Evaluation - Question 5
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By Ali Ahmed The document discusses what was learned from an initial school magazine task to the final product. [The author] learned how to use most of Photoshop's tools through trial and error on the project, discovering elements like text editing and effects. [They] also learned how important layout and different color schemes are for representing different music genres. Overall, [their] understanding of the software improved greatly over the course of the project, and [they] gained new skills and confidence to make a better, more realistic magazine, especially in using tools to perfect lighting and contrast.
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Evaluation – Question 7
By Ali Ahmed
The document discusses what was learned from an initial school magazine task to the full product. [The author] learned how to use most of Photoshop's tools through trial and error on the project, discovering elements like text editing and effects. [They] also learned how important layout and key factors are for a perfect magazine. Different color schemes can represent different music genres to help identify them. Overall, [their] understanding of the software improved dramatically through gaining new skills and confidence with the tools to make a better, more realistic magazine, especially with lighting and contrast.
Evaluation question 7
From creating a preliminary school magazine to a final music magazine, the student learned to more effectively use typography effects to make the design look more professional. The color scheme and fonts remained consistent throughout the magazine, changing only for the masthead and articles. Additional skills developed included adding textures and effects to basic backgrounds, using tools like the magic wand to easily crop images, taking a variety of photo angles relevant to the magazine's meaning, and featuring models on the contents page as well as the cover.
Evaluation question 7
The document discusses the learning process from a preliminary music magazine cover task to the final product. It describes struggling early on with including conventions and editing images with solid backgrounds. The author learned to use Photoshop tools more creatively and comfortably, making the final magazine cover look more realistic and professional. Overall, experience with the preliminary task improved skills with Photoshop and applying conventions to create a higher quality end product.
Question 7
The author learned several skills from their preliminary task to the final product:
1) They gained experience using blogger and incorporating different file formats.
2) Their photography and photoshop skills improved, eliminating errors like glares.
3) They learned which color schemes are most appropriate and appealing, collecting audience feedback. The preliminary version used random colors that looked unprofessional, while the final product had a coordinated red, black, and white scheme.
4) The overall quality and professionalism of the magazine design increased tremendously from the preliminary to final versions.
As media studies
Timur Ekhov evaluated his coursework project. He learned new software like Photoshop and how to use tools to edit images. He also learned how to construct a magazine using Microsoft Publisher. Timur gained knowledge using blogs from his work on Blogger. He reflected that planning with a preliminary product helped with time management but also presented new challenges for his final project.
Question 7
The document reflects on the learning and progress made by the author from their preliminary student magazine task to their final music magazine product. They felt more confident to experiment with new design elements like gradients and editorial sections. Comparing the two magazines side by side shows the professionalization of their work through learning skills like photo editing and using different software programs.
Evaluation - Question 7.
The document compares the author's preliminary and final magazine projects. For the preliminary task, the author learned basic magazine design and software skills. For the full product, the author learned to better target the audience using conventions like pull quotes, mastheads, and color schemes. Overall, the author improved at using conventions and creating a professional magazine, showing progress from the preliminary task to the final product.
Question 7
The author learned several skills from their preliminary project to their final product. They gained knowledge of Photoshop and how to create different media products. They also learned how to apply consumer needs and wants to their products, whereas their preliminary product was plain since they lacked this knowledge. Additionally, the author developed the ability to analyze and critique their own work to improve it, as well as evaluation skills to review what went well and what they would change for future projects.
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Evaluation – Question 7
By Ali Ahmed
The document discusses what was learned from an initial school magazine task to the full product. [The author] learned how to use most of Photoshop's tools through trial and error on the project, discovering elements like text editing and effects. [They] also learned how important layout and key factors are for a perfect magazine. Different color schemes can represent different music genres to help identify them. Overall, [their] understanding of the software improved dramatically through gaining new skills and confidence with the tools to make a better, more realistic magazine, especially with lighting and contrast.
Evaluation question 7
From creating a preliminary school magazine to a final music magazine, the student learned to more effectively use typography effects to make the design look more professional. The color scheme and fonts remained consistent throughout the magazine, changing only for the masthead and articles. Additional skills developed included adding textures and effects to basic backgrounds, using tools like the magic wand to easily crop images, taking a variety of photo angles relevant to the magazine's meaning, and featuring models on the contents page as well as the cover.
