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The document discusses the planning and research process for creating a music magazine. This included annotating sample magazines to understand their front pages, contents pages, and spreads. Research was also done on the chosen music genre and target audience. The preliminary task of creating a school magazine helped provide experience for the final music magazine by allowing the person to explore magazine conventions and focus on different elements. Proper planning and the preliminary task ensured the final magazine was effective and understood the target audience. Publisher software was used to design the magazine.
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Question 7
Over time, I have learned about layout techniques in Photoshop and the proper conventions for magazine design. This allowed me to create a more professional cover and table of contents for my second music magazine. I also took higher quality photos that better fit the theme. I had a clearer understanding of my target audience and how to attract readers through exciting design elements like varied colors and relevant cover lines featuring popular artists. Overall, applying what I learned made my second magazine a significant improvement over my initial student publication.
The Stages Of My Final Production
The document outlines the three main stages of the author's final magazine production project. Stage 1 involved research and planning, including comparing existing magazines and conducting a questionnaire. Stage 2 was creating a preliminary flat plan of a school magazine to understand magazine conventions. Stage 3 was the main production of a music magazine, applying the lessons learned from the preliminary task by including elements like a lure, strap line, and masthead.
Evaluation
The document discusses the process of creating a magazine and what was learned. Key points include:
- Color themes, direct addressing, and eye-catching mastheads were conventions observed in other magazines that were incorporated.
- The target audience was narrowed to primarily females interested in chart music. Cover artists like Beyonce were chosen to attract this group.
- Technologies like photo editing software and online surveys were found to produce higher quality, more professional results than those used for a prior college magazine.
- Through planning, research, and experimenting with different software, the overall magazine outcome was improved from preliminary tasks and looks quite professional for the target audience.
Question 7
Dillon reflects on the feedback received for preliminary magazines created for school and music. For the school magazine, feedback focused on needed improvements, while the music magazine received praise. Dillon learned about appropriate fonts, layout, and rules for magazines. Researching music magazine conventions improved the final music magazine product. Looking back, Dillon sees a contrast in effort between the rushed school magazine and thoroughly researched and developed music magazine.
7
The author reflects on how their skills and knowledge have progressed since their preliminary task. For the full product, they were able to conduct more in-depth research on their target audience, popular magazines in their genre, bands to feature, and software to use. They had more time to plan, take and edit photos, experimenting with different techniques. The author also learned new skills like filling out a risk assessment and drawing out a detailed plan. Overall, they felt they developed a better understanding of the planning and production process and were able to create a higher quality final product compared to the preliminary task.
Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Question 7
- For their preliminary task, the author created a basic magazine front cover and contents page without defining an audience or doing research.
- For their final individual magazine, the author conducted research on target audiences and magazine styles, which helped them design a magazine tailored to their defined audience.
- The author's skills in using design software like Photoshop and layout tools like Quark Express improved, allowing them to create a more polished final magazine compared to the preliminary version.
Question 7
Through creating a preliminary school magazine task and researching real music magazines, the student learned important skills for their final magazine project. For the preliminary task, they gained basic skills in layout and design. Researching current magazines helped them understand conventions like fonts, colors and images used effectively for different audiences. Creating flat plans and evaluating their preliminary product also provided lessons. For the final magazine, the student expanded their research through audience analysis, photography practice, and planning articles, layouts and other elements. This helped them understand how to design an authentic and appealing magazine for their target readership.
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Question 7
Over time, I have learned about layout techniques in Photoshop and the proper conventions for magazine design. This allowed me to create a more professional cover and table of contents for my second music magazine. I also took higher quality photos that better fit the theme. I had a clearer understanding of my target audience and how to attract readers through exciting design elements like varied colors and relevant cover lines featuring popular artists. Overall, applying what I learned made my second magazine a significant improvement over my initial student publication.
