Evaluation – question 7
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The document discusses the progression of skills and knowledge from the author's preliminary task to their final magazine production. They learned how to properly use a camera, navigate Photoshop, and research school magazine codes and conventions. They watched tutorials to improve their photo editing skills. The author also learned about uses and gratification theory and how to apply theories to magazines. In their final double page spread, they were able to apply these new skills - producing a professional layout using skills from research, high quality images from photography tutorials, and effective text elements like pull quotes and fonts from their additional learning.
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Looking back what have you learnt
The document discusses the skills and knowledge gained from creating a preliminary front cover task and final music magazine cover for college. It outlines learning how to use Photoshop features to design an effective media product, understand magazine conventions like positioning and style continuity, and build the magazine for a specific audience through research. Areas for improvement mentioned include using a more relevant background, clearer font, and closer photographer shots. The preliminary task helped introduce skills and conventions to match existing magazines.
Question 7
The document summarizes what the author has learned in progressing from a preliminary task to a full product. They learned how to manipulate images in Photoshop using curves and levels to fit magazine styles. They also learned how to remove backgrounds, crop images while feathering edges, and import images into InDesign. Additionally, they learned how to edit fonts, colors, add columns and shapes in InDesign as well as manipulate text in Photoshop. Overall, the author learned to successfully use Photoshop and InDesign to create a magazine and understands how audience opinions influence magazine layout, style and content.
Question 7
The document discusses the progression the author has made in their preliminary magazine design task. They have learned how to design professional covers with high quality photos and effects that fit their magazine well. Their layout and use of design elements like mastheads and coverlines has improved from their initial attempt. They have also learned how to utilize Photoshop effectively to refine their magazine design. For their contents page, the author studied conventions from other magazines to help structure their layout and text placement, and improved their photography skills.
As evaluation question 7
The document discusses the progression of skills learned from a preliminary magazine project to a final product. Specifically, it states that the individual learned: 1) advanced photography skills using professional cameras and lighting equipment, 2) image editing techniques in Photoshop, and 3) principles of design like the Guttenberg Design to make the magazine aesthetically pleasing. The individual also improved their research skills, learned about maintaining a consistent house style, and wrote in a more professional journalistic style. Overall, the key skills gained were advanced photography, design, editing, research, and writing to create a higher quality final magazine product.
Q7
The document discusses the progression from the author's preliminary task to their final product. Specifically:
- Their skills in digital photography, Photoshop, design and layout have greatly improved. This includes techniques like using the rule of thirds and understanding how lighting affects images.
- Their knowledge of magazine design and layout has grown, such as how to design covers, contents pages, and double page spreads.
- Skills in Photoshop, like using the lasso tool to precisely crop images, have improved as shown by comparing preliminary and final work.
- The composition and quality of photographs has increased, incorporating techniques seen in professional magazines like having subjects engage the viewer.
What have you learnt about technologies from the
The student learned how important programs like Photoshop and Survey Monkey are for creating media products. They used Survey Monkey for research, Publisher for planning, Photoshop, Fireworks, and a camera for production, and PowerPoint, Word, Blogger, SlideShare, and a voice recorder for evaluation. Developing skills in Photoshop, taking better photos, and using programs like Survey Monkey and Creazaeducation helped improve the evaluation and research. Learning more of Photoshop's tools and studying additional magazines could further aid future music magazine productions.
Evaluation q6
The student learned skills in Photoshop and InDesign to create an industry-standard magazine, including a front page, contents page, and double-page spread. They also gained knowledge in photography by taking their own photos to include in the magazine, learning about suitable angles and shots. Additionally, extensive research was done online to understand what high quality magazine design entails.
Question 7
The document discusses what the author has learned in progressing from a preliminary task to a full product. They learned how to manipulate images in Photoshop using curves and levels to fit magazine styles. They also learned how to remove backgrounds, crop and feather images, and import images into InDesign. Additionally, they learned how to edit fonts, colors, columns, and shapes in InDesign. Over the course of making their media product, the author learned to successfully use Photoshop and InDesign to make a magazine, and how audience opinions influence magazine layout, style, and content.
Recommended
Looking back what have you learnt
The document discusses the skills and knowledge gained from creating a preliminary front cover task and final music magazine cover for college. It outlines learning how to use Photoshop features to design an effective media product, understand magazine conventions like positioning and style continuity, and build the magazine for a specific audience through research. Areas for improvement mentioned include using a more relevant background, clearer font, and closer photographer shots. The preliminary task helped introduce skills and conventions to match existing magazines.
Question 7
The document summarizes what the author has learned in progressing from a preliminary task to a full product. They learned how to manipulate images in Photoshop using curves and levels to fit magazine styles. They also learned how to remove backgrounds, crop images while feathering edges, and import images into InDesign. Additionally, they learned how to edit fonts, colors, add columns and shapes in InDesign as well as manipulate text in Photoshop. Overall, the author learned to successfully use Photoshop and InDesign to create a magazine and understands how audience opinions influence magazine layout, style and content.
Question 7
The document discusses the progression the author has made in their preliminary magazine design task. They have learned how to design professional covers with high quality photos and effects that fit their magazine well. Their layout and use of design elements like mastheads and coverlines has improved from their initial attempt. They have also learned how to utilize Photoshop effectively to refine their magazine design. For their contents page, the author studied conventions from other magazines to help structure their layout and text placement, and improved their photography skills.
