Evaluation question 6
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Through constructing a product, the author learned about Photoshop and Blogger technologies. For Photoshop, they gained familiarity with tools like the magic wand and cloning tool through tutorials and trial and error. Over months of use, the author learned to rasterize layers and edit photographs by adjusting contrast, brightness, and filters. For Blogger, the author learned how to build a website template through trial and error and use of online help forums to ask questions.
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Nicole question six
I have learned several new technologies through constructing this product. I learned how to create and edit blog posts and upload them to a website in order to present my coursework online. I also became familiar with photography by learning about different shot types and how lighting affects images. Additionally, I gained experience with Photoshop by learning how to use various tools to edit images, such as the magic wand, lasso tool, and smudge tool.
Evaluation question
I have learned how to use new technologies like Macbooks and my Samsung camera more professionally for photography, including manual focus and lighting equipment. I also learned how useful mobile phones can be for research by gathering audience opinions, and programs like Photoshop helped me edit and design additional features for my magazine. A variety of web applications assisted with my research, drafting, and presentation, including YouTube, Survey Monkey, SlideShare, Prezi, and Blogger.
Evaluation task 6
Through constructing a magazine, the student learned how to use various technologies like photography lights and photo editing software. They went from having no knowledge of Photoshop to becoming proficient in layers, editing images, and basic functions. The student also improved their photography skills by learning to take photos with an SLR camera and set up professional lighting equipment correctly. They learned that lights need to be level with and equidistant from models to produce even, professional lighting. The process also taught the student how to use additional ICT technologies and editing programs.
Question 6
The document discusses the technologies used to create a media product, including Photoshop, Blogger, Paint, photography, and PowerPoint. It then evaluates experience using Photoshop, noting that skills improved and the author can now confidently create and edit images using Photoshop tools like the magic wand to select colors and alter color balance and text styles.
Q6
The author learned Photoshop skills like using the clone stamp tool and adjusting brightness and contrast while constructing a media product. They applied photography skills from GCSE Photography by taking variety of photos of models in different locations and poses for experimentation. Producing the media product helped the author gain insight into the process of making high quality hip hop magazines.
Welcome To Powerpoint!
This PowerPoint class overview outlines what students will learn over the semester to become expert PowerPoint users. Students will create presentations and infographics, learn how to share presentations and use PowerPoint beyond traditional presentations. They will also communicate with a graphic designer about layouts and walk away with a new skill that can be used to teach, present, and communicate information visually.
Evaluation – how to tick all the boxes
The document provides instructions for four evaluation activities for a media production project. The first activity instructs students to select nine frames from their project and analyze how their design uses or challenges conventions of real media like trailers or magazines. The second activity describes feedback students should gather from showing their project to others and posting it online. The third activity asks students to reflect on how they used new media technologies for research, planning, and evaluation. The fourth activity instructs students to take a photo of the equipment they used and annotate it to describe the programs and technologies used for the project.
Photoshop Lesson 7
This document provides instructions for a Photoshop assignment. Students are asked to use their Photoshop skills to create a high-quality original image, then annotate and explain the image, describing the techniques used. They will fill out an assessment sheet reflecting on their work. The objectives are to produce an original Photoshop image and annotate it, explaining the design and techniques. Outcomes expect students will create masterpieces using basic and advanced Photoshop skills, while some may also research additional techniques.
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Nicole question six
I have learned several new technologies through constructing this product. I learned how to create and edit blog posts and upload them to a website in order to present my coursework online. I also became familiar with photography by learning about different shot types and how lighting affects images. Additionally, I gained experience with Photoshop by learning how to use various tools to edit images, such as the magic wand, lasso tool, and smudge tool.
Evaluation question
I have learned how to use new technologies like Macbooks and my Samsung camera more professionally for photography, including manual focus and lighting equipment. I also learned how useful mobile phones can be for research by gathering audience opinions, and programs like Photoshop helped me edit and design additional features for my magazine. A variety of web applications assisted with my research, drafting, and presentation, including YouTube, Survey Monkey, SlideShare, Prezi, and Blogger.
Evaluation task 6
Through constructing a magazine, the student learned how to use various technologies like photography lights and photo editing software. They went from having no knowledge of Photoshop to becoming proficient in layers, editing images, and basic functions. The student also improved their photography skills by learning to take photos with an SLR camera and set up professional lighting equipment correctly. They learned that lights need to be level with and equidistant from models to produce even, professional lighting. The process also taught the student how to use additional ICT technologies and editing programs.