The Stages Of My Final Production
The document outlines the three main stages of the author's final magazine production project. Stage 1 involved research and planning, including comparing existing magazines and conducting a questionnaire. Stage 2 was creating a preliminary flat plan of a school magazine to understand magazine conventions. Stage 3 was the main production of a music magazine, applying the lessons learned from the preliminary task by including elements like a lure, strap line, and masthead.
Evaluation
The document discusses the process of creating a magazine and what was learned. Key points include:
- Color themes, direct addressing, and eye-catching mastheads were conventions observed in other magazines that were incorporated.
- The target audience was narrowed to primarily females interested in chart music. Cover artists like Beyonce were chosen to attract this group.
- Technologies like photo editing software and online surveys were found to produce higher quality, more professional results than those used for a prior college magazine.
- Through planning, research, and experimenting with different software, the overall magazine outcome was improved from preliminary tasks and looks quite professional for the target audience.
Question 7
Dillon reflects on the feedback received for preliminary magazines created for school and music. For the school magazine, feedback focused on needed improvements, while the music magazine received praise. Dillon learned about appropriate fonts, layout, and rules for magazines. Researching music magazine conventions improved the final music magazine product. Looking back, Dillon sees a contrast in effort between the rushed school magazine and thoroughly researched and developed music magazine.
7
The author reflects on how their skills and knowledge have progressed since their preliminary task. For the full product, they were able to conduct more in-depth research on their target audience, popular magazines in their genre, bands to feature, and software to use. They had more time to plan, take and edit photos, experimenting with different techniques. The author also learned new skills like filling out a risk assessment and drawing out a detailed plan. Overall, they felt they developed a better understanding of the planning and production process and were able to create a higher quality final product compared to the preliminary task.
Question 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Question 7
- For their preliminary task, the author created a basic magazine front cover and contents page without defining an audience or doing research.
- For their final individual magazine, the author conducted research on target audiences and magazine styles, which helped them design a magazine tailored to their defined audience.
- The author's skills in using design software like Photoshop and layout tools like Quark Express improved, allowing them to create a more polished final magazine compared to the preliminary version.
Question 7
Through creating a preliminary school magazine task and researching real music magazines, the student learned important skills for their final magazine project. For the preliminary task, they gained basic skills in layout and design. Researching current magazines helped them understand conventions like fonts, colors and images used effectively for different audiences. Creating flat plans and evaluating their preliminary product also provided lessons. For the final magazine, the student expanded their research through audience analysis, photography practice, and planning articles, layouts and other elements. This helped them understand how to design an authentic and appealing magazine for their target readership.
Magazine design evaluationnn
Music magazines are the most popular among the author's age group. The author compared magazine covers and contents pages from pop and rock magazines. They found pop magazines use bolder colors and fonts while rock magazines use red, black, and white. The author created a logo for their magazine using a bold, simple font to catch the eye. They edited two images for the cover, adjusting brightness, contrast, and orientation to make them vibrant and fit well together. Feedback from classmates on the author's magazine was positive.
Learning process
The document discusses the learning process of creating a school magazine and music magazine. The author feels they understand magazine conventions better after analyzing many music magazines. They learned new skills in InDesign and Photoshop like page layout, importing images and text. Their edited images and understanding of tools improved. Their photo shoot and consideration of elements like location and scene went better for the music magazine. Overall, their skills developing magazines, research, and analyzing media have greatly improved, shown by the higher quality of their music magazine compared to the preliminary school magazine.
Media evaluation powerpoint
The document summarizes the creation of a music magazine media product. It describes how the magazine was designed with a modern aesthetic in mind based on market research, including the title "Stereo", sans serif font, and color scheme of black, white, and gray. Photos were professionally taken using techniques like rule of thirds and props to represent band images. Image editing tools were used to match the house style. Overall, conventions of real magazines were developed and market research informed the creation of a successful media product targeted towards male teenagers and young adults interested in indie rock music.