As evaluation question 7
The document discusses the progression of skills learned from a preliminary magazine project to a final product. Specifically, it states that the individual learned: 1) advanced photography skills using professional cameras and lighting equipment, 2) image editing techniques in Photoshop, and 3) principles of design like the Guttenberg Design to make the magazine aesthetically pleasing. The individual also improved their research skills, learned about maintaining a consistent house style, and wrote in a more professional journalistic style. Overall, the key skills gained were advanced photography, design, editing, research, and writing to create a higher quality final magazine product.
Q7
The document discusses the progression from the author's preliminary task to their final product. Specifically:
- Their skills in digital photography, Photoshop, design and layout have greatly improved. This includes techniques like using the rule of thirds and understanding how lighting affects images.
- Their knowledge of magazine design and layout has grown, such as how to design covers, contents pages, and double page spreads.
- Skills in Photoshop, like using the lasso tool to precisely crop images, have improved as shown by comparing preliminary and final work.
- The composition and quality of photographs has increased, incorporating techniques seen in professional magazines like having subjects engage the viewer.
What have you learnt about technologies from the
The student learned how important programs like Photoshop and Survey Monkey are for creating media products. They used Survey Monkey for research, Publisher for planning, Photoshop, Fireworks, and a camera for production, and PowerPoint, Word, Blogger, SlideShare, and a voice recorder for evaluation. Developing skills in Photoshop, taking better photos, and using programs like Survey Monkey and Creazaeducation helped improve the evaluation and research. Learning more of Photoshop's tools and studying additional magazines could further aid future music magazine productions.
Evaluation q6
The student learned skills in Photoshop and InDesign to create an industry-standard magazine, including a front page, contents page, and double-page spread. They also gained knowledge in photography by taking their own photos to include in the magazine, learning about suitable angles and shots. Additionally, extensive research was done online to understand what high quality magazine design entails.
Question 7
The document discusses what the author has learned in progressing from a preliminary task to a full product. They learned how to manipulate images in Photoshop using curves and levels to fit magazine styles. They also learned how to remove backgrounds, crop and feather images, and import images into InDesign. Additionally, they learned how to edit fonts, colors, columns, and shapes in InDesign. Over the course of making their media product, the author learned to successfully use Photoshop and InDesign to make a magazine, and how audience opinions influence magazine layout, style, and content.
Evaluation question 6
The document discusses what the author has learned about technologies from creating a music magazine.
The author researched the magazine industry and analyzed existing music magazines to understand planning, production, codes and conventions. They learned how to use a Canon camera, capturing professional photos.
Photoshop and InDesign were used to edit photos and layout pages. Specific techniques were learned in each program to create a professional product. Feedback was also gathered from an audience.
Going forward, the author would take a wider variety of photos, improve double page layouts, and do more target audience research.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Evaluation powerpoint (as media) Todd Lillis
My media product uses similar forms and conventions to real magazines such as a masthead, main image following the rule of thirds, and cover lines. However, it is aimed at a different target audience of college students rather than males aged 14-18.
The technologies used to construct the product were Blogger, Photoshop, and InDesign. Photoshop allowed arranging and editing images and text effects. InDesign helped create a realistic contents page following a three column layout.
Overall, constructing the magazine product provided learning about using industry standard software like Photoshop and InDesign to design magazine covers and pages professionally.
Evaluation powerpoint]
My media product uses similar forms and conventions to real magazines such as a masthead, main image following the rule of thirds, and cover lines. However, it is aimed at a different target audience of college students rather than males aged 14-18.
The technologies used to construct the product were Blogger, Photoshop, and InDesign. Photoshop allowed arranging and editing images and text for the cover. InDesign helped create a realistic contents page following a three column layout.
The process taught the importance of templates, rules of thirds, and effects for making the cover and contents page appealing yet professional looking. More images and effects could have further improved the contents page.
Evaluation of magazine
The student evaluated their college magazine cover and contents page. For the cover, they used Photoshop to design a bright red cover with a masthead, cover lines, and splash that follows magazine conventions while challenging conventions by using the same font for all text. Strengths included following conventions like the correctly placed masthead and catching the eye with color, while weaknesses were not discussed. For the contents page, it similarly followed conventions with a small cover image, columns, page numbers, and limited colors linking it to the cover. The student discussed using Photoshop to design the pages but did not provide other details on strengths or weaknesses.
Eva7
The student learned several important lessons from creating their preliminary college magazine task and progressing to a full magazine product. Through research, they learned about magazine formats, layouts, and targeting audiences. Planning involved analyzing survey results and creating reader profiles to develop an appropriate style sheet. Production taught the effective use of photography studios and lighting, as well as applying knowledge of magazine conventions to the front cover design.
What have u learnt
Through completing photography projects this year, the author learned about proper lighting, camera angles, and model positioning to get the best shots for covers and spreads. While some skills in Photoshop were developed, like using tools to combine text, the author preferred minimal editing to keep images natural looking. Photoshop techniques applied to the front cover included using the type, mask, and layers tools to create a title from an image and adding a drop shadow to make the masthead stand out.
Question 6
The document discusses the technologies used to create a magazine, including photography, lighting, and Photoshop. Photography involved taking photos with different models and shots. Proper lighting was important to edit out backdrops in Photoshop. Photoshop allowed editing photos and text, including cutting images, adding effects, and changing fonts. Different fonts and effects like shadowing and airbrushing were used to make images stand out.
