Evaluation – question 6
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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.
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Evaluation – question 6
I learned several technologies during the process of creating my magazine product:
- Canon 600D camera - I learned settings like aperture, shutter speed, ISO through tutorials to take better photos.
- Photoshop - Used tutorials to learn editing tools like adjusting contrast, creating monochrome images, and airbrushing.
- Microsoft PowerPoint - Used PowerPoint presentations to visually display my research findings.
- Internet technologies - Used Blogger to document my process, Slideshare to share presentations, YouTube for tutorials, and Messenger for a focus group chat.
Evaluation 6
The document discusses what the author learned about various technologies through creating a production project. The author used a camera, Photoshop, the internet, and lighting equipment that they were initially unfamiliar with. They learned how to use these technologies by watching tutorials online. Specifically, the author experimented with different lighting setups both indoors and outdoors to see how lighting affected images. They also used Photoshop to edit photos by removing blemishes, adding filters and text. Through completing this project, the author gained experience and confidence using various technological tools that were essential to the success of their production.
Evaluation 6
The document discusses what the author learned about various technologies through creating a production project. The author used a camera, Photoshop, the internet, and lighting equipment that they were initially unfamiliar with. They learned how to use these technologies by watching tutorials online. Specifically, the author experimented with different lighting setups both indoors and outdoors to see how lighting affected images. They also used Photoshop to edit photos by removing blemishes, adding filters and text. Through completing this project, the author gained skills and confidence using various technologies that were essential to the success of their production.
Question Six Final Draft
I learnt several things about using new technologies through creating a magazine. At first, I struggled with focusing the Canon DSLR camera and using Photoshop and InDesign software as I had no prior experience. However, with practice and instruction, I was able to take clear photos with the camera and use editing tools in Photoshop and layout features in InDesign. Completing the project gave me valuable knowledge of Apple programs and a better understanding of how to operate my laptop and troubleshoot issues.
Media evaluation 4
The document summarizes how various media technologies were used at different stages of a project. A blog was used to organize and store work, and YouTube was used to share a trailer and get feedback. Google was used for research, and a font was found on dafont.com. A digital camera and Canon camcorder were used to capture photos and video. Photoshop was used to edit photos by adjusting colors, cropping, and adding layers. iMovie was used to edit video clips together by importing, trimming, rearranging clips, and adding sound effects and transitions.
As media studies evaluation q6
The document discusses the various hardware and software technologies used to construct a media product. It describes learning to use an iMac computer, Nikon D3400 camera, Apple keyboard and mouse, USB stick, SD card, soft boxes, and other equipment. Several software programs were also used including Adobe Photoshop and InDesign to edit photos and design pages. WordPress was used to create a blog, and SlideShare to upload PowerPoint slides. While familiar with some technologies, the document emphasizes learning new skills through using each tool for this specific media project.
What have you learnt about technologies from the process of constructing this...
I have learned several skills from creating a media product using various technologies:
1) Using Adobe Photoshop to manipulate photos by applying lighting effects and cropping. This allowed me to create the desired style for my magazine.
2) Navigating the settings on my digital camera to take photos with specific lighting needed for my magazine, such as flash or daylight settings.
3) Creating PowerPoints and adding colored backgrounds and formatting text. I uploaded the PowerPoints to Slideshare and embedded them in my blog.
4) Researching using Internet Explorer and Bing to find information and images to include in my PowerPoints and blog posts. My blog organized my work and showed my progress.
Evalauation 6
The document discusses the various technologies the student used to create a magazine as part of a course. The student learned how to use a digital camera to take better quality photos, transfer photos to a computer, and edit photos using Photoshop. For the magazine creation, the student used Microsoft Publisher and Quark, finding Quark more advanced and professional. PowerPoint and Prezi were used to create visual presentations, and the student uploaded these to SlideShare and their blog.
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Evaluation – question 6
I learned several technologies during the process of creating my magazine product:
- Canon 600D camera - I learned settings like aperture, shutter speed, ISO through tutorials to take better photos.
- Photoshop - Used tutorials to learn editing tools like adjusting contrast, creating monochrome images, and airbrushing.
- Microsoft PowerPoint - Used PowerPoint presentations to visually display my research findings.
- Internet technologies - Used Blogger to document my process, Slideshare to share presentations, YouTube for tutorials, and Messenger for a focus group chat.
Evaluation 6
The document discusses what the author learned about various technologies through creating a production project. The author used a camera, Photoshop, the internet, and lighting equipment that they were initially unfamiliar with. They learned how to use these technologies by watching tutorials online. Specifically, the author experimented with different lighting setups both indoors and outdoors to see how lighting affected images. They also used Photoshop to edit photos by removing blemishes, adding filters and text. Through completing this project, the author gained experience and confidence using various technological tools that were essential to the success of their production.