Question 7
The document discusses what the author learned from their preliminary magazine task to developing the full magazine product. They learned about magazine conventions like mastheads, cover lines, and column layouts from researching existing magazines. They also learned photography skills like lighting and zooming with a DSLR camera to take better pictures for the magazine. Additionally, the author picked up software skills in InDesign for page layout and Prezi for creative presentations that helped them produce a higher quality magazine following industry conventions compared to their preliminary work.
Evaquestion7
The student has learned many skills for creating a magazine through this project. Comparing the preliminary school magazine to the final music magazine, the student notes a major improvement in quality from researching target audiences and incorporating appealing design elements. The contents page of the music magazine is more detailed and professionally designed with organized sections. Overall, the student has learned how to effectively layout information, attract audiences, and use design elements through research and has become more proficient with design programs.
Q5
The document discusses how the author addressed their target audience for a music magazine. They conducted a questionnaire that found R&B was the most popular genre, so they focused on that genre while also including others. Including a variety of genres helped target a wider social group. The author also researched other popular music magazines to design a magazine that would fit the public's demand criteria and appeal to their target audience.
Evaluation Question 7
The document reflects on the learning and skills gained from an initial preliminary magazine cover task to the final full magazine product. Specifically, the author notes learning important technology skills in Photoshop and InDesign and gaining a better understanding of the magazine industry and how to target audiences. This increased knowledge and experience with design software allowed the author to create a higher quality final magazine.
Evaluation 7 media
The student produced both a school magazine and a music magazine. They learned new skills like how to overlay images for the cover while making the music magazine. They paid closer attention to details like font choice and layout for the target audience of the music magazine. The music magazine cover and contents page turned out better with more carefully selected colors, organized images and captions, and improved page numbering layout. The student took on multiple roles in producing the music magazine and found multitasking across photography, editing, design, and other skills to be easier than expected.
Question 7: Progression from preliminary activity
The author compares their school magazine cover and contents page to a music magazine they developed. They felt they made significant improvements in their work for the music magazine because they had more time to develop skills in the software, more time to plan each page, and could get feedback from an audience. Comparing the mastheads shows the school one looks unprofessional while the music one looks like a real media product. Photos in the music magazine also show better lighting, positioning, and quality. The author believes having more time and experience with the software for the music magazine allowed them to create a better product.
Evaluation question 1
The document discusses the production of a music magazine as part of an evaluation. It describes researching existing successful music magazines to inform decisions around layout, color scheme, images, and fonts. Photoshop, Fireworks, and Publisher were used to edit images and design the magazine pages. Research also helped with camera angles and photo editing to appeal to the target audience of young adults. The layout follows conventions of music magazines with an attention-grabbing cover and cluttered contents page.
Evaluation seven
The document compares the student's preliminary school magazine task to their final music magazine product. They noticed significant improvements in design, layout, and use of software between the two projects. For the music magazine, they researched magazine conventions, planned out pages more effectively, and learned how to use InDesign and PicMonkey better to make the end product look more professional and authentic. Overall, their skills in design, techniques, and using various software improved greatly from the initial task to the final music magazine.
Preliminary task – school magazine
This preliminary task asked students to create the front cover and contents page of a school magazine as practice for their actual music magazine. Doing this preliminary task would help students become more confident in their magazine design decisions and allow them to explore different approaches before the main project. The goal was to help students identify any mistakes made in the preliminary task so they could avoid repeating them in their music magazine.
Music magazine evaluation q6
The student conducted research on different music genres and their popular artists to decide on a genre for their music magazine. They created a pros and cons grid to evaluate their genre options and decided on alternative music for its younger audience appeal. The student then researched design elements of magazines like NME and Kerrang, including covers, layouts, and photography styles. They developed templates for their magazine and planned a photoshoot considering conventions but opting for a more realistic, down-to-earth style in line with their target audience. Research tools used included Google, Wikipedia, YouTube, Blogger, Photoshop, SlideShare, and SurveyMonkey.