What i have learnt
The document discusses skills learned during a production. It describes improved camera skills such as experimenting with different shot types and angles. It also covers enhanced photo editing abilities like cropping in Photoshop to remove backgrounds and rotating images and text. Overall, the author learned to edit images for their target audience, rotate elements for less formality, and crop backgrounds so the main focus stands out clearly.
Question 7
The document summarizes what the author learned from their preliminary school magazine task to their final product. They gained new skills in layout, composition, use of Photoshop and InDesign. Their final product had a bolder layout with more spaced out text and banners. They incorporated audience feedback to change elements like the background. Their photography skills improved with better use of lighting, posing, and rule of thirds. They included more images and content based on research. Overall, their final product was more professionally planned and executed based on lessons learned.
Looking back at your prelimnary task
During the process of improving magazine pages, the author has learned to improve Photoshop skills and overall progression. They have learned that image quality and focus are vital for images to stand out, and looking back they can see their original images were clear but editing let them down by not adjusting brightness and contrast. However, for the revised pages the author successfully produced high quality pictures by properly editing images and filters to match backgrounds and models.
Evaluation q 7
The student learned several important skills when progressing from their preliminary school magazine task to the final product:
1) Researching other similar magazines helped with layout, content ideas, photography, and fonts, making the final product more professional.
2) Planning photography in advance saved time versus the preliminary task.
3) Skills in tools like Prezi and Blogger were improved for presenting research findings.
4) Photography techniques like lighting, rule of thirds, and positioning models were better applied.
5) Layout and design skills such as banners, color palettes, fonts, and column layout made the final product resemble a real magazine more closely.
Evaluation question 7
1) Since their preliminary project, the author has improved their photography skills. They have learned to use proper lighting and camera settings to produce brighter, sharper images with subjects making eye contact.
2) The author has gotten better at image editing and manipulation in Photoshop. They have learned techniques like using the Polygonal Lasso Tool to remove backgrounds cleanly.
3) The author's layout and design skills have advanced. They now follow magazine design principles better by placing key information in prominent areas. Font choice and text effects are also more appropriate to the genre.
Evaluation question 7
The student learned many skills from their preliminary magazine task to their final product. For the preliminary task, they focused on research and basic page layout in InDesign without much planning or photography skills. For the final product, they greatly expanded their research, planning, photography and page layout skills. They conducted audience research, learned to use tools in Photoshop and InDesign, planned shoots, and took professional quality photos. Their skills in layout, use of fonts, images and models improved and they were able to create a more polished final magazine with balanced design.
Untitled presentation (8)
The document discusses what the author has learned in progressing from a preliminary magazine design task to a full product. Some key lessons learned include:
- Improving image quality by learning to use cameras better for clearer, sharper images without blur. Images need to be striking to attract readers.
- Implementing codes and conventions like unique fonts, visible coverlines, positioning statements, and consistent house style.
- Gaining experience with layout features in design software like Photoshop and QuarkXpress to organize spacing, overlays, and styles consistently.
- Learning the structure and elements of double page spreads like three column layout, byline, headline, pull quote, and drop cap and implementing them
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through its color scheme and image choice. The contents page similarly both conforms to conventions from magazines through its layout and features while also challenging conventions with its masthead style and social media links. The double page article layout also both follows conventions from magazines in its image, text styles and pull quotes while featuring some unconventional design elements.
Evaluation – question 1
This document evaluates how the media product uses, develops, or challenges conventions of real media forms. It provides examples from the cover, contents page, and feature spread of the media product. The summary discusses how the cover uses a masthead, image, and text in ways that both conform to and challenge conventions from magazines like NME and Q. The contents page and feature spread similarly adopt some typical magazine layouts but also use formatting and design elements unconventionally.
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through the use of a black, white, and navy color scheme and unconventional lighting in the main image. The contents page similarly both uses numbering and column conventions while also challenging conventions through an unconventional masthead font and inclusion of social media links and competitions. Double page spreads also combine conventional layouts, images, and text styles seen in magazines like Q and Kerrang with some unconventional design elements.
Evaluation – question 3
Time Inc. UK publishes over 350 million copies of magazines per year, including NME which targets a similar age range audience to the author's music magazine. While NME's genre is different, Time Inc. could take an unconventional approach to publishing the author's magazine and broaden their genres. However, they may not be looking to publish a new genre of music magazine. Bauer Media Group may be interested in an unconventional music magazine but their experience is in more mainstream styles. Overall, Time Inc.'s experience targeting a similar audience and ownership of TV programs could help widely distribute the magazine.
Evaluation – question 2
This document analyzes how a media product represents social groups. The product targets young adults interested in pop and hip hop music. It features relatable artists in the same age range, with both female and male representation. Ethnic diversity is also shown. Photos use powerful poses that portray females as subjects, not objects. The layout appeals to both social media users and those seeking more mature content. Images build personal relationships with audiences through direct addresses. Overall, the representation of successful young artists of different backgrounds positions the target audience to engage with the preferred reading of the magazine.
Evaluation – question 6
Evaluation Question 6 - What have you learnt about technologies from the process of constructing this product?
