Evaluation – question 6
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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.
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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 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 principles of design and layout. Through research into existing magazine styles and conventions, the student learned how to create a professional layout that meets audience needs and fulfills communication theories. They can now effectively use techniques like lighting, text formatting, and color schemes to produce eye-catching, targeted content.
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, and applying theories about magazines and their audiences. For the final task, the learner was able to create a professional double-page spread using the skills they developed, such as producing high quality images, manipulating layouts, and incorporating effective text elements like pull quotes and mastheads.
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 Q6
The document discusses the various technologies used to create a magazine product. These include:
- A Canon camera to take high-quality photos for the magazine. Photoshop was used to edit the images.
- Google, Issu, and existing magazines provided research on conventions and inspiration.
- Blogger allowed organizing and presenting the work online at low cost.
- Facebook Messenger facilitated communication with a focus group.
- Lighting equipment was used to achieve a professional look with images.
The author learned about using these technologies effectively and how they improved the quality, organization, and presentation of the final magazine product.
Evaluation question 7
The student learned several skills that improved the quality of their final magazine production compared to the preliminary task. They learned how to properly use a camera and lighting to capture higher quality images, as well as photo editing skills. For the final production, more time was spent planning elements like backgrounds, clothing, and mise-en-scene. Researching fonts, existing magazines, and audience theories helped make informed design choices to better meet the target audience's needs. Layout and design skills progressed as well, allowing the student to create a more visually appealing and easily navigable contents page. Overall, techniques learned along the way helped create a more polished final product with professional consistency.
Evaluation 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.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Recommended
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 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 principles of design and layout. Through research into existing magazine styles and conventions, the student learned how to create a professional layout that meets audience needs and fulfills communication theories. They can now effectively use techniques like lighting, text formatting, and color schemes to produce eye-catching, targeted content.
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, and applying theories about magazines and their audiences. For the final task, the learner was able to create a professional double-page spread using the skills they developed, such as producing high quality images, manipulating layouts, and incorporating effective text elements like pull quotes and mastheads.
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 Q6
The document discusses the various technologies used to create a magazine product. These include:
- A Canon camera to take high-quality photos for the magazine. Photoshop was used to edit the images.
- Google, Issu, and existing magazines provided research on conventions and inspiration.
- Blogger allowed organizing and presenting the work online at low cost.
- Facebook Messenger facilitated communication with a focus group.
- Lighting equipment was used to achieve a professional look with images.
The author learned about using these technologies effectively and how they improved the quality, organization, and presentation of the final magazine product.
Evaluation question 7
The student learned several skills that improved the quality of their final magazine production compared to the preliminary task. They learned how to properly use a camera and lighting to capture higher quality images, as well as photo editing skills. For the final production, more time was spent planning elements like backgrounds, clothing, and mise-en-scene. Researching fonts, existing magazines, and audience theories helped make informed design choices to better meet the target audience's needs. Layout and design skills progressed as well, allowing the student to create a more visually appealing and easily navigable contents page. Overall, techniques learned along the way helped create a more polished final product with professional consistency.
Evaluation 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.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Question 7
The author learned several skills from completing their preliminary task that helped them create a better final product. They gained knowledge around magazine layout and design conventions like page structure and using high quality images. They also improved their photography skills like varying camera angles and positioning models. Finally, the preliminary task helped the author become more proficient with Photoshop and learn new techniques like color range and drop shadows.
Q7
The student felt they improved in all areas of design and development from the preliminary task to the final music magazine. For the music magazine, the student conducted more market research which helped guide the initial design. The student established a clear house style for the music magazine using consistent colors, layout, and branding. However, the student realized they did not take enough photos for the music magazine, limiting content. Overall, the student felt the music magazine looked more professional due to careful planning, preparation, and implementing new skills and techniques learned.
Evaluation question 7
The document summarizes what the author learned from their preliminary task that improved their final magazine production. They learned how to properly use a camera and editing software like Photoshop through tutorials. For the final production, more planning and research went into choosing locations, backgrounds, fonts, and layout that were informed by existing magazines and focus group feedback. This resulted in higher production values and a magazine that better met the needs and expectations of the target audience.
Question 7
The document discusses the learning and progression from the preliminary task to the full product. It covers research, planning, time management, construction, and skills development. Specifically:
- More extensive research was done for the full product, including audience, magazine genre, fonts, articles, and photography.