Question 7 evaluation
The document discusses the process of creating magazine covers and layouts. It describes how the author first created a school magazine to learn Adobe Photoshop skills. This preliminary task helped the author understand elements like audience, genre, and photography that are important for magazines. It also identified areas for improvement to apply in a final project of designing covers and layouts for a music magazine. The author analyzed exemplar music magazines and theories of communication before developing their own music magazine with conventions like varied fonts, limited color schemes, and terminology for common magazine features.
Eval question 7
The student learned several important skills in producing their college magazine. They did not initially understand magazine layout principles like the rule of thirds or genre-specific styles. Through research and experience designing a second magazine, the student gained familiarity with InDesign software and could utilize it more fully. Key skills picked up included how to effectively combine text and images, using font size and color to draw attention, and learning photography techniques. The student also learned magazines must be tailored to their intended audience through appropriate presentation, design styles, and conventions for the genre.
Question seven
The student learned more about specific magazine genres and technologies through their preliminary and final tasks. They progressed in taking higher quality pictures using rules of thirds. Researching different music genres and styles helped create a more professional looking magazine. Knowledge of typical magazine conventions and research into music magazine conventions improved the preliminary task into a final music magazine.
Evaluationquestion5part1 whatresearchandplanningdidyoudoinordertocreateasucce...
I found through research and planning that looking at other magazines in the same genre helped me create one suitable for my target audience. Genre research showed R&B/Hip-Hop/Rap magazines have a mature, professional look with few smiles and primary colors that stand out. Textual analysis showed imagery is important, so I focused on skills and variety of photos. It also taught that sometimes less is more while including enough to engage readers. Researching costumes and props clarified the magazine's look and allowed informing models to prepare. Font research from DaFont.com provided options to choose the perfect one.
Question 7
Looking back on your preliminary task (the school magazine), what do you feel you have learnt in the progression from it to the final product?
Evaluation 7
I have learned to produce a music magazine suitable for its genre and target audience by becoming more familiar with the codes and conventions of music magazines. My knowledge of magazines has increased from learning about their design, intended audiences, conventions used, colors, fonts and images. This allowed me to produce a decent pop music magazine and taught me the basics of design tools like Photoshop as well as how to design a basic magazine using necessary conventions. The project also showed me the importance of thorough planning and research before creating a magazine to make the process easier and ensure the audience's interests are met.
Question 1 double page spread
The document discusses how the media product follows conventions of real music magazines. It uses a column layout, masthead, title, and consistent color scheme similar to other music magazines. It also includes up-to-date technology links, a Q&A interview format with the artist, a large main image, and page numbers - all conventions of real music magazines. The images and content are tailored to the genre of music to attract the intended younger audience.
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Magazine design evaluationnn
Music magazines are the most popular among the author's age group. The author compared magazine covers and contents pages from pop and rock magazines. They found pop magazines use bolder colors and fonts while rock magazines use red, black, and white. The author created a logo for their magazine using a bold, simple font to catch the eye. They edited two images for the cover, adjusting brightness, contrast, and orientation to make them vibrant and fit well together. Feedback from classmates on the author's magazine was positive.
Learning process
The document discusses the learning process of creating a school magazine and music magazine. The author feels they understand magazine conventions better after analyzing many music magazines. They learned new skills in InDesign and Photoshop like page layout, importing images and text. Their edited images and understanding of tools improved. Their photo shoot and consideration of elements like location and scene went better for the music magazine. Overall, their skills developing magazines, research, and analyzing media have greatly improved, shown by the higher quality of their music magazine compared to the preliminary school magazine.
Media evaluation powerpoint
The document summarizes the creation of a music magazine media product. It describes how the magazine was designed with a modern aesthetic in mind based on market research, including the title "Stereo", sans serif font, and color scheme of black, white, and gray. Photos were professionally taken using techniques like rule of thirds and props to represent band images. Image editing tools were used to match the house style. Overall, conventions of real magazines were developed and market research informed the creation of a successful media product targeted towards male teenagers and young adults interested in indie rock music.
