Question 7
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From creating a preliminary magazine cover to a finalized product, the student learned several skills. These include increased proficiency with Photoshop and InDesign through applying effects like color balancing and glows. The student also improved their understanding of an effective magazine layout and design. Creating the final contents allowed the student to better integrate images and text clearly without clutter, establish a color scheme, and maximize impact on the reader. Comparing preliminary and final works showed clear transformation in skills and quality.
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Evaluation q7
From their preliminary task, the student has developed skills in designing professional ideas and understanding how magazines are constructed and targeted towards audiences. They have learned how to use programs like InDesign and Photoshop, with InDesign allowing them to design page layouts and import text, and Photoshop enabling photo editing effects. Comparing their preliminary and main tasks demonstrates the knowledge and skills developed in understanding magazine conventions and technologies used by professionals.
Evaluation q7
The student has learned several skills from their preliminary task to the final product. They developed an understanding of how to professionally design magazine ideas and how magazines are constructed and designed to appeal to audiences. They learned skills in using InDesign to design page layouts and import text and Photoshop to edit images and apply effects and fonts. They also learned how to use SlideShare to professionally publish presentations online. Comparing their preliminary and final tasks showed they developed knowledge of magazine codes and conventions and skills to design professional, appealing contents pages.
Evaluation q7
The document discusses the skills and knowledge the author has gained from their preliminary task to their full product. They learned how to design professional ideas and understand how magazines are constructed. They gained skills using InDesign to design pages and Photoshop to create covers. They also learned how to use SlideShare and YouTube to upload presentations and focus group videos professionally. Comparing their preliminary task to the final product showed their developed understanding of magazine conventions and technology.
Q7
The document discusses the learning and improvements from the author's preliminary photography task to their final product. They learned: improved photography skills through more ambitious pictures; greater camera knowledge around ISO and shutter speed; comfort with Photoshop and venturing into more complex software like InDesign; and planning skills through longer pre-production improving the final outcome. The author also learned about their target audience and meeting customer demands. They learned how to arrange a magazine to better imitate professionals through codes and conventions analysis.
Question 7
The student learned many new skills in progressing from their preliminary task to the final product. For the preliminary task, the student had limited Photoshop knowledge and technology usage, which resulted in a basic layout with minimal text and effects. However, for the main product the student applied more effort, gained more Photoshop experience, and used technology more professionally. This included improved fonts, images, color scheme, and layout to create a higher quality product that would appeal more to the target audience.
Question 7
The student learned many new skills between their preliminary task and final magazine product. For the preliminary task, they did not know how to use Photoshop or edit images, so they were unable to crop or apply effects like drop shadows. They also did not know how to create a faded gradient background. However, for the final magazine, the student learned how to professionally edit images, like changing lip color to match the theme. They also learned to use a color scheme and contrasting colors to draw attention to important words and catch the reader's eye. Additionally, the images used were more professional, staged, and created more impact compared to the simple shots used for the preliminary task.
Q7
The document compares the student's preliminary magazine cover project to their final coursework project. They analyze that the coursework project looks more professional due to improved color scheme, style, font usage, and conventions. Their Photoshop skills also improved by adding borders and backdrops. The student learned new Photoshop and Quark Express skills to achieve higher quality work, meet tight deadlines, design more professionally, and create media that appeals to target audiences.
Question 7
From the preliminary task to the final product, the author learned to do more extensive research by analyzing magazine covers online, watching Photoshop tutorials, and conducting surveys. This helped them adapt the final piece based on codes and conventions. Specifically, the author learned that high quality images, varied fonts and text sizes, and an attention-grabbing masthead are crucial elements of an effective magazine cover. Through additional research and practice of new skills like Photoshop techniques and lighting controls, the author was able to improve their work and reach their full potential for the final production.
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Evaluation q7
From their preliminary task, the student has developed skills in designing professional ideas and understanding how magazines are constructed and targeted towards audiences. They have learned how to use programs like InDesign and Photoshop, with InDesign allowing them to design page layouts and import text, and Photoshop enabling photo editing effects. Comparing their preliminary and main tasks demonstrates the knowledge and skills developed in understanding magazine conventions and technologies used by professionals.
Evaluation q7
The student has learned several skills from their preliminary task to the final product. They developed an understanding of how to professionally design magazine ideas and how magazines are constructed and designed to appeal to audiences. They learned skills in using InDesign to design page layouts and import text and Photoshop to edit images and apply effects and fonts. They also learned how to use SlideShare to professionally publish presentations online. Comparing their preliminary and final tasks showed they developed knowledge of magazine codes and conventions and skills to design professional, appealing contents pages.