Evaluation question 7
The document discusses the learning process from a preliminary music magazine cover task to the final product. It describes struggling early on with including conventions and editing images with solid backgrounds. The author learned to use Photoshop tools more creatively and comfortably, making the final magazine cover look more realistic and professional. Overall, experience with the preliminary task improved skills with Photoshop and applying conventions to create a higher quality end product.
Question 7
The author learned several skills from their preliminary task to the final product:
1) They gained experience using blogger and incorporating different file formats.
2) Their photography and photoshop skills improved, eliminating errors like glares.
3) They learned which color schemes are most appropriate and appealing, collecting audience feedback. The preliminary version used random colors that looked unprofessional, while the final product had a coordinated red, black, and white scheme.
4) The overall quality and professionalism of the magazine design increased tremendously from the preliminary to final versions.
As media studies
Timur Ekhov evaluated his coursework project. He learned new software like Photoshop and how to use tools to edit images. He also learned how to construct a magazine using Microsoft Publisher. Timur gained knowledge using blogs from his work on Blogger. He reflected that planning with a preliminary product helped with time management but also presented new challenges for his final project.
Question 7
The document reflects on the learning and progress made by the author from their preliminary student magazine task to their final music magazine product. They felt more confident to experiment with new design elements like gradients and editorial sections. Comparing the two magazines side by side shows the professionalization of their work through learning skills like photo editing and using different software programs.
Evaluation - Question 7.
The document compares the author's preliminary and final magazine projects. For the preliminary task, the author learned basic magazine design and software skills. For the full product, the author learned to better target the audience using conventions like pull quotes, mastheads, and color schemes. Overall, the author improved at using conventions and creating a professional magazine, showing progress from the preliminary task to the final product.
Question 7
The author learned several skills from their preliminary project to their final product. They gained knowledge of Photoshop and how to create different media products. They also learned how to apply consumer needs and wants to their products, whereas their preliminary product was plain since they lacked this knowledge. Additionally, the author developed the ability to analyze and critique their own work to improve it, as well as evaluation skills to review what went well and what they would change for future projects.
Evaluation 7
1) For the preliminary task, the author created a basic college magazine cover in Photoshop without fully understanding magazine design or photo editing.
2) To improve for the final product, the author extensively researched magazines, conducted surveys, practiced Photoshop skills, and planned magazine content and designs.
3) The final music magazine cover showed greatly improved photo quality, design, and understanding of the magazine industry compared to the preliminary task. The author learned about planning, audience research, and photo techniques.
Looking back at your preliminary task
From the preliminary task, the author learned:
1) To be more organized and schedule tasks in a diary.
2) More about the music magazine industry through research and planning.
3) To incorporate audience feedback and different perspectives to better attract readers.
4) Skills in editing images using Photoshop and InDesign, and constructing a magazine without blank spaces that excites readers through layout, emphasized text, and natural lighting versus the preliminary task.
Evaluation Q7
The author reflects on how their skills with programs like Photoshop have improved from their preliminary school magazine task to their final pop magazine product. For the school magazine, they did not properly consider the target audience or use high quality, well-edited images. However, for the pop magazine, they carefully considered elements like color, images, text and fonts. Through practice, experimentation and learning from feedback on the preliminary task, the author was able to create a final magazine that better met the expectations of its genre and target audience.
Question 7
The document discusses the learning and skills development from the author's preliminary and final projects. For the preliminary task, the author created basic designs for a school magazine cover and contents page that did not challenge conventions due to gaps in knowledge. However, for the final music magazine, the author developed skills with InDesign and challenged conventions by using more effective colors, layouts, and complex elements. Through completing both projects, the author appreciated gaining new skills and experience from the preliminary task to improve the final product.
Evaluation question 7
In the progression from their preliminary sixth form magazine to the full music magazine product, the author learned to better utilize Photoshop, InDesign and other programs, allowing them to create a more polished final product. They also took more time to research conventions of music magazines, implementing things like more typical magazine fonts and ensuring the text stood out visually compared to the preliminary task.
