Media evealuation notes
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The document contains questions for evaluating a student's coursework on creating a media product. It asks the student to discuss how their media product uses or challenges conventions of real media; how it represents social groups; what type of company might distribute it; who the intended audience is and how they were targeted; what technologies were learned in making the project; and what was learned from an initial task to the final product.
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Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
AS Media Studies Evaluation Questions
This document outlines a 7 question coursework evaluation worth 20 marks for a Media Studies class. Students must answer each question separately with a minimum of four slides per question providing lots of detail. This evaluation is an opportunity for students to demonstrate what they have learned and reflect on their media product by addressing topics like the intended audience, social representations, potential distributors, use of conventions, audience engagement, technological lessons, and progression from their preliminary task.
Evaluation question 1 a2
This document provides guidance for students on completing an evaluation for their Advanced Portfolio in Media course. It outlines four questions to be answered in the evaluation and notes that the evaluation is worth 20% of the unit grade. Students are advised to give each question sufficient time and detail. The assessment criteria are also provided, including understanding of forms and conventions, audience feedback, and use of new media technologies. For question 1, students are instructed to compare shots from their media products to professional works, discussing cinematography, editing, mise-en-scene and sound using media terminology. Examples of student responses are provided, and students are given one week to complete their response to question 1.
As evaluation
This document provides guidance for students on evaluating their media production coursework. It lists 7 questions to be answered in the evaluation, covering topics like how the media product uses or challenges conventions, how it represents social groups, its target audience, and what technologies were used. It recommends answering each question in 3 sentences or less and using digital formats like video commentaries with images. Example high-scoring student evaluations are referenced that used explanations, annotations, and screenshots to professionally analyze and communicate their lessons learned.
As media evaluation
This document summarizes a media evaluation for a student film project aimed at audiences aged 15-30 who enjoy thriller genres. It discusses how the film used conventions like shot types and music to build suspense. Research included questionnaires about audience preferences and analyzing successful thrillers. Feedback indicated the film succeeded in attracting its target audience through these techniques, though lighting could be improved. The students demonstrated learning about genre conventions, audience analysis, and technologies through completing this project.
A2 media – question 3 pptx
The document contains evaluation questions for a media product created by Rory Dickson-Stringer. It asks how the media product uses or challenges real media conventions, how effective the main product and supplemental texts are, and what was learned from audience feedback. Based on the feedback provided, most responses to Rory's trailer on YouTube and poster were positive, with one person providing suggestions for improvements that Rory has considered.
A2 media question 1 –
The document discusses how the media product uses, develops, and challenges conventions of real media products. It analyzes the film poster, magazine masthead, trailer, and shots within. The poster challenges conventions by having a vertical title but develops on showing the antagonist's mask. The masthead challenges bold fonts but follows an indie style. Shots in the trailer follow conventions like establishing the setting and using close-ups for reactions, while one shot challenges using a killer's point of view. Overall, the response examines both conforming to and innovating on standard media forms and styles.
A2 media – question 2
The student created a film trailer called "Slugger" along with an accompanying magazine cover and poster as ancillary texts. To effectively combine these media products, the student maintained consistency across color palette, camera techniques, and font/text styles. Specifically, dull colors like grey, white and black were used throughout, close-ups featured prominently, and text remained in white, black or red only. This consistency helped tie the products together and establish a cohesive identity.
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Year 12 as media evaluation questions
This document provides guidance for a Year 12 media studies coursework evaluation. Students must answer 7 questions in their evaluation that address how their media product uses or challenges real media conventions, how it represents social groups, what type of institution would distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product. The evaluation must include images, graphs, scans or links in addition to written responses.
AS Media Studies Evaluation Questions
This document outlines a 7 question coursework evaluation worth 20 marks for a Media Studies class. Students must answer each question separately with a minimum of four slides per question providing lots of detail. This evaluation is an opportunity for students to demonstrate what they have learned and reflect on their media product by addressing topics like the intended audience, social representations, potential distributors, use of conventions, audience engagement, technological lessons, and progression from their preliminary task.
Evaluation question 1 a2
This document provides guidance for students on completing an evaluation for their Advanced Portfolio in Media course. It outlines four questions to be answered in the evaluation and notes that the evaluation is worth 20% of the unit grade. Students are advised to give each question sufficient time and detail. The assessment criteria are also provided, including understanding of forms and conventions, audience feedback, and use of new media technologies. For question 1, students are instructed to compare shots from their media products to professional works, discussing cinematography, editing, mise-en-scene and sound using media terminology. Examples of student responses are provided, and students are given one week to complete their response to question 1.
