Evaluation Question 7
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The document compares the learning process between a preliminary magazine task and the full product. For the preliminary task, planning and research were less thorough due to time constraints and inexperience. For the main task, more research was done into conventions and the target audience was more involved. Photography, editing, and layout skills improved. Overall, the process was more polished, on-brief, and better managed for the full product.
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Q7
The document compares the student's preliminary school magazine task to their full music magazine product. They felt the school magazine was too simplistic and lacked key conventions like sell lines and puffs. For the music magazine, they conducted more research, learned industry terms, and improved their skills with programs like InDesign and Photoshop. They also better managed their time. Overall, the student felt they took the music magazine more seriously and produced a higher quality, more professional product compared to their earlier preliminary task.
Evaluation – part 7
The student felt they learned more from creating their music magazine compared to their college magazine. For the college magazine, they had less creative control and time due to restrictions. However, they gained experience using design tools. For the music magazine, the student had more freedom and time for in-depth research, planning, and organization. They improved their photo shooting, layout design, and time management skills. Overall, the extra creative control and time allowed the student to produce a higher quality final product for their music magazine.
Q7 evaluation
Looking back at her preliminary task, the author feels she has greatly improved her knowledge of creating a magazine. For the main task, she researched target audiences more thoroughly and chose higher quality images that would appeal to readers. She also learned to make better use of software like Photoshop and Quark to enhance photos and include more content. Overall, her understanding of magazine conventions improved through researching various publications and applying feedback to create a more polished final product.
L3 cmpt y2 evaluation template (2)
This document provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
Reflections diary
The document summarizes a student's weekly reflections in their group project. In week 1, the student was happy with their group which worked collaboratively to develop project ideas. In week 2, the student and one group member had to work without the third, developing a survey and proposal. The student showed some leadership by coordinating in a group chat. In week 3, the group completed their idents on time and created a mini website to host their work, which the student felt showed their efficiency. In week 4, the student has made further progress on their industry-focused project work including additional surveys and research.
Final Evaluation question 7
The student learned a great deal from their preliminary continuity editing task to creating a full magazine product. Initially, their preliminary work was poor due to little research. They improved by doing more research on magazine layouts and content, which helped create a better magazine. They also learned from researching color palettes, fonts, covers, and spreads. This knowledge helped them create audience and fashion profiles to inform their work. The student progressed by learning software like Photoshop and tools like the magnetic lasso. They learned to add layers to make the magazine more professional. Receiving feedback helped them improve spacing and symmetry. In the end, they learned to better present their work on platforms like Blogger, SlideShare, and Scribed and
James Eddisford Extended Project Evaluation
The document discusses the student's use of time management tools like a Gantt chart and checklist during their project. The Gantt chart helped the student organize tasks by week and assess objectives by color. The checklist allowed the student to track completed tasks but uploading it to their blog every time slowed down production. In the future, the student would only upload the final checklist. Overall, the time management tools helped the student work efficiently and produce high quality work by the deadline.
Question 7
Looking back at the preliminary task, the student feels they have learned to plan and prepare more thoroughly for the main task. For the preliminary task, details were overlooked and aspects were kept vague to complete it quickly. However, for the main task, each part of the process was planned in more detail to ensure success. Conducting more in-depth research into magazine forms and conventions helped make the main task magazine more professional. Improved skills with software applications and photography allowed the student to produce higher quality images and magazine layout for the main task. Feedback from a focus group further helped tailor the magazine to the target audience.
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Q7
The document compares the student's preliminary school magazine task to their full music magazine product. They felt the school magazine was too simplistic and lacked key conventions like sell lines and puffs. For the music magazine, they conducted more research, learned industry terms, and improved their skills with programs like InDesign and Photoshop. They also better managed their time. Overall, the student felt they took the music magazine more seriously and produced a higher quality, more professional product compared to their earlier preliminary task.
Evaluation – part 7
The student felt they learned more from creating their music magazine compared to their college magazine. For the college magazine, they had less creative control and time due to restrictions. However, they gained experience using design tools. For the music magazine, the student had more freedom and time for in-depth research, planning, and organization. They improved their photo shooting, layout design, and time management skills. Overall, the extra creative control and time allowed the student to produce a higher quality final product for their music magazine.