Question 7
The student created a preliminary student magazine task using InDesign software and Apple computer, which was their first experience using these tools and they found it difficult to start. For their full music magazine task, they had to develop the skills from the preliminary task, such as editing, images, color schemes, and research into music magazines. They felt they progressed in their skills by using Photoshop to edit images, implementing a consistent color scheme, and focusing on connecting with their audience. In conclusion, they learned more about magazine creation, attracting audiences, and using technology from the progression between these two tasks.
Evaluation question 6
The student learned new skills using Photoshop including airbrushing and removing imperfections with tools like the patch tool. They also became more proficient in Photoshop. Iphoto was used to adjust contrast and brightness before further editing photos in Photoshop. Blogger was a new technology for the student but became their most used tool to upload and access coursework assignments from any location. Indesign was an unknown software until this project, but with use the student grew to like its abilities to insert columns, pictures, and pull quotes into their magazine layout.
The Stages Of My Final Production
The document outlines the three main stages of the author's final magazine production project. Stage 1 involved research and planning, including comparing existing magazines and conducting a questionnaire. Stage 2 was creating a preliminary flat plan of a school magazine to understand magazine conventions. Stage 3 was the main production of a music magazine, applying the lessons learned from the preliminary task by including elements like a lure, strap line, and masthead.
Question 7
For the full product, the author learned several new skills in Adobe Photoshop beyond the basic skills used for the preliminary task. The author also improved their language usage, making it more sophisticated and attention-grabbing for the target audience. Additionally, the author gained experience with time management, planning, understanding the genre of a pop magazine, choosing color schemes with symbolic meanings, and representing diverse social groups in the target audience.
Question 7
From completing the preliminary task to the final product, the author learned to improve their photography skills, research more effectively, and adapt their work to the targeted audience and genre. Research, including codes and conventions and focus groups, was key throughout the process and allowed the author to make changes like adding a masthead based on feedback. Overall, the author's production improved over the preliminary task as they gained knowledge of how to design the magazine and use Photoshop through research.
Evaluation q7
Zareen reflects on improvements from her preliminary college magazine to her final music magazine. She gained more experience with design software like Photoshop and InDesign. Extensive research into music magazine conventions helped her understand features like covers, contents pages, and spreads. Key lessons included maintaining consistent, appealing content and avoiding overcrowded designs. Her color scheme selection gave the final magazine a more professional feel.
Evaluation Question 7
In his preliminary task, the author gained confidence using Adobe Photoshop and learned the proper conventions for magazine cover designs. He understood how to effectively position sell lines and choose images that conveyed his ideas. Creating the final product helped him learn how to design an entire music magazine that followed standard conventions, including fitting covers, backgrounds, and using Blogger to publish his work.
Evaluation question 7
This document discusses the student's process of creating a music magazine and what they learned about technologies. They conducted research on existing indie magazines to help plan the structure and layout of their magazine. They also took Photoshop lessons to learn techniques for designing the magazine cover in Photoshop. Through the planning process and creating a practice school magazine, the student was able to implement more Photoshop skills. Researching other magazines also helped the student determine pricing and publishing frequency. Photoshop and a Canon camera enabled editing photos and taking professional shots for the magazine.
evaluation2 q6 7
The document discusses what was learned from creating a school magazine and music magazine. For the music magazine cover in Photoshop, the author learned how to add a background picture, change the masthead background color, and add advertising text. Overall, the progression from the initial school magazine to the final music magazine taught the importance of considering the target audience and presenting information accordingly. Looking at existing magazines helped with understanding how to design a magazine for teenagers interested in rock music.
Evaluation Q6 and 7
The document discusses what was learned from creating a school magazine and music magazine. For the music magazine cover in Photoshop, the author learned how to add a background picture, change the masthead background color, and add advertising text. Overall, the progression from the initial school magazine to the final music magazine taught the importance of considering the target audience and presenting information accordingly. Looking at existing magazines helped with understanding how to design a magazine for teenagers interested in rock music.