Question 6
The document discusses the technologies used to create a media product, including Photoshop, Blogger, Paint, photography, and PowerPoint. It then evaluates experience using Photoshop, noting that skills improved and the author can now confidently create and edit images using Photoshop tools like the magic wand to select colors and alter color balance and text styles.
Q6
The author learned Photoshop skills like using the clone stamp tool and adjusting brightness and contrast while constructing a media product. They applied photography skills from GCSE Photography by taking variety of photos of models in different locations and poses for experimentation. Producing the media product helped the author gain insight into the process of making high quality hip hop magazines.
Welcome To Powerpoint!
This PowerPoint class overview outlines what students will learn over the semester to become expert PowerPoint users. Students will create presentations and infographics, learn how to share presentations and use PowerPoint beyond traditional presentations. They will also communicate with a graphic designer about layouts and walk away with a new skill that can be used to teach, present, and communicate information visually.
Evaluation – how to tick all the boxes
The document provides instructions for four evaluation activities for a media production project. The first activity instructs students to select nine frames from their project and analyze how their design uses or challenges conventions of real media like trailers or magazines. The second activity describes feedback students should gather from showing their project to others and posting it online. The third activity asks students to reflect on how they used new media technologies for research, planning, and evaluation. The fourth activity instructs students to take a photo of the equipment they used and annotate it to describe the programs and technologies used for the project.
Photoshop Lesson 7
This document provides instructions for a Photoshop assignment. Students are asked to use their Photoshop skills to create a high-quality original image, then annotate and explain the image, describing the techniques used. They will fill out an assessment sheet reflecting on their work. The objectives are to produce an original Photoshop image and annotate it, explaining the design and techniques. Outcomes expect students will create masterpieces using basic and advanced Photoshop skills, while some may also research additional techniques.
Photography plan
This document outlines a photography project plan, asking the student to consider:
- The type of photos they will take, what/where they will photograph, and how the photos will be used
- Potential risks in their environment and any photography equipment needed
- Photography techniques they will use and potential obstacles
- When photos will be taken and how images will be captured, selected, and printed
- Collecting feedback on the completed project and critiquing what went well, poorly, and could be improved next time.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
What have i learnt
The author has learned many new skills including improving their Photoshop editing abilities like blurring and special effects. Their photography skills such as lighting and angles have also progressed, shown through higher quality photos. Additionally, their understanding of using a camera, analytical analysis of media, and visual artistic eye have developed through practice and research.
Level 1 photoshop - makeup tutorial
This week's lesson teaches students how to select, transform, and arrange elements in Photoshop. Students will learn these tools and techniques and then apply them to edit three images together to create a print advertisement for a cosmetics brand. By the end of the lesson, students should be able to copy images between compositions, transform layer sizes, and use selection tools to isolate parts of an image.
Evaluations
The document provides guidance for students on completing evaluations of their preliminary filmmaking task. It instructs students to brainstorm in groups how to complete the evaluations, including what needs to be done, who will do it, how long it will take, and how they will present their evaluation questions. It suggests students be creative in their evaluation formats, providing examples like using Prezi for presentations, Powtoon for cartoon presentations to upload to YouTube, or GoAnimate for free animated videos. Key evaluation questions are outlined, focusing on how students used film techniques in their preliminary task and how it could be improved technically and in developing individual and group skills.
Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Fmp pre proposal
The student proposes creating alternative movie posters by combining their own photography with graphic design elements. They will recreate posters for films and sell them through a website to fill a gap in the market for unique, affordable posters. This project will allow the student to develop new photography and Photoshop skills like portraits and street photography outside their comfort zone of nature photography. Key influences include alternative posters by other artists on Pinterest and the student's desire to produce memorable, shareable work that audiences will enjoy and be inspired by. The style of each poster will vary based on the film's genre but make unique design choices to stand out from typical posters. This project will challenge the student's skills in a new style.
Evaluation Q5, 6, 7
1) The document discusses how the filmmaker addressed their target audience of teenagers aged 14-18 from lower to middle class backgrounds by setting the film in a school to make it more relatable. However, there were not many codes used in the beginning to portray the chosen genre of superhero/action.