- Planning for the full product took place over weeks and included a production schedule, model research, photo planning, and article drafting.
- Time management was essential for the full product to meet deadlines, whereas it was a weakness for the preliminary task.
- Construction of the full product showed improved skills in photography, layout, fonts, and use of design elements to make the magazine look more professional.
Double
This document provides guidance for planning a double page spread for a magazine. It asks the reader to consider what the main article will be about, which pictures and photos to include, whether to follow or subvert typical conventions, how to represent people featured in the article, how to communicate with the audience, and how the story will relate to other pages like the cover and contents. The reader is also instructed to review example double page spreads, start sketching a layout, and plan what elements to include, as they will need to analyze similar spreads for a class blog assignment.
Evaluation for Preliminary Task
The document provides a preliminary evaluation of a student's media product, a college magazine. It compares the student's front cover and contents page to conventions from real media products like NME magazine. The front cover includes similarities like a masthead and rule of thirds image, but differs by featuring an average college student instead of a famous musician. The contents page also shares similarities such as the logo and editor's note, but includes more pictures and a proper editor's profile instead of just a few words. The student learned skills like using Photoshop, InDesign, and following conventions to construct their magazine.
Question 1
This document summarizes how the product uses and develops conventions of real media products.
The front cover uses conventions like a masthead in the top middle, overlapping images, and multiple fonts. However, the main image challenges conventions by including both scenery and a model.
The contents page uses conventions like images, columns, section headings, and numbering to easily guide readers. The images follow conventions of variety in shots and use of people.
The advertisement uses conventions like a sell line, brand logo, listing products and prices. The main image shows the models' expressions and clothes being advertised.
The website layout mirrors the magazine with a masthead and tabs for navigation. However, the main image challenges convention
Trtrtr
The document discusses various new technologies and design tools learned, including:
- Using the drop shadow and stroke tools in Adobe Photoshop CC to make elements stand out visually and catch attention.
- Utilizing the shape tool to create boxes and containers for elements.
- Learning to select and cut out elements using the wand tool.
- Understanding layers to organize elements so text appears above boxes.
- Importing articles from Microsoft Word into QuarkXpress.
- Working with columns and shapes to structure content attractively.
- Rotating and placing images, and using text features like drop caps to guide readers.
What do you feel you have learnt in the progression of your magazine.
The document discusses what the author learned through creating a music magazine. They learned about conventions for photography in magazines like using medium close-ups on covers. They also learned photography techniques like zooming, focusing, and using lighting effectively. The author improved their skills in Photoshop by learning how to edit images and apply effects. They also gained skills in Quark by learning to properly format pages with columns, guides, and shapes. Overall, the author feels they significantly progressed in their understanding of magazine design conventions and software skills.
In what way does your media product use, develop
The document discusses how a media product can develop or challenge conventions of real media products. It provides examples of forms such as magazines, books, and newspapers. Conventions are usual ways of doing things in a particular area, such as mastheads, reviews, and main images in magazines. The document then examines how the author's media product challenges conventions for pop magazine forms and layouts. Specifically, the author uses an unusual masthead design featuring a classical music sheet, atypical shot types and image placements in spreads, and an "inside this month" section to encourage future issues. Overall, the author aims to develop magazine conventions to appeal to a broader audience.
Crticial reflection question 4
The document discusses how technologies were used in a magazine project. Photoshop was used to edit images by correcting blemishes, adjusting brightness and color balance. Various tools in Photoshop like brightness/contrast, hue/saturation, and levels were used to enhance images and create perceptions of beauty. Different camera shots and angles were used when taking photos, such as close-ups, low angles, and medium shots to create variety. To market the magazine online, social media sites like Facebook and Twitter would be used to advertise and raise awareness. An online edition of the magazine would also allow easy access for audiences and potentially increase viewers and subscriptions.
Evaluation of my funk magazine front cover 2
This document evaluates the creator's funk magazine front cover. It discusses the fonts, font sizes, and language used to address the audience. The creator aimed to create a synthetic relationship with readers through a first-person address. Photoshop was used to manipulate images and learn advanced adjustments. Codes and conventions like mastheads, issue numbers, and barcodes were applied. Images were placed over text to challenge conventions. The creator has learned more about manipulating images, magazine codes and conventions, and using color schemes since their preliminary task.