Q7 evaluation
Looking back at her preliminary task, the author feels she has greatly improved her knowledge of creating a magazine. For the main task, she researched target audiences more thoroughly and chose higher quality images that would appeal to readers. She also learned to make better use of software like Photoshop and Quark to enhance photos and include more content. Overall, her understanding of magazine conventions improved through researching various publications and applying feedback to create a more polished final product.
L3 cmpt y2 evaluation template (2)
This document provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
Reflections diary
The document summarizes a student's weekly reflections in their group project. In week 1, the student was happy with their group which worked collaboratively to develop project ideas. In week 2, the student and one group member had to work without the third, developing a survey and proposal. The student showed some leadership by coordinating in a group chat. In week 3, the group completed their idents on time and created a mini website to host their work, which the student felt showed their efficiency. In week 4, the student has made further progress on their industry-focused project work including additional surveys and research.
Final Evaluation question 7
The student learned a great deal from their preliminary continuity editing task to creating a full magazine product. Initially, their preliminary work was poor due to little research. They improved by doing more research on magazine layouts and content, which helped create a better magazine. They also learned from researching color palettes, fonts, covers, and spreads. This knowledge helped them create audience and fashion profiles to inform their work. The student progressed by learning software like Photoshop and tools like the magnetic lasso. They learned to add layers to make the magazine more professional. Receiving feedback helped them improve spacing and symmetry. In the end, they learned to better present their work on platforms like Blogger, SlideShare, and Scribed and
James Eddisford Extended Project Evaluation
The document discusses the student's use of time management tools like a Gantt chart and checklist during their project. The Gantt chart helped the student organize tasks by week and assess objectives by color. The checklist allowed the student to track completed tasks but uploading it to their blog every time slowed down production. In the future, the student would only upload the final checklist. Overall, the time management tools helped the student work efficiently and produce high quality work by the deadline.
Question 7
Looking back at the preliminary task, the student feels they have learned to plan and prepare more thoroughly for the main task. For the preliminary task, details were overlooked and aspects were kept vague to complete it quickly. However, for the main task, each part of the process was planned in more detail to ensure success. Conducting more in-depth research into magazine forms and conventions helped make the main task magazine more professional. Improved skills with software applications and photography allowed the student to produce higher quality images and magazine layout for the main task. Feedback from a focus group further helped tailor the magazine to the target audience.
Job role guided research and fact file
Here are the key points we want you to cover in your end of year review:
- Reflect on each project/production you worked on over the year - what went well, what could be improved
- Evaluate your time management - how did you plan your workload?
- Assess your skill development - what new skills have you learned?
- Consider how you worked with others - what did you learn about collaboration?
- Review how you organised resources/equipment - what systems worked well?
Your action plan for next year should:
- Identify 5 specific goals or skills you want to focus on developing
- Outline clear actions you will take to achieve each goal
- Consider any support or
Creative Media Y1 Unit 3 Review y.pptx
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
Q 7
1) Planning and preparation were lacking for the preliminary task, but improved for the final product through research, planning layouts, and scheduling interviews in advance.
2) Photography and post-production editing skills improved from the preliminary to final products.
3) Conventions of the genre were unintentionally included in the preliminary task but deliberately added based on research for the final product.
4) Feedback from the target audience was incorporated more for the final product decisions around fonts, content, and design.
Creative Media Y1 Unit 3 Review y.pptx
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
Evaluation question 7
Through the process of creating her final magazine product, the author feels she has improved in several key areas from her preliminary task:
1) Her research and planning skills are stronger - she understands what to look for in professional magazines and how to plan her own magazine accordingly.
2) Her technical skills using software like Photoshop have grown - she is more comfortable with the tools and understands layout and design principles better.
3) While the contents page layout remained similar, she enhanced it by adding social media details, based on research of what appeals to target audiences.
Overall her work reflects incorporating research insights, technical skills, and focus on target audiences - showing progression from her earlier preliminary task.
fmp evaluation v2
The document summarizes the student's FMP evaluation. It discusses that their research was effective, particularly secondary research. Production went well and they are happy with the final magazine, though would change some pages. The main challenges were a lack of primary images due to the sensitive topic and losing motivation towards the end as they no longer wanted to pursue further education. Overall, the student feels their final product met their intentions to create a professional crime magazine.