2) The filmmaker learned how to use software like Final Cut and Photoshop more thoroughly through creating this piece. They also used a tripod to get different camera angles they couldn't achieve previously.
3) Looking back at their preliminary work, the filmmaker learned the importance of maintaining continuity while filming to increase realism and make the film more relatable and appealing to audiences. They also learned about
Question 7
The student learned many new skills from their preliminary task to the final product. In the preliminary task, the student's Photoshop skills were basic and they were unsure how to develop layouts and imagery. Images were sometimes out of focus or not framed properly due to an unfamiliarity with using the camera. However, for the final product, the student's photography skills improved greatly - they understood lighting, angles, and how to direct photo shoots. The student also felt more confident using Photoshop and applying editing techniques. Overall, the process helped the student gain wider knowledge and skills in producing media that will be useful for future projects.
Animation self assessment feedback
This document provides a self-assessment for a student's animation techniques project. It includes a table that lists tasks that must, should, and could be completed to achieve the learning outcomes. It notes what work the student has finished and what they will develop for their next project. The document concludes with questions for the student to reflect on their skills, time management, and use of target setting in order to improve future projects.
Second to last week
This assignment requires students to print and annotate at least four enlarged photographs from a shoot, explaining technically why they are successful and how they link to the student's theme. Students must also create a double page of photographic experiments inspired by experimental photographers, including their own experiments and showing the process, with a deadline of Monday the 15th of July.
1. initial plans
The document outlines an initial plan for a Final Major Project involving the creation of a series of posters for a fake supernatural/mystery video game. The student chose this project because they are experienced with print design and software like Photoshop, and prefer working in print over other mediums. A schedule will be needed to maintain momentum over the planned 8 week period for the project.
Q6
Through completing coursework, the document discusses learning to use various technologies like cameras in photo studios using tripods, choosing backdrops, and editing photos in Photoshop using selection and brush tools to remove backgrounds and change eye color. Different presentation software was also used, with Powtoon being a favorite for creating cartoons.
Multicamera powerpoint 2
This document discusses multi-camera filming techniques for student groups working on productions. It emphasizes the importance of professionalism, productivity, and positivity. Students are tasked with continuing to plan their multi-camera game shows or music shows, setting individual goals, and providing feedback on whether goals were achieved and how teams can improve. Key aspects of multi-camera filming covered include live events, studio programs, and the benefits of the multi-camera format.
Have attached your report with some comments
The document provides feedback on a report about learning a language with a program instead of a person. It suggests discussing the disadvantages of not having pronunciation corrected by a program. It also recommends reviewing different e-learning technologies used, including Moodle and Victory, and investigating applications like Rosetta Stone that may support audio learning.
Q3
The student learned several important production skills throughout this project. They gained knowledge about camera shots and angles through a lecture on photography, and applied this by taking pictures following different rules. A lighting workshop taught the student about three-point lighting and how light positioning affects a scene. Photoshop skills around editing pictures, fixing imperfections, formatting text, and cutting images using tools like the lasso improved. Comparing an early task to the final cover showed the growth in the student's Photoshop abilities.
Evaluation q1
Robyn Lanphier discusses their media project and how it uses and develops conventions of real media products. Some elements, like sound editing, were challenging. Filming scenes influenced by other films was also difficult, as was not directly copying scenes. However, Robyn enjoyed filming aspects like makeup, costumes and location. Experimenting with scene order, like rearranging chronology, was interesting and followed horror trailer conventions. The poster uses common horror conventions like color scheme, centered image, and text placement without challenging norms. The magazine cover also follows conventions such as close-up shots, simplistic colors, and barcodes to seem professional and engage the target audience.
Inspiration Workshop
The document discusses using Inspiration mind-mapping software for teaching. It includes an agenda that covers introductions, previous experience with mind-mapping, research on its benefits, answering participant questions, practicing using Inspiration together and individually, and sharing ideas. Participants are asked to brainstorm possible uses for Inspiration in their lessons and post lesson ideas on the workshop website. Resources for Inspiration including free trials and video demonstrations are also provided.
Evaluation question 4&5
The document discusses the target audience and addressing of the audience for a media product called "EMERGE". The target audience is described as young females ages 16-25. To attract this audience, the magazine features mostly female models and stories, uses elegant fonts and formal clothing of the models. The goal is to convey messages of female strength and independence to the target female readership.