Question 7
The document discusses what the author learned from their preliminary magazine task to developing the full magazine product. They learned about magazine conventions like mastheads, cover lines, and column layouts from researching existing magazines. They also learned photography skills like lighting and zooming with a DSLR camera to take better pictures for the magazine. Additionally, the author picked up software skills in InDesign for page layout and Prezi for creative presentations that helped them produce a higher quality magazine following industry conventions compared to their preliminary work.
Evaquestion7
The student has learned many skills for creating a magazine through this project. Comparing the preliminary school magazine to the final music magazine, the student notes a major improvement in quality from researching target audiences and incorporating appealing design elements. The contents page of the music magazine is more detailed and professionally designed with organized sections. Overall, the student has learned how to effectively layout information, attract audiences, and use design elements through research and has become more proficient with design programs.
Q5
The document discusses how the author addressed their target audience for a music magazine. They conducted a questionnaire that found R&B was the most popular genre, so they focused on that genre while also including others. Including a variety of genres helped target a wider social group. The author also researched other popular music magazines to design a magazine that would fit the public's demand criteria and appeal to their target audience.
Evaluation Question 7
The document reflects on the learning and skills gained from an initial preliminary magazine cover task to the final full magazine product. Specifically, the author notes learning important technology skills in Photoshop and InDesign and gaining a better understanding of the magazine industry and how to target audiences. This increased knowledge and experience with design software allowed the author to create a higher quality final magazine.
Evaluation 7 media
The student produced both a school magazine and a music magazine. They learned new skills like how to overlay images for the cover while making the music magazine. They paid closer attention to details like font choice and layout for the target audience of the music magazine. The music magazine cover and contents page turned out better with more carefully selected colors, organized images and captions, and improved page numbering layout. The student took on multiple roles in producing the music magazine and found multitasking across photography, editing, design, and other skills to be easier than expected.
Question 7: Progression from preliminary activity
The author compares their school magazine cover and contents page to a music magazine they developed. They felt they made significant improvements in their work for the music magazine because they had more time to develop skills in the software, more time to plan each page, and could get feedback from an audience. Comparing the mastheads shows the school one looks unprofessional while the music one looks like a real media product. Photos in the music magazine also show better lighting, positioning, and quality. The author believes having more time and experience with the software for the music magazine allowed them to create a better product.
Evaluation question 1
The document discusses the production of a music magazine as part of an evaluation. It describes researching existing successful music magazines to inform decisions around layout, color scheme, images, and fonts. Photoshop, Fireworks, and Publisher were used to edit images and design the magazine pages. Research also helped with camera angles and photo editing to appeal to the target audience of young adults. The layout follows conventions of music magazines with an attention-grabbing cover and cluttered contents page.
Evaluation seven
The document compares the student's preliminary school magazine task to their final music magazine product. They noticed significant improvements in design, layout, and use of software between the two projects. For the music magazine, they researched magazine conventions, planned out pages more effectively, and learned how to use InDesign and PicMonkey better to make the end product look more professional and authentic. Overall, their skills in design, techniques, and using various software improved greatly from the initial task to the final music magazine.
Preliminary task – school magazine
This preliminary task asked students to create the front cover and contents page of a school magazine as practice for their actual music magazine. Doing this preliminary task would help students become more confident in their magazine design decisions and allow them to explore different approaches before the main project. The goal was to help students identify any mistakes made in the preliminary task so they could avoid repeating them in their music magazine.
Music magazine evaluation q6
The student conducted research on different music genres and their popular artists to decide on a genre for their music magazine. They created a pros and cons grid to evaluate their genre options and decided on alternative music for its younger audience appeal. The student then researched design elements of magazines like NME and Kerrang, including covers, layouts, and photography styles. They developed templates for their magazine and planned a photoshoot considering conventions but opting for a more realistic, down-to-earth style in line with their target audience. Research tools used included Google, Wikipedia, YouTube, Blogger, Photoshop, SlideShare, and SurveyMonkey.