Job Roles Brief 2021 .pptx
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile. They will also develop a five-year plan and complete a music video process log and end of year review. The end of year review requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
Job roles brief 2020 v5
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
Fmp Proposal
The document is a proposal for a graphic design magazine project by Imogen Minto. It outlines that her main area of focus will be graphic design and photography as she will take her own images. Her rationale is that she has learned skills in magazine design over two years but wants to move beyond fashion magazines. Her concept is a magazine featuring different graphic designs, artworks, and photoshop tutorials. She will conduct research online and through surveys. Her evaluation plan is to take screenshots during the process to aid reflection on what went well and areas for improvement.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
7. fmp evaluation 2
Rhiannah Baker created a photography portfolio to evaluate her production process. She conducted research including analyzing existing photography styles and images of the Berlin Wall. Planning involved creating a mood board and schedule. Peer feedback noted the organized physical portfolio but suggested some images were lost against backgrounds. The digital portfolio's images had loading issues. Given more time, Rhiannah would create her own website for more design freedom and take additional photos.
Evaluation Question 7
The document reflects on the learning and skills development between the author's preliminary magazine project and their final music magazine cover. Some of the key things learned were improved Photoshop skills to make elements stand out, how to design magazine pages and spreads that look more professional by following conventions, and increased confidence in using new software like InDesign. The preliminary project helped identify areas for growth, and in comparing the final music magazine to the preliminary work the author feels their skills like photo editing and consistent formatting have significantly improved to produce a more polished end product.
Q7
The document discusses the learning and improvements from a preliminary magazine project to the full product. Key points include:
- More in-depth research was conducted on conventions, audiences, and genres to better align the product.
- Feedback from a focus group helped refine and evolve the ideas and ensure they would appeal to the target audience.
- Time management, photography, design, and production skills all improved, resulting in a more polished and professional final product.
Extended Project Evaluation AO4 (Evaluating the project)
The document discusses the evaluation of an extended project. It summarizes the time management techniques used, difficulties experienced with software and meeting deadlines, thoroughness of research conducted, how the final outcome differed from initial intentions, skills developed, and audience feedback. Key points include poor time management, software issues causing delays, research could have been more thorough by including more primary sources, and the final outcome was improved from initial ideas through an iterative design process. Feedback was generally positive but indicated some aspects like colors and images could be improved. Reflection on the experience will inform doing the project differently in the future, such as improved time management and more primary research.
Evaluation
The document provides an overview of the research, planning, preparation, production, and final product aspects of a factual writing evaluation project on serial killers. It describes in detail the extensive research conducted, including initial research on fanzines, specific content research on articles and documentaries, and primary research through interview questions. Planning elements included mock designs, pagination, and a production time schedule. Preparation involved drafting and editing the text content. The production went smoothly due to thorough planning and page plans. The final product was aimed at an audience aged 16+ through the use of varied visual styles and strong yet informative language on the graphic subject matter.
Reflective diary
- The document is a reflective diary of a student's 4-week process of creating a fanzine in Photoshop.
- In week 1, the student designed the front and back covers, struggling with layout and fonts but improving with practice.
- In week 2, the student created hashtag pages and continued improving speed and layout skills.
- In week 3, the student added interview pages and illustrations, struggling with fitting text but making progress.
- In the 4th and final week, the student completed the fanzine by adding final articles and pages, then compiling it online.
- Overall the student was pleased with completing the fanzine but noted areas for further improvement and practice.
Production Reflection
Charlie Atkin reflects on the 10 week process of creating a print-based magazine as their final major project (FMP). In the early weeks, they researched topics, tested designs through magazine mockups, and experimented with layouts, fonts, and color schemes. They created style guides, flat plans, and pre-production documents to plan the magazine. Later weeks were spent sourcing images, writing articles, and assembling all content into a final magazine design for feedback and evaluation. Based on feedback, adjustments were made to further improve the layout and documents.
FMP: Weekly Reflection Finished
- The student completed their initial plans and proposal for their FMP project in the first week, which involved creating tasks like a pre-proposal and influences. They felt their idea became clearer as they worked.
- In week 2, the student began research by looking at similar animation styles and conducting surveys to understand their target audience. They analyzed the responses and how it could impact their project.