As evaluation
This document provides guidance for students on evaluating their media production coursework. It lists 7 questions to be answered in the evaluation, covering topics like how the media product uses or challenges conventions, how it represents social groups, its target audience, and what technologies were used. It recommends answering each question in 3 sentences or less and using digital formats like video commentaries with images. Example high-scoring student evaluations are referenced that used explanations, annotations, and screenshots to professionally analyze and communicate their lessons learned.
As media evaluation
This document summarizes a media evaluation for a student film project aimed at audiences aged 15-30 who enjoy thriller genres. It discusses how the film used conventions like shot types and music to build suspense. Research included questionnaires about audience preferences and analyzing successful thrillers. Feedback indicated the film succeeded in attracting its target audience through these techniques, though lighting could be improved. The students demonstrated learning about genre conventions, audience analysis, and technologies through completing this project.
A2 media – question 3 pptx
The document contains evaluation questions for a media product created by Rory Dickson-Stringer. It asks how the media product uses or challenges real media conventions, how effective the main product and supplemental texts are, and what was learned from audience feedback. Based on the feedback provided, most responses to Rory's trailer on YouTube and poster were positive, with one person providing suggestions for improvements that Rory has considered.
A2 media question 1 –
The document discusses how the media product uses, develops, and challenges conventions of real media products. It analyzes the film poster, magazine masthead, trailer, and shots within. The poster challenges conventions by having a vertical title but develops on showing the antagonist's mask. The masthead challenges bold fonts but follows an indie style. Shots in the trailer follow conventions like establishing the setting and using close-ups for reactions, while one shot challenges using a killer's point of view. Overall, the response examines both conforming to and innovating on standard media forms and styles.
A2 media – question 2
The student created a film trailer called "Slugger" along with an accompanying magazine cover and poster as ancillary texts. To effectively combine these media products, the student maintained consistency across color palette, camera techniques, and font/text styles. Specifically, dull colors like grey, white and black were used throughout, close-ups featured prominently, and text remained in white, black or red only. This consistency helped tie the products together and establish a cohesive identity.
Music Magazine - Evaluation
This document discusses a British folk music media product and asks questions about how it uses or challenges conventions, represents social groups, would be distributed, who the audience is, how the audience was addressed, what was learned about technologies, progression from an earlier task, and how well it fits the intended brief. The questions cover the goals, conventions, representation, distribution, audience, technologies, development, and fit of the proposed British folk music media product.
1. initial plans (fmp)
The document outlines an initial plan from Louis Dodds-Rodgers to create an advergame promoting a clothing brand for their final project, noting their experience with graphical design and advergames. It then discusses expanding the project to include other promotional media like social media ads and physical posters to reach both younger and older target audiences. The document also mentions the alternative idea of creating an fashion magazine on Photoshop along with supporting promotional content across different media.
Aimee Lomas Foundation Portfolio Media Powerpoint
This document contains the responses to various questions about a media evaluation project. It summarizes the key aspects of the designed media product, including its use of conventions like mastheads, fonts, and page layouts. It also discusses how the product represents a particular indie social group through the images and content used. The intended audience and distribution partner are also outlined. Reflections on what was learned about technologies and the progression from the preliminary task to the final product are provided.
Technology
This document outlines how different media technologies will be used to answer questions about a music magazine case study project. Prezi will be used to compare conventions of real magazines, explain potential distributors, and reflect on lessons learned. PowToon will be used to represent social groups creatively with images and music. SlideShare will explain the targeted audience and include an InDesign press pack. Emaze will showcase audience feedback. Each technology is mapped to a specific evaluation question to showcase what was learned through constructing the media product.
Evaluation Question 3+4
The document discusses feedback received from an audience and the use of media technologies in different stages of a project. It mentions going back to market research to see if a production reflected the audience's interests. It also lists several media technologies used such as Photoshop, Audacity, YouTube, Slideshare and Eblogger.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Evaluation
The document evaluates the student's media magazine project. It discusses how the magazine uses conventions of the genre like bright colors and a memorable brand name. The target audience is identified as early to mid teenagers based on the images and design. A company like Bauer Media Group would be suited to distribute the magazine since they publish similar music magazines for that audience. The student learned skills in Photoshop for designing the magazine and improved from their preliminary design by adding more colors, fonts, and complexity to attract the target audience.