Evaluation Question 7
The document compares the author's preliminary college magazine project to their final music magazine project. Some key differences include:
- In the final project, the author utilized the Guttenberg design principle to strategically place images and text, whereas the preliminary project placed elements randomly.
- The author improved their photography skills between projects, taking better quality photos with intentional lighting and backgrounds.
- More consideration was given to representing the genre (indie rock) through the cover models, props, and overall aesthetic in the final project.
- A stronger stylistic approach was taken in the final project to make it feel more professional and consistent for readers.
Magazine production
The document outlines the requirements for a non-exam assessment (NEA) portfolio for a media production course. Students must design two magazine covers and contents pages for the first two issues of a fashion magazine, as well as a homepage and one linked page for the magazine's website. The magazine covers, contents pages, and website must feature original images and content, and demonstrate a coherent brand identity across platforms. Students must also submit a Statement of Intent, research notes, and a cover sheet indicating any collaboration.
Q1
The document discusses how the media product applies, develops, and challenges conventions of real magazines. It describes emulating several conventions in its design, such as the photography, layout, and use of pull quotes on the cover, contents page, and double page spread that are typically seen in magazines like Kerrang!. Specifically, it replicates the "L-shaped" contents page layout and column structure of articles. The document also notes developing continuity across pages through consistent fonts, colors, and focus on one artist. Additionally, it challenges some conventions by only featuring one band across pages for contextual linking, using heavy motion blur on a contents photo atypically, and making the magazine shorter than most for its young audience.
AS Evaluation 2 Representation
This document provides guidance on evaluating representation in a magazine. It discusses analyzing how artists are represented in double page spreads through various elements like images, shot types, costumes and language. It also addresses how the magazine may represent social groups like age, gender and subcultures. Suggestions are made for approaching the representation question, such as discussing typical representations in similar magazines and analyzing your own magazine's construction of representations and portrayal of social groups through images, text and design.
Evaluation
The document discusses the construction of a media product that follows many magazine conventions like layout and masthead design, but also challenges some conventions with darker backgrounds and minimal photography lighting. It conducted a survey to find that its target audience of students wanted band interviews, artistic photography, new artists, and album reviews, which were incorporated. The process taught skills with Photoshop, blogging, and different media formats. Since the preliminary task, the creator learned more about the magazine process, how to manipulate images, layout conventions, and using color to create mood.
revised resumeBeb.2016
Pierre Ngog has over 20 years of experience in accounting, education, customer service, and small business ownership. He has a Associate's degree in Accounting and worked as a substitute teacher, Amazon customer service representative, and manager at various companies. Ngog also owned and operated his own organic food store in Paris.
Actualité IDI Gazeley France
Découvrez notre dernière Newsletter !
"L’année qui s’achève aura marqué un tournant stratégique pour IDI Gazeley." Fabrice Cervoni, Directeur Général Europe du Sud.
Zaverečná zpráva AIESEC ČR 2015/2016
Závěrečná zpráva studenstké organizace AIESEC Česká republika pro období 2015/16.
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What's hot
Question 7
The author learned several skills from completing their preliminary task that helped them create a better final product. They gained knowledge around magazine layout and design conventions like page structure and using high quality images. They also improved their photography skills like varying camera angles and positioning models. Finally, the preliminary task helped the author become more proficient with Photoshop and learn new techniques like color range and drop shadows.
Q7
The student felt they improved in all areas of design and development from the preliminary task to the final music magazine. For the music magazine, the student conducted more market research which helped guide the initial design. The student established a clear house style for the music magazine using consistent colors, layout, and branding. However, the student realized they did not take enough photos for the music magazine, limiting content. Overall, the student felt the music magazine looked more professional due to careful planning, preparation, and implementing new skills and techniques learned.
Evaluation question 7
The document summarizes what the author learned from their preliminary task that improved their final magazine production. They learned how to properly use a camera and editing software like Photoshop through tutorials. For the final production, more planning and research went into choosing locations, backgrounds, fonts, and layout that were informed by existing magazines and focus group feedback. This resulted in higher production values and a magazine that better met the needs and expectations of the target audience.
Question 7
The document discusses the learning and progression from the preliminary task to the full product. It covers research, planning, time management, construction, and skills development. Specifically:
- More extensive research was done for the full product, including audience, magazine genre, fonts, articles, and photography.
- Planning for the full product took place over weeks and included a production schedule, model research, photo planning, and article drafting.