Evaluation 6
The document discusses what the author learned about various technologies through creating a production project. The author used a camera, Photoshop, the internet, and lighting equipment that they were initially unfamiliar with. They learned how to use these technologies by watching tutorials online. Specifically, the author experimented with different lighting setups both indoors and outdoors to see how lighting affected images. They also used Photoshop to edit photos by removing blemishes, adding filters and text. Through completing this project, the author gained skills and confidence using various technologies that were essential to the success of their production.
Question Six Final Draft
I learnt several things about using new technologies through creating a magazine. At first, I struggled with focusing the Canon DSLR camera and using Photoshop and InDesign software as I had no prior experience. However, with practice and instruction, I was able to take clear photos with the camera and use editing tools in Photoshop and layout features in InDesign. Completing the project gave me valuable knowledge of Apple programs and a better understanding of how to operate my laptop and troubleshoot issues.
Media evaluation 4
The document summarizes how various media technologies were used at different stages of a project. A blog was used to organize and store work, and YouTube was used to share a trailer and get feedback. Google was used for research, and a font was found on dafont.com. A digital camera and Canon camcorder were used to capture photos and video. Photoshop was used to edit photos by adjusting colors, cropping, and adding layers. iMovie was used to edit video clips together by importing, trimming, rearranging clips, and adding sound effects and transitions.
As media studies evaluation q6
The document discusses the various hardware and software technologies used to construct a media product. It describes learning to use an iMac computer, Nikon D3400 camera, Apple keyboard and mouse, USB stick, SD card, soft boxes, and other equipment. Several software programs were also used including Adobe Photoshop and InDesign to edit photos and design pages. WordPress was used to create a blog, and SlideShare to upload PowerPoint slides. While familiar with some technologies, the document emphasizes learning new skills through using each tool for this specific media project.
What have you learnt about technologies from the process of constructing this...
I have learned several skills from creating a media product using various technologies:
1) Using Adobe Photoshop to manipulate photos by applying lighting effects and cropping. This allowed me to create the desired style for my magazine.
2) Navigating the settings on my digital camera to take photos with specific lighting needed for my magazine, such as flash or daylight settings.
3) Creating PowerPoints and adding colored backgrounds and formatting text. I uploaded the PowerPoints to Slideshare and embedded them in my blog.
4) Researching using Internet Explorer and Bing to find information and images to include in my PowerPoints and blog posts. My blog organized my work and showed my progress.
Evalauation 6
The document discusses the various technologies the student used to create a magazine as part of a course. The student learned how to use a digital camera to take better quality photos, transfer photos to a computer, and edit photos using Photoshop. For the magazine creation, the student used Microsoft Publisher and Quark, finding Quark more advanced and professional. PowerPoint and Prezi were used to create visual presentations, and the student uploaded these to SlideShare and their blog.
Question 6 ev
The document discusses various technologies used to create a magazine project. It describes using two cameras - an iPhone and Panasonic HC-V520 camera - for different photo shoots, and learning about each camera's strengths. A tripod was used to steady the HC-V520 camera to avoid blurry shots. Photoshop software was used to edit photos and lay out the magazine pages due to its layering features. Prezi software was also used to create a presentation, finding it easy to use. Wordpress was used to build a blog, learning the basics of blog creation.
What have you learnt about technologies from the
During the creation of a magazine media product, the author learned a lot about technologies needed for construction. They used a Sony camera to easily capture photographs. Photoshop Elements was key for editing photos using tools like the clone tool and magnetic lasso. Publisher allowed creation of a bar code and logo. Prezi and Slideshare provided knowledge of presenting planning. The product was mostly created on an Apple Mac with some work on a Toshiba laptop. Social media like Facebook and Twitter helped gain audience feedback.
Final Question 2 evaluation
The document discusses the various technologies used by the author to create their cover and contents page project. These included handheld devices like cameras, phones, and scanners as well as online programs like Photoshop, Prezi, Slideshare, Blogger, and Emaze. The author found Photoshop and Blogger particularly useful for editing images and organizing work, while Prezi and Emaze provided clear instructions. Going forward, the author wants to experiment more with Photoshop's features and revisit technologies to improve their skills.
Question 6
The document discusses the various technologies used to create a music magazine, including a Digital SLR camera, Adobe Photoshop, Prezi, Slideshare, SurveyMonkey, an internet scanner, Microsoft Word/PowerPoint, and an iPhone camera. The Digital SLR camera was used to take high-quality images for the front page while Adobe Photoshop was the main software used to manipulate images and design pages. Online tools like Prezi, Slideshare, and SurveyMonkey helped with research, planning, and evaluations. A scanner was used to import sketches and layouts. Word and PowerPoint facilitated writing and presentations. The iPhone camera captured environmental photos though with fewer megapixels than the Digital S
What have you learnt about technologies from the process of constructing this...
During the creation of her magazine media product, Rebecca Davies learned a great deal about the technologies needed to construct her final product. She used a Canon camera to capture photographs, and editing programs like Photoshop Elements and Publisher to edit photos, add a bar code to the cover, and create logos. Rebecca also gained knowledge of presentation programs like Prezi and SlideShare for planning purposes. Different social media platforms provided feedback from audiences on the magazine content.