Evaluation question 7
The document discusses the progression of skills from a preliminary task to the full product. It notes that while the preliminary outcome was not great due to limited Photoshop experience, skills developed through practice. The final product showed a huge improvement through the use of conventions like coverlines and banners, as well as following a consistent color scheme and typefaces. Technical skills also improved, like fading backgrounds and adding black boxes to text for effect.
Evaluation 6
Through creating a music magazine using Photoshop, the author learned how to edit images by resizing, rotating, and using the eraser tool to remove backgrounds. They also learned how to change fonts, styles, sizes, and colors. Additionally, the author gained skills in photography by learning when to use flash, how to take portrait shots, and optimal distances for clear pictures. Overall, technology enabled research into other magazines, fonts, and magazine design deconstruction.
Question 6 Evaluation
The student learned important digital skills through constructing a magazine for their media studies project. Initially, the student struggled with using Photoshop and designing magazine layouts. However, through repeated experimentation with Photoshop tools and analyzing exemplar magazines, the student's skills improved significantly. The student was able to apply conventions like bold page numbers and organized layouts to their final magazine contents page. Though not an expert, the student now feels more confident with media software and presentation after gaining practical experience through this project.
Evaluation Question 7
The document discusses the progression of creating a school magazine project. It summarizes that the student initially used Publisher, which lacked creativity. They were then introduced to Photoshop and InDesign, which allowed editing photos and advanced page layouts. Drafting was important to identify issues. Constant awareness of the target audience and genre was needed to make the magazine appealing and acceptable. Sufficient marketing research was also required to properly advertise the magazine. Overall, the student learned that producing a music magazine requires many stages and tools to organize pages professionally.
Common camera horror movie conventions
Establishing shots are commonly used at the beginning of scenes in horror movies to orient the audience by showing where the new scene is taking place. Point of view shots are also frequently employed, placing the camera in the perspective of a character to allow audiences to understand their emotions and feel what they are experiencing. Both establishing shots and point of view are techniques that aim to make the setting seem realistic and get viewers invested in the movie.
Course Orientation
This document provides an overview and orientation for the EME2040 course. It discusses that the course is an elective that covers Florida Educators Accomplished Practices for using technology in teaching. It outlines that students learn differently today and schools must prepare students for future jobs. The document also summarizes the course topics which include learning theories, teaching methods, and instructional design. It provides details on course requirements, technology needs, assignments, and policies.
Question One - What is Your Age?
This document summarizes the evaluation of a question that asked participants their age in order to gather more accurate results from a variety of people. A pie chart shows that 40% of the 50 people asked were 16 years old. The question was asked to identify which age groups prefer certain types of music magazines. The pie chart clearly displays the different age groups that participated to show the research included a variety of ages.
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Evaluation 7
1) For the preliminary task, the author created a basic college magazine cover in Photoshop without fully understanding magazine design or photo editing.
2) To improve for the final product, the author extensively researched magazines, conducted surveys, practiced Photoshop skills, and planned magazine content and designs.
3) The final music magazine cover showed greatly improved photo quality, design, and understanding of the magazine industry compared to the preliminary task. The author learned about planning, audience research, and photo techniques.
Looking back at your preliminary task
From the preliminary task, the author learned:
1) To be more organized and schedule tasks in a diary.
2) More about the music magazine industry through research and planning.
3) To incorporate audience feedback and different perspectives to better attract readers.
4) Skills in editing images using Photoshop and InDesign, and constructing a magazine without blank spaces that excites readers through layout, emphasized text, and natural lighting versus the preliminary task.
Evaluation Q7
The author reflects on how their skills with programs like Photoshop have improved from their preliminary school magazine task to their final pop magazine product. For the school magazine, they did not properly consider the target audience or use high quality, well-edited images. However, for the pop magazine, they carefully considered elements like color, images, text and fonts. Through practice, experimentation and learning from feedback on the preliminary task, the author was able to create a final magazine that better met the expectations of its genre and target audience.
Question 7
The document discusses the learning and skills development from the author's preliminary and final projects. For the preliminary task, the author created basic designs for a school magazine cover and contents page that did not challenge conventions due to gaps in knowledge. However, for the final music magazine, the author developed skills with InDesign and challenged conventions by using more effective colors, layouts, and complex elements. Through completing both projects, the author appreciated gaining new skills and experience from the preliminary task to improve the final product.