- Time management was essential for the full product to meet deadlines, whereas it was a weakness for the preliminary task.
- Construction of the full product showed improved skills in photography, layout, fonts, and use of design elements to make the magazine look more professional.
Double
This document provides guidance for planning a double page spread for a magazine. It asks the reader to consider what the main article will be about, which pictures and photos to include, whether to follow or subvert typical conventions, how to represent people featured in the article, how to communicate with the audience, and how the story will relate to other pages like the cover and contents. The reader is also instructed to review example double page spreads, start sketching a layout, and plan what elements to include, as they will need to analyze similar spreads for a class blog assignment.
Evaluation for Preliminary Task
The document provides a preliminary evaluation of a student's media product, a college magazine. It compares the student's front cover and contents page to conventions from real media products like NME magazine. The front cover includes similarities like a masthead and rule of thirds image, but differs by featuring an average college student instead of a famous musician. The contents page also shares similarities such as the logo and editor's note, but includes more pictures and a proper editor's profile instead of just a few words. The student learned skills like using Photoshop, InDesign, and following conventions to construct their magazine.
Question 1
This document summarizes how the product uses and develops conventions of real media products.
The front cover uses conventions like a masthead in the top middle, overlapping images, and multiple fonts. However, the main image challenges conventions by including both scenery and a model.
The contents page uses conventions like images, columns, section headings, and numbering to easily guide readers. The images follow conventions of variety in shots and use of people.
The advertisement uses conventions like a sell line, brand logo, listing products and prices. The main image shows the models' expressions and clothes being advertised.
The website layout mirrors the magazine with a masthead and tabs for navigation. However, the main image challenges convention
Trtrtr
The document discusses various new technologies and design tools learned, including:
- Using the drop shadow and stroke tools in Adobe Photoshop CC to make elements stand out visually and catch attention.
- Utilizing the shape tool to create boxes and containers for elements.
- Learning to select and cut out elements using the wand tool.
- Understanding layers to organize elements so text appears above boxes.
- Importing articles from Microsoft Word into QuarkXpress.
- Working with columns and shapes to structure content attractively.
- Rotating and placing images, and using text features like drop caps to guide readers.
What do you feel you have learnt in the progression of your magazine.
The document discusses what the author learned through creating a music magazine. They learned about conventions for photography in magazines like using medium close-ups on covers. They also learned photography techniques like zooming, focusing, and using lighting effectively. The author improved their skills in Photoshop by learning how to edit images and apply effects. They also gained skills in Quark by learning to properly format pages with columns, guides, and shapes. Overall, the author feels they significantly progressed in their understanding of magazine design conventions and software skills.
In what way does your media product use, develop
The document discusses how a media product can develop or challenge conventions of real media products. It provides examples of forms such as magazines, books, and newspapers. Conventions are usual ways of doing things in a particular area, such as mastheads, reviews, and main images in magazines. The document then examines how the author's media product challenges conventions for pop magazine forms and layouts. Specifically, the author uses an unusual masthead design featuring a classical music sheet, atypical shot types and image placements in spreads, and an "inside this month" section to encourage future issues. Overall, the author aims to develop magazine conventions to appeal to a broader audience.
Crticial reflection question 4
The document discusses how technologies were used in a magazine project. Photoshop was used to edit images by correcting blemishes, adjusting brightness and color balance. Various tools in Photoshop like brightness/contrast, hue/saturation, and levels were used to enhance images and create perceptions of beauty. Different camera shots and angles were used when taking photos, such as close-ups, low angles, and medium shots to create variety. To market the magazine online, social media sites like Facebook and Twitter would be used to advertise and raise awareness. An online edition of the magazine would also allow easy access for audiences and potentially increase viewers and subscriptions.
Evaluation of my funk magazine front cover 2
This document evaluates the creator's funk magazine front cover. It discusses the fonts, font sizes, and language used to address the audience. The creator aimed to create a synthetic relationship with readers through a first-person address. Photoshop was used to manipulate images and learn advanced adjustments. Codes and conventions like mastheads, issue numbers, and barcodes were applied. Images were placed over text to challenge conventions. The creator has learned more about manipulating images, magazine codes and conventions, and using color schemes since their preliminary task.
Evaluation Question 7
The document compares the author's preliminary college magazine project to their final music magazine project. Some key differences include:
- In the final project, the author utilized the Guttenberg design principle to strategically place images and text, whereas the preliminary project placed elements randomly.