Evaluation
The document discusses the key aspects of a media product created by the author for an assignment. It represents different social groups, would be distributed by stores and online retailers to appeal to all ages, and used bright colors and popular artists on the cover to attract audiences. The author learned new technical skills in photography, design, and production through completing the assignment.
As foundation portfolio evaluation
Ameen Qaderi's media product uses conventions of real music magazines by including elements like images, fonts, and styles seen in product research. It represents the target audience identified through market research - teenagers aged 16-35. A publishing house like IPC Media would be a suitable distributor as the magazine has a similar style to titles like Uncut but also aims to attract a younger audience. The product was designed to attract this audience through high contrast colors, less formal designs, and chatty language on the front cover. Creating the product developed Ameen's skills with technologies like Photoshop, Google Blogger, Slideshare, and digital cameras.
2. proposal (1)
The document is a proposal for a final major project (FMP) to create an experimental music video. It outlines the target audience as mainly male teenagers aged 16-19, but also appealing to females and all social statuses. Research will be conducted on existing music video styles to find inspiration and ensure the project stands out. Production experiments will help strengthen skills in programs like Photoshop and Premiere and find effects to implement. Feedback will be gathered from test audiences and the work will be evaluated by comparing to other products and reflecting on screenshots taken throughout production. A schedule is provided outlining the plan over 10 weeks including initial response, research, experiments, pre-production, production, evaluation, and development.
Recovered file 1
This document outlines questions to evaluate a media foundation production, including how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product.
Feedback summary
The document summarizes feedback from the target audience on a student's horror film promotional products. The student learned that their film trailer and poster were appealing and conventional but the magazine cover was bland. Strengths included meeting genre/form conventions and professional quality, while weaknesses included the magazine cover design and potential improvements to the trailer. Audience feedback confirmed the products effectively appealed to the target group and suggested minor changes like improving main images and characters on the poster as well as magazine typography. The student concluded audience feedback is valuable for improving popularity by determining appeal and identifying specific areas for enhancement.
Eval q3
The document discusses audience feedback received on a promotional package for an indie folk artist. It describes collecting feedback through a video of target audience members discussing the products and comments on a Facebook group. The feedback indicated that the setting, style and coherence across products were suitable for the genre. Some improvements mentioned were making the digipak and print ad colors paler and changing the white digipak background. Overall, the target audience felt the promotional package was successful but some minor adjustments could further improve it.
Overall feedback
Megan Howden received marks of 20/20 for planning, 44/60 for the main construction task, and 17/20 for the evaluation of an AS coursework project. The evaluation comments praised Megan's understanding of conventions and use of mise-en-scene in most questions, though some answers could have been strengthened with additional research, images, or theorists. Overall, Megan demonstrated a very good understanding of the task, audience, and genre, and received a total mark of 81/100 and a final grade of A.
Evaluation tips
This document provides guidance for students on completing an evaluation assignment worth 20% of their grade. Students must evaluate and reflect on their creative process either individually or collectively. They are encouraged to use a digital format for their evaluation, such as a blog, podcast, or video. In their evaluation, students must answer four questions about how their media product uses or challenges conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and how they used technology. The document provides examples of previous student evaluations and describes the criteria for high-level evaluations that demonstrate excellent understanding and skills in communication, technology use, and self-reflection. It also offers recommendations for conducting meaningful audience research through qualitative methods rather than just
Evaluation
This document contains questions for evaluating a media studies assignment, asking the student to reflect on how their media product used or challenged real media conventions, how it represented social groups, what type of institution might distribute it and why, who the intended audience was, how the audience was addressed, what was learned about technologies from creating the product, and what was learned from the preliminary task to the final product.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
Evaluation Of Production
This magazine aims to bring the genre of big band music to a mainstream audience by appealing to both older, educated listeners as well as younger audiences. To represent both social groups, it includes content on family life for older readers and concert tour dates for younger readers. The magazine would be best distributed through subscription or retail stores like WHSmith to reach its target audiences. It aims to attract both educated older teens and wealthy listeners interested in big band music, as well as younger audiences now enjoying singers like Michael Buble who have popularized the genre. Bright colors and stylish photography of singers are used to attract readers in stores and online. The production process improved the author's photography and editing skills and taught the importance of planning all aspects of
Evaluation
The document summarizes an evaluation of a media product created by Matthew Collins. It discusses how the product both uses conventions of real magazines, such as including a title, but also challenges conventions by placing the picture and text in non-traditional locations on the page. The product represents the social group of people interested in casual and indie music. It would likely be distributed in magazines, local papers, or shops targeting an audience of mixed gender between ages 13-19. Through creating the product, Matthew learned skills using design software and techniques like camera angles and shots. He also learned the importance of leaving white space in the layout rather than overcrowding the page with text boxes.
