Evaluation Question 7
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From the preliminary task to the full music magazine product, the author feels they have progressed in making magazines look more professional. The preliminary magazine looked more amateur compared to the music magazine, which looks like it could be on a newsagent shelf between magazines like NME and Q. The author developed their skills by using different text sizes and colors, taking more risks, and putting more time and care into the music magazine task compared to the school magazine. The author's contents pages for the music magazine also look much more professional than for the preliminary task, showing they put more effort into making it as realistic as possible for grading.
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Q7 done
From the preliminary task to the full music magazine, the author learned to create a more polished and professional product. The preliminary magazine looked amateur compared to music magazines on store shelves. For the full magazine, the author styled the cover model differently in a more interesting pose, developed the title design using different colors and text sizes, and took more risks than with the school magazine. The contents page for the full magazine also looked more professional, with numbers slanting down for visual effect and more detail added in Photoshop compared to the preliminary version.
Question 7: Progression
Emma Pritchard compares two magazine covers she created - an initial school magazine and a subsequent music magazine. For the music magazine, she used editing software to enhance photos, focused on consistent colors and house style, and applied lessons from creating the first magazine. The music magazine cover featured a long-shot photo with slight editing to look professional, versus the unedited close-up used on the school magazine. Emma also improved the conciseness of the text on the music magazine cover compared to the first version.
Evaluation Question 7
The student has learned and improved their skills in Photoshop and InDesign from their preliminary magazine cover to the full music magazine product. Specifically, the student has learned how to add and blend multiple colors in Photoshop backgrounds, how to edit and crop images, and how to make covers look more professional. The student also found it easier to design the music magazine because they had examples to reference, and their use of Photoshop and layout in InDesign looks much more polished than the preliminary task.
Evaluation question seven
The document discusses the progression of the author's skills in creating school magazines from their preliminary task to a full music magazine product. Specifically:
1) Through research on music magazines, the author learned to add more writing to the front cover for better branding.
2) User testing revealed the need to outline writing to distinguish it from backgrounds.
3) Research showed other magazines didn't use colored images with grayscale backgrounds, so the author adjusted the design.
4) Improved software skills allowed use of more tools to create effects like outlining, shadowing, and transparency.
Music Magazine Evaluation Task 7
The student learned several key lessons from their preliminary school magazine task that helped improve their final music magazine product. They researched other magazines to understand typical conventions. For the cover, they made it more professional by aligning elements and including a relevant image. On the contents page, they included multiple images to make the layout more interesting. For the double page spread, they added columns to make it easier to read and used their own images to have more control over the design. Overall, the student gained valuable experience that helped them create a higher quality final magazine product.
Q7 evaluation
In summarizing their progression from the preliminary student magazine to the full R&B magazine production, the author learned about genre conventions and how to better apply them. Specifically, they improved layout, font selection, color usage, and model positioning based on other magazine examples. The initial magazine sketches differed significantly from the final product, as taking photos led to realizing the layout needed changes to make images and text more appealing. Overall, the author gained experience in crafting publications that better match genre conventions.
Evaluation q7
The student learned several new skills when progressing from their preliminary college magazine to a full music magazine product. They learned to use Photoshop and InDesign tools more extensively to improve layouts, cover designs, and image editing. Specifically, they learned how to use effects like outer glow, use the magic wand and lasso tools, and transform images. They improved at incorporating codes and conventions to better suit the target audience. Overall, their skills with design software and understanding of professional magazine production improved.
Question 7
LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT.
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Q7 done
From the preliminary task to the full music magazine, the author learned to create a more polished and professional product. The preliminary magazine looked amateur compared to music magazines on store shelves. For the full magazine, the author styled the cover model differently in a more interesting pose, developed the title design using different colors and text sizes, and took more risks than with the school magazine. The contents page for the full magazine also looked more professional, with numbers slanting down for visual effect and more detail added in Photoshop compared to the preliminary version.
Question 7: Progression
Emma Pritchard compares two magazine covers she created - an initial school magazine and a subsequent music magazine. For the music magazine, she used editing software to enhance photos, focused on consistent colors and house style, and applied lessons from creating the first magazine. The music magazine cover featured a long-shot photo with slight editing to look professional, versus the unedited close-up used on the school magazine. Emma also improved the conciseness of the text on the music magazine cover compared to the first version.