Evaluation – question 2
This document analyzes how a media product represents social groups. The product targets young adults interested in pop and hip hop music. It features relatable artists in the same age range, with both female and male representation. Ethnic diversity is also shown. Photos use powerful poses that portray females as subjects, not objects. The layout appeals to both social media users and those seeking more mature content. Images build personal relationships with audiences and represent successful young role models of different backgrounds. The magazine positions readers to interpret it as intended through relatable topics and role models.
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What's hot
Evaluation question 6
The document discusses what the author has learned about technologies from creating a music magazine.
The author researched the magazine industry and analyzed existing music magazines to understand planning, production, codes and conventions. They learned how to use a Canon camera, capturing professional photos.
Photoshop and InDesign were used to edit photos and layout pages. Specific techniques were learned in each program to create a professional product. Feedback was also gathered from an audience.
Going forward, the author would take a wider variety of photos, improve double page layouts, and do more target audience research.
Evaluation 2
From creating his magazine, the student learned how to use several technologies:
- He learned how to blog using Blogger and share content across websites.
- He became proficient with QuarkXPress and can create complex page layouts.
- He learned Photoshop skills like using masks and adjustments to edit images.
- He learned how to take professional photos with a digital SLR camera by adjusting focus.
- Since his preliminary task, he has improved at Photoshop and Quark and understands the importance of audience and professionalism in his work. He has learned not to rush and to take time to perfect his magazine.
Evaluation powerpoint (as media) Todd Lillis
My media product uses similar forms and conventions to real magazines such as a masthead, main image following the rule of thirds, and cover lines. However, it is aimed at a different target audience of college students rather than males aged 14-18.
The technologies used to construct the product were Blogger, Photoshop, and InDesign. Photoshop allowed arranging and editing images and text effects. InDesign helped create a realistic contents page following a three column layout.
Overall, constructing the magazine product provided learning about using industry standard software like Photoshop and InDesign to design magazine covers and pages professionally.
Evaluation powerpoint]
My media product uses similar forms and conventions to real magazines such as a masthead, main image following the rule of thirds, and cover lines. However, it is aimed at a different target audience of college students rather than males aged 14-18.
The technologies used to construct the product were Blogger, Photoshop, and InDesign. Photoshop allowed arranging and editing images and text for the cover. InDesign helped create a realistic contents page following a three column layout.
The process taught the importance of templates, rules of thirds, and effects for making the cover and contents page appealing yet professional looking. More images and effects could have further improved the contents page.
Evaluation of magazine
The student evaluated their college magazine cover and contents page. For the cover, they used Photoshop to design a bright red cover with a masthead, cover lines, and splash that follows magazine conventions while challenging conventions by using the same font for all text. Strengths included following conventions like the correctly placed masthead and catching the eye with color, while weaknesses were not discussed. For the contents page, it similarly followed conventions with a small cover image, columns, page numbers, and limited colors linking it to the cover. The student discussed using Photoshop to design the pages but did not provide other details on strengths or weaknesses.
Eva7
The student learned several important lessons from creating their preliminary college magazine task and progressing to a full magazine product. Through research, they learned about magazine formats, layouts, and targeting audiences. Planning involved analyzing survey results and creating reader profiles to develop an appropriate style sheet. Production taught the effective use of photography studios and lighting, as well as applying knowledge of magazine conventions to the front cover design.
What have u learnt
Through completing photography projects this year, the author learned about proper lighting, camera angles, and model positioning to get the best shots for covers and spreads. While some skills in Photoshop were developed, like using tools to combine text, the author preferred minimal editing to keep images natural looking. Photoshop techniques applied to the front cover included using the type, mask, and layers tools to create a title from an image and adding a drop shadow to make the masthead stand out.
Question 6
The document discusses the technologies used to create a magazine, including photography, lighting, and Photoshop. Photography involved taking photos with different models and shots. Proper lighting was important to edit out backdrops in Photoshop. Photoshop allowed editing photos and text, including cutting images, adding effects, and changing fonts. Different fonts and effects like shadowing and airbrushing were used to make images stand out.
What i have learnt
The document discusses skills learned during a production. It describes improved camera skills such as experimenting with different shot types and angles. It also covers enhanced photo editing abilities like cropping in Photoshop to remove backgrounds and rotating images and text. Overall, the author learned to edit images for their target audience, rotate elements for less formality, and crop backgrounds so the main focus stands out clearly.
Question 7
The document summarizes what the author learned from their preliminary school magazine task to their final product. They gained new skills in layout, composition, use of Photoshop and InDesign. Their final product had a bolder layout with more spaced out text and banners. They incorporated audience feedback to change elements like the background. Their photography skills improved with better use of lighting, posing, and rule of thirds. They included more images and content based on research. Overall, their final product was more professionally planned and executed based on lessons learned.
Looking back at your prelimnary task
During the process of improving magazine pages, the author has learned to improve Photoshop skills and overall progression. They have learned that image quality and focus are vital for images to stand out, and looking back they can see their original images were clear but editing let them down by not adjusting brightness and contrast. However, for the revised pages the author successfully produced high quality pictures by properly editing images and filters to match backgrounds and models.
Evaluation q 7
The student learned several important skills when progressing from their preliminary school magazine task to the final product:
1) Researching other similar magazines helped with layout, content ideas, photography, and fonts, making the final product more professional.
2) Planning photography in advance saved time versus the preliminary task.
3) Skills in tools like Prezi and Blogger were improved for presenting research findings.