Week 12
This document outlines the learning outcomes and assessment tasks for a media studies lesson. The learning outcomes are:
1) Students will understand the questions they need to answer to secure a level 4 evaluation.
2) Students will know how to answer the questions using appropriate theory and references to key concepts and media language.
3) Students will be able to complete the evaluation questions demonstrating excellent ICT skills and appropriate use of technologies.
The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
Foundation portfolio evaluation
This document provides 7 questions for a media portfolio evaluation. It instructs the reader to answer each question using a different technology or approach, and to incorporate what they have already done in their project into the responses. The questions address how the media product uses or challenges conventions; represents social groups; would be distributed and to what audience; and what was learned from constructing the product and progressing from an earlier task. Examples of ways to answer the questions using video, audio, or images are also provided.
A2 evaluation
The document outlines four questions that must be addressed in the evaluation:
1. How the media product uses, develops or challenges conventions of real media.
2. The effectiveness of combining the main product with ancillary texts.
3. What was learned from audience feedback.
4. How media technologies were used in construction, research, planning and evaluation.
The evaluation must be creative and demonstrate understanding of media products.
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Music Magazine - Evaluation
This document discusses a British folk music media product and asks questions about how it uses or challenges conventions, represents social groups, would be distributed, who the audience is, how the audience was addressed, what was learned about technologies, progression from an earlier task, and how well it fits the intended brief. The questions cover the goals, conventions, representation, distribution, audience, technologies, development, and fit of the proposed British folk music media product.
1. initial plans (fmp)
The document outlines an initial plan from Louis Dodds-Rodgers to create an advergame promoting a clothing brand for their final project, noting their experience with graphical design and advergames. It then discusses expanding the project to include other promotional media like social media ads and physical posters to reach both younger and older target audiences. The document also mentions the alternative idea of creating an fashion magazine on Photoshop along with supporting promotional content across different media.
Aimee Lomas Foundation Portfolio Media Powerpoint
This document contains the responses to various questions about a media evaluation project. It summarizes the key aspects of the designed media product, including its use of conventions like mastheads, fonts, and page layouts. It also discusses how the product represents a particular indie social group through the images and content used. The intended audience and distribution partner are also outlined. Reflections on what was learned about technologies and the progression from the preliminary task to the final product are provided.
Technology
This document outlines how different media technologies will be used to answer questions about a music magazine case study project. Prezi will be used to compare conventions of real magazines, explain potential distributors, and reflect on lessons learned. PowToon will be used to represent social groups creatively with images and music. SlideShare will explain the targeted audience and include an InDesign press pack. Emaze will showcase audience feedback. Each technology is mapped to a specific evaluation question to showcase what was learned through constructing the media product.
Evaluation Question 3+4
The document discusses feedback received from an audience and the use of media technologies in different stages of a project. It mentions going back to market research to see if a production reflected the audience's interests. It also lists several media technologies used such as Photoshop, Audacity, YouTube, Slideshare and Eblogger.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Evaluation
The document evaluates the student's media magazine project. It discusses how the magazine uses conventions of the genre like bright colors and a memorable brand name. The target audience is identified as early to mid teenagers based on the images and design. A company like Bauer Media Group would be suited to distribute the magazine since they publish similar music magazines for that audience. The student learned skills in Photoshop for designing the magazine and improved from their preliminary design by adding more colors, fonts, and complexity to attract the target audience.
Evaluation
The document discusses the key aspects of a media product created by the author for an assignment. It represents different social groups, would be distributed by stores and online retailers to appeal to all ages, and used bright colors and popular artists on the cover to attract audiences. The author learned new technical skills in photography, design, and production through completing the assignment.