Evaluation Question 7
The student has learned and improved their skills in Photoshop and InDesign from their preliminary magazine cover to the full music magazine product. Specifically, the student has learned how to add and blend multiple colors in Photoshop backgrounds, how to edit and crop images, and how to make covers look more professional. The student also found it easier to design the music magazine because they had examples to reference, and their use of Photoshop and layout in InDesign looks much more polished than the preliminary task.
Evaluation question seven
The document discusses the progression of the author's skills in creating school magazines from their preliminary task to a full music magazine product. Specifically:
1) Through research on music magazines, the author learned to add more writing to the front cover for better branding.
2) User testing revealed the need to outline writing to distinguish it from backgrounds.
3) Research showed other magazines didn't use colored images with grayscale backgrounds, so the author adjusted the design.
4) Improved software skills allowed use of more tools to create effects like outlining, shadowing, and transparency.
Music Magazine Evaluation Task 7
The student learned several key lessons from their preliminary school magazine task that helped improve their final music magazine product. They researched other magazines to understand typical conventions. For the cover, they made it more professional by aligning elements and including a relevant image. On the contents page, they included multiple images to make the layout more interesting. For the double page spread, they added columns to make it easier to read and used their own images to have more control over the design. Overall, the student gained valuable experience that helped them create a higher quality final magazine product.
Q7 evaluation
In summarizing their progression from the preliminary student magazine to the full R&B magazine production, the author learned about genre conventions and how to better apply them. Specifically, they improved layout, font selection, color usage, and model positioning based on other magazine examples. The initial magazine sketches differed significantly from the final product, as taking photos led to realizing the layout needed changes to make images and text more appealing. Overall, the author gained experience in crafting publications that better match genre conventions.
Evaluation q7
The student learned several new skills when progressing from their preliminary college magazine to a full music magazine product. They learned to use Photoshop and InDesign tools more extensively to improve layouts, cover designs, and image editing. Specifically, they learned how to use effects like outer glow, use the magic wand and lasso tools, and transform images. They improved at incorporating codes and conventions to better suit the target audience. Overall, their skills with design software and understanding of professional magazine production improved.
Question 7
LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT.
Question 7
The student learned several important lessons from creating a preliminary school magazine that helped them improve their final music magazine. For the music magazine, they conducted more research on their target audience and took inspiration from professional magazines. This helped them create a more polished, professional product at a higher standard. The front cover of the music magazine was edited to a higher quality and featured more catchy, creative text compared to the school magazine. The additional time spent on the music magazine allowed for more editing and improvements.
Looking back at your preliminary task
The document summarizes the learning and improvements from a preliminary magazine project to the final product. Key areas of growth included research and planning skills, learning new software like Photoshop and InDesign, improving the color scheme, layout, images, and structure of content pages and covers to better engage readers. Design decisions for the final magazine were influenced by researching exemplar magazines like NME and applying conventions like coordinated colors, varied yet readable fonts, and creative layouts featuring large initial letters.
Question 1
IN WHAT WAYS DOES YOUR PRODUCT USE, DEVELOP OR CHALLENGE FORMS AND CONVENTIONS OF A REAL MEDIA PRODUCT?
Question 7
The student learned from progressing through the preliminary task to the professional work. Their music magazine cover and contents page looked more professional than the school magazine as they had gained more experience using the design tools. In the preliminary task, the student used many colors but learned for professional work to use fewer colors and consider the audience preferences to achieve a more professional look.
Evaluation q7
The student learned more about magazine layout and design conventions. Their photographs and use of fonts, alignment, layers, and graphics improved from the preliminary task to the final magazine. They were able to apply skills in Photoshop learned between the two projects to produce a higher quality final product with a more fully realized contents page.
Q7 evaluation
The student reflects on improvements made from their preliminary school magazine cover to the final music magazine product. They note the school magazine cover was too bare with difficult to read text, whereas techniques learned allowed them to add more text and images to the music magazine cover. Comparing contents pages, they filled the music one with more pictures and added an advertisement. Overall, feedback shows clear progression in their design and layout skills through practicing techniques like using Photoshop and keeping a consistent style across pages.