4) Photography techniques like lighting, rule of thirds, and positioning models were better applied.
5) Layout and design skills such as banners, color palettes, fonts, and column layout made the final product resemble a real magazine more closely.
Evaluation question 7
1) Since their preliminary project, the author has improved their photography skills. They have learned to use proper lighting and camera settings to produce brighter, sharper images with subjects making eye contact.
2) The author has gotten better at image editing and manipulation in Photoshop. They have learned techniques like using the Polygonal Lasso Tool to remove backgrounds cleanly.
3) The author's layout and design skills have advanced. They now follow magazine design principles better by placing key information in prominent areas. Font choice and text effects are also more appropriate to the genre.
Evaluation question 7
The student learned many skills from their preliminary magazine task to their final product. For the preliminary task, they focused on research and basic page layout in InDesign without much planning or photography skills. For the final product, they greatly expanded their research, planning, photography and page layout skills. They conducted audience research, learned to use tools in Photoshop and InDesign, planned shoots, and took professional quality photos. Their skills in layout, use of fonts, images and models improved and they were able to create a more polished final magazine with balanced design.
Untitled presentation (8)
The document discusses what the author has learned in progressing from a preliminary magazine design task to a full product. Some key lessons learned include:
- Improving image quality by learning to use cameras better for clearer, sharper images without blur. Images need to be striking to attract readers.
- Implementing codes and conventions like unique fonts, visible coverlines, positioning statements, and consistent house style.
- Gaining experience with layout features in design software like Photoshop and QuarkXpress to organize spacing, overlays, and styles consistently.
- Learning the structure and elements of double page spreads like three column layout, byline, headline, pull quote, and drop cap and implementing them
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Viewers also liked
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through its color scheme and image choice. The contents page similarly both conforms to conventions from magazines through its layout and features while also challenging conventions with its masthead style and social media links. The double page article layout also both follows conventions from magazines in its image, text styles and pull quotes while featuring some unconventional design elements.
Evaluation – question 1
This document evaluates how the media product uses, develops, or challenges conventions of real media forms. It provides examples from the cover, contents page, and feature spread of the media product. The summary discusses how the cover uses a masthead, image, and text in ways that both conform to and challenge conventions from magazines like NME and Q. The contents page and feature spread similarly adopt some typical magazine layouts but also use formatting and design elements unconventionally.
Evaluation – question 1
This document analyzes how the media product both uses conventions from real magazines as well as challenges conventions. It discusses how the front cover uses conventions like a masthead, anchor text, and pull quote from magazines like NME and Q Magazine. However, it also challenges conventions through the use of a black, white, and navy color scheme and unconventional lighting in the main image. The contents page similarly both uses numbering and column conventions while also challenging conventions through an unconventional masthead font and inclusion of social media links and competitions. Double page spreads also combine conventional layouts, images, and text styles seen in magazines like Q and Kerrang with some unconventional design elements.
Evaluation – question 3
Time Inc. UK publishes over 350 million copies of magazines per year, including NME which targets a similar age range audience to the author's music magazine. While NME's genre is different, Time Inc. could take an unconventional approach to publishing the author's magazine and broaden their genres. However, they may not be looking to publish a new genre of music magazine. Bauer Media Group may be interested in an unconventional music magazine but their experience is in more mainstream styles. Overall, Time Inc.'s experience targeting a similar audience and ownership of TV programs could help widely distribute the magazine.
Evaluation – question 2
This document analyzes how a media product represents social groups. The product targets young adults interested in pop and hip hop music. It features relatable artists in the same age range, with both female and male representation. Ethnic diversity is also shown. Photos use powerful poses that portray females as subjects, not objects. The layout appeals to both social media users and those seeking more mature content. Images build personal relationships with audiences through direct addresses. Overall, the representation of successful young artists of different backgrounds positions the target audience to engage with the preferred reading of the magazine.
Evaluation – question 6
Evaluation Question 6 - What have you learnt about technologies from the process of constructing this product?
Evaluation – question 2
This document analyzes how a media product represents social groups. The product targets young adults interested in pop and hip hop music. It features relatable artists in the same age range, with both female and male representation. Ethnic diversity is also shown. Photos use powerful poses that portray females as subjects, not objects. The layout appeals to both social media users and those seeking more mature content. Images build personal relationships with audiences and represent successful young role models of different backgrounds. The magazine positions readers to interpret it as intended through relatable topics and role models.
Evaluation question 1
Evaluation Question 1 - In what was does your media project use, develop or challenge forms and conventions of real media products?
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience for a magazine project. To appeal to both genders and all ethnicities within the target age range, colloquial terms were used and images represented different groups. The unconventional front cover design stands out from other magazines with its bold title and pull quote creating narrative tension. The contents page uses social media links and lists known artists to engage the audience cognitively and socially. The double page spread uses pull quotes, bold text, and powerful images with direct address to attract readers and create intrigue through hermeneutic codes.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience for a magazine project. To appeal to both genders and all ethnicities within the target age range, colloquial terms were used and images represented different groups. The unconventional front cover design stands out from other magazines with its bold title and pull quote creating narrative tension. The contents page uses social media links and lists known artists to engage the audience cognitively and socially. The double page spread uses pull quotes, bold text, and powerful images with direct address to attract readers and create intrigue through hermeneutic codes.