Question 7 evaluation
The document discusses the process of creating magazine covers and layouts. It describes how the author first created a school magazine to learn Adobe Photoshop skills. This preliminary task helped the author understand elements like audience, genre, and photography that are important for magazines. It also identified areas for improvement to apply in a final project of designing covers and layouts for a music magazine. The author analyzed exemplar music magazines and theories of communication before developing their own music magazine with conventions like varied fonts, limited color schemes, and terminology for common magazine features.
Eval question 7
The student learned several important skills in producing their college magazine. They did not initially understand magazine layout principles like the rule of thirds or genre-specific styles. Through research and experience designing a second magazine, the student gained familiarity with InDesign software and could utilize it more fully. Key skills picked up included how to effectively combine text and images, using font size and color to draw attention, and learning photography techniques. The student also learned magazines must be tailored to their intended audience through appropriate presentation, design styles, and conventions for the genre.
Question seven
The student learned more about specific magazine genres and technologies through their preliminary and final tasks. They progressed in taking higher quality pictures using rules of thirds. Researching different music genres and styles helped create a more professional looking magazine. Knowledge of typical magazine conventions and research into music magazine conventions improved the preliminary task into a final music magazine.
Evaluationquestion5part1 whatresearchandplanningdidyoudoinordertocreateasucce...
I found through research and planning that looking at other magazines in the same genre helped me create one suitable for my target audience. Genre research showed R&B/Hip-Hop/Rap magazines have a mature, professional look with few smiles and primary colors that stand out. Textual analysis showed imagery is important, so I focused on skills and variety of photos. It also taught that sometimes less is more while including enough to engage readers. Researching costumes and props clarified the magazine's look and allowed informing models to prepare. Font research from DaFont.com provided options to choose the perfect one.
Question 7
Looking back on your preliminary task (the school magazine), what do you feel you have learnt in the progression from it to the final product?
Evaluation 7
I have learned to produce a music magazine suitable for its genre and target audience by becoming more familiar with the codes and conventions of music magazines. My knowledge of magazines has increased from learning about their design, intended audiences, conventions used, colors, fonts and images. This allowed me to produce a decent pop music magazine and taught me the basics of design tools like Photoshop as well as how to design a basic magazine using necessary conventions. The project also showed me the importance of thorough planning and research before creating a magazine to make the process easier and ensure the audience's interests are met.
Question 1 double page spread
The document discusses how the media product follows conventions of real music magazines. It uses a column layout, masthead, title, and consistent color scheme similar to other music magazines. It also includes up-to-date technology links, a Q&A interview format with the artist, a large main image, and page numbers - all conventions of real music magazines. The images and content are tailored to the genre of music to attract the intended younger audience.
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Evaluationquestion5part1 whatresearchandplanningdidyoudoinordertocreateasucce...
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As media evaluation
The document is a media evaluation for a magazine product created by Emma Wheele. It discusses various aspects of creating the magazine such as conventions used, representing the target audience of teenagers interested in pop music, potential distributors, and lessons learned. Emma aimed to attract both male and female readers aged 16-24 by using images and styles relatable to the target group. Distribution in music stores, festivals, and online were considered most suitable. Through the process, Emma learned new software skills like Photoshop editing and how to construct a magazine professionally. Overall, the preliminary product helped with planning but the final product allowed more creativity in design and audience targeting.
AS Media Coursework Evaluation
The document discusses a student's media coursework project to create a music magazine. It includes descriptions of the magazine covers and comparisons to a real magazine. Feedback was gathered through questionnaires. The student learned various technologies like Photoshop, InDesign, and Blogger in the process. When looking back, the student sees clear progress from the preliminary task of a student magazine to the full music magazine product in skills and knowledge of magazines.
Media Studies Evaluation
The document is a reflection by a student on their final media studies project creating a magazine. It discusses how the magazine used conventions of real magazines while also trying to be unique. It targeted teenagers and young adults interested in indie music. The student believes music stores and festivals would be most likely to distribute the magazine to its target audience. Through images and style, the student aimed to attract and address this target audience. The process taught the student new skills with software like Photoshop and helped improve planning from the preliminary project.