Question 7 of evaluation
The document discusses the progression from a preliminary college magazine task to the final music magazine product. The learner felt they improved in choosing appropriate colors, using bolder fonts, filling all spaces, and incorporating a better double page spread. Feedback on the college magazine pointed out weaknesses in font boldness and color selection that the learner worked to improve for the music magazine. Overall, the learner learned about using InDesign and Photoshop features and felt they created a much better final product based on lessons from the preliminary task.
Question 7
The student learned several key things in progressing from their preliminary task to the final production of a music magazine spread. They improved the masthead design, switched to artificial lighting for a more professional look, varied the model photos with different outfits, and organized the layout into a neater, more mature structure. Through research on codes and conventions, and practice with Photoshop tools, the student gained skills in image editing, effective masthead design, and creating a polished layout that better met industry standards.
About my magazine and the breif
The document discusses the tasks of creating a school magazine and a music magazine using Photoshop. For the preliminary task, the creator experimented with Photoshop to make a school magazine cover and contents page. For the main task, they developed an R&B and club music magazine covering topics like party destinations and artist profiles. Key Photoshop tools like the lasso and rubber tools were used to isolate images and remove backgrounds. Efforts were made to make the music magazine look realistic and sellable using techniques like a main studio image in black and white with bold fonts for the title.
Contents page stages
In three sentences:
The document outlines the stages of creating a contents page layout for a magazine, including placing boxes to represent images, adding columns for text, and replacing boxes with pictures from Google to fill out the design. Pictures of R&B artists were chosen to theme the magazine. The final contents page included a variety of pictures with captions linking them to specific pages to better engage readers.
Question 7
The document discusses the learning and improvements the author experienced from their preliminary magazine project to their final music magazine product. Specifically, the author learned better photography skills like composition and focus; improved organization of models, costumes and photos; developed writing and research skills; and gained expertise using Photoshop for advanced editing techniques to enhance images. The preliminary magazine lacked these skills and research, so the final product was more polished and professional as a result of the learning experience.
Script for question 7 video
The document summarizes the differences between the creator's preliminary and actual tasks in creating a music magazine. For the actual task, more care and planning went into the flat plan, double-page spread, photography choices, consideration of fonts and colors, and use of Photoshop. Surveys were also conducted. More creative thought and research went into planning the contents page. Overall, the greatest development was shown in the double-page spread since there was no preliminary task to reference.
Evaluation question 7
The student felt they learned several important lessons from their preliminary school magazine task that improved their full music magazine task. Specifically, they learned to have models look directly at the camera to engage readers, put headlines directly on models, use a limited color scheme to create a brand identity, edit images more in Photoshop, and include common magazine elements like a subscription section. The student also felt more confident and skilled in using Photoshop and InDesign's advanced tools which helped them create a more polished final magazine.
Presentation2
The student created a music magazine that they felt was more professional than their previous college magazine. They analyzed other hip hop magazines more thoroughly, taking time to research and plan effectively. They learned that little details like font, image placement, and color tones can significantly impact the overall quality. Their music magazine had a more professionally edited front cover, better structured contents page, and clearly laid out double page spread compared to the college magazine.
Question 7
The author reflects on improvements made from their preliminary college magazine to the final music magazine. For the music magazine, higher quality images were used, the cover line was properly positioned in the middle left of the page rather than the top, and a consistent color scheme was selected that would appeal to all genders of the target audience. Feedback from evaluating the college magazine about asking for help with the design software, researching reference magazines more, and taking more diverse photos was applied to creating a stronger final music magazine.
Question 7 media
The author reflects on progress made from an initial college magazine cover and contents page to a fully developed music magazine. For the preliminary task, the author lacked experience using design software and knowledge of magazine structures. The college magazine lacked creativity and vibrant colors. For the music magazine, the author's skills using Photoshop and InDesign improved, allowing use of attractive colors, well-structured content, and custom masthead. Comparing the two works shows the author now better understands creating appealing, reader-focused magazines.
Leveson - Results and Recommendations
The Leveson Report makes several findings and recommendations regarding press regulation in the UK. It finds that some newspapers recklessly pursued sensational stories without regard for privacy or harm caused. It recommends establishing a new independent regulatory body for the press with statutory backing. This body would have powers to fine papers up to 1% of turnover for code violations and investigate serious breaches. The report is also critical of some police relationships with the press but does not find evidence of undue influence or corruption.
