SlideShare a Scribd company logo
Evaluation
Question 2
Question 2:
How does your media product represent social groups?
Genre of the magazine? :
Classical
My magazine is aimed at people who enjoy playing or listening to
classical music. People that are in the category - classical, will all share
similar tasted in music and the idea of classical music, so when I
specifically aimed everything at them and the age 20 – 40 (this is on a
bigger scale than the one in my questionnaire). My primary focus was to
grasp the understanding of what a classical music audience would want
and to attract them too. To grasp the audience’s attention I had to delve
into their varied tastes. I looked at normal classical music magazines and
looked at their layouts, colour scheme, type of pictures present, and the
house style. I applied what I found to my magazine. I used many dark
earthy colours and some colours that were taken off the pictures on the
front cover to tie everything together and to preserve continuity. I
considered font styles, size and colour so the reader was able to read the
text with ease.
I investigated what the audience would prefer if they were
to read classical magazines. This was shown through a
number of questions and the results are shown throughout
my blog.
AGE
To determine what age group this should be target at, I
included this sector into my questionnaire. This found out
that the majority of people that read classical magazines
and out of the people I surveyed who would read a
classical magazine, the age Is 40+. I took inspiration from
magazines that aimed themselves towards the older
generation and I based my magazine off the layouts I
found to make it more age appropriate. For example; I
wouldn’t have bright neon colours with a classical model
and instrument because they don't fit together, they would
clash.
The lines between if male or females would view my
magazine more or if they read classical magazines
was quite a faint one. It is hard to pin point what
gender enjoyed a certain type of magazine and if I
did I’d have trouble with stereotyping and stating
that one gender must only read/ or possibly only
reads this magazine at this age. I had to make
everything in the magazine gender and age
appropriate; I made all of the colours one that both
genders could relate to.
I had to keep to a certain amount of fonts because I
didn’t want to over crowd the page. The use of 4 fonts
in different sizes allowed the magazine to be clear and
consistent.
The classical music magazines I have studied either
focus on long/medium shot – medium close up. My
main male model rests on the violin bow and stands in
the position he found comfortable in.

More Related Content

What's hot

Audience profile media
Audience profile mediaAudience profile media
Audience profile media
Asuka Young
 
Final decision
Final decisionFinal decision
Final decisionezreen_b
 
Primary audience research
Primary audience researchPrimary audience research
Primary audience research
Annabel Hodgson
 
Primary audience research
Primary audience researchPrimary audience research
Primary audience research
Annabel Hodgson
 
Evaluation 2
Evaluation 2Evaluation 2
Evaluation 2
Aaron Harris
 
Question 4
Question 4Question 4
Question 4
liambruce
 
Media evaluation question 2
Media evaluation question 2Media evaluation question 2
Media evaluation question 2
Lydia Burley
 
Question 4
Question 4Question 4
Question 4
Lydia Burley
 
Question Four
Question FourQuestion Four
Question Four
medleymagazine
 
Evaluation question 4 media
Evaluation question 4 mediaEvaluation question 4 media
Evaluation question 4 media
Tim McMorrow
 
Evaluation Queston 2
Evaluation Queston 2Evaluation Queston 2
Evaluation Queston 2emilylouisej
 
How does your media product represent particular social groups?
How does your media product represent particular social groups?How does your media product represent particular social groups?
How does your media product represent particular social groups?cheekymonkey51511
 

What's hot (19)

Audience profile media
Audience profile mediaAudience profile media
Audience profile media
 
Final decision
Final decisionFinal decision
Final decision
 
Primary audience research
Primary audience researchPrimary audience research
Primary audience research
 
Primary audience research
Primary audience researchPrimary audience research
Primary audience research
 
Evaluation 2
Evaluation 2Evaluation 2
Evaluation 2
 
Question 4
Question 4Question 4
Question 4
 
Question 2
Question 2Question 2
Question 2
 
Question 2
Question 2Question 2
Question 2
 
Evaluationquestion2
Evaluationquestion2Evaluationquestion2
Evaluationquestion2
 
Dddddd
DdddddDddddd
Dddddd
 
Media evaluation question 2
Media evaluation question 2Media evaluation question 2
Media evaluation question 2
 
Q4
Q4Q4
Q4
 
Question 4
Question 4Question 4
Question 4
 
Question Four
Question FourQuestion Four
Question Four
 
Evaluation question 4 media
Evaluation question 4 mediaEvaluation question 4 media
Evaluation question 4 media
 
Evaluation Queston 2
Evaluation Queston 2Evaluation Queston 2
Evaluation Queston 2
 
How does your media product represent particular social groups?
How does your media product represent particular social groups?How does your media product represent particular social groups?
How does your media product represent particular social groups?
 