Evaluation question 4&5
The document discusses the target audience and addressing of the audience for a media product called "EMERGE". The target audience is described as young females ages 16-25. To attract this audience, the magazine features mostly female models and stories, uses elegant fonts and formal clothing of the models. The goal is to convey messages of female strength and independence to the target female readership.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience in their magazine layout. They used colloquial terms, pluralistic representations of gender and ethnicity, and social media links to appeal to a mainstream youth audience. On the front cover, an unconventional layout with a bold title and pull quote was intended to draw readers' attention. The contents page listed known artists to fulfill cognitive needs. Double page spreads used pull quotes and bold artist names to entice readers, along with powerful images that created personal relationships through hermeneutic codes.
Evaluation – question 2
The document discusses how a media product represents social groups. It represents relatable young artists between 18-25 years old, appealing to both males and females. While most of the visible artists are female, the tone, content, and layout aim to appeal to both genders. Powerful shots and body language are used to represent females as subjects rather than objects. The layout aims to appeal to younger audiences through a visual and simplistic design while also including some sophisticated elements to attract an older audience. Images use direct engagement with the audience to create personal relationships and represent females as subjects. The target audience is positioned to understand the magazine in the preferred way through relatable artists and content that creates narrative tension.
Evaluation question 2
The media product represents female social groups aged 16 to 25 without a set ethnicity. Most models used were female to target a female music magazine audience in that age bracket. The front cover aims to portray the main model as a strong, independent character rather than being consumed by the male gaze. The contents page features a male model with his shirt slightly undone to create a "female gaze" where men can be sexual objects. The double page spread uses a model from the target age range and has a more informal interview style to connect with teenage readers.
Evaluation – question 6
The document discusses technologies used to construct a magazine product. It describes learning to use a Canon camera by watching tutorials on settings like aperture, shutter speed, and ISO. Photoshop tutorials were used to learn editing skills like adjusting contrast and creating monochrome images. Microsoft PowerPoint was used to present research in a visual format. The internet was heavily relied on through tools like Blogger to document the process, Slideshare to share presentations, YouTube for tutorials, and Messenger for a focus group.
Evaluation – question 1
This document evaluates how the media product uses, develops, or challenges conventions of real media forms. It describes several design elements of the fake magazine including the masthead, cover image, color scheme, anchor text, pull quotes, and sell line. For each element, it provides examples of real magazines that use similar conventions such as large mastheads (NME, Kerrang, Q Magazine) and cover images creating a personal relationship with the audience (Clash, Q Magazine). It also notes unconventional elements like the color scheme and pull quote placement, and explains how they are meant to appeal to a niche audience.
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Similar to Evaluation – question 7
Evaluation – question 7
The document discusses the learner's progression from their preliminary magazine cover task to their final magazine double-page spread. For the preliminary task, the learner did not have skills in using cameras, Photoshop, or researching magazine codes and conventions. Their images, layout, and text lacked quality and organization. However, through research and tutorials, the learner gained skills in using cameras, Photoshop, and applying theories about magazines and their audiences. For the final task, the learner was able to create a professional double-page spread using the skills they developed, such as producing high quality images, manipulating layouts, and incorporating effective text elements like pull quotes and mastheads.
Evaluation – question 7
The document discusses the learner's progression from their preliminary magazine cover task to their final magazine double-page spread. For the preliminary task, the learner did not have skills in using cameras, Photoshop, or researching magazine codes and conventions. Their images, layout, and text lacked quality and organization. However, through research and tutorials, the learner gained skills in using cameras, Photoshop, magazine design theories, and codes and conventions. They applied these new skills to create a professional double-page magazine spread with high quality images, an effective layout, and text that uses different fonts and design elements to appeal to audiences.
Evaluation – question 7
The student learned many important skills in progressing from their preliminary task to the final production of a magazine spread. They gained knowledge in using photography equipment, photo editing software like Photoshop, and applying principles of design and layout. Through research into existing magazine styles and conventions, the student learned how to create a professional layout that meets audience needs and fulfills communication theories. They can now effectively use techniques like lighting, text formatting, and color schemes to produce eye-catching, targeted content.
Evaluation – question 7
The student learned many important skills in progressing from their preliminary task to the final production of a magazine spread. They gained knowledge in using photography equipment, photo editing software like Photoshop, and applying codes and conventions of magazine design. Specifically, the student learned how to take high quality photos, manipulate images, and design magazine layouts that follow industry standards. They also improved their understanding of how to engage different target audiences. Applying what they learned allowed the student to create a professional-looking double page magazine spread with effective images, text treatments, and layout.
Presentation7
The document discusses the progression and learning from the preliminary task to the final product. Specifically:
- Images improved by taking better quality photos with knowledge of camera settings and editing in Photoshop.
- Text and layout improved by using bolder fonts, drop shadows, and Photoshop skills like layers to make the front cover and contents page more professional looking.
- The double page spread layout was informed by research into magazine conventions and applied skills learned to create an interesting flowing design similar to examples seen.
- Overall, learning new techniques in photography, Photoshop, and magazine design conventions led to a much more professional final product compared to the preliminary task.
Evaluation question 7
The student learned several skills that improved the quality of their final magazine production compared to the preliminary task. They learned how to properly use a camera and lighting to capture higher quality images, as well as photo editing skills. For the final production, more time was spent planning elements like backgrounds, clothing, and mise-en-scene. Researching fonts, existing magazines, and audience theories helped make informed design choices to better meet the target audience's needs. Layout and design skills progressed as well, allowing the student to create a more visually appealing and easily navigable contents page. Overall, techniques learned along the way helped create a more polished final product with professional consistency.