- In the final week, the student focused on creating an evaluation that analyzed the technical and aesthetic qualities of their work, gathered feedback, and made final improvements to their presentations. They felt doing a thorough evaluation was important to achieving success in the project.
Weekly reflection (auto recovered)
The document summarizes 5 weeks of work on a print magazine project. In week 1, the student analyzed magazine designs and learned conventions. They created a test magazine cover focusing on PUBG. Weeks 2-3 involved missed classes due to snow days, but the student continued research. They created test covers and refined a final cover. In week 4, the student finished the cover and created a double page spread. Week 5 involved finishing the website and self-evaluation.
Final evaluation question
(1) At the start of the preliminary task, the author was uncertain of their goals but creating surveys to get audience feedback opened their mind to different design possibilities. (2) The preliminary task helped prepare the author for the main task, which they found easier having learned from the preliminary experience. (3) The author has learned to use Photoshop, InDesign, and other programs at a higher level and has adapted different techniques to improve their skills as a media student.
Media evaluation part 7
The document discusses the learning process from a preliminary student magazine task to a full music magazine product. Key points:
1) For the preliminary task, the software was new but easy to learn. More audience and market research could have been done compared to the student magazine.
2) For the main music magazine task, additional research was conducted on the target audience, though more could have been done. Skills like Photoshop and writing improved.
3) Having a house style for the final magazine brought more order and consistency compared to the preliminary task. Effective time management was also important.
Question 7
Looking back at the preliminary task, the author feels they have learned to improve the planning, research, and production quality for the main task. For the preliminary task, planning and research were less detailed and focused more on completing the task. However, for the main task, planning involved more in-depth analysis of conventions and existing magazines. Production skills like photography and software use also improved after gaining experience. The author worked to better understand the target audience and tailor the magazine specifically to them. Overall, the progression from preliminary to main task helped the author strengthen their work through more thorough planning, research, and presentation.
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Job role guided research and fact file
Here are the key points we want you to cover in your end of year review:
- Reflect on each project/production you worked on over the year - what went well, what could be improved
- Evaluate your time management - how did you plan your workload?
- Assess your skill development - what new skills have you learned?
- Consider how you worked with others - what did you learn about collaboration?
- Review how you organised resources/equipment - what systems worked well?
Your action plan for next year should:
- Identify 5 specific goals or skills you want to focus on developing
- Outline clear actions you will take to achieve each goal
- Consider any support or
Creative Media Y1 Unit 3 Review y.pptx
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
Q 7
1) Planning and preparation were lacking for the preliminary task, but improved for the final product through research, planning layouts, and scheduling interviews in advance.
2) Photography and post-production editing skills improved from the preliminary to final products.
3) Conventions of the genre were unintentionally included in the preliminary task but deliberately added based on research for the final product.
4) Feedback from the target audience was incorporated more for the final product decisions around fonts, content, and design.
Creative Media Y1 Unit 3 Review y.pptx
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
Evaluation question 7
Through the process of creating her final magazine product, the author feels she has improved in several key areas from her preliminary task:
1) Her research and planning skills are stronger - she understands what to look for in professional magazines and how to plan her own magazine accordingly.
2) Her technical skills using software like Photoshop have grown - she is more comfortable with the tools and understands layout and design principles better.
3) While the contents page layout remained similar, she enhanced it by adding social media details, based on research of what appeals to target audiences.
Overall her work reflects incorporating research insights, technical skills, and focus on target audiences - showing progression from her earlier preliminary task.
fmp evaluation v2
The document summarizes the student's FMP evaluation. It discusses that their research was effective, particularly secondary research. Production went well and they are happy with the final magazine, though would change some pages. The main challenges were a lack of primary images due to the sensitive topic and losing motivation towards the end as they no longer wanted to pursue further education. Overall, the student feels their final product met their intentions to create a professional crime magazine.