Evaluation question 7
After completing the preliminary task, the author learned several skills that improved their final production. For photography, they practiced taking more focused photos and learning techniques to control aperture, exposure, and focus. For editing, they learned basic editing skills but did not edit the front cover preliminarily. In the final production, all photos were enhanced with filters and adjustments. Regarding layout, the preliminary task lacked refined layout skills. The final production demonstrated progression through improved masthead placement, text formatting, and a more organized contents page that followed conventions of the genre.
KEY CONCEPTS
This slideshare is part of a general lecture on the Key Concepts of Media Studies. It attempts to show the connections between these concepts and to establish that they are all linked.
Evaluation question 2
The media product represents female social groups aged 16 to 25 without a set ethnicity. Most models used were female to target a female music magazine audience in that age bracket. The front cover aims to portray the main model as a strong, independent character rather than being consumed by the male gaze. The contents page features a male model with his shirt slightly undone to create a "female gaze" where men can be sexual objects. The double page spread uses a model from the target age range and has a more informal interview style to connect with teenage readers.
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Photography plan
This document outlines a photography project plan, asking the student to consider:
- The type of photos they will take, what/where they will photograph, and how the photos will be used
- Potential risks in their environment and any photography equipment needed
- Photography techniques they will use and potential obstacles
- When photos will be taken and how images will be captured, selected, and printed
- Collecting feedback on the completed project and critiquing what went well, poorly, and could be improved next time.
G324 evaluation
This document provides guidance for students to prepare their final evaluations that are due the following week. It outlines the four questions that must be answered in the evaluation, including how the media product uses or challenges conventions, how effective the ancillary texts are, what was learned from audience feedback, and how media technologies were used. By the end of the week, students will have their music video uploaded and will promote their work to gain feedback over the weekend. The document also provides advice on individually answering each question in a separate blog post and filling out assessment grids to receive feedback before completing the final evaluations.
What have i learnt
The author has learned many new skills including improving their Photoshop editing abilities like blurring and special effects. Their photography skills such as lighting and angles have also progressed, shown through higher quality photos. Additionally, their understanding of using a camera, analytical analysis of media, and visual artistic eye have developed through practice and research.
Level 1 photoshop - makeup tutorial
This week's lesson teaches students how to select, transform, and arrange elements in Photoshop. Students will learn these tools and techniques and then apply them to edit three images together to create a print advertisement for a cosmetics brand. By the end of the lesson, students should be able to copy images between compositions, transform layer sizes, and use selection tools to isolate parts of an image.
Evaluations
The document provides guidance for students on completing evaluations of their preliminary filmmaking task. It instructs students to brainstorm in groups how to complete the evaluations, including what needs to be done, who will do it, how long it will take, and how they will present their evaluation questions. It suggests students be creative in their evaluation formats, providing examples like using Prezi for presentations, Powtoon for cartoon presentations to upload to YouTube, or GoAnimate for free animated videos. Key evaluation questions are outlined, focusing on how students used film techniques in their preliminary task and how it could be improved technically and in developing individual and group skills.
Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Fmp pre proposal
The student proposes creating alternative movie posters by combining their own photography with graphic design elements. They will recreate posters for films and sell them through a website to fill a gap in the market for unique, affordable posters. This project will allow the student to develop new photography and Photoshop skills like portraits and street photography outside their comfort zone of nature photography. Key influences include alternative posters by other artists on Pinterest and the student's desire to produce memorable, shareable work that audiences will enjoy and be inspired by. The style of each poster will vary based on the film's genre but make unique design choices to stand out from typical posters. This project will challenge the student's skills in a new style.
Evaluation Q5, 6, 7
1) The document discusses how the filmmaker addressed their target audience of teenagers aged 14-18 from lower to middle class backgrounds by setting the film in a school to make it more relatable. However, there were not many codes used in the beginning to portray the chosen genre of superhero/action.
2) The filmmaker learned how to use software like Final Cut and Photoshop more thoroughly through creating this piece. They also used a tripod to get different camera angles they couldn't achieve previously.