Question 7 evaluation - Nicole Hickman
The student learned more about conducting effective research like focus groups and questionnaires to create a targeted magazine for their audience. They applied this by conducting a focus group to get feedback and alter the magazine accordingly. The student also expanded their knowledge of the music genre and industry through secondary research. From the preliminary task, the student gained a better understanding of magazine codes and conventions which allowed them to include more standard features like an editor's note and social media links in the full product magazine.
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The document discusses the process of creating a school magazine as a preliminary task to develop skills in Adobe Photoshop, with the goal of then using those skills to create a magazine cover, contents page, and spread for a music magazine. It describes considering the audience, genre, and purpose for the school magazine. It also discusses analyzing existing music magazines to understand conventions before developing the final music magazine project. Market research with surveys was also conducted to ensure the final music magazine would meet the needs of the target audience.
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The document outlines the three main stages of the author's final magazine production project. Stage 1 involved research and planning, including comparing existing magazines and conducting a questionnaire. Stage 2 was a preliminary task to create a flat plan for a sample school magazine to understand magazine conventions. Stage 3 was the main production of a music magazine, applying the lessons learned from the preliminary task by including elements like a lure, strap line, and masthead.
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The document is an evaluation of a magazine created by the author. It summarizes the key elements included in the magazine such as the front cover, contents page, and double page spread. It discusses design choices like using pictures, fonts, and colors. It also reflects on the process of creating the magazine, including research conducted and challenges faced in competing with real magazines. The author aimed to target 16-18 year old males interested in grime music by applying lessons learned from reviewing other magazines.
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The document is an evaluation of a magazine created by the author. It summarizes the key elements included in the magazine such as the front cover, contents page, and double page spread. It discusses design choices like using pictures, fonts, and colors. It also reflects on the process of creating the magazine, including research conducted and challenges faced in competing with real magazines. The author aimed to target 16-18 year old males interested in grime music by applying lessons learned from reviewing other magazines.
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This document contains responses to evaluation questions about a music magazine portfolio project.
In response to how the audience was attracted, the creator used a cover model around the same age as the target audience. Unusual colors were also used on the cover to attract both males and females without representing a specific music genre. Large text and festival/artist descriptions on the cover would interest those who enjoy music festivals.
Learning photo editing software like Photoshop and page layout software like InDesign was challenging at first but improved the professional quality. Manipulating existing photos and creating custom page designs and backgrounds took practice.
Thorough research into magazine conventions helped plan genres and attract the target audience, unlike the preliminary task. Taking time on
Evaluation
This document evaluates Johnny Hill's media product project. It discusses how he analyzed existing magazines to develop conventions for his own magazine. Johnny followed conventions like placing the masthead at the top of the cover and using a limited color palette. He conducted research through surveys and interviews to identify his target audience as younger music fans. Johnny also learned new technologies like Photoshop and InDesign in creating his magazine, and sees a clear progression from his preliminary work to the final product.
Q7.2
1) Through researching conventions, publishing companies, and audiences, the author learned important information that improved their music magazine from the preliminary to final version.
2) Key conventions researched included layout, design elements, and how existing magazines structured information.
3) The author learned how magazines are distributed through different publishing companies to find the best fit.
4) Surveying the audience provided crucial insight into their interests to better tailor the magazine.
5) New software skills with Photoshop and InDesign enabled more advanced design and formatting of the cover, contents page, and articles.