Evaluation question 7
In the progression from their preliminary sixth form magazine to the full music magazine product, the author learned to better utilize Photoshop, InDesign and other programs, allowing them to create a more polished final product. They also took more time to research conventions of music magazines, implementing things like more typical magazine fonts and ensuring the text stood out visually compared to the preliminary task.
Question 7
The student created a preliminary student magazine task using InDesign software and Apple computer, which was their first experience using these tools and they found it difficult to start. For their full music magazine task, they had to develop the skills from the preliminary task, such as editing, images, color schemes, and research into music magazines. They felt they progressed in their skills by using Photoshop to edit images, implementing a consistent color scheme, and focusing on connecting with their audience. In conclusion, they learned more about magazine creation, attracting audiences, and using technology from the progression between these two tasks.
Evaluation question 6
The student learned new skills using Photoshop including airbrushing and removing imperfections with tools like the patch tool. They also became more proficient in Photoshop. Iphoto was used to adjust contrast and brightness before further editing photos in Photoshop. Blogger was a new technology for the student but became their most used tool to upload and access coursework assignments from any location. Indesign was an unknown software until this project, but with use the student grew to like its abilities to insert columns, pictures, and pull quotes into their magazine layout.
The Stages Of My Final Production
The document outlines the three main stages of the author's final magazine production project. Stage 1 involved research and planning, including comparing existing magazines and conducting a questionnaire. Stage 2 was creating a preliminary flat plan of a school magazine to understand magazine conventions. Stage 3 was the main production of a music magazine, applying the lessons learned from the preliminary task by including elements like a lure, strap line, and masthead.
Question 7
For the full product, the author learned several new skills in Adobe Photoshop beyond the basic skills used for the preliminary task. The author also improved their language usage, making it more sophisticated and attention-grabbing for the target audience. Additionally, the author gained experience with time management, planning, understanding the genre of a pop magazine, choosing color schemes with symbolic meanings, and representing diverse social groups in the target audience.
Question 7
From completing the preliminary task to the final product, the author learned to improve their photography skills, research more effectively, and adapt their work to the targeted audience and genre. Research, including codes and conventions and focus groups, was key throughout the process and allowed the author to make changes like adding a masthead based on feedback. Overall, the author's production improved over the preliminary task as they gained knowledge of how to design the magazine and use Photoshop through research.
Evaluation q7
Zareen reflects on improvements from her preliminary college magazine to her final music magazine. She gained more experience with design software like Photoshop and InDesign. Extensive research into music magazine conventions helped her understand features like covers, contents pages, and spreads. Key lessons included maintaining consistent, appealing content and avoiding overcrowded designs. Her color scheme selection gave the final magazine a more professional feel.
Evaluation Question 7
In his preliminary task, the author gained confidence using Adobe Photoshop and learned the proper conventions for magazine cover designs. He understood how to effectively position sell lines and choose images that conveyed his ideas. Creating the final product helped him learn how to design an entire music magazine that followed standard conventions, including fitting covers, backgrounds, and using Blogger to publish his work.
Evaluation question 7
This document discusses the student's process of creating a music magazine and what they learned about technologies. They conducted research on existing indie magazines to help plan the structure and layout of their magazine. They also took Photoshop lessons to learn techniques for designing the magazine cover in Photoshop. Through the planning process and creating a practice school magazine, the student was able to implement more Photoshop skills. Researching other magazines also helped the student determine pricing and publishing frequency. Photoshop and a Canon camera enabled editing photos and taking professional shots for the magazine.
evaluation2 q6 7
The document discusses what was learned from creating a school magazine and music magazine. For the music magazine cover in Photoshop, the author learned how to add a background picture, change the masthead background color, and add advertising text. Overall, the progression from the initial school magazine to the final music magazine taught the importance of considering the target audience and presenting information accordingly. Looking at existing magazines helped with understanding how to design a magazine for teenagers interested in rock music.
Evaluation Q6 and 7
The document discusses what was learned from creating a school magazine and music magazine. For the music magazine cover in Photoshop, the author learned how to add a background picture, change the masthead background color, and add advertising text. Overall, the progression from the initial school magazine to the final music magazine taught the importance of considering the target audience and presenting information accordingly. Looking at existing magazines helped with understanding how to design a magazine for teenagers interested in rock music.