Colour schemes
The document describes gathering opinions from people on potential designs for a front cover and contents page. For the front cover, 15 people voted on color schemes and background types, and for the contents page, 20 people voted on 4 design options. The votes for each front cover and contents page choice are displayed next to the respective designs.
Evaluation Question 1
The document evaluates how a media product uses, develops, or challenges conventions of real media products. It summarizes how a magazine cover, contents pages, and article page were designed based on conventions from Rolling Stone and other music magazines, such as using simple colors, larger fonts for headlines, breaking up content into sections, and including band indexes and editors' notes. While adhering to typical magazine structures, original elements were also included to add more variation and interest.
Bullying in a_workplace[1]
Workplace bullying is a non-physical behavior that psychologically and emotionally harms employees by excluding, embarrassing, or blaming them without reason. It can include verbal abuse, criticism, exclusion from events, and intentional ignoring. Employees who are bullied often experience stress, tardiness, absenteeism, reduced productivity, and depression. Physically, bullying can cause high blood pressure, digestive issues, and lack of sleep. Companies also suffer negative impacts like increased training costs from frequent employee turnover due to low motivation and the reputation of allowing bullying.
Ideas & designs
This document discusses using elements from a Rolling Stone magazine cover page and a Q magazine review section as inspiration for designing the contents page of a magazine. It considers continuing the theme from the cover page by incorporating the font, color, and other elements. It also thinks a review section like in Q magazine that discusses new albums and films would be a good idea to include in its own contents.
Flat plans
This document outlines the typical structure and layout of a magazine, including key sections like the masthead, table of contents, titles, images, articles, and barcodes. It shows where common magazine elements like the issue number, price, headings, and page numbers are typically placed on the page. The document provides a template for the standard organizational format of a magazine.
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Question 7
The student learned several important lessons from creating a preliminary school magazine that helped them improve their final music magazine. For the music magazine, they conducted more research on their target audience and took inspiration from professional magazines. This helped them create a more polished, professional product at a higher standard. The front cover of the music magazine was edited to a higher quality and featured more catchy, creative text compared to the school magazine. The additional time spent on the music magazine allowed for more editing and improvements.
Looking back at your preliminary task
The document summarizes the learning and improvements from a preliminary magazine project to the final product. Key areas of growth included research and planning skills, learning new software like Photoshop and InDesign, improving the color scheme, layout, images, and structure of content pages and covers to better engage readers. Design decisions for the final magazine were influenced by researching exemplar magazines like NME and applying conventions like coordinated colors, varied yet readable fonts, and creative layouts featuring large initial letters.
Question 1
IN WHAT WAYS DOES YOUR PRODUCT USE, DEVELOP OR CHALLENGE FORMS AND CONVENTIONS OF A REAL MEDIA PRODUCT?
Question 7
The student learned from progressing through the preliminary task to the professional work. Their music magazine cover and contents page looked more professional than the school magazine as they had gained more experience using the design tools. In the preliminary task, the student used many colors but learned for professional work to use fewer colors and consider the audience preferences to achieve a more professional look.
Evaluation q7
The student learned more about magazine layout and design conventions. Their photographs and use of fonts, alignment, layers, and graphics improved from the preliminary task to the final magazine. They were able to apply skills in Photoshop learned between the two projects to produce a higher quality final product with a more fully realized contents page.
Q7 evaluation
The student reflects on improvements made from their preliminary school magazine cover to the final music magazine product. They note the school magazine cover was too bare with difficult to read text, whereas techniques learned allowed them to add more text and images to the music magazine cover. Comparing contents pages, they filled the music one with more pictures and added an advertisement. Overall, feedback shows clear progression in their design and layout skills through practicing techniques like using Photoshop and keeping a consistent style across pages.
Question 7 of evaluation
The document discusses the progression from a preliminary college magazine task to the final music magazine product. The learner felt they improved in choosing appropriate colors, using bolder fonts, filling all spaces, and incorporating a better double page spread. Feedback on the college magazine pointed out weaknesses in font boldness and color selection that the learner worked to improve for the music magazine. Overall, the learner learned about using InDesign and Photoshop features and felt they created a much better final product based on lessons from the preliminary task.