Evaluation Question 6
The document discusses the various technologies used by the author to research, produce, and evaluate their music magazine coursework. It describes each technology's purpose, how it was used, any problems encountered, solutions, and lessons learned. The technologies used included a Mac computer, Canon DSLR camera, Photoshop, InDesign, Blogger, PowerPoint, Survey Monkey, lighting equipment, iShowu, iPhoto, Prezi, social media, Excel, and Word. The author learned how to effectively use each program and technology through practice and experience working on their coursework.
Evaluation – Question 6
The document discusses technologies used to create a magazine product. It describes using online resources like Google, Blogger, Prezi and Slideshare to research, plan and document the process. Photoshop was used to edit photos and layout pages, while a Canon DSLR camera was relied on to take high quality photos meeting industry standards. Tutorials helped improve skills with Photoshop, the camera and lighting equipment. Social media facilitated receiving feedback and organizing a photo shoot. Overall, technology played a crucial role in all aspects of producing the magazine.
Question 6
Through completing a project, the author learned new skills in photography using a DSLR camera like natural lighting techniques, compositions, and focus. They also picked up new Photoshop skills like the Quick Selection Tool, refining selections, and adding drop shadows. As they had no prior experience with Quark, the author learned how to layout pages with columns, import pictures, and make text wrap around images. They also uploaded a mobile video to YouTube for the first time.
Question 6
The document discusses the technologies used to create a magazine. It describes using a Canon 550D camera to take high-quality images and learning photography skills like controlling aperture and depth of field. Adobe Photoshop was used to adjust image brightness and contrast before adding text. Internet Explorer and a mobile phone helped with research, communication with a focus group, and uploading content to a blog for easy access and future reference. Microsoft PowerPoint helped organize codes and conventions and create evaluations. Through this process, the author learned new technological skills that allowed them to professionally produce and organize their magazine research.
Evaluation – Question 7
The document discusses the progression of skills from the preliminary task to the final product. It identifies several key areas of improvement:
1) Researching existing media publications helped improve understanding of codes, conventions, and the use of fonts, layouts, and language to create a more realistic magazine.
2) Camera and lighting skills improved, allowing higher quality images to be taken and edited with Photoshop.
3) Understanding the target audience better through research and focus groups helped tailor the magazine's content, style, and tone of language to appeal to young adults.
Evaluation q6
The document discusses the various technologies used to create an indie rock music magazine, including hardware like cameras, tablets, and printers, as well as software like Photoshop, Word, and PowerPoint. It describes learning how to edit photos in Photoshop, take high quality pictures with a digital camera, create graphs and slides, and scan materials. Overall, the creator gained valuable experience with technologies that enhanced their ability to develop the media product.
Evaluation q6
This document discusses the various technologies used to construct a product, including a Sony Cybershot camera, Adobe Photoshop, lighting equipment, YouTube, Internet Explorer, a mobile phone, and PowerPoint. YouTube tutorials provided instruction on using the camera and Photoshop. Internet Explorer allowed for research, uploading work, and accessing digital magazine formats for benchmarks. A mobile phone facilitated communication with focus groups and access to YouTube tutorials.
Evaluation question 6
The student learned several new technologies through creating their music magazine product. They used Blogger to upload and organize their work online, overcoming difficulties with the site. Photoshop was used to edit photos; while challenging at first, the student became more proficient. InDesign was needed to layout magazine pages, again with an initial learning curve. The student also gained experience shooting photos for the magazine using a Canon DSLR camera, learning about lighting, angles and more.
Evaluation Question Number 6
The document discusses the technologies used to create a magazine project. It describes learning to use a Sony DSLR camera to take professional quality photos and explore settings like night mode and flash. Photoshop was used to edit photos by removing blemishes, adjusting brightness and contrast, and using tools like the clone stamp. Blogger was challenging to learn initially but became easier to use for posting and creating labels. Slideshare was utilized to insert PowerPoint presentations on the blog. In conclusion, the various technologies helped develop new skills and complete the project professionally.
Q6 evaulation
The student learned to use several new technologies in creating a music magazine. For research and planning, they used PowerPoint and learned to upload presentations to SlideShare and their blog. They also created an online survey using SurveyMonkey. For production, they used Photoshop to design pages, which was challenging as they had to learn it from scratch. They also used a professional camera and InDesign, which they found easier to learn than Photoshop. Through this project, the student became familiar with multiple software programs and technologies and feels they could produce an even better magazine if given the chance again.
Evaluation Question 6
Through constructing this product, I have learned about digital photography and image editing technologies. I used a Sony CyberShot camera to take pictures for my magazine. I then edited all three of my products - the front cover, contents page, and double page spread - using Adobe Photoshop. Photoshop proved to be a valuable program for editing despite initial complexity, as tutorials helped me learn its features. These include refining image edges and layer functionality for easy editing.