Evaluation question 7
The document discusses the progression of skills from a preliminary task to the full product. It notes that while the preliminary outcome was not great due to limited Photoshop experience, skills developed through practice. The final product showed a huge improvement through the use of conventions like coverlines and banners, as well as following a consistent color scheme and typefaces. Technical skills also improved, like fading backgrounds and adding black boxes to text for effect.
Evaluation 6
Through creating a music magazine using Photoshop, the author learned how to edit images by resizing, rotating, and using the eraser tool to remove backgrounds. They also learned how to change fonts, styles, sizes, and colors. Additionally, the author gained skills in photography by learning when to use flash, how to take portrait shots, and optimal distances for clear pictures. Overall, technology enabled research into other magazines, fonts, and magazine design deconstruction.
Question 6 Evaluation
The student learned important digital skills through constructing a magazine for their media studies project. Initially, the student struggled with using Photoshop and designing magazine layouts. However, through repeated experimentation with Photoshop tools and analyzing exemplar magazines, the student's skills improved significantly. The student was able to apply conventions like bold page numbers and organized layouts to their final magazine contents page. Though not an expert, the student now feels more confident with media software and presentation after gaining practical experience through this project.
Evaluation Question 7
The document discusses the progression of creating a school magazine project. It summarizes that the student initially used Publisher, which lacked creativity. They were then introduced to Photoshop and InDesign, which allowed editing photos and advanced page layouts. Drafting was important to identify issues. Constant awareness of the target audience and genre was needed to make the magazine appealing and acceptable. Sufficient marketing research was also required to properly advertise the magazine. Overall, the student learned that producing a music magazine requires many stages and tools to organize pages professionally.
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Course Orientation
This document provides an overview and orientation for the EME2040 course. It discusses that the course is an elective that covers Florida Educators Accomplished Practices for using technology in teaching. It outlines that students learn differently today and schools must prepare students for future jobs. The document also summarizes the course topics which include learning theories, teaching methods, and instructional design. It provides details on course requirements, technology needs, assignments, and policies.
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This document summarizes the evaluation of a question that asked participants their age in order to gather more accurate results from a variety of people. A pie chart shows that 40% of the 50 people asked were 16 years old. The question was asked to identify which age groups prefer certain types of music magazines. The pie chart clearly displays the different age groups that participated to show the research included a variety of ages.
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Similar to Evaluation - Question 5
Question 7
The author learned several new skills in creating their music magazine that improved upon their initial college magazine. They gained proficiency in Final Cut Pro X and learned both basic and advanced skills in Adobe InDesign and Photoshop by importing and editing images within InDesign. These new technical skills allowed the author to create a more developed magazine that better expressed their vision. Previously, the author had limited experience in Photoshop and little knowledge of music magazine conventions.
Evaluation - Q4,5,6,7
The document contains responses to evaluation questions about a media product.
1) The target audience for the magazine is people aged 14-25 who are interested in R&B and hip hop music.
2) The magazine aims to attract both male and female readers with unisex design and colors. It uses teasers to grab attention and prices the magazine at £2.99 for affordability.
3) The creator learned skills in Photoshop and InDesign for editing photos, layouts, and more. Familiarity with the software improved from the preliminary to final tasks.
Evaluation question 7
The student found their preliminary task to be a good starting point but noticed areas for improvement, such as layout. For their main task magazine, they realized more in-depth market research was needed. Their photography, Photoshop, and InDesign skills improved through practice, allowing them to create a more polished product. House style and consistent design elements were more important for the music magazine to appeal to its target audience. Overall, the student felt their final magazine looked much more professional due to these enhanced skills.
Evaluation - Question 6: What have you learnt about technologies from the pro...
The document discusses the various technologies and software the author learned throughout the process of constructing a school magazine and music magazine, including:
- Using Blogger to document their progress and learning how to use different software.
- Researching software like Photoshop, InDesign, YouTube and Google to contribute ideas to their music magazine.
- Learning photo editing in Photoshop and using tools like the polygonal lasso and magic wand.