Evaluation question 7
The document summarizes what the author learned from their preliminary task that improved their final magazine production. They learned how to properly use a camera and editing software like Photoshop through tutorials. For the final production, more planning and research went into choosing locations, backgrounds, fonts, and layout that were informed by existing magazines and focus group feedback. This resulted in higher production values and a magazine that better met the needs and expectations of the target audience.
Evaluation – question 7
The document discusses the progression and learning from the preliminary task to the final production of a magazine. Specifically:
- Images were improved by learning lighting techniques to take better quality photos that look more professional.
- Text was improved by researching fonts, font sizes, colors and positioning to make the text more prominent and appealing to readers.
- Layout became more complex by learning Photoshop layers and researching common magazine layouts.
- The masthead was improved to be bolder, more eye-catching and prominent through font changes, sizing and positioning.
- Overall skills like photo editing, text manipulation, and layout organization were applied to create a stronger double page spread for the final production compared
Evaluation Question 7
From their preliminary task, the student learned several skills that improved their final production. They learned how to properly use a camera to capture higher quality images, how to effectively edit photos in Photoshop, and how to plan shoots through researching techniques like lighting and composition. For their final production, the student incorporated more research into codes, conventions, and their target audience, which helped them create layouts, designs, and writing styles that would appeal more to readers. Key areas of improvement included developing a more relevant masthead, implementing more organized page layouts, and producing images and writing that better represented their magazine's intended style and audience.
Eval q 7 revised
The student learned substantial improvements from their preliminary magazine project to the final product. For the preliminary, the front cover image was low quality and lacked important details. However, for the final product, the student included a barcode, cover lines, and other necessary information. The student also improved their Photoshop and photography skills, taking better quality images and learning how to effectively edit contrasts and focus. They understood the importance of elements like catchy mastheads. Overall, the student felt their production skills matured throughout the process as they gained knowledge from mistakes in the preliminary and were able to apply lessons to create a higher quality final product.
Magazine evaluation 7
The student learned several important lessons from their preliminary task to the final magazine product:
They learned about proper formatting conventions for magazine covers, such as using all capital letters and making the cover design simple and eye-catching. They also learned how to improve image quality using camera settings and Photoshop skills. Additional lessons included using varied fonts on the cover, creating barcodes and page numbers, and blocking out unnecessary information to focus the reader. Through revisions, the student improved their InDesign and Photoshop skills and learned to eliminate whitespace and use engaging photography. Overall, they gained valuable experience in magazine design conventions and proofreading to better engage their target audience.
6 & 7 what have i learnt about technologies
The document discusses various technologies the student learned to use while constructing their magazine product. They learned how to adjust settings on a DSLR camera like white balance and exposure to take better photos. In Photoshop, they edited photos by improving exposure, saturation, and contrast, and subtly adjusting hue on one image. They also learned to effectively layout and design pages in Photoshop and InDesign by arranging elements, adding borders, resizing images and fonts. Looking back, the student improved at applying Photoshop skills like subtle photo editing to match conventions versus oversaturating images. They also took better photos using camera settings and got more practice with presentation software like Powtoon.
Question 7
The student felt their preliminary magazine task was of low quality due to having no media skills or knowledge at the start of the course. Through completing the course, the student learned how to use software like Photoshop and InDesign, improved their research and planning techniques, and developed their photography, page layout, font and color usage skills. As a result, the student was able to create a higher quality final magazine product that they felt proud of and demonstrated their learning progression.
Evaluation 7
The student felt they improved in several key areas from their preliminary task to the final product. They learned to use a better camera, research their target audience more thoroughly, and improve editing skills like removing blemishes subtly. Planning elements like ISO levels, background, and clothing created a higher production value. Increased research allowed catering to the target audience's needs and using genre conventions. The masthead, fonts, layout, and double page spread were all improved through research into magazine codes and better skills with Photoshop. Overall, more research and learning new techniques led to a far superior final product.
Question 7
The student learned several skills that improved their work from the preliminary task to the final production. For layout, they learned to use layers in Photoshop to make the page more visually interesting. They also researched magazine conventions to create a double page spread with a flowing layout. For images, the student learned to manipulate brightness, contrast and saturation in Photoshop, and how to take better photos with their digital SLR camera. For text, they learned how to use drop shadows to make text stand out on busy backgrounds. Overall, acquiring these new skills through practice, research and tutorials allowed the student to create a higher quality final production with professionally styled images, text and layout.
Q7
The document discusses the learning and improvements from the author's preliminary photography task to their final product. They learned: improved photography skills through more ambitious pictures; greater camera knowledge around ISO and shutter speed; comfort with Photoshop and venturing into more complex software like InDesign; and planning skills through longer pre-production improving the final outcome. The author also learned about their target audience and meeting customer demands. They learned how to arrange a magazine to better imitate professionals through codes and conventions analysis.
Evaluation for media
The student created a magazine using codes and conventions from real magazines, such as including a masthead, date and issue information, columns, subtitles, and a drop cap on a double page spread. However, the student also challenged some conventions by using a main image that was neither a medium close up nor direct address. The student developed a skyline on the front cover to inform readers of the magazine's contents and used the title on the double page spread to grab attention.