Question 7
The student learned several skills that improved their work from the preliminary task to the final production. For layout, they learned to use layers in Photoshop to make the page more visually interesting. They also researched magazine conventions to create a double page spread with a flowing layout. For images, the student learned to manipulate brightness, contrast and saturation in Photoshop, and how to take better photos with their digital SLR camera. For text, they learned how to use drop shadows to make text stand out on busy backgrounds. Overall, acquiring these new skills through practice, research and tutorials allowed the student to create a higher quality final production with professionally styled images, text and layout.
Q 6 powerpoint
The document discusses the various technologies the student used to create their media products, including an SLR camera, scanner, studio lighting setup, Mac computer, Blogger, Prezi, Photoshop, InDesign, Final Cut Express, Safari, YouTube, Google, and dafont.com. The student found the SLR camera useful for photography, the scanner for digitizing documents, the lighting setup for controlling lighting, and the Mac for running creative software and uploading content. Blogger allowed documentation of the process, Prezi for interactive presentations, Photoshop and InDesign for image and text editing, Final Cut for video editing, and various websites for research, fonts and sharing content.
Evaluation: Question 6
The document discusses technologies the author learned while constructing a class project. It describes learning to use Photoshop, Blogger, Flickr, Prezi, and SlideShare for the first time. The author had to learn how to edit photos, set up a blog, upload materials, and create presentations. Learning these skills exposed the author to varied programs and improved computer skills. While useful, some technologies rely on availability and constant practice to retain skills. Overall, learning new technologies provided experience that can help with future education and work.
Media Evaluation - Question 6
The document discusses the various technologies used to construct a music magazine production project. It describes using Adobe Photoshop to edit images and design page layouts, Canon 600D to take high quality photos, Internet Explorer to conduct research and upload work, a mobile phone to communicate with a focus group and take photos, Microsoft PowerPoint for organized research presentation, and studio lighting to take reliable photos and learn lighting techniques. The document concludes that these technologies were extremely helpful in creating a professional looking final production.
Evaluation question 6
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.
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.
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Question 6 ev
The document discusses various technologies used to create a magazine project. It describes using two cameras - an iPhone and Panasonic HC-V520 camera - for different photo shoots, and learning about each camera's strengths. A tripod was used to steady the HC-V520 camera to avoid blurry shots. Photoshop software was used to edit photos and lay out the magazine pages due to its layering features. Prezi software was also used to create a presentation, finding it easy to use. Wordpress was used to build a blog, learning the basics of blog creation.
What have you learnt about technologies from the
During the creation of a magazine media product, the author learned a lot about technologies needed for construction. They used a Sony camera to easily capture photographs. Photoshop Elements was key for editing photos using tools like the clone tool and magnetic lasso. Publisher allowed creation of a bar code and logo. Prezi and Slideshare provided knowledge of presenting planning. The product was mostly created on an Apple Mac with some work on a Toshiba laptop. Social media like Facebook and Twitter helped gain audience feedback.
Final Question 2 evaluation
The document discusses the various technologies used by the author to create their cover and contents page project. These included handheld devices like cameras, phones, and scanners as well as online programs like Photoshop, Prezi, Slideshare, Blogger, and Emaze. The author found Photoshop and Blogger particularly useful for editing images and organizing work, while Prezi and Emaze provided clear instructions. Going forward, the author wants to experiment more with Photoshop's features and revisit technologies to improve their skills.
Question 6
The document discusses the various technologies used to create a music magazine, including a Digital SLR camera, Adobe Photoshop, Prezi, Slideshare, SurveyMonkey, an internet scanner, Microsoft Word/PowerPoint, and an iPhone camera. The Digital SLR camera was used to take high-quality images for the front page while Adobe Photoshop was the main software used to manipulate images and design pages. Online tools like Prezi, Slideshare, and SurveyMonkey helped with research, planning, and evaluations. A scanner was used to import sketches and layouts. Word and PowerPoint facilitated writing and presentations. The iPhone camera captured environmental photos though with fewer megapixels than the Digital S
What have you learnt about technologies from the process of constructing this...
During the creation of her magazine media product, Rebecca Davies learned a great deal about the technologies needed to construct her final product. She used a Canon camera to capture photographs, and editing programs like Photoshop Elements and Publisher to edit photos, add a bar code to the cover, and create logos. Rebecca also gained knowledge of presentation programs like Prezi and SlideShare for planning purposes. Different social media platforms provided feedback from audiences on the magazine content.
Evaluation Question 6
The document discusses the various technologies used by the author to research, produce, and evaluate their music magazine coursework. It describes each technology's purpose, how it was used, any problems encountered, solutions, and lessons learned. The technologies used included a Mac computer, Canon DSLR camera, Photoshop, InDesign, Blogger, PowerPoint, Survey Monkey, lighting equipment, iShowu, iPhoto, Prezi, social media, Excel, and Word. The author learned how to effectively use each program and technology through practice and experience working on their coursework.