Question 7
The student learned several key things in progressing from their preliminary task to the final production of a music magazine spread. They improved the masthead design, switched to artificial lighting for a more professional look, varied the model photos with different outfits, and organized the layout into a neater, more mature structure. Through research on codes and conventions, and practice with Photoshop tools, the student gained skills in image editing, effective masthead design, and creating a polished layout that better met industry standards.
About my magazine and the breif
The document discusses the tasks of creating a school magazine and a music magazine using Photoshop. For the preliminary task, the creator experimented with Photoshop to make a school magazine cover and contents page. For the main task, they developed an R&B and club music magazine covering topics like party destinations and artist profiles. Key Photoshop tools like the lasso and rubber tools were used to isolate images and remove backgrounds. Efforts were made to make the music magazine look realistic and sellable using techniques like a main studio image in black and white with bold fonts for the title.
Contents page stages
In three sentences:
The document outlines the stages of creating a contents page layout for a magazine, including placing boxes to represent images, adding columns for text, and replacing boxes with pictures from Google to fill out the design. Pictures of R&B artists were chosen to theme the magazine. The final contents page included a variety of pictures with captions linking them to specific pages to better engage readers.
Question 7
The document discusses the learning and improvements the author experienced from their preliminary magazine project to their final music magazine product. Specifically, the author learned better photography skills like composition and focus; improved organization of models, costumes and photos; developed writing and research skills; and gained expertise using Photoshop for advanced editing techniques to enhance images. The preliminary magazine lacked these skills and research, so the final product was more polished and professional as a result of the learning experience.
Script for question 7 video
The document summarizes the differences between the creator's preliminary and actual tasks in creating a music magazine. For the actual task, more care and planning went into the flat plan, double-page spread, photography choices, consideration of fonts and colors, and use of Photoshop. Surveys were also conducted. More creative thought and research went into planning the contents page. Overall, the greatest development was shown in the double-page spread since there was no preliminary task to reference.
Evaluation question 7
The student felt they learned several important lessons from their preliminary school magazine task that improved their full music magazine task. Specifically, they learned to have models look directly at the camera to engage readers, put headlines directly on models, use a limited color scheme to create a brand identity, edit images more in Photoshop, and include common magazine elements like a subscription section. The student also felt more confident and skilled in using Photoshop and InDesign's advanced tools which helped them create a more polished final magazine.
Presentation2
The student created a music magazine that they felt was more professional than their previous college magazine. They analyzed other hip hop magazines more thoroughly, taking time to research and plan effectively. They learned that little details like font, image placement, and color tones can significantly impact the overall quality. Their music magazine had a more professionally edited front cover, better structured contents page, and clearly laid out double page spread compared to the college magazine.
Question 7
The author reflects on improvements made from their preliminary college magazine to the final music magazine. For the music magazine, higher quality images were used, the cover line was properly positioned in the middle left of the page rather than the top, and a consistent color scheme was selected that would appeal to all genders of the target audience. Feedback from evaluating the college magazine about asking for help with the design software, researching reference magazines more, and taking more diverse photos was applied to creating a stronger final music magazine.
Question 7 media
The author reflects on progress made from an initial college magazine cover and contents page to a fully developed music magazine. For the preliminary task, the author lacked experience using design software and knowledge of magazine structures. The college magazine lacked creativity and vibrant colors. For the music magazine, the author's skills using Photoshop and InDesign improved, allowing use of attractive colors, well-structured content, and custom masthead. Comparing the two works shows the author now better understands creating appealing, reader-focused magazines.
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Leveson - Results and Recommendations
The Leveson Report makes several findings and recommendations regarding press regulation in the UK. It finds that some newspapers recklessly pursued sensational stories without regard for privacy or harm caused. It recommends establishing a new independent regulatory body for the press with statutory backing. This body would have powers to fine papers up to 1% of turnover for code violations and investigate serious breaches. The report is also critical of some police relationships with the press but does not find evidence of undue influence or corruption.
Colour schemes
The document describes gathering opinions from people on potential designs for a front cover and contents page. For the front cover, 15 people voted on color schemes and background types, and for the contents page, 20 people voted on 4 design options. The votes for each front cover and contents page choice are displayed next to the respective designs.
Evaluation Question 1
The document evaluates how a media product uses, develops, or challenges conventions of real media products. It summarizes how a magazine cover, contents pages, and article page were designed based on conventions from Rolling Stone and other music magazines, such as using simple colors, larger fonts for headlines, breaking up content into sections, and including band indexes and editors' notes. While adhering to typical magazine structures, original elements were also included to add more variation and interest.