The student learned about various technologies used in the process of constructing the magazine, including QuarkXPress, Photoshop, blogging platforms, and digital SLR cameras. The student gained experience using these technologies and feels comfortable with the basics of layout
Evaluation q7
1) The author learned many new skills between their preliminary task and final magazine production, including how to properly use lighting, cameras, and photo editing software to improve image quality.
2) They gained knowledge around magazine layout, formatting, and font choices from research that helped structure their final production to look more professional.
3) Applying these new skills like advanced text and image manipulation allowed the author to create a double page magazine spread that was consistent and of high quality, meeting their target audience's needs.
Question7
The document discusses the research and planning that went into developing a magazine for a class project. It describes how the student gained knowledge of industry conventions and forms through primary and secondary research, which helped them strive for professional standards. Organization methods like folders and checklists were used to manage work. Photography and page layout skills improved through using better cameras and software tools. Fonts were carefully chosen from an online database. Models and staging were selected to suit the chosen genre of "Indie Rock" and engage the target audience. Content was planned thoroughly and tailored to the target demographic.
Evaluation 7
From the preliminary task to the final product, the author learned several skills:
1) They gained a better understanding of key conventions for designing a music magazine through experimenting with layout and structure in their first draft.
2) They learned new skills with design software like Photoshop and InDesign, starting with a basic PowerPoint draft.
3) They strengthened their skills through feedback and multiple drafts, becoming more familiar with the tools.
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Codes and conventions for hyperlinked websites
The document discusses codes and conventions for hyperlinked websites. It notes that mastheads are usually bold and prominently displayed. Websites also feature easy navigation bars and place main articles in an organized structure. They include pop-up advertisements, social media links, and eye-catching images to attract audiences across different platforms and age groups. Overall, the goal is to design intuitive and visually appealing websites to engage users.
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Evaluation – question 2
The document discusses how a media product represents social groups. It represents relatable young artists between 18-25 years old, appealing to both males and females. While most of the visible representations are female, the content and style appeal to both genders. The layout aims to appeal to younger audiences through a visual and simplistic style incorporating social media, while more sophisticated elements could attract an older audience. Images use direct engagement with the audience rather than objectification, featuring successful young female artists. The magazine aims to position the target audience to engage with the preferred reading through relatable representations and building personal connections between the audience and artists.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation – question 5
The document discusses how the author attracted and addressed their target audience in their magazine layout. They used colloquial terms, pluralistic representations of gender and ethnicity, and social media links to appeal to a mainstream youth audience. On the front cover, a bold title and pull quote are intended to draw readers in. The contents page lists familiar artists and has a simple navigation. Double page spreads use pull quotes, large bold artist names, and powerful images with direct address to attract readers and create narrative tension enticing them to read further.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation – question 6
The document discusses technologies used in constructing a magazine project. It describes learning to use a Canon camera by researching settings like aperture, shutter speed, and ISO through tutorials. Photoshop tutorials helped learn editing skills like adjusting contrast and creating monochrome images. PowerPoint was used to present research in a professional format. Blogger documented the process and allowed edits. Slideshare, YouTube, and Messenger also provided resources for research, tutorials, and gathering audience feedback.
Evaluation – question 4
The target audience for the magazine is 16-20 year olds who are interested in and influenced by pop and hip-hop music. Both male and female readers of all ethnicities are included in the target demographic. The creator has used a focus group matching this description to help develop and refine the magazine, showing them adaptations and taking their opinions and votes into account in order to appeal to this audience's range of opinions.
Evaluation question 6
Through constructing a product, the author learned about Photoshop and Blogger technologies. For Photoshop, they gained familiarity with tools like the magic wand and cloning tool through tutorials and trial and error. Over months of use, the author learned to rasterize layers and edit photographs by adjusting contrast, brightness, and filters. For Blogger, the author learned how to build a website template through trial and error and use of online help forums to ask questions.
Evaluation question 3
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Evaluation – question 7
Evaluation Question 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Evaluation – question 4
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Evaluation – question 7
- 1. EVALUATION – QUESTION 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 4. Progression With my preliminary task, I didn’t know how to use the camera properly, I didn’t know how to navigate Photoshop and I didn’t do any research into school magazine to build up my front cover and contents page. Since then, I have done a lot more research into the codes and conventions of magazines that conform to my genre. I watched several tutorials into the Canon 600d and Panosonic DMCLX7 so that I didn’t rely on the automatic ISO, I have watched tutorials on Photoshop so that I can edit and adapt an image rather than just placing it. I have learnt about uses and gratification theory and Barthes theory, I have learnt how to associate their theories with magazines. I have a better focus on the audience, and are concerned with how they will interpret my magazine. I have a better knowledge of different types of images and the influence of mise-en-scene on an audience.
- 5. Progression I was able to apply the skills I developed in my progression to my double page spread.
- 6. Progression My Double Page Spread Layout – From my research, my knowledge of layouts allowed me to produce a professional, simplistic, flowing double page spread. Images – I learned how to use the Canon 600d to take a focused close-up shot and with high resolution to create an eye-catching, powerful image. I learned how to increase the contrast and create a monochrome image from Photoshop. Text – I learned the effect of pull quotes, mastheads and sell lines, san serif and serif font and how they appeal to different audiences.The importance of mastheads and how they need to be bold and eye-catching.