- Using equipment like professional cameras and studio lighting for high quality photos.
- Uploading photos to PhotoBucket to showcase their work.
- Learning layout and formatting in InDesign for pages like the contents page and double page spreads.
The
G321 evaluation q 5 7-2 finished
This document contains responses to evaluation questions about a music magazine portfolio project.
In response to how the audience was attracted, the creator used a cover model around the same age as the target audience. Unusual colors were also used on the cover to attract both males and females without representing a specific music genre. Large text and festival/artist descriptions on the cover would interest those who enjoy music festivals.
Learning photo editing software like Photoshop and page layout software like InDesign was challenging at first but improved the professional quality. Manipulating existing photos and creating custom page designs and backgrounds took practice.
Thorough research into magazine conventions helped plan genres and attract the target audience, unlike the preliminary task. Taking time on
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.
Question 7 evaluation media
The student has improved their skills in Photoshop by practicing tools like the polygonal lasso, crop tool, and blending options to make their music magazine more professional. This allowed them to produce a more realistic magazine that would appeal to their target audience. Their preliminary magazine did not follow conventions like proper page layout, relevant images, and consistent fonts and colors. In contrast, their final magazine used higher quality images representing the genre, spread out page numbers to look like more content, and kept consistent fonts and colors fitting for a hip hop magazine. Through this project, the student learned new software skills and the importance of planning and research to produce a high quality magazine aligned with its target genre.
Evaluation
The student took a preliminary task in their media course to create a school magazine using Fireworks software. This basic task helped them develop skills like adding images, editing text, and using layers, which improved their abilities for subsequent tasks. Later tasks on Photoshop helped them learn tools for brushing, healing, and removing red eye. These developed skills supported the student's creation of a music magazine, where they used planning, research, photos, and Photoshop skills to make a more creative product than their initial school magazine. Skills like using software, taking different photo shots, and teamwork acquired during the course will help the student in future work.
Holly Boyd AS media evaluation
The document summarizes the evaluation of a media product created by Holly Boyd. It discusses how the media product uses, develops, and challenges conventions of real magazines. It represents various social groups like college students and young workers. Distribution partners could include urban music channels and music stores since the magazine focuses on R&B music. The target audience is anyone interested in R&B music, with efforts made to attract both male and female readers. Photoshop skills were learned in constructing the magazine professionally. Overall, experience with this project improved the ability to communicate with the audience and understand conventions of the R&B genre.
Question 6 Evaluation
The document discusses the author's learning and development of digital skills through constructing a magazine project. Initially, the author struggled with Photoshop and designing magazine layouts. However, through repeated experimentation with Photoshop tools and analyzing exemplar magazines, the author gained confidence and skills in using Photoshop and applying design conventions. While skills are still developing, the author now feels more proficient in media studies software and presenting coursework digitally through blogging compared to handwritten formats.
Final Evaluation question 7
The student learned a great deal from their preliminary continuity editing task to creating a full magazine product. Initially, their preliminary work was poor due to little research. They improved by doing more research on magazine layouts and content, which helped create a better magazine. They also learned from researching color palettes, fonts, covers, and spreads. This knowledge helped them create audience and fashion profiles to inform their work. The student progressed by learning software like Photoshop and tools like the magnetic lasso. They learned to add layers to make the magazine more professional. Receiving feedback helped them improve spacing and symmetry. In the end, they learned to better present their work on platforms like Blogger, SlideShare, and Scribed and
Q 6 and 4
The document discusses the process of creating a heavy metal magazine cover using Adobe Photoshop. The author learned key skills like using selection tools to cut out models and place them on backgrounds. They also learned how to edit images by altering lighting, tones, and applying filters. Creating the cover involved positioning layered images and models in front of banner backgrounds. Overall, the author gained an understanding of how technology and software like Photoshop are essential for constructing professional media products.
Skills development essay
Ruby Moore discusses the skills she has developed while studying media, including learning to use Photoshop to effectively edit images and improve their quality. She has gained experience manipulating photos, text, and using different tools in Photoshop. Moore has also improved her skills with a camera, researching conventions, and planning her work. Overall, she feels she has become proficient with digital technologies and producing media pieces to a high standard through practice and experience in her AS media courses.