Bullying in a_workplace[1]
Workplace bullying is a non-physical behavior that psychologically and emotionally harms employees by excluding, embarrassing, or blaming them without reason. It can include verbal abuse, criticism, exclusion from events, and intentional ignoring. Employees who are bullied often experience stress, tardiness, absenteeism, reduced productivity, and depression. Physically, bullying can cause high blood pressure, digestive issues, and lack of sleep. Companies also suffer negative impacts like increased training costs from frequent employee turnover due to low motivation and the reputation of allowing bullying.
Ideas & designs
This document discusses using elements from a Rolling Stone magazine cover page and a Q magazine review section as inspiration for designing the contents page of a magazine. It considers continuing the theme from the cover page by incorporating the font, color, and other elements. It also thinks a review section like in Q magazine that discusses new albums and films would be a good idea to include in its own contents.
Flat plans
This document outlines the typical structure and layout of a magazine, including key sections like the masthead, table of contents, titles, images, articles, and barcodes. It shows where common magazine elements like the issue number, price, headings, and page numbers are typically placed on the page. The document provides a template for the standard organizational format of a magazine.
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Evaluation Question 5
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Audience research
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Key results showed that 7 of the 10 respondents were male, indicating the magazine should have more male-oriented content. Respondents were also most interested in reviews, competitions, and free gifts/samples in the magazine. The preferred title of "Britpop" was chosen over the other options for the magazine name.
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Similar to Evaluation Question 7
Evaluation question 7
1) Comparing their preliminary magazine to the music magazine, the author saw improvements in their layout and image skills from researching existing magazines.
2) For the preliminary magazine, the images looked less professional and similar, while the music magazine images fit the genre and had more variety in poses.
3) Planning and research was more limited for the preliminary task, while an in-depth plan and shot list helped make the music magazine look more realistic.
Q7 media evaluation
The document summarizes the learning and progression of skills from the author's preliminary student magazine task to their final music magazine product. They learned techniques like using Photoshop to edit photos and create magazine covers. Their early work had basic layouts and design, but they improved skills in photography, photo editing, and understanding magazine conventions. For the final music magazine, they incorporated grids for layout, improved the front cover using editing tools, and applied knowledge gained from analyzing other music magazines. Overall, their skills and ability to create realistic magazine products improved significantly from the initial task to the final music magazine.
Q7 media evaluation
From their preliminary task to the final products, the student learned several new techniques. For the student magazine, they did not know how to edit photos in Photoshop and used the original photo for the cover. The layout was plain. For the music magazine, the student learned to use a Canon SLR camera to take high quality photos and edit them in Photoshop. They also learned to use various applications for research. While the language stayed somewhat formal, it included some colloquial words to appeal to the target audience. Through creating the products, the student's ideas changed but their initial sketches still guided the direction, and they gained a better understanding of design software and magazine conventions.
Preliminary task, school magazine compared to music[1]
The document compares a student's preliminary school magazine to their music magazine, outlining key improvements:
1) Photography was improved with better equipment, time, and subject matter for the music magazine, allowing for more professional-looking images.
2) Layout and design were more conventional and appealing in the music magazine, with single focal images, consistent typography, and proper conventions like page numbers.
3) Experience with the preliminary task helped the student recognize needed changes like simplified designs, proper cropping, and adherence to magazine layout standards in their music magazine.
Evaluation question 7
The student learned important skills in progressing from their preliminary magazine task to the final product. While they liked the black and white theme of their preliminary front cover, the rest of the magazine lacked a strong, consistent theme. For their final magazine, the student focused on establishing a solid theme and color scheme to make the magazine look more professional. They also applied lessons learned about semiotics and researched codes and conventions to incorporate symbolic elements like a camera lens in the design.
Recovered file 1
The student learned many new skills in progressing from their preliminary task to creating a full music magazine. For the preliminary front page, the text overlapped the main image and the artist was not properly cut out from lack of Photoshop skills. The full magazine featured the text flowing around the main image and a cleaner cut-out. Additional improvements included more organized additional lines, varied typography sizes and colors, and inclusion of typical magazine elements like barcodes, dates, and websites. Overall the preliminary work lacked experience, but researching real magazines helped the student create a more professional and authentic final product.