Evaluation q7
The document discusses the skills and knowledge the author has gained from their preliminary task to their full product. They learned how to design professional ideas and understand how magazines are constructed. They gained skills using InDesign to design pages and Photoshop to create covers. They also learned how to use SlideShare and YouTube to upload presentations and focus group videos professionally. Comparing their preliminary task to the final product showed their developed understanding of magazine conventions and technology.
Q7
The document discusses the learning and improvements from the author's preliminary photography task to their final product. They learned: improved photography skills through more ambitious pictures; greater camera knowledge around ISO and shutter speed; comfort with Photoshop and venturing into more complex software like InDesign; and planning skills through longer pre-production improving the final outcome. The author also learned about their target audience and meeting customer demands. They learned how to arrange a magazine to better imitate professionals through codes and conventions analysis.
Question 7
The student learned many new skills in progressing from their preliminary task to the final product. For the preliminary task, the student had limited Photoshop knowledge and technology usage, which resulted in a basic layout with minimal text and effects. However, for the main product the student applied more effort, gained more Photoshop experience, and used technology more professionally. This included improved fonts, images, color scheme, and layout to create a higher quality product that would appeal more to the target audience.
Question 7
The student learned many new skills between their preliminary task and final magazine product. For the preliminary task, they did not know how to use Photoshop or edit images, so they were unable to crop or apply effects like drop shadows. They also did not know how to create a faded gradient background. However, for the final magazine, the student learned how to professionally edit images, like changing lip color to match the theme. They also learned to use a color scheme and contrasting colors to draw attention to important words and catch the reader's eye. Additionally, the images used were more professional, staged, and created more impact compared to the simple shots used for the preliminary task.
Q7
The document compares the student's preliminary magazine cover project to their final coursework project. They analyze that the coursework project looks more professional due to improved color scheme, style, font usage, and conventions. Their Photoshop skills also improved by adding borders and backdrops. The student learned new Photoshop and Quark Express skills to achieve higher quality work, meet tight deadlines, design more professionally, and create media that appeals to target audiences.
Question 7
From the preliminary task to the final product, the author learned to do more extensive research by analyzing magazine covers online, watching Photoshop tutorials, and conducting surveys. This helped them adapt the final piece based on codes and conventions. Specifically, the author learned that high quality images, varied fonts and text sizes, and an attention-grabbing masthead are crucial elements of an effective magazine cover. Through additional research and practice of new skills like Photoshop techniques and lighting controls, the author was able to improve their work and reach their full potential for the final production.
Preliminary evaluation
The document is a preliminary evaluation by Brad Dimberline of his work. He highlights using different fonts, colors, and learning advanced software skills as successes. Areas for improvement include using more advanced technology, colors that go together better, and fewer sub-titles. Brad learned that colors need to match, he can learn more software features, and change fonts not in the program. He believes he met the brief by completing the task and experimenting with tools and colors in preparation for the main task.
Evaluation 7
The author feels they have learned a lot about film equipment and techniques from their preliminary task to the full product. They learned to use different tools and effects in Adobe Premiere to make their work look more professional. Their knowledge of software and skills like typography and adding effects improved over the course of the project. Working under time limits for the preliminary task helped them learn time management and improve their technical skills.
Opportunities handout
This project provides several creative and technical opportunities for the student. Creatively, the student can explore different designs, typography experiments, and developing multiple storyboards. Technically, the student aims to expand their skills in InDesign for layouts and manipulating text, and challenging themselves with typography effects. The skills developed will be applicable to various design careers that involve creating marketing campaigns, branding, and utilizing programs like Photoshop and InDesign. The student is most interested in the print design aspect to further improve their skills and produce high quality work.
Evaluation question 7
The document compares the learner's preliminary magazine project to their final product. For the preliminary task, the learner's magazine design was plain with boring fonts and colors. However, for the final product the learner learned to consider the target audience and use varied colors and fonts to avoid repetition. The learner also realized the importance of creating drafts, getting feedback, and using different design programs to produce a higher quality end product compared to the preliminary task.
Q6: What have you learnt about technologies from the process of constructing ...
The author has learned several new skills in creating their school magazine from their preliminary task to the full project. They have improved at using design elements like drop shadows and outer glows in InDesign. Additionally, they learned how to select parts of photos in Photoshop to cut things out. The author also improved at downloading new fonts from online for more visual appeal and using layers in Photoshop more effectively. Overall, their understanding of software like InDesign and skills in designing a magazine improved greatly over the course of the project.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
Hello avilesmk
Let me know if you’re interested in working with me.