- The author improved their photography skills between projects, taking better quality photos with intentional lighting and backgrounds.
- More consideration was given to representing the genre (indie rock) through the cover models, props, and overall aesthetic in the final project.
- A stronger stylistic approach was taken in the final project to make it feel more professional and consistent for readers.
Magazine production
The document outlines the requirements for a non-exam assessment (NEA) portfolio for a media production course. Students must design two magazine covers and contents pages for the first two issues of a fashion magazine, as well as a homepage and one linked page for the magazine's website. The magazine covers, contents pages, and website must feature original images and content, and demonstrate a coherent brand identity across platforms. Students must also submit a Statement of Intent, research notes, and a cover sheet indicating any collaboration.
Q1
The document discusses how the media product applies, develops, and challenges conventions of real magazines. It describes emulating several conventions in its design, such as the photography, layout, and use of pull quotes on the cover, contents page, and double page spread that are typically seen in magazines like Kerrang!. Specifically, it replicates the "L-shaped" contents page layout and column structure of articles. The document also notes developing continuity across pages through consistent fonts, colors, and focus on one artist. Additionally, it challenges some conventions by only featuring one band across pages for contextual linking, using heavy motion blur on a contents photo atypically, and making the magazine shorter than most for its young audience.
AS Evaluation 2 Representation
This document provides guidance on evaluating representation in a magazine. It discusses analyzing how artists are represented in double page spreads through various elements like images, shot types, costumes and language. It also addresses how the magazine may represent social groups like age, gender and subcultures. Suggestions are made for approaching the representation question, such as discussing typical representations in similar magazines and analyzing your own magazine's construction of representations and portrayal of social groups through images, text and design.
Evaluation
The document discusses the construction of a media product that follows many magazine conventions like layout and masthead design, but also challenges some conventions with darker backgrounds and minimal photography lighting. It conducted a survey to find that its target audience of students wanted band interviews, artistic photography, new artists, and album reviews, which were incorporated. The process taught skills with Photoshop, blogging, and different media formats. Since the preliminary task, the creator learned more about the magazine process, how to manipulate images, layout conventions, and using color to create mood.
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revised resumeBeb.2016
Pierre Ngog has over 20 years of experience in accounting, education, customer service, and small business ownership. He has a Associate's degree in Accounting and worked as a substitute teacher, Amazon customer service representative, and manager at various companies. Ngog also owned and operated his own organic food store in Paris.
Actualité IDI Gazeley France
Découvrez notre dernière Newsletter !
"L’année qui s’achève aura marqué un tournant stratégique pour IDI Gazeley." Fabrice Cervoni, Directeur Général Europe du Sud.
Zaverečná zpráva AIESEC ČR 2015/2016
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Evaluation – question 6
Evaluation Question 6 - What have you learnt about technologies from the process of constructing this product?
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 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.
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 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 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 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 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 - 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
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.
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
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
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
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.
Evaluation q6
Through creating a magazine, the student learned to use several technologies. The student used a Canon camera to take high quality photos, learning how to alter settings to get the best shots. Photoshop was used to edit photos, making eyes and colors "pop" through tutorials. Internet research helped with codes and conventions as well as tutorials on using tools. A focus group provided feedback through mobile messaging. Powerpoint and Google Slides helped organize research and the evaluation through automatic saving and various formatting options. Overall, these technologies helped improve the production process and presentation of the final magazine.
Evaluation question 6; What have you learnt about technologies from the proce...
Through constructing this product, the student learned how to use various technologies effectively. Photoshop and InDesign were challenging at first but became easier to use with practice. The student also learned how to properly use a DSLR camera, Final Cut Express for creating videos, and Prezi and Blogger for online presentations and blogging. Setting up and using a three-light photo studio setup was initially difficult but the student gained experience doing so. Overall, the technologies employed helped make the product look professional.
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.
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.
Similar to Evaluation – question 6 (20)
Evaluation q6 what have you learnt about technologies
Evaluation q6 what have you learnt about technologies
Evaluation Question - What have you learnt about technologies from the proces...
Evaluation Question - What have you learnt about technologies from the proces...
Evaluation question 6; What have you learnt about technologies from the proce...
Evaluation question 6; What have you learnt about technologies from the proce...
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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 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 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 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 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.
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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. 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:
- 5. 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.
- 6. 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.