3) Looking back at their preliminary work, the filmmaker learned the importance of maintaining continuity while filming to increase realism and make the film more relatable and appealing to audiences. They also learned about
Question 7
The student learned many new skills from their preliminary task to the final product. In the preliminary task, the student's Photoshop skills were basic and they were unsure how to develop layouts and imagery. Images were sometimes out of focus or not framed properly due to an unfamiliarity with using the camera. However, for the final product, the student's photography skills improved greatly - they understood lighting, angles, and how to direct photo shoots. The student also felt more confident using Photoshop and applying editing techniques. Overall, the process helped the student gain wider knowledge and skills in producing media that will be useful for future projects.
Animation self assessment feedback
This document provides a self-assessment for a student's animation techniques project. It includes a table that lists tasks that must, should, and could be completed to achieve the learning outcomes. It notes what work the student has finished and what they will develop for their next project. The document concludes with questions for the student to reflect on their skills, time management, and use of target setting in order to improve future projects.
Second to last week
This assignment requires students to print and annotate at least four enlarged photographs from a shoot, explaining technically why they are successful and how they link to the student's theme. Students must also create a double page of photographic experiments inspired by experimental photographers, including their own experiments and showing the process, with a deadline of Monday the 15th of July.
1. initial plans
The document outlines an initial plan for a Final Major Project involving the creation of a series of posters for a fake supernatural/mystery video game. The student chose this project because they are experienced with print design and software like Photoshop, and prefer working in print over other mediums. A schedule will be needed to maintain momentum over the planned 8 week period for the project.
Q6
Through completing coursework, the document discusses learning to use various technologies like cameras in photo studios using tripods, choosing backdrops, and editing photos in Photoshop using selection and brush tools to remove backgrounds and change eye color. Different presentation software was also used, with Powtoon being a favorite for creating cartoons.
Multicamera powerpoint 2
This document discusses multi-camera filming techniques for student groups working on productions. It emphasizes the importance of professionalism, productivity, and positivity. Students are tasked with continuing to plan their multi-camera game shows or music shows, setting individual goals, and providing feedback on whether goals were achieved and how teams can improve. Key aspects of multi-camera filming covered include live events, studio programs, and the benefits of the multi-camera format.
Have attached your report with some comments
The document provides feedback on a report about learning a language with a program instead of a person. It suggests discussing the disadvantages of not having pronunciation corrected by a program. It also recommends reviewing different e-learning technologies used, including Moodle and Victory, and investigating applications like Rosetta Stone that may support audio learning.
Q3
The student learned several important production skills throughout this project. They gained knowledge about camera shots and angles through a lecture on photography, and applied this by taking pictures following different rules. A lighting workshop taught the student about three-point lighting and how light positioning affects a scene. Photoshop skills around editing pictures, fixing imperfections, formatting text, and cutting images using tools like the lasso improved. Comparing an early task to the final cover showed the growth in the student's Photoshop abilities.
Evaluation q1
Robyn Lanphier discusses their media project and how it uses and develops conventions of real media products. Some elements, like sound editing, were challenging. Filming scenes influenced by other films was also difficult, as was not directly copying scenes. However, Robyn enjoyed filming aspects like makeup, costumes and location. Experimenting with scene order, like rearranging chronology, was interesting and followed horror trailer conventions. The poster uses common horror conventions like color scheme, centered image, and text placement without challenging norms. The magazine cover also follows conventions such as close-up shots, simplistic colors, and barcodes to seem professional and engage the target audience.
Inspiration Workshop
The document discusses using Inspiration mind-mapping software for teaching. It includes an agenda that covers introductions, previous experience with mind-mapping, research on its benefits, answering participant questions, practicing using Inspiration together and individually, and sharing ideas. Participants are asked to brainstorm possible uses for Inspiration in their lessons and post lesson ideas on the workshop website. Resources for Inspiration including free trials and video demonstrations are also provided.
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Evaluation question 4&5
The document discusses the target audience and addressing of the audience for a media product called "EMERGE". The target audience is described as young females ages 16-25. To attract this audience, the magazine features mostly female models and stories, uses elegant fonts and formal clothing of the models. The goal is to convey messages of female strength and independence to the target female readership.
Evaluation question 7
After completing the preliminary task, the author learned several skills that improved their final production. For photography, they practiced taking more focused photos and learning techniques to control aperture, exposure, and focus. For editing, they learned basic editing skills but did not edit the front cover preliminarily. In the final production, all photos were enhanced with filters and adjustments. Regarding layout, the preliminary task lacked refined layout skills. The final production demonstrated progression through improved masthead placement, text formatting, and a more organized contents page that followed conventions of the genre.
