONTENTS PAGE
- 6. PRODUCTION My college magazine was produced on Microsoft Publisher. My final magazine was produced all on Photoshop. VS
- 7. FONTS I used standard, basic fonts on my college magazine. The fonts I used were already downloaded onto the computer – for example Calibri - and all I had to do was select them and type. They were simple, block fonts which weren’t exciting or fun. However, on my final magazine, I used specialist fonts which I downloaded from Dafont.com. The fonts I downloaded especially were more interesting and varied than the ones featured on my college magazine. Furthermore, the fonts are more specialised in my chosen subject area of electronics and technology.
- 8. COLOUR SCHEME The colour scheme of my front cover of my final magazine is centred on the colours of the photograph. I have used burgundy along with the simple combination of black and white. These colour choices were pre-planned which can be found on my style sheet. Also, the colour scheme took inspiration from what other music magazines would use. On the other hand, the college magazine’s colour scheme was a very impulsive decision. I chose a colour that didn’t clash with the rest of the photograph and that would be visible. The pink was not thought out and was impetuous.
- 9. LAYOUT Cover lines on my actual magazine took reference from existing magazines and look professional. The cover lines on my college magazine are positioned in a place which is not conventional nor visually fitting. I made use of the ruler tool on Photoshop when making my final magazine front cover so that the cover lines are parallel to the image. I did not do this on my college magazine as it was rushed and I wasn’t creating it on Photoshop. Also, the contents page of my college magazine is extremely basic and looks very amateurish. There is not excitement in it at all; it just reads in a list. My final contents page, however, is more professional and varied.
- 10. PHOTOGRAPHY My final magazine’s photography style is more appropriate to my magazine. It has been thought out, planned, edited and adjusted. I took several pictures in order to get the correct ones for my desired page in contrast to my college magazine which I only took one picture for. The background for the pictures really contrast each other. My college magazine has a busy background which is visually disruptive. The background of my final magazine looks more professional and of a higher quality. Also, with the use of Photoshop, I have digitally manipulated the images so that the skin, eyes and background are flawless and suitable for a magazine.
- 11. WRITING STYLE I have used more colloquial language in my final magazine. This is because I have focused more on my audience and taken into account what is appropriate for them. My college magazine’s language was very minimal and not exciting at all. It was vague and boring, however it did fulfil its primary purpose to inform. More specialised lexis in the semantic field of music was used in my final magazine along with correct terminology that I expect my audience to fully understand.