Job Roles Brief 2021 .pptx
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile. They will also develop a five-year plan and complete a music video process log and end of year review. The end of year review requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
Job roles brief 2020 v5
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
Fmp Proposal
The document is a proposal for a graphic design magazine project by Imogen Minto. It outlines that her main area of focus will be graphic design and photography as she will take her own images. Her rationale is that she has learned skills in magazine design over two years but wants to move beyond fashion magazines. Her concept is a magazine featuring different graphic designs, artworks, and photoshop tutorials. She will conduct research online and through surveys. Her evaluation plan is to take screenshots during the process to aid reflection on what went well and areas for improvement.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
7. fmp evaluation 2
Rhiannah Baker created a photography portfolio to evaluate her production process. She conducted research including analyzing existing photography styles and images of the Berlin Wall. Planning involved creating a mood board and schedule. Peer feedback noted the organized physical portfolio but suggested some images were lost against backgrounds. The digital portfolio's images had loading issues. Given more time, Rhiannah would create her own website for more design freedom and take additional photos.
Evaluation Question 7
The document reflects on the learning and skills development between the author's preliminary magazine project and their final music magazine cover. Some of the key things learned were improved Photoshop skills to make elements stand out, how to design magazine pages and spreads that look more professional by following conventions, and increased confidence in using new software like InDesign. The preliminary project helped identify areas for growth, and in comparing the final music magazine to the preliminary work the author feels their skills like photo editing and consistent formatting have significantly improved to produce a more polished end product.
Q7
The document discusses the learning and improvements from a preliminary magazine project to the full product. Key points include:
- More in-depth research was conducted on conventions, audiences, and genres to better align the product.
- Feedback from a focus group helped refine and evolve the ideas and ensure they would appeal to the target audience.
- Time management, photography, design, and production skills all improved, resulting in a more polished and professional final product.
Extended Project Evaluation AO4 (Evaluating the project)
The document discusses the evaluation of an extended project. It summarizes the time management techniques used, difficulties experienced with software and meeting deadlines, thoroughness of research conducted, how the final outcome differed from initial intentions, skills developed, and audience feedback. Key points include poor time management, software issues causing delays, research could have been more thorough by including more primary sources, and the final outcome was improved from initial ideas through an iterative design process. Feedback was generally positive but indicated some aspects like colors and images could be improved. Reflection on the experience will inform doing the project differently in the future, such as improved time management and more primary research.
Evaluation
The document provides an overview of the research, planning, preparation, production, and final product aspects of a factual writing evaluation project on serial killers. It describes in detail the extensive research conducted, including initial research on fanzines, specific content research on articles and documentaries, and primary research through interview questions. Planning elements included mock designs, pagination, and a production time schedule. Preparation involved drafting and editing the text content. The production went smoothly due to thorough planning and page plans. The final product was aimed at an audience aged 16+ through the use of varied visual styles and strong yet informative language on the graphic subject matter.
Reflective diary
- The document is a reflective diary of a student's 4-week process of creating a fanzine in Photoshop.
- In week 1, the student designed the front and back covers, struggling with layout and fonts but improving with practice.
- In week 2, the student created hashtag pages and continued improving speed and layout skills.
- In week 3, the student added interview pages and illustrations, struggling with fitting text but making progress.
- In the 4th and final week, the student completed the fanzine by adding final articles and pages, then compiling it online.
- Overall the student was pleased with completing the fanzine but noted areas for further improvement and practice.
Production Reflection
Charlie Atkin reflects on the 10 week process of creating a print-based magazine as their final major project (FMP). In the early weeks, they researched topics, tested designs through magazine mockups, and experimented with layouts, fonts, and color schemes. They created style guides, flat plans, and pre-production documents to plan the magazine. Later weeks were spent sourcing images, writing articles, and assembling all content into a final magazine design for feedback and evaluation. Based on feedback, adjustments were made to further improve the layout and documents.
FMP: Weekly Reflection Finished
- The student completed their initial plans and proposal for their FMP project in the first week, which involved creating tasks like a pre-proposal and influences. They felt their idea became clearer as they worked.
- In week 2, the student began research by looking at similar animation styles and conducting surveys to understand their target audience. They analyzed the responses and how it could impact their project.
- In the final week, the student focused on creating an evaluation that analyzed the technical and aesthetic qualities of their work, gathered feedback, and made final improvements to their presentations. They felt doing a thorough evaluation was important to achieving success in the project.
Weekly reflection (auto recovered)
The document summarizes 5 weeks of work on a print magazine project. In week 1, the student analyzed magazine designs and learned conventions. They created a test magazine cover focusing on PUBG. Weeks 2-3 involved missed classes due to snow days, but the student continued research. They created test covers and refined a final cover. In week 4, the student finished the cover and created a double page spread. Week 5 involved finishing the website and self-evaluation.