Evaluation – Question 6
The document discusses technologies used to create a magazine product. It describes using online resources like Google, Blogger, Prezi and Slideshare to research, plan and document the process. Photoshop was used to edit photos and layout pages, while a Canon DSLR camera was relied on to take high quality photos meeting industry standards. Tutorials helped improve skills with Photoshop, the camera and lighting equipment. Social media facilitated receiving feedback and organizing a photo shoot. Overall, technology played a crucial role in all aspects of producing the magazine.
Question 6
Through completing a project, the author learned new skills in photography using a DSLR camera like natural lighting techniques, compositions, and focus. They also picked up new Photoshop skills like the Quick Selection Tool, refining selections, and adding drop shadows. As they had no prior experience with Quark, the author learned how to layout pages with columns, import pictures, and make text wrap around images. They also uploaded a mobile video to YouTube for the first time.
Question 6
The document discusses the technologies used to create a magazine. It describes using a Canon 550D camera to take high-quality images and learning photography skills like controlling aperture and depth of field. Adobe Photoshop was used to adjust image brightness and contrast before adding text. Internet Explorer and a mobile phone helped with research, communication with a focus group, and uploading content to a blog for easy access and future reference. Microsoft PowerPoint helped organize codes and conventions and create evaluations. Through this process, the author learned new technological skills that allowed them to professionally produce and organize their magazine research.
Evaluation – Question 7
The document discusses the progression of skills from the preliminary task to the final product. It identifies several key areas of improvement:
1) Researching existing media publications helped improve understanding of codes, conventions, and the use of fonts, layouts, and language to create a more realistic magazine.
2) Camera and lighting skills improved, allowing higher quality images to be taken and edited with Photoshop.
3) Understanding the target audience better through research and focus groups helped tailor the magazine's content, style, and tone of language to appeal to young adults.
Evaluation q6
The document discusses the various technologies used to create an indie rock music magazine, including hardware like cameras, tablets, and printers, as well as software like Photoshop, Word, and PowerPoint. It describes learning how to edit photos in Photoshop, take high quality pictures with a digital camera, create graphs and slides, and scan materials. Overall, the creator gained valuable experience with technologies that enhanced their ability to develop the media product.
Evaluation q6
This document discusses the various technologies used to construct a product, including a Sony Cybershot camera, Adobe Photoshop, lighting equipment, YouTube, Internet Explorer, a mobile phone, and PowerPoint. YouTube tutorials provided instruction on using the camera and Photoshop. Internet Explorer allowed for research, uploading work, and accessing digital magazine formats for benchmarks. A mobile phone facilitated communication with focus groups and access to YouTube tutorials.
Evaluation question 6
The student learned several new technologies through creating their music magazine product. They used Blogger to upload and organize their work online, overcoming difficulties with the site. Photoshop was used to edit photos; while challenging at first, the student became more proficient. InDesign was needed to layout magazine pages, again with an initial learning curve. The student also gained experience shooting photos for the magazine using a Canon DSLR camera, learning about lighting, angles and more.
Evaluation Question Number 6
The document discusses the technologies used to create a magazine project. It describes learning to use a Sony DSLR camera to take professional quality photos and explore settings like night mode and flash. Photoshop was used to edit photos by removing blemishes, adjusting brightness and contrast, and using tools like the clone stamp. Blogger was challenging to learn initially but became easier to use for posting and creating labels. Slideshare was utilized to insert PowerPoint presentations on the blog. In conclusion, the various technologies helped develop new skills and complete the project professionally.
Q6 evaulation
The student learned to use several new technologies in creating a music magazine. For research and planning, they used PowerPoint and learned to upload presentations to SlideShare and their blog. They also created an online survey using SurveyMonkey. For production, they used Photoshop to design pages, which was challenging as they had to learn it from scratch. They also used a professional camera and InDesign, which they found easier to learn than Photoshop. Through this project, the student became familiar with multiple software programs and technologies and feels they could produce an even better magazine if given the chance again.
Evaluation Question 6
Through constructing this product, I have learned about digital photography and image editing technologies. I used a Sony CyberShot camera to take pictures for my magazine. I then edited all three of my products - the front cover, contents page, and double page spread - using Adobe Photoshop. Photoshop proved to be a valuable program for editing despite initial complexity, as tutorials helped me learn its features. These include refining image edges and layer functionality for easy editing.
Question 7
The student learned several skills that improved their work from the preliminary task to the final production. For layout, they learned to use layers in Photoshop to make the page more visually interesting. They also researched magazine conventions to create a double page spread with a flowing layout. For images, the student learned to manipulate brightness, contrast and saturation in Photoshop, and how to take better photos with their digital SLR camera. For text, they learned how to use drop shadows to make text stand out on busy backgrounds. Overall, acquiring these new skills through practice, research and tutorials allowed the student to create a higher quality final production with professionally styled images, text and layout.
Q 6 powerpoint
The document discusses the various technologies the student used to create their media products, including an SLR camera, scanner, studio lighting setup, Mac computer, Blogger, Prezi, Photoshop, InDesign, Final Cut Express, Safari, YouTube, Google, and dafont.com. The student found the SLR camera useful for photography, the scanner for digitizing documents, the lighting setup for controlling lighting, and the Mac for running creative software and uploading content. Blogger allowed documentation of the process, Prezi for interactive presentations, Photoshop and InDesign for image and text editing, Final Cut for video editing, and various websites for research, fonts and sharing content.