KEY CONCEPTS
This slideshare is part of a general lecture on the Key Concepts of Media Studies. It attempts to show the connections between these concepts and to establish that they are all linked.
Evaluation question 2
The media product represents female social groups aged 16 to 25 without a set ethnicity. Most models used were female to target a female music magazine audience in that age bracket. The front cover aims to portray the main model as a strong, independent character rather than being consumed by the male gaze. The contents page features a male model with his shirt slightly undone to create a "female gaze" where men can be sexual objects. The double page spread uses a model from the target age range and has a more informal interview style to connect with teenage readers.
Evaluation question 1
Evaluation Question 1 - In what was does your media project use, develop or challenge forms and conventions of real media products?
Evaluation question 3
Time Inc. would be a suitable publisher for the music magazine due to its existing publication of music magazines like NME that target a male audience. The proposed magazine, "EMERGE", would have a similar music genre focus but target a female audience aged 16-25, filling a gap in the market. As a large media company, Time Warner's brand recognition could help attract teenage readers who are familiar with its TV programs. Alternatively, SpinMedia might also be a good fit as it owns pop culture websites and magazines that target teenagers. Through its social media platform Buzznet and ownership of Vibe magazine, SpinMedia has shown it can successfully reach a wide teenage audience.
Evaluation question 1
This document evaluates how a media product uses, develops, or challenges conventions of real media products. It summarizes how the mock magazine front cover uses a masthead, primary image, and color scheme similar to real examples. It also discusses how the contents page lays out images and columns in a conventional format but uses some unconventional element placements. Finally, it analyzes how a double-page article spread employs typical magazine layout elements like a overlapping image and pull quotes but also follows models from magazines like NME.
Research production task on codes and conventions
The document discusses some common codes and conventions used in music magazine covers. It notes that music magazines often use direct address to form personal relationships with readers. They also include exclusives to build anticipation and fulfill cognitive needs. Color schemes tend to be gender neutral using primary colors to appeal to both male and female audiences. Music magazines can fulfill needs related to knowledge, personal identity, social interaction, and entertainment according to uses and gratifications theory.
Evaluation – question 7
The document discusses the improvements made from the preliminary task to the final product. For the front cover, better quality images were used along with lighting equipment and plain backdrops. The text placement was improved to be more neat and visually easy to read. For the contents page, a column layout was changed to alternating colored rows to give more structure and make the contents easier to read. Additional features like social media links and larger colored page numbers with images were included to attract audiences and aid navigation in the magazine.
Evaluation – question 6 (2)
1) The student learned how to use various technologies in planning and producing their magazine, including Photoshop, Canon 600D camera, Blogger, Facebook Messenger, lighting equipment, and Microsoft PowerPoint.
2) They learned the basics of Photoshop through tutorials to edit images and style text.
3) Tutorials also helped them learn how to properly use the Canon 600D camera to take higher quality photos than their phone.
Evaluation question 3
Bauer Media Group and Time Inc. would both be suitable media institutions to distribute the media product. Bauer Media Group manages over 600 magazines and owns publications like Q Magazine and Kerrang that are in the same mainstream music genre as the product. Time Inc. publishes NME, which was an inspiration for the product, and reaches over 130 million people each month across different platforms, demonstrating experience advertising to the same target age group audience.
Evaluation question 1
The document discusses various conventions used in real media magazines and how the media product challenges or develops some of those conventions. It notes conventions like large mastheads, sell lines on covers, close-up celebrity shots, column layouts, contents pages with social media links, page numbers with magazine names, and titles on double page spreads. It then explains ways the media product challenges conventions, such as unconventional color schemes, unusual text layouts on double page spreads, and positioning images differently than typical full-page placement. The goal is to develop a unique style while still incorporating some standard elements to engage the target audience.
Evaluation question 2
The document summarizes how the media product represents particular social groups. It represents white British young adults and teenagers as this aligns with the target audience. Females are prominently featured to attract a female audience, breaking from conventions. Models and subjects depicted are in the target age range to enable audience identification. Direct eye contact in photos establishes a personal connection without objectifying subjects. Layout and design choices also aim to appeal to and be easily understood by the target female young adult audience. The goal is to create a sense of inspiration and relation between similar-aged artistic subjects and the audience.