Final evaluation question
(1) At the start of the preliminary task, the author was uncertain of their goals but creating surveys to get audience feedback opened their mind to different design possibilities. (2) The preliminary task helped prepare the author for the main task, which they found easier having learned from the preliminary experience. (3) The author has learned to use Photoshop, InDesign, and other programs at a higher level and has adapted different techniques to improve their skills as a media student.
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Extended Project Evaluation AO4 (Evaluating the project)
Extended Project Evaluation AO4 (Evaluating the project)
Similar to Evaluation Question 7
Media evaluation part 7
The document discusses the learning process from a preliminary student magazine task to a full music magazine product. Key points:
1) For the preliminary task, the software was new but easy to learn. More audience and market research could have been done compared to the student magazine.
2) For the main music magazine task, additional research was conducted on the target audience, though more could have been done. Skills like Photoshop and writing improved.
3) Having a house style for the final magazine brought more order and consistency compared to the preliminary task. Effective time management was also important.
Question 7
Looking back at the preliminary task, the author feels they have learned to improve the planning, research, and production quality for the main task. For the preliminary task, planning and research were less detailed and focused more on completing the task. However, for the main task, planning involved more in-depth analysis of conventions and existing magazines. Production skills like photography and software use also improved after gaining experience. The author worked to better understand the target audience and tailor the magazine specifically to them. Overall, the progression from preliminary to main task helped the author strengthen their work through more thorough planning, research, and presentation.
Media evaluation part 7
The student learned how to use InDesign software to create magazine pages for their preliminary task. While they found the software easy to learn, they struggled with writing evaluations. For the main task, the student conducted more research on their target music audience. They developed skills in Photoshop, InDesign, and article writing to produce the magazine. Establishing a house style was also important to bring order and consistency to the final magazine.
Question 7 final
The document discusses what the student learned from their preliminary magazine task to the full production. Some key learnings included:
1) Research is fundamental to understand the target audience and genre conventions.
2) Planning and time management are important to stay on track.
3) Photography skills like lighting and shot composition can make images more professional.
4) Understanding magazine design conventions and software tools improves the final product.
Task 7
The student felt they learned several important lessons when progressing from the preliminary magazine task to the full product. For the preliminary task, they focused mainly on layout but neglected fonts, photography, and audience research. For the main task, they improved by considering fonts, locations, models, and ensuring everything matched the genre conventions. The student also learned to better manage their time, take more varied photography, and incorporate more audience feedback. The biggest lesson was the importance of extensive audience research.
Task 7
The student felt they learned to better plan key aspects like fonts, photography and genre conventions for their main magazine project compared to the preliminary task. They improved planning locations, models, fonts and ensuring everything matched the genre. The student also learned to set deadlines, manage time better, take more varied photos, consider the target audience more and follow magazine conventions closely. The biggest lesson was the importance of extensive audience research.
Question 7
From the preliminary task, the student learned how to create a magazine that would appeal to audiences and look professional. They gained experience with managing time and meeting deadlines. The preliminary task also helped the student improve their Photoshop skills from basic cropping and text editing to more advanced techniques like removing backgrounds and adding effects to images.
Evaluation Question 7
The document summarizes the progression from the author's preliminary task to their full magazine production. Some key areas of progression included:
1) More detailed research was conducted on existing magazines and target audiences for the production compared to minimal research for the preliminary task.
2) Planning was improved with focus groups, mockups, and pre-planned photo shoots rather than improvised preliminary planning.
3) Techniques like lighting, mise-en-scene, angles, shot types, and layout were approached more deliberately and professionally in the production through practices like lighting setups, model attire choices, and consistent magazine design elements.
4) Photoshop skills improved the production quality and allowed effects like enhanced
Evaluation question 7
The student learned several important lessons from their preliminary magazine task to their full media product. For the preliminary task, they gained experience designing magazine pages in Photoshop and Quark Xpress. However, the preliminary task lacked professionalism and coherence in some areas. For the full product, the student planned more thoroughly, learned camera settings to improve photos, ensured all design elements like cover lines were clear and aligned properly, and created a more fleshed out contents page. The key lessons were around the importance of planning, attention to detail, and continual improvements to achieve a high quality, professional media product.