As foundation portfolio evaluation
Ameen Qaderi's media product uses conventions of real music magazines by including elements like images, fonts, and styles seen in product research. It represents the target audience identified through market research - teenagers aged 16-35. A publishing house like IPC Media would be a suitable distributor as the magazine has a similar style to titles like Uncut but also aims to attract a younger audience. The product was designed to attract this audience through high contrast colors, less formal designs, and chatty language on the front cover. Creating the product developed Ameen's skills with technologies like Photoshop, Google Blogger, Slideshare, and digital cameras.
2. proposal (1)
The document is a proposal for a final major project (FMP) to create an experimental music video. It outlines the target audience as mainly male teenagers aged 16-19, but also appealing to females and all social statuses. Research will be conducted on existing music video styles to find inspiration and ensure the project stands out. Production experiments will help strengthen skills in programs like Photoshop and Premiere and find effects to implement. Feedback will be gathered from test audiences and the work will be evaluated by comparing to other products and reflecting on screenshots taken throughout production. A schedule is provided outlining the plan over 10 weeks including initial response, research, experiments, pre-production, production, evaluation, and development.
Recovered file 1
This document outlines questions to evaluate a media foundation production, including how it uses or challenges real media conventions, how it represents social groups, what type of institution might distribute it and why, who the intended audience is, how the audience was addressed, what was learned about technologies from constructing the product, and what was learned from the preliminary task to the final product.
Feedback summary
The document summarizes feedback from the target audience on a student's horror film promotional products. The student learned that their film trailer and poster were appealing and conventional but the magazine cover was bland. Strengths included meeting genre/form conventions and professional quality, while weaknesses included the magazine cover design and potential improvements to the trailer. Audience feedback confirmed the products effectively appealed to the target group and suggested minor changes like improving main images and characters on the poster as well as magazine typography. The student concluded audience feedback is valuable for improving popularity by determining appeal and identifying specific areas for enhancement.
Eval q3
The document discusses audience feedback received on a promotional package for an indie folk artist. It describes collecting feedback through a video of target audience members discussing the products and comments on a Facebook group. The feedback indicated that the setting, style and coherence across products were suitable for the genre. Some improvements mentioned were making the digipak and print ad colors paler and changing the white digipak background. Overall, the target audience felt the promotional package was successful but some minor adjustments could further improve it.
Overall feedback
Megan Howden received marks of 20/20 for planning, 44/60 for the main construction task, and 17/20 for the evaluation of an AS coursework project. The evaluation comments praised Megan's understanding of conventions and use of mise-en-scene in most questions, though some answers could have been strengthened with additional research, images, or theorists. Overall, Megan demonstrated a very good understanding of the task, audience, and genre, and received a total mark of 81/100 and a final grade of A.
Evaluation tips
This document provides guidance for students on completing an evaluation assignment worth 20% of their grade. Students must evaluate and reflect on their creative process either individually or collectively. They are encouraged to use a digital format for their evaluation, such as a blog, podcast, or video. In their evaluation, students must answer four questions about how their media product uses or challenges conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and how they used technology. The document provides examples of previous student evaluations and describes the criteria for high-level evaluations that demonstrate excellent understanding and skills in communication, technology use, and self-reflection. It also offers recommendations for conducting meaningful audience research through qualitative methods rather than just
Evaluation
This document contains questions for evaluating a media studies assignment, asking the student to reflect on how their media product used or challenged real media conventions, how it represented social groups, what type of institution might distribute it and why, who the intended audience was, how the audience was addressed, what was learned about technologies from creating the product, and what was learned from the preliminary task to the final product.
L14 evaluations
The document provides questions for students to answer in evaluating their media products for an assignment. It includes prompts for students to discuss how their products used or challenged real media conventions, represented social groups, would be distributed, attracted their intended audience, and what technologies and skills they learned in creating their preliminary and final projects. Students are encouraged to be creative in how they structure their evaluations rather than a traditional written report. Examples of particularly creative student evaluations are provided.