Media Evaluation
Vicki Dempsey's media product follows some conventions of real music magazines but also challenges some conventions. It has a simple front cover with a large central image, using contrasting bold colors like most music magazines. However, it uses a collage-style double page spread rather than separating text and images. The product represents 15-20 year old fans of rock and indie music, appealing to both male and female audiences. It could be distributed online through social media sites targeting its demographic, or in print through an established publisher to gain attention. The informal language, large band image, and mention of music events are intended to attract its intended audience. Through creating the product, Vicki learned skills like photo editing, using Blogger
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Vicki Dempsey's media product follows some conventions of real music magazines but also challenges some conventions. It has a simple front cover with a large central image, using contrasting bold colors like most music magazines. However, it uses a collage-style double page spread rather than separating text and images. The product represents 15-20 year old fans of rock and indie music, appealing to both male and female audiences. It could be distributed online through social media sites targeting its demographic, or in print through an established publisher to gain attention. The informal language, large band image, and mention of music events are intended to attract its intended audience. Through creating the product, Vicki learned skills like photo editing and using publishing platforms
Rafael Gough - AS Media Studies Evaluation
The document discusses a student's media studies evaluation of a magazine they created. The magazine uses conventions from real music magazines such as featuring an artist prominently on the cover and using a color scheme of red and black. The target audience is identified as teenagers aged 16-19 who are interested in indie and rock music. Techniques like informal language and pictures of indie bands and styles were used to attract this audience. In creating the magazine, the student learned skills with Photoshop and how to construct a media product to represent a particular social group.
Evaluation
The document discusses how the media product uses, develops, and challenges conventions of real media. It begins by using typical conventions like a large title, eye-catching image, and overlapping headings on the front cover. It also includes a freebie and follows conventions to appear professional. The document then discusses how it challenges conventions by taking inspiration from fashion magazines for the contents page layout. It also tries to incorporate audience wants based on feedback rather than just following conventions.
Hannah Matthews
The document summarizes Hannah Matthew's evaluation of a magazine she created. It discusses the conventions used in the magazine's design, such as masthead positioning and front cover layout. It represents specific social groups through images focused on indie and old style rock music appealing to teenagers. The ideal audience is described as people ages 15 to adult since the content and informal language is geared towards teenagers. Feedback found the masthead and front cover images of teenagers made it appealing, while the double page spread interview of a new band was interesting. Areas for improvement commented on changing the front cover color scheme for clearer understanding.
Hannah matthews
The document summarizes Hannah Matthews' evaluation of a magazine she created. It discusses how her magazine follows conventions of real magazines in its masthead, cover image, and contents page layout. One key feature is a double-page spread interviewing a new band to grab readers' attention. Feedback from potential audiences was positive about the masthead and cover featuring teenagers, though some felt the cover colors could be improved for clarity.
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The document summarizes the student's evaluation of their media magazine project for an AS media studies course. It discusses how the magazine develops conventions of real music magazines by focusing on indie/alternative music and festivals. It represents social groups like music lovers and festival attendees. The intended distributor is Bauer Media Group, known for magazines like Kerrang. The target audience is younger people aged 16-30 interested in music festivals. Technologies learned include Microsoft Publisher, photography equipment, and photo editing software. Research was more extensive for the final project compared to the preliminary task, leading to improvements in photos, layout, and understanding the audience.
Georgia Everitt AS media evaluation
This document is a student's evaluation of their media coursework project creating a magazine. The student learned important skills like using Photoshop and different camera techniques. They conducted research on conventions of music magazines and the target genre. For their final project, the student photographed a friend's indie pop band for the cover to attract their intended teenage/young adult audience. Through completing this project, the student feels they have gained valuable experience with technologies like Photoshop and improved their skills in planning and researching for a realistic magazine.
Evaluation q7 final
The author discusses their progression from a preliminary continuity editing task to creating a full magazine product. They conducted significantly more research for the full product, analyzing aspects of existing magazines like front covers, contents pages, and spreads. This research helped them better understand conventions and attract their target audience. The author also learned how to use software like Photoshop more effectively to create professional-looking layouts and enhance photos. Presenting their work on blogs more professionally also improved. Overall, extensive additional research, learning new technology, and experience creating the full magazine helped the author massively improve over their preliminary work.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
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3:国家专业人才认证中心颁发入库证书
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6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Premilary task (slideshare)
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