Question 7
The student learned several things in progressing from the preliminary task to the full product. They learned that codes and conventions are similar across magazine genres, and that magazines contain standard features. The student also improved their time management skills, learning to stay on top of tasks and not leave things unfinished. Regarding creative skills, the student found being creative gained more marks and presenting work on various platforms helped. Finally, the student expanded their technical skills by learning new software like Photoshop and InDesign, and presenting work using different programs.
Evaluation7
The student learned from their preliminary task for a college magazine to do more in-depth research and planning for their main task of a music magazine. For the main task, they looked at existing music magazines in the genre and researched target audiences. Their flat plans and research were more detailed, and their finished product looked more professional with varied images and magazine conventions included based on research. Their main task showed significant improvement over the more basic preliminary task.
Question 7
This document discusses the value of planning, research, and time management for completing a media project. The author learned through doing a preliminary task that planning what needs to be done, researching requirements, and managing time are important. For the main task, the author applied these lessons, doing additional research and planning to create a magazine that effectively targeted the intended audience. The preliminary task helped identify areas for improvement and allowed the author to apply those lessons to make the final product better.
FP Question 7
The student learned several important lessons from their preliminary task that they applied to their main task:
1) They did not read the preliminary brief carefully enough and did not meet all requirements, so for their main task they read the brief extremely carefully.
2) Their skills in Photoshop and InDesign improved dramatically between tasks as they applied new techniques for the main task.
3) They conducted much more research for the main task, learning about conventions and expectations of the target market.
4) Time management was a challenge for the preliminary but they allowed enough time for the higher quality main task.
Question 7 for evaluation
The student learned several important lessons from their preliminary task to their final music magazine product. Through research on magazine codes and conventions, the preliminary task of a college magazine helped them improve Photoshop skills and understand what elements make a realistic magazine. For the final product, they managed resources like models and photos, planned their time effectively, researched the target audience, managed ideas through magazine analysis, and overcame problems like selecting a cohesive color scheme.
Media eval 7
I. The student learned a great deal from their preliminary task to their final magazine product, gaining more experience using software like Photoshop and learning more about magazine conventions.
II. For the preliminary task, the student's group created a basic product that did not fully utilize Photoshop or vary fonts, images, or colors enough.
III. For the final product, the student incorporated improvements like higher quality edited images, a coordinated color scheme, professionally styled clothing, stronger page layouts, and a variety of fonts to create a more polished magazine.
Question 7
The student learned more thorough research, planning, and construction skills for their final magazine product compared to their preliminary task. For the final product, they conducted audience, magazine, font, article, and photography research, created detailed planning documents over several weeks, and used Photoshop and InDesign to professionally layout the text and images with accurate columns and guides. In contrast, they did limited research, planning, and construction for the preliminary task within the short timeframe.
Evaluation question 7
From creating their preliminary magazine project, the student learned several important lessons that improved the quality of their final magazine product. They learned to:
1) Be more organized and persistent through conducting multiple drafts and revisions.
2) Improve their research, planning, and design skills.
3) Enhance their photography skills through better planning of photo shoots and editing of images.
4) Advance their technical skills like Photoshop manipulation and layout.
5) Implement feedback to create a higher standard final project.
Evaluation question 7
From creating their preliminary magazine project, the student learned several important lessons that improved their final product:
1) They learned to conduct more thorough research, planning, and drafting to create higher quality layouts, designs, and content.
2) Their photography, Photoshop, and design skills greatly improved through practice, planning photo shoots better, and editing images more carefully.
3) Being more organized and taking time to iterate on their work allowed them to produce a magazine that better showcased their skills and met industry conventions and standards.
Evaluation question 7
The document discusses the differences between the author's preliminary and main Photoshop magazine design tasks. For the preliminary task, the author focused on learning basic Photoshop skills and did minimal research and audience consideration. For the main task, the author conducted research on existing magazines, narrowed their target audience, incorporated feedback, and paid closer attention to design details and journalistic writing skills for articles.
Q7
The document summarizes what the author learned from their preliminary task to their full product. Specifically:
- They put more work into the full product and saw the preliminary as practice with the camera.
- The full product took weeks to produce while the preliminary was faster with little planning needed.
- They learned skills like using different fonts, improving lighting techniques, managing time efficiently, and using Photoshop and camera functions that helped make the full product look more professional.