Question 7
The author learned several skills in progressing from their preliminary school magazine to their final music magazine. For the music magazine, they gained more experience using InDesign and Photoshop and learned to edit images to make them look more professional. They also conducted more research on their target audience's preferences. As a result, their music magazine front cover had a cleaner background, more appealing layout, and higher quality images compared to the school magazine. The author felt they were more creative and produced a magazine that looked more like professional music publications.
Question 7
The student learned several important lessons from creating a preliminary school magazine that helped them improve their final music magazine. For the music magazine, they conducted more research on their target audience and took inspiration from professional magazines. This helped them create a more polished, professional product at a higher standard. The front cover of the music magazine was edited to a higher quality and featured more catchy, creative text compared to the school magazine. The additional time spent on the music magazine allowed for more editing and improvements.
Q7
The student learned several important lessons from creating a preliminary school magazine that helped them improve their final music magazine. For the music magazine, they conducted more research on their target audience and took inspiration from professional magazines. This helped them create a more polished, professional product at a higher standard. The front cover of the music magazine was edited to a higher quality and featured more catchy, creative text compared to the school magazine. The additional time spent on the music magazine allowed for more editing and improvements.
Overall Evaluation
The project brief asked the student to create a front page, contents page, and double page spread for both a college magazine and a music magazine. For the college magazine, the student used Microsoft Publisher and took their own photograph for the front cover. For the music magazine, the student used Quark Xpress and Photoshop and based it on the magazine NME. Through completing the project, the student learned how to use professional publishing and editing software like Quark and Photoshop, allowing them to make their magazines look more polished and professional compared to using basic desktop software.
Eval 7
The document discusses the progression from the author's preliminary music magazine task to their final production. For the preliminary task, the author lacked skills in Photoshop and magazine design, so the preliminary task was very basic and did not resemble an actual magazine. Through research, practice with Photoshop, and feedback, the author improved their skills and created a final production that more closely resembles a professional music magazine. Key improvements included enhancing photos, using consistent formatting and fonts, and incorporating design elements from research on other magazines. The author feels they have gained valuable experience and design skills from the process.
Evaluation Question 7
1) Looking back at their preliminary college magazine task, the author feels they have improved various skills from gaining experience creating a full music magazine product.
2) Specifically, the author notes improvements in using Photoshop tools, capturing higher quality images, including more content, and following magazine design conventions better in the music magazine compared to the preliminary task.
3) Through the process of researching music magazines and improving various skills, the author concluded they have gained valuable experience creating professional-looking magazine products.
Question 7
The author reflects on improvements between their initial school magazine project and subsequent music magazine. For the school magazine, they were still learning the software and it showed with a bare cover lacking information, contents page with much white space and little detail, and dull overall design. For the music magazine, they applied what they learned and it shows with a colorful, busy cover; well-laid out contents page with location diagrams; and double page spread using layers and colors effectively like a real magazine. The author sees significant progress in their design skills and abilities.
Q7
Looking back at the preliminary task what do you feel you have learnt in the progression from it to the full product.
Evaluation Q7
The document reflects on what was learned from a preliminary student magazine task to the final music magazine product. Key lessons included using fewer colors and fonts to appear more professional, including headers and footers for consistency, choosing impactful cover images that fit the genre, and ensuring layout follows conventions like the rule of thirds. For contents pages, sticking to a house style, using bigger images and less whitespace improved professional appearance. Creating a double page spread helped apply conventions across a multi-page layout.
Evaluation 7
This document summarizes the learning and progression from a preliminary music magazine task to the final production. The author notes they gained skills in using Photoshop and creating a more professional layout. For the preliminary task, images were unedited, text wasn't appealing, and it didn't resemble a magazine. However, for the final production, images were enhanced, font was clearer, and it resembled an actual music magazine. Researching codes and conventions was helpful for guiding the final production.
Evaluation 7
This document summarizes the learning and progression from a preliminary music magazine task to the final production. The author notes they have improved skills in photography, text design, and using Photoshop effectively. For the final production, images were enhanced to look like a professional magazine, font was clearer, and elements were carefully positioned. Researching codes and conventions before production helped make the final magazine resemble actual music magazines, unlike the preliminary version. The front cover and spreads now have a continuous house style linking the artist to make it seem more professional.