Question 5
Question 5Question 5
Question 5
 
Question 4
Question 4Question 4
Question 4
 

Viewers also liked

Course Work
Course Work Course Work
Course Work
7071997
 
Muhibbah Quiz 2014
Muhibbah Quiz 2014Muhibbah Quiz 2014
Muhibbah Quiz 2014
Grace Yeong
 
Media eval Q1
Media eval Q1Media eval Q1
Media eval Q1
rgraham7
 
Media!
Media!Media!
Media!
rgraham7
 
The cognitive advantage
The cognitive advantageThe cognitive advantage
The cognitive advantage
Yann Lecourt
 
Pie chart analysis
Pie chart analysisPie chart analysis
Pie chart analysis
rgraham7
 
Day at the University
Day at the UniversityDay at the University
Day at the University
rgraham7
 
Photoshoot
PhotoshootPhotoshoot
Photoshoot
rgraham7
 
Question 1
Question 1Question 1
Question 1
rgraham7
 
Eval q1
Eval q1Eval q1
Eval q1
rgraham7
 
Music video analysis
Music video analysisMusic video analysis
Music video analysis
Lauren Richardson
 
Year 12 to do for the first lesson after half term
Year 12 to do for the first lesson after half termYear 12 to do for the first lesson after half term
Year 12 to do for the first lesson after half term
HeworthMedia1
 
A2 filming to do
A2 filming to doA2 filming to do
A2 filming to do
HeworthMedia1
 
Narrative and character theories2
Narrative and character theories2Narrative and character theories2
Narrative and character theories2
HeworthMedia1
 
Magazine blogging
Magazine bloggingMagazine blogging
Magazine blogging
HeworthMedia1
 
Ci etc etc
Ci etc etcCi etc etc
Ci etc etc
HeworthMedia1
 

Viewers also liked (20)

Course Work
Course Work Course Work
Course Work
 
Muhibbah Quiz 2014
Muhibbah Quiz 2014Muhibbah Quiz 2014
Muhibbah Quiz 2014
 
Media eval Q1
Media eval Q1Media eval Q1
Media eval Q1
 
Inri s forfait_et_stages
Inri s forfait_et_stagesInri s forfait_et_stages
Inri s forfait_et_stages
 
1
11
1
 
Media!
Media!Media!
Media!
 
The cognitive advantage
The cognitive advantageThe cognitive advantage
The cognitive advantage
 
Pie chart analysis
Pie chart analysisPie chart analysis
Pie chart analysis
 
Day at the University
Day at the UniversityDay at the University
Day at the University
 
Photoshoot
PhotoshootPhotoshoot
Photoshoot
 
Question 1
Question 1Question 1
Question 1
 
Eval q1
Eval q1Eval q1
Eval q1
 
Music video analysis
Music video analysisMusic video analysis
Music video analysis
 
Year 12 to do for the first lesson after half term
Year 12 to do for the first lesson after half termYear 12 to do for the first lesson after half term
Year 12 to do for the first lesson after half term
 
A2 filming to do
A2 filming to doA2 filming to do
A2 filming to do
 
As questions ppt
As questions pptAs questions ppt
As questions ppt
 
Narrative and character theories2
Narrative and character theories2Narrative and character theories2
Narrative and character theories2
 
Magazine blogging
Magazine bloggingMagazine blogging
Magazine blogging
 
Ci etc etc
Ci etc etcCi etc etc
Ci etc etc
 
Monsters (2010)
Monsters (2010)Monsters (2010)
Monsters (2010)
 

Similar to Media evaluation - Question 2

Target audience
Target audienceTarget audience
Target audience
india smith
 
Exam questions 2, 4 & 5
Exam questions 2, 4 & 5Exam questions 2, 4 & 5
Exam questions 2, 4 & 5
AS Media Column D
 
Exam questions 2, 4 & 5
Exam questions 2, 4 & 5Exam questions 2, 4 & 5
Exam questions 2, 4 & 5
AS Media Column D
 
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
miamichop1
 
Question 4/5
Question 4/5Question 4/5
Question 4/5
conmurp100
 
How does my media product represent particular social groups?
How does my media product represent particular social groups?How does my media product represent particular social groups?
How does my media product represent particular social groups?
sara ali
 
Evaluation question 2
Evaluation question 2 Evaluation question 2
Evaluation question 2
10russella
 
Evaluation
EvaluationEvaluation
Evaluation
Thomas Everard
 
Evaluation activity 4
Evaluation activity 4Evaluation activity 4
Evaluation activity 4
alwebley1707
 
Evaluation
EvaluationEvaluation
Evaluation
Issimattson
 
How does your media product represent particular social groups?
How does your media product represent particular social groups?How does your media product represent particular social groups?
How does your media product represent particular social groups?oluus
 
Evaluation for music magazine in Media
Evaluation for music magazine in MediaEvaluation for music magazine in Media
Evaluation for music magazine in MediaKieron Mackney
 

Similar to Media evaluation - Question 2 (20)

Target audience
Target audienceTarget audience
Target audience
 
Exam questions 2, 4 & 5
Exam questions 2, 4 & 5Exam questions 2, 4 & 5
Exam questions 2, 4 & 5
 