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- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. Main task: Indie magazine for 17-21 year olds. Preliminary task: General gossip/fashion/music magazine for students.
- 3. Planning & Preparation • Preliminary task: In the preliminary task, a wider variety of features were included on the front and contents page, although fewer details were included because of time constraints and a need to get it finish as quickly as possible. Because of a general lack of knowledge and experience with the software, things were kept quite vague and basic. It was more of just getting to grips with producing a magazine and getting everything I wanted into it. • Main task: The planning for the main task was done a lot more thoroughly because of the larger amount of content that was to be featured in the final piece. I realised when I started making my magazine just how important the research and planning is, as it made me focus on what I wanted my magazine to be and how I wanted it to look.
- 4. Forms & Conventions • Preliminary task: Apart from getting ideas and pieces of information through reading current magazines, I didn’t really know at the point what was typical for a magazine. This stage seemed to stay quite general so it was hard to consider conventions specific to the genre, or even to a sub genre. • Main task: I spent a lot more time this time around looking at the contents pages of existing magazines so that I could find more out about the current forms and conventions that I would have to implement into my final piece. The analysis that I conducted was a lot more thorough and I ultimately focused on two magazines: Clash and Autocar. Although the latter isn’t a music magazine at all, it almost completely followed convention and had some layouts that I liked the look of for my double page spread. Also, after doing the preliminary task, I had a modicum of knowledge which helped me to take on this part of the research without my struggle.
- 5. Timing • Preliminary task: Because the preliminary task wasn’t very complex or in- depth, the timing wasn’t so important. As long as the deadline was kept to, the order in which I did things wasn’t much of an issue. • Main task: In the main task however, with the deadlines being so much more serious, it meant that I had to keep track of everything I was doing. It was made easier by breaking up each part into smaller tasks in order to get it done on time, such as focusing wholly on the front page, then going onto the contents page, and then starting the double page spread. Also, I started to maintain an order so that it was more like a process rather than just combining all my ideas together just to get it finished.
- 6. Photography • Preliminary task: The photography for my preliminary task was done in the early part of the year, before I had started to get to grips with DSLRs so the images that resulted weren’t of a perfect quality – although I liked the blurry nature of my front page photo, it wasn’t really appropriate for a real magazine. • Main task: With the main task however, I had arranged a time and date to take the photos, and they were done after I had got my own camera, so I had the chance beforehand to learn all the basics of the camera at least, just so that I could get a suitable amount of professional quality photographs. Arranging a date beforehand also meant that the photographs weren’t rushed, and I had the time to make a couple of the same thing in order to get it right. I considered each photoshoot separately, with each element being just as important as the next. This now meant that the focus was more on the suitability of the photos for the magazine, rather than just what was available to me at the time.
- 7. Post-production Skills • Preliminary task: With regards to the photo editing in my preliminary task, I sort of considered them to be magazine ready, because of a lack of research beforehand. As well as this, I was exposed to new programs such as InDesign and Photoshop (which was relatively new to me at the time) which was quite daunting as my skills in both were not at a magazine- making standard. At this point in the process, it was more about getting the magazine done to a standard, rather than a professional standard. • Main task: After having used these programs in the preliminary task, I was a lot more confident to try out new features in each, which ultimately resulted in a much more polished final piece. This meant that photos, text, layout and so on were all up to a professional standard by the time my piece was finished.
- 8. Target Audience • Preliminary task: When I was making my preliminary magazine, the target audience and their profile was very much still being considered. This, however, was based more on my interpretations of their views and what I wanted rather than what the audience would have wanted. • Main task: My target audience took a much bigger role in producing my final magazine during the main task. Throughout each section of producing my magazine, getting the opinions of my target audience was vital in being able to end up with a successful publication, and the best thing for the genre, because their views were all honest and real and not just what I wanted to hear.
- 9. Improvements • From my preliminary task to main, it is definitely clear that I have improved on my knowledge of the programs I have used, as well as my wider knowledge of the industry and what goes into producing a professional standard magazine. • I made sure that this time I took more care in the layout and the genre- specific elements of my magazine in order to create the appropriate thing for the target audience and genre. • I also learned how to manage my time and how to keep firmly within the deadlines so that I can cater to things that may have gone wrong during the process that would hold me up.