Evaluation: Question 6
The document discusses technologies the author learned while constructing a class project. It describes learning to use Photoshop, Blogger, Flickr, Prezi, and SlideShare for the first time. The author had to learn how to edit photos, set up a blog, upload materials, and create presentations. Learning these skills exposed the author to varied programs and improved computer skills. While useful, some technologies rely on availability and constant practice to retain skills. Overall, learning new technologies provided experience that can help with future education and work.
Media Evaluation - Question 6
The document discusses the various technologies used to construct a music magazine production project. It describes using Adobe Photoshop to edit images and design page layouts, Canon 600D to take high quality photos, Internet Explorer to conduct research and upload work, a mobile phone to communicate with a focus group and take photos, Microsoft PowerPoint for organized research presentation, and studio lighting to take reliable photos and learn lighting techniques. The document concludes that these technologies were extremely helpful in creating a professional looking final production.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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Evaluation question 6
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.
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 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.
Codes and conventions for hyperlinked websites
The document discusses codes and conventions for hyperlinked websites. It notes that mastheads are usually bold and prominently displayed. Websites also feature easy navigation bars and place main articles in an organized structure. They include pop-up advertisements, social media links, and eye-catching images to attract audiences across different platforms and age groups. Overall, the goal is to design intuitive and visually appealing websites to engage users.
Codes and conventions of regional magazine contents pages
The document discusses the codes and conventions used in regional magazine contents pages. It notes that mastheads are typically in serif fonts to appeal to older audiences. Page numbers and text use sans serif fonts for easier readability. Colorful images draw attention to specific articles. The layout is simple with sections to aid navigation. Subjects cover conventional topics like art, culture and local news to seem professional. The goal is to inform audiences about the local area and magazine contents while appealing to different age groups.
Evaluation – question 1
This document evaluates how the media product uses, develops, or challenges conventions of real media forms. It describes several design elements of the fake magazine including the masthead, cover image, color scheme, anchor text, pull quotes, and sell line. For each element, it provides examples of real magazines that use similar conventions such as large mastheads (NME, Kerrang, Q Magazine) and cover images creating a personal relationship with the audience (Clash, Q Magazine). It also notes unconventional elements like the color scheme and pull quote placement, and explains how they are meant to appeal to a niche audience.
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Codes and conventions of regional magazine contents pages
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Similar to Evaluation – question 6
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 6
The document discusses the various technologies used to create a magazine product. It describes using a Panasonic Lumix camera to take photos, lighting to improve photos, Adobe Photoshop to edit photos, internet research on a phone and computer, Microsoft PowerPoint for presenting research, and a phone to communicate with a focus group. The producer learned about camera functions, photo editing, online research, presentation design, and using technology to improve the professional quality and organization of their final product.
Evaluation – question 6
The student created a magazine and learned several new technologies in the process. They used a camera, lighting, Adobe Photoshop, internet research, Microsoft PowerPoint, a mobile phone, and social media. Specifically, the student learned how to use a Panasonic Lumix camera, Adobe Photoshop editing tools, different lighting setups, the blogging platform Blogger, and presentation software PowerPoint. Through completing this project, the student gained valuable skills with various technologies.
Evaluation – question 6
The student created a magazine and learned several new technologies in the process. They used a camera, lighting, Adobe Photoshop, internet research on Google and YouTube, Microsoft PowerPoint, their mobile phone, and social media to complete the project. Specifically, they learned how to use a Panasonic Lumix camera, the blogging platform Blogger, Photoshop editing tools, different lighting techniques, and how to conduct online research. Through using these technologies, the student was able to produce a more professional and polished final magazine product.
Evaluation q6 what have you learnt about technologies
The document discusses technologies the author learned about through constructing a magazine product. The author gained experience using USB drives to store and transfer files, Internet Explorer to research online, Microsoft Word for writing, PowerPoint for presentations, and Excel for data analysis. When making the magazine, the author learned to use Adobe Audition to edit audio, a Canon camera to take professional photos, a Dictaphone for interviews, Blogger for their online blog, and SlideShare and font websites to enhance their work. The author also significantly expanded their skills in Photoshop through practicing image editing, manipulation, airbrushing and layering techniques.
Evaluation Question - What have you learnt about technologies from the proces...
Molly discusses the various technologies she used and learned during the process of constructing her media product. She used Blogger to create an online journal to document her progress. Through Blogger, she gained insights into blogging and how to operate a blog. She also used common Microsoft programs like Word and PowerPoint. Additionally, she learned how to use an Apple computer and its programs like Safari. Molly explored editing software like Photoshop, InDesign and Premier. She also gained experience using a DSLR camera, photography lights, a tripod, and online programs like Prezi, SlideShare and DaFont. Overall, Molly feels she has learned valuable skills using these technologies that she can apply to future media work
Media evaluation 4
The document summarizes the various media technologies used by the student at different stages of their media project. In the planning stage, the student used blogs, YouTube, and slideshare to organize work, gather feedback, and publish findings. Photoshop was used to edit photos for advertisements and magazines. iMovie was used to edit video clips, add sound effects, and produce the final video product. The student experimented with different editing techniques in iMovie like adjusting contrast, adding transitions, and zooming to enhance scenes.