Rhys qu 6
The document discusses technologies used to construct a music magazine. The author used Adobe Photoshop to create the front page, contents page, and double page spread, learning how to use various shapes and images. While initially difficult, the author learned the basics of Photoshop and discovered it allowed flexibility in design. The Internet also played a vital role by enabling research of rock magazines to base the overall design on, making the task easier and end product more realistic for readers.
Rhys qu 6
The document discusses technologies used to construct a music magazine. The author used Adobe Photoshop to create the front page, contents page, and double page spread, learning how to use various shapes and images. While initially difficult, the author learned the basics of Photoshop and discovered it allowed flexibility in design. Additional research was done using the internet to study existing rock magazines and base the design on a popular magazine, making the task easier and end product feel more realistic.
Question 7 - Evaluation
For their preliminary task, the student had limited experience with cameras, image editing, and desktop publishing. They created a basic school magazine cover in Photoshop using cropped, unedited photos without consideration for layout or composition.
For their main task, the student conducted audience research and planned a professional photo shoot. They worked with a photographer to take varied photos under different lighting conditions and with props. The student learned to use industry-standard equipment and editing tools like Photoshop to create a magazine cover that met professional codes and conventions. They improved their research, planning, photo quality, and design skills between tasks.
Evaluation
The document discusses the construction of a media product that follows many magazine conventions like layout and masthead design, but also challenges some conventions with darker backgrounds and minimal photography lighting. It conducted a survey to find that its target audience of students wanted band interviews, artistic photography, new artists, and album reviews, which were incorporated. The process taught skills with Photoshop, blogging, and different media formats. Since the preliminary task, the creator learned more about the magazine process, how to manipulate images, layout conventions, and using color to create mood.
Q 6 and 4
The document discusses the software Adobe Photoshop that the author used to construct their magazine cover product. They describe key features of Photoshop like cutting out tools and color/lighting editing tools that allowed them to create a realistic cover. They discuss how Photoshop gave them a platform to work on the entire cover as a whole, position images and layers, and achieve the intended design. The author also learned about using other media like Voki for evaluations and Blogger to organize research and track their progress in constructing the final product. Overall, the author gained new skills in editing images and using different software and media platforms through this process.
Question 7
Josh reflects on how much his skills have improved from his preliminary task to his full music magazine product. He did additional research on existing magazines and their styles before beginning the full product. This allowed him to incorporate professional conventions like appropriate fonts, images, and color schemes. Josh also gained experience using Photoshop and Quark to implement various effects and styles to make his magazine look more polished. His skills in editing text and images helped him create a final product that was more visually appealing and grabbed readers' attention compared to his initial task.
Evaluation Question 7
The document discusses the progression from the preliminary task to the full product for a music magazine. It reflects on areas that improved like understanding of software, research skills, design skills, photography skills, and developing a house style. The preliminary task helped prepare for the main task but many areas could be improved. For the music magazine, more extensive market and audience research was needed. Semiotic knowledge and conventions were applied to make the product look professional. Time was used effectively through research and focus on the end goal. Skills and the product improved overall from increased experience with the software and production process.
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Evaluation - Question 5
- 1. By Ali Ahmed EVALUATION – QUESTION 5
- 2. LOOKING BACK AT YOUR PRELIMINARY TASK (THE SCHOOL MAGAZINE TASK), WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO FULL PRODUCT? Since I have created my college magazine I had leant how to use Photoshop, but I never new how to use most of the tools, most of the time I was just using each tool and seeing what they do and if they were any use to me. Whist I was using some tool I revealed some more elements that could be used like whist using text I could edit and also modify it as using drop shades, outer shades and colour fill in effects.
- 3. What I have leant most of all if how a magazine is laid out and also the main factors to make a perfect magazine. Also the different colour schemes that represent different music genres, this is important as it allows the audience to understand and know what type of music band it is if not identified.
- 4. Overall my understanding of the software has improved dramatically and through the project I have leant new skills and took within the software to allow me to gain confidence and therefore giving me the ability to make a better and more realistic magazine especially when I was using the tools and getting the lighting and contrast perfect.