Elle codes and conventions
This document analyzes the codes and conventions used in the design of the ELLE magazine cover. It examines several elements of the cover including the target audience, masthead, main image, cover lines, and small print. The target audience is identified as women aged 18-35 based on the sophisticated look. The large masthead is eye-catching and promotes the magazine brand. The main image features Jennifer Aniston, a style icon, to engage readers. Cover lines use short phrases to entice readers about the magazine's content. Small print subtly includes the website, date, and price to further promote ELLE.
Evaluation question 4&5
The target audience for the magazine is 16-30 year old females interested in pop and R&B music. To attract this audience, the creator used focus groups for feedback and incorporated pink and pastel colors along with greys to appeal to females in a mature yet delicate style. Social media links and a clear layout were also used to engage the target age group. Quotes from artists and bold text were used to pull readers into articles and create personal connections between readers and inspirational artists.
Evaluation question 6
The document discusses the various technologies used to create a magazine, including a Canon DSLR camera, lighting equipment, Adobe Photoshop, internet research, blogging platforms, a smartphone, and Microsoft PowerPoint. The producer learned how to better utilize these technologies throughout the process, such as improving photography skills with the camera, editing images in Photoshop, sharing work online, and organizing research in PowerPoint. Without these technologies, the final product would not have been as professional or well-executed.
Representation power
Representations are images, sounds or combinations that stand in for reality. Early forms of representation date back 32,000 years, showing an intrinsic human urge. Representations can be stereotypical or counter stereotypical, conforming to or challenging dominant ideologies. Theories suggest representations are how societies understand themselves and construct shared realities and identities, though some argue they are manipulated by those in power to maintain the status quo.
Media language
This document introduces key concepts for studying media at A-Level, including representations, audiences, institutions, language, ideology, narrative, and genre. It focuses on the concepts of language, narrative, and genre. Language in media includes codes that construct meaning, such as visual codes, audio codes, and written codes. Narrative refers to the story elements of a media text. Genre describes the type or category of a media text, such as comedy or action. The document provides examples of analyzing images by describing what is seen (denotation) and interpreting what is happening (connotation). Framing techniques like camera angles, distances, and lens types are also discussed.
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Evaluation – question 7
The student learned many important skills in progressing from their preliminary task to the final production of a magazine spread. They gained knowledge in using photography equipment, photo editing software like Photoshop, and applying codes and conventions of magazine design. Specifically, the student learned how to take high quality photos, manipulate images, and design magazine layouts that follow industry standards. They also improved their understanding of how to engage different target audiences. Applying what they learned allowed the student to create a professional-looking double page magazine spread with effective images, text treatments, and layout.
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through its color scheme and image choice. The contents page similarly both conforms to conventions from magazines through its layout and features while also challenging conventions with its masthead style and social media links. The double page article layout also both follows conventions from magazines in its image, text styles and pull quotes while featuring some unconventional design elements.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience in their magazine layout. They used colloquial terms, pluralistic representations of gender and ethnicity, and social media links to appeal to a mainstream youth audience. On the front cover, an unconventional layout with a bold title and pull quote was intended to draw readers' attention. The contents page listed known artists to fulfill cognitive needs. Double page spreads used pull quotes and bold artist names to entice readers, along with powerful images that created personal relationships through hermeneutic codes.
Evaluation – question 2
The document discusses how a media product represents social groups. It represents relatable young artists between 18-25 years old, appealing to both males and females. While most of the visible representations are female, the content and style appeal to both genders. The layout aims to appeal to younger audiences through a visual and simplistic style incorporating social media, while more sophisticated elements could attract an older audience. Images use direct engagement with the audience rather than objectification, featuring successful young female artists. The magazine aims to position the target audience to engage with the preferred reading through relatable representations and building personal connections between the audience and artists.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation – question 7
The document discusses the learner's progression from their preliminary magazine cover task to their final magazine double-page spread. For the preliminary task, the learner did not have skills in using cameras, Photoshop, or researching magazine codes and conventions. Their images, layout, and text lacked quality and organization. However, through research and tutorials, the learner gained skills in using cameras, Photoshop, magazine design theories, and codes and conventions. They applied these new skills to create a professional double-page magazine spread with high quality images, an effective layout, and text that uses different fonts and design elements to appeal to audiences.