Evaluation question 6
Throughout constructing a music magazine, the author learned about various technologies. They used a Canon DSLR camera to take professional-quality photos and learned photography skills. Adobe Photoshop was used to enhance images by adjusting lighting and filters. Research was conducted online using Internet Explorer and mobile devices, and presentations were created in PowerPoint and uploaded to SlideShare and blogger. The author gained experience with programming, photography, and various ICT skills in producing their magazine.
Evaluation question 6
The student used several technologies to research, plan, and evaluate their magazine project including the internet, Microsoft PowerPoint, a Nikon D3100 camera, and Photoshop. They relied heavily on online resources like YouTube tutorials, blogs, and social media to learn new skills in Photoshop and learn how to better utilize the programs and camera. The internet was instrumental in conducting research, sharing work online, and gathering feedback which helped improve the final product.
Evaluation: Question 6
The document discusses the various technologies used to create a music magazine. These include a Canon DSLR camera for photos, lighting equipment, Adobe Photoshop for image editing, internet research using YouTube tutorials and a blogger, and PowerPoint for organizing research. The author learned how to properly use these technologies, such as camera functions, lighting setups, Photoshop tools, and organizing platforms, to produce high quality images and presentations and effectively complete the magazine project. Without the use of these technologies, the author would not have been able to successfully create and organize the information for the magazine.
Question 6
The document discusses the technologies used to create a media production project. It lists the main technologies as a Nikon D3200 digital camera, Internet Explorer, Microsoft PowerPoint, Adobe Photoshop CS3, and lighting. It describes learning how to use the camera through online tutorials and trial and error to take photos for a magazine cover. It also discusses using Photoshop to edit images and YouTube tutorials to learn its features, as well as using Internet Explorer for research and PowerPoint for presentations. Lighting was used to make a model the focus of a double page spread.
Question 6 evalutation abbey
The student learned to use various technologies in creating their music magazine, including a digital camera, iPhone, Photoshop, internet browsers, PowerPoint, and lighting. They took photos with the camera and iPhone, edited images and laid out pages in Photoshop, researched conventions online, organized information in PowerPoint, and experimented with lighting. Through this process, the student gained skills in using these technologies and merging them to produce a professional final product.
How did you use media technologies in the construction and research, planning...
The student used various media technologies at different stages of their coursework project. In the research stage, they created a WordPress blog to compile their work and used YouTube to analyze existing horror trailers. They used Internet Explorer to research film posters and magazines and imported the images into PowerPoint for analysis. In the planning stage, they used PowerPoint to create initial ideas for their poster and magazine cover. During construction, they edited video recordings in Final Cut Pro and used Motion to create text for their teaser trailer. For evaluation, they created a SlideShare account to embed their PowerPoint presentations online for feedback.
How did you use media technologies in the construction and research, planning...
The student used various media technologies at different stages of their coursework project. In the research stage, they created a WordPress blog to house their work and used YouTube to analyze existing horror trailers. They used Internet Explorer to research film posters and magazines, saving images to PowerPoint for analysis. For primary research, they used Microsoft Word for a questionnaire and Excel to analyze the results. In planning, they used PowerPoint to mock up initial poster and magazine cover ideas. For construction, they used a Canon camera to take photos and Final Cut to edit recordings. In evaluation, they used PowerPoint and SlideShare to create an online evaluation and gathered audience feedback on Facebook.
Evaluation q6
Billy Ingram created a music magazine using various technologies. He used a Canon 550D camera to take photos, a mobile phone to communicate with focus groups, and Adobe Photoshop CS3 to edit photos by adjusting brightness, contrast, and removing parts of images. Internet Explorer allowed him to research target audiences, conventions, and tutorials. Microsoft PowerPoint helped with organizing research. Proper lighting was also important to make photos look professional. The technologies helped make the final production look polished and professional.
Evaluation question 6
During the production of a magazine, the author used several technologies to create the final product and learned how to use them. The technologies included:
- A Canon DSLR camera to take high quality photos for the image-heavy magazine. The camera's features like ISO, aperture, and memory capacity helped improve the photos.
- Lighting equipment and online research to properly position lights and achieve a professional, studio-like look for photos.
- Adobe Photoshop to manipulate and enhance photos, add text, and layout the magazine. Photoshop tutorials helped learn features.
- A web browser for research on codes, conventions and tutorials to aid the production process and document progress in an online blog.