Exam questions 2, 4 & 5
Exam questions 2, 4 & 5Exam questions 2, 4 & 5
Exam questions 2, 4 & 5
 
Question 2
Question 2 Question 2
Question 2
 
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
Ska'd For Life - Music Magazine Evaluation (AS Media Studies)
 
Question 4/5
Question 4/5Question 4/5
Question 4/5
 
Question 2
Question 2Question 2
Question 2
 
Question 2
Question 2Question 2
Question 2
 
Ev 2
Ev 2Ev 2
Ev 2
 
Question 2
Question 2Question 2
Question 2
 
How does my media product represent particular social groups?
How does my media product represent particular social groups?How does my media product represent particular social groups?
How does my media product represent particular social groups?
 
Evaluation question 2
Evaluation question 2 Evaluation question 2
Evaluation question 2
 
Evaluation
EvaluationEvaluation
Evaluation
 
Evaluation activity 4
Evaluation activity 4Evaluation activity 4
Evaluation activity 4
 
Media evaluation
Media evaluationMedia evaluation
Media evaluation
 
Evaluation
EvaluationEvaluation
Evaluation
 
Evaluation
EvaluationEvaluation
Evaluation
 
How does your media product represent particular social groups?
How does your media product represent particular social groups?How does your media product represent particular social groups?
How does your media product represent particular social groups?
 
Questions 2 - 5
Questions 2 - 5Questions 2 - 5
Questions 2 - 5
 
Evaluation for music magazine in Media
Evaluation for music magazine in MediaEvaluation for music magazine in Media
Evaluation for music magazine in Media
 

Recently uploaded

Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Jheel Barad
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
DhatriParmar
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
Delapenabediema
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
vaibhavrinwa19
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Atul Kumar Singh
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
kaushalkr1407
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
Pavel ( NSTU)
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Levi Shapiro
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Po-Chuan Chen
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
Atul Kumar Singh
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
heathfieldcps1
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
Jisc
 
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER  FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...TESDA TM1 REVIEWER  FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
EugeneSaldivar
 
Sha'Carri Richardson Presentation 202345
Sha'Carri Richardson Presentation 202345Sha'Carri Richardson Presentation 202345
Sha'Carri Richardson Presentation 202345
beazzy04
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Vikramjit Singh
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Thiyagu K
 

Recently uploaded (20)

Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
 
The Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official PublicationThe Challenger.pdf DNHS Official Publication
The Challenger.pdf DNHS Official Publication
 
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
 
Synthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptxSynthetic Fiber Construction in lab .pptx
Synthetic Fiber Construction in lab .pptx
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
 
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER  FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...TESDA TM1 REVIEWER  FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
 
Sha'Carri Richardson Presentation 202345
Sha'Carri Richardson Presentation 202345Sha'Carri Richardson Presentation 202345
Sha'Carri Richardson Presentation 202345
 
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and ResearchDigital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
 

Media evaluation - Question 2

  • 2. Question 2: How does your media product represent social groups? Genre of the magazine? : Classical My magazine is aimed at people who enjoy playing or listening to classical music. People that are in the category - classical, will all share similar tasted in music and the idea of classical music, so when I specifically aimed everything at them and the age 20 – 40 (this is on a bigger scale than the one in my questionnaire). My primary focus was to grasp the understanding of what a classical music audience would want and to attract them too. To grasp the audience’s attention I had to delve into their varied tastes. I looked at normal classical music magazines and looked at their layouts, colour scheme, type of pictures present, and the house style. I applied what I found to my magazine. I used many dark earthy colours and some colours that were taken off the pictures on the front cover to tie everything together and to preserve continuity. I considered font styles, size and colour so the reader was able to read the text with ease.
  • 3. I investigated what the audience would prefer if they were to read classical magazines. This was shown through a number of questions and the results are shown throughout my blog. AGE To determine what age group this should be target at, I included this sector into my questionnaire. This found out that the majority of people that read classical magazines and out of the people I surveyed who would read a classical magazine, the age Is 40+. I took inspiration from magazines that aimed themselves towards the older generation and I based my magazine off the layouts I found to make it more age appropriate. For example; I wouldn’t have bright neon colours with a classical model and instrument because they don't fit together, they would clash.
  • 4. The lines between if male or females would view my magazine more or if they read classical magazines was quite a faint one. It is hard to pin point what gender enjoyed a certain type of magazine and if I did I’d have trouble with stereotyping and stating that one gender must only read/ or possibly only reads this magazine at this age. I had to make everything in the magazine gender and age appropriate; I made all of the colours one that both genders could relate to.
  • 5. I had to keep to a certain amount of fonts because I didn’t want to over crowd the page. The use of 4 fonts in different sizes allowed the magazine to be clear and consistent. The classical music magazines I have studied either focus on long/medium shot – medium close up. My main male model rests on the violin bow and stands in the position he found comfortable in.