Evaluation – question 6
The document discusses technologies used to construct a magazine product. It describes learning to use a Canon camera by watching tutorials on settings like aperture, shutter speed, and ISO. Photoshop tutorials were used to learn editing skills like adjusting contrast and creating monochrome images. Microsoft PowerPoint was used to present research in a visual format. The internet was heavily relied on through tools like Blogger to document the process, Slideshare to share presentations, YouTube for tutorials, and Messenger for a focus group.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience in their magazine layout. They used colloquial terms, pluralistic representations of gender and ethnicity, and social media links to appeal to a mainstream youth audience. On the front cover, a bold title and pull quote are intended to draw readers in. The contents page lists familiar artists and has a simple navigation. Double page spreads use pull quotes, large bold artist names, and powerful images with direct address to attract readers and create narrative tension enticing them to read further.
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through the use of a black, white, and navy color scheme and unconventional lighting in the main image. The contents page similarly both uses numbering and column conventions while also challenging conventions through an unconventional masthead font and inclusion of social media links and competitions. Double page spreads also combine conventional layouts, images, and text styles seen in magazines like Q and Kerrang with some unconventional design elements.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation – question 2
The document discusses how a media product represents social groups. It represents relatable young artists between 18-25 years old, appealing to both males and females. While most of the visible artists are female, the tone, content, and layout aim to appeal to both genders. Powerful shots and body language are used to represent females as subjects rather than objects. The layout aims to appeal to younger audiences through a visual and simplistic design while also including some sophisticated elements to attract an older audience. Images use direct engagement with the audience to create personal relationships and represent females as subjects. The target audience is positioned to understand the magazine in the preferred way through relatable artists and content that creates narrative tension.
Evaluation – question 3
Time Inc. UK publishes over 350 million copies of magazines per year, including NME which targets a similar age range audience to the author's music magazine. While NME's genre is different, Time Inc. could take an unconventional approach to publishing the author's magazine and broaden their genres. However, they may not be looking to publish a new genre of music magazine. Bauer Media Group may be interested in an unconventional music magazine but their experience is in more mainstream styles. Overall, Time Inc.'s experience targeting a similar audience and ownership of TV programs could help widely distribute the magazine.
Evaluation – question 7
The document discusses the progression of skills and knowledge from the author's preliminary task to their final magazine production. They learned how to properly use a camera, navigate Photoshop, and research school magazine codes and conventions. They watched tutorials to improve their photo editing skills. The author also learned about uses and gratification theory and how to apply theories to magazines. In their final double page spread, they were able to apply these new skills - producing a professional layout using skills from research, high quality images from photography tutorials, and effective text elements like pull quotes and fonts from their additional learning.
Evaluation – question 6
The document discusses technologies used in constructing a magazine project. It describes learning to use a Canon camera by researching settings like aperture, shutter speed, and ISO through tutorials. Photoshop tutorials helped learn editing skills like adjusting contrast and creating monochrome images. PowerPoint was used to present research in a professional format. Blogger documented the process and allowed edits. Slideshare, YouTube, and Messenger also provided resources for research, tutorials, and gathering audience feedback.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience for a magazine project. To appeal to both genders and all ethnicities within the target age range, colloquial terms were used and images represented different groups. The unconventional front cover design stands out from other magazines with its bold title and pull quote creating narrative tension. The contents page uses social media links and lists known artists to engage the audience cognitively and socially. The double page spread uses pull quotes, bold text, and powerful images with direct address to attract readers and create intrigue through hermeneutic codes.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation – question 2
This document analyzes how a media product represents social groups. The product targets young adults interested in pop and hip hop music. It features relatable artists in the same age range, with both female and male representation. Ethnic diversity is also shown. Photos use powerful poses that portray females as subjects, not objects. The layout appeals to both social media users and those seeking more mature content. Images build personal relationships with audiences and represent successful young role models of different backgrounds. The magazine positions readers to interpret it as intended through relatable topics and role models.
Evaluation – question 1
This document evaluates how the media product uses, develops, or challenges conventions of real media forms. It provides examples from the cover, contents page, and feature spread of the media product. The summary discusses how the cover uses a masthead, image, and text in ways that both conform to and challenge conventions from magazines like NME and Q. The contents page and feature spread similarly adopt some typical magazine layouts but also use formatting and design elements unconventionally.
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