Question 7 prelim
The document discusses the progression of the author's skills from an initial school magazine preliminary task to a final music magazine product called "BOUNCE". Specifically:
1) The author's understanding of magazine design conventions improved, including using a bolder masthead that follows the house style, better positioned cover lines, and inclusion of additional elements like barcodes.
2) The author's photography skills progressed, such as taking closer pictures of subjects making eye contact with the camera to seem more professional.
3) Additional elements were included in the final magazine, like page numbers, issue dates, and an editor's letter, that were absent from the initial school magazine task.
Fmp evaluation
Tom Batty evaluated his work on a music-themed project. He created two sets of content based around a band and his experience at Leeds Festival. For each set, he wrote an article and created accompanying designs like album covers and posters. He researched existing designs to analyze techniques. He conducted interviews and found Photoshop tutorials to incorporate effects like neon text. Overall, he was happy with his consistent work, but felt his second color scheme and some designs could be improved. He would rework his second double page spread and festival poster, as he felt rushed on those.
Looking back at your preliminary task, what
- The author believes their main task music magazine is an improvement over their preliminary student magazine. The main task magazine has more suitable colors that appeal to both genders and a more eye-catching banner, whereas the preliminary magazine had bland colors and only appealed to one gender.
- The contents page of the preliminary magazine lacked conventions, had too much white space, insufficient details and articles, and images that were not neatly ordered. In contrast, the main task contents page looks more professional with quality images, articles relevant to music, and a clear color scheme and text.
- The author's skills in Photoshop and InDesign have improved, allowing them to enhance images and text for the main task magazine, making
Similar to Evaluation Question 7 (20)
Preliminary task, school magazine compared to music[1]
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The document discusses a scene from the 1998 war film Saving Private Ryan. It asks the respondent to identify the rating the scene would receive based solely on its content, explain why, identify the genre of the film, describe the emotions and feelings evoked by the scene, and discuss what the filmmakers aimed to achieve with the clip and how it could be changed to warrant a lower rating.
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The document is a questionnaire for a music video project that asks the respondent to read annotated lyrics for 6 songs and provide their opinions on video ideas and which song would be best to produce a video for. It then asks the respondent to choose their preferred song and answer 7 questions about video ideas, including character appearance, locations, narrative vs performance elements, specific lyric interpretations, overall mood, and personal images and ideas from the lyrics.
Song Lyrics
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1) The Pulp song discusses a relationship and suggests a performance-based video.
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3) The Stone Roses song depicts violent scenes and a performance video of the band is suggested.
4) The Oasis song could show the band performing at a bus stop with imagery of the lyrics.
5) The Manic Street Preachers song proposes videos of the band practicing or performing to show their musical progression.
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Over the past few months working on music magazines, the author has used various technologies to design, create, and publish their work. They were already proficient in Adobe Photoshop but improved their skills over time. They also learned to use Blogger to post their coursework online, though it was initially tricky. Other technologies like PowerPoint, SlideShare, and the internet were used for research and sharing work, with the internet being integral to their process.
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1:该专业认证可证明留学生真实身份
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3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Evaluation Question 7
- 1. Evaluation 7 - Looking back at the preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. From the preliminary task I have progressed a lot in the making of magazines. My preliminary task looked more amateur, which is understandable, considering my earlier experience with making magazines was at GCSE level. My music magazine looks much more professional and with my recent music magazine I can see imagine it being on the shelf of a newsagents, with the other mags such as NME and Q. I took my own advice in using just one image on the cover but I had a different style completely. I kept many things simple, and I actually probably made my music mag more simple, with the white background, a la Rolling Stone. I have developed other things though by using a more professional text and different size text, and I made it more interesting by using different colours, and I took more of a risk with my music magazine than I did with my school magazine as I had more time and care with that task.
- 3. As you can see my contents page(s) I made for my prelim task very not all that good and was uninspiring. I liked the way I used the layout, with the swapping of images and text across the page. But I do think my contents pages for my music mag look way more professional than my prelim task. I took more time and effort into making my magazine contents page as I am getting marked upon it and I wanted it to look as professional and real as possible. I used Photoshop extensively for both pages but it is obvious which one had more effort placed into it. I added a lot more detail to take it to that higher level of professionalism.