Also if you have any questions regarding the project, Please let me know.
Media Evaluation question 7
The document discusses what the author learned between their preliminary task and final production. They started with little knowledge of Photoshop or InDesign but learned skills as they progressed through tasks. Their final piece was laid out more professionally than the preliminary version. The author also learned about mise-en-scene and how details impact work. They wanted to improve quality rather than just add props in the final version. Researching shot types helped the author choose shots like a medium shot for the final piece to attract different audiences. Overall, the author gained experience using Photoshop and InDesign, going from basic design to completing tasks more efficiently by the end.
Evaluation Questions 6 & 7
Photoshop was used to improve the main image by increasing saturation to make the model less pale and stand out from the background more. Contrast was also increased to make the background very white and the model's black clothing all one consistent shade of black to focus on the model. The quality of photo taking has improved from the preliminary task, with less blurry images that are better framed with a clear focus. Color choices were improved to not clash and look more professional. The layout is also more professional looking in the final product with one main image as the focus rather than multiple low quality images, and spaced out cover lines rather than squashed to one side.
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped them create a better final product. Specifically:
- Their Photoshop skills greatly improved, allowing them to create a neater and more professional main task. They learned functions like shading, vibrance control and filters.
- They learned how even small Photoshop functions can make a big difference. They also learned from watching videos and a graphic designer about tools like the clone stamp.
- Designing for their target audience was important. The preliminary contents page lacked color and interest but the main task contents page was more exciting and visually appealing to their intended readers.
- Experimenting in the preliminary task helped them create more professional and
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped them create a better final product. Specifically:
- Their Photoshop skills greatly improved, allowing them to create a neater and more professional main task. They learned functions like shading, vibrance control and filters.
- They learned how even small Photoshop functions can make a big difference. They also received guidance from a graphic designer on tools like the clone stamp.
- For the main task, they applied what they learned to create a very clean and sophisticated front cover that looks more professional compared to the abstract preliminary cover. They also better tailored the design to the target audience's genre and taste.
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped improve their main task. Specifically:
- Their Photoshop skills greatly increased, allowing them to create a neater, more professional main task piece. They discovered functions like shading, vibrance control, and filters.
- They learned how even small Photoshop functions can make a big difference. They also received guidance from a graphic designer on using tools like the clone stamp.
- Considering the target audience was important for tailoring the front cover design. The preliminary task allowed experimentation while the main task incorporated lessons to create a very professional piece.
Improvement
The student felt they significantly improved from their preliminary front cover and contents page task to the full project. Their Photoshop skills improved allowing them to import images and make their final product look like a real media product. They understood color schemes and positioning better having applied lessons learned from the preliminary task at the start of the course.
Question 7
The author has learned a great deal from their preliminary task to their final product for creating a music magazine, as their knowledge of using Photoshop and InDesign software has improved greatly, allowing them to develop their ideas into a more professional looking final product. Their preliminary task helped provide the basic understanding needed to produce their final music magazine to a high standard.
Evaluation question 7 Complete
The document discusses the progression of skills from a preliminary task to a full product. Specifically, the author notes improving technical skills like lighting and effects when taking photos for a school magazine. Photoshop skills like adjustment layers were also strengthened. While initially unfamiliar with Quark Xpress, the author gained experience laying out pages in a professional manner that better targeted the intended audience for a music magazine.
Question 7
They note several specific improvements, including adding taglines on both sides of the cover rather than just one, including a barcode, better positioning of images, using effects like coloring text, and using props. They also learned how to use Photoshop better to manipulate images and make text styles like bold. Their contents page became more professional by cropping backgrounds, limiting photos, and maintaining a consistent style with fonts. Overall, their knowledge of InDesign and skills like finding appropriate professional images improved, allowing them to create a magazine that better appeals to the target audience.
Evaluation q7
I've learned several important lessons from completing my magazine project. For the front cover, I learned about genre-appropriate aesthetics and how to select more professional, high-quality images and design. The photography, styling, and layout created a more polished feel. For the contents page, spreading content across two pages rather than one sheet allowed for a cleaner design. I also learned that repeating the main cover image and choosing more formal colors and fonts resulted in a more professional end product that better followed magazine conventions. Completing this project helped me appreciate the effort involved in magazine design.
Original images
This document provides instructions for laying out images in a publication. It includes labels for the original image files, cover, contents page, main image, secondary image, and instructions for a double page spread layout.
Question 7
From creating a preliminary magazine cover to a finalized product, the student learned several skills. These include increased proficiency with Photoshop and InDesign through applying effects like color balancing and glows