Evaluation Of Production
This magazine aims to bring the genre of big band music to a mainstream audience by appealing to both older, educated listeners as well as younger audiences. To represent both social groups, it includes content on family life for older readers and concert tour dates for younger readers. The magazine would be best distributed through subscription or retail stores like WHSmith to reach its target audiences. It aims to attract both educated older teens and wealthy listeners interested in big band music, as well as younger audiences now enjoying singers like Michael Buble who have popularized the genre. Bright colors and stylish photography of singers are used to attract readers in stores and online. The production process improved the author's photography and editing skills and taught the importance of planning all aspects of
Evaluation
The document summarizes an evaluation of a media product created by Matthew Collins. It discusses how the product both uses conventions of real magazines, such as including a title, but also challenges conventions by placing the picture and text in non-traditional locations on the page. The product represents the social group of people interested in casual and indie music. It would likely be distributed in magazines, local papers, or shops targeting an audience of mixed gender between ages 13-19. Through creating the product, Matthew learned skills using design software and techniques like camera angles and shots. He also learned the importance of leaving white space in the layout rather than overcrowding the page with text boxes.
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Week 12
This document outlines the learning outcomes and assessment tasks for a media studies lesson. The learning outcomes are:
1) Students will understand the questions they need to answer to secure a level 4 evaluation.
2) Students will know how to answer the questions using appropriate theory and references to key concepts and media language.
3) Students will be able to complete the evaluation questions demonstrating excellent ICT skills and appropriate use of technologies.
The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
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This document provides 7 questions for a media portfolio evaluation. It instructs the reader to answer each question using a different technology or approach, and to incorporate what they have already done in their project into the responses. The questions address how the media product uses or challenges conventions; represents social groups; would be distributed and to what audience; and what was learned from constructing the product and progressing from an earlier task. Examples of ways to answer the questions using video, audio, or images are also provided.
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The document outlines four questions that must be addressed in the evaluation:
1. How the media product uses, develops or challenges conventions of real media.
2. The effectiveness of combining the main product with ancillary texts.
3. What was learned from audience feedback.
4. How media technologies were used in construction, research, planning and evaluation.
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This document provides guidance for students on evaluating a coursework product by answering 7 questions on a blog. It emphasizes creatively using the blog format to structure the evaluation, with examples like embedding presentations, images, videos and audio. High-quality evaluations clearly address each question, show understanding of issues like audience and technology, and demonstrate learning throughout the project. Students must obtain audience feedback and comment on how their work developed from preliminary tasks.
As evaluation
The document contains questions for evaluating a media production project. It asks about how the media product used or developed conventions of real products, how it represented social groups, what type of institution would distribute it, who the audience is, how the audience was attracted, what was learned about technologies, and what was learned from the preliminary task to the full project. It provides sub-questions to further explore each of these areas. The marking criteria assess excellent skills in using technology, understanding of audience, representation, forms and conventions, ability to refer to choices and outcomes, and understanding of development from preliminary to full task.
G321 Evaluation 2014
The document provides guidance for students on completing an evaluation assignment for a media studies course. It includes 7 questions to answer about the student's media product and process. Students are instructed to answer the questions using a variety of digital technologies and platforms. Examples of possible technologies to use are provided. Marking criteria emphasizes excellent communication skills and use of technology. Students are to submit draft answers to each question by a given deadline and provide final draft answers afterwards.
How to Market your Small Business Online
The document provides guidance on developing an effective digital marketing strategy for small businesses. It discusses establishing an online presence through websites and social media, creating content calendars, choosing the right platforms like Facebook, Twitter and YouTube, measuring performance through analytics, and ensuring strategies are sustainable for small teams. The key aspects are developing goals and tactics, producing valuable content, interacting online, and analyzing results.
Final evaluation
The document is a final evaluation of a media product created by the student. In the evaluation, the student discusses several areas: how the media product used conventions from real products; how it represented a particular social group of teenagers; what types of media institutions might distribute it; who the intended audience was; and how the audience was attracted and addressed. The student also reflects on what was learned about technologies and the progression from the preliminary task to the final product.
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Media evealuation notes
- 1. Coursework Evaluation Questions Name: 1. In what way does your media product use, develop or challenge forms and conventions of real media products? 2. How does your media product represent particular social groups? 3. What kind of media institution might distribute your media product and why? Odean paramount Netflix, mainstream audiences, marketing-posters-adverts
- 2. Coursework Evaluation Questions 4. Who would be the audience for your media product? 5. How did you attract/address your audience? 6. What have you learnt about technologies from the process of constructing this product? 7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product? Female, teenages – connect with main characters, realte to school, cliques Codes and conventions of teen dramas. Title fonts, themes, contrasting characters, makes audience happy – teen films , high key lighting –happy connitations, used pop punk- mirror other teen filmsm, creates positive mood Tumblr, cameras, editing, premier pro, after effects, prezi, colour correction, continuety