Evaluation Question 6
I learned many skills from using various technologies to construct my music magazine. I used Microsoft PowerPoint to present my research and evaluations in an organized, clear manner. I also used Internet Explorer to research conventions of music magazines and plan my magazine construction. Additionally, I used my iPhone to quickly email photos between my laptop and phone for editing. Through using these different programs together, I gained a better understanding of how cross-media convergence allows technologies to work as an integrated system. Overall, the various technologies like Photoshop, cameras, and editing apps helped me produce a professional-looking magazine and improve my skills through tutorials, research, and practice.
EVALUATION Question 6
I learned many skills from using various technologies to construct my music magazine. I used Microsoft PowerPoint to present my research and evaluations in an organized, clear manner. I also used Internet Explorer to research conventions of music magazines and plan my magazine construction. Additionally, I used my iPhone to quickly email photos between my laptop and phone for editing. Through using these different programs together, I gained a better understanding of how cross-media convergence allows technologies to work as an integrated system. Overall, the various technologies like Photoshop, cameras, and editing apps helped me produce a professional-looking magazine and improve my skills through tutorials, research, and practice.
Evaluation q6
From constructing this product, the author learned how to use various computer programs like Photoshop and Blogger, as well as how to effectively use a DSLR camera. The camera produced clear images that did not pixelate when zoomed in, allowing for less editing. Photoshop was used to edit photos by adjusting color balance, cropping, and removing backgrounds. Blogger proved easy for presenting coursework online and allowed customization through fonts, colors, and post organization. The author also became familiar with InDesign for magazine design.
Evaluation question six
1) The document discusses the various technologies used during the production of a media project, including the internet for research, a Nikon D800 camera for photography, Photoshop for image editing, and social media for communication.
2) Key technologies discussed are the internet for research, tutorials, and planning; Photoshop for learning image editing skills and applying them to produced images; and a D800 camera for efficiently capturing photos essential to the production.
3) Natural and artificial lighting methods are compared, and how the creator adapted using alternative materials like paper when studio equipment was unavailable.
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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 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 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 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.
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 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 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 7
Evaluation Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation – question 6
Evaluation Question 6 - What have you learnt about technologies from the process of constructing this product?
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Evaluation – question 6
- 1. EVALUATION – QUESTION 6 What have you learnt about technologies from the process of constructing this product?
- 2. Technology During the composition I used several different technologies that help the research, planning, creation and evaluation of my magazine.These technologies consist of: • Canon 600D • Lighting • Photoshop • Blogger, Slideshare,Youtube, Messenger (Internet Explorer) • Microsoft PowerPoint
- 3. Camera I had never used a Canon camera before this project therefore I had to watch several tutorials on both the cameras (the other camera a Panosonic DMCLX7 was optional however I ultimately used the Canon 600d) in order to change the ISO, F-stop, shutter speed and aperture. Aperture is the unit of measurement that defines the size of the opening in the lens that can be adjusted to control the amount of light reaching the film or digital sensor.The ISO setting on a camera is something that has carried over from film. Ratings of 100-1600, the numbers refer to the film’s sensitivity to light.The higher the number, the more sensitive to light the film is. Shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken.The slower the shutter speed, the longer the exposure time. F-stop is the "lens focal length" divided by the "effective aperture diameter."The smaller the F- number, the greater the amount of light that passes through the lens. Each change of F-stop halves or doubles the image brightness as you step up or down. The images were easy to locate and therefore see where any issues arose, especially after watching the tutorials I could locate the relevant settings/buttons that were required.
- 4. Lighting I used two pieces of lighting equipment in order to create the image on the right, to create dramatic lighting effects, a Softbox and a Brownline light. This light assisted with this image: This light assisted with this image:
- 5. Photoshop I hadn’t used Photoshop before my preliminary task and even after then, I still wasn’t an expert. I wanted to know the rudimentary aspects of the system in order to easily edit my images and construct my pages.Therefore during the preparation of creating my magazine, I used several tutorials to help me around the program. I used a general ‘HowTo’ tutorial to begin with and then an ‘Airbrush’ tutorial. I learnt how to adjust the contrast on the images, how to create a monochrome image, and how to airbrush and filter images. Photoshop help me accomplish my final outcome and was easy to access and alter any sections of the image and the pages. Here is an example of an image after I used Photoshop:
- 6. Microsoft PowerPoint I had used PowerPoint several times before this project, therefore I didn’t need a tutorial to guide me. I used PowerPoint to display a more visual representation of my research, especially for my codes and conventions.This gave a professional ascetic to the research and was easier to refer to at a later date.
- 7. Internet Explorer I used the internet a lot during the creation of my magazine, I used blogger to present and record each step I took in making this magazine. Blogger was really useful as I could go back to a post and edit or alter it according to the circumstances. I used slideshare to upload my presentations on codes and conventions (during my research) to my blog, in the form of a link (a similar link was used for theYouTube tutorials), I usedYouTube to research tutorials on Photoshop and the camera. Lastly, to refer easily to my focus group, to keep my target audiences preferences my primary focus, I used Messenger to compose a focus group chat, therefore whenever I took photos or created a page, I could refer it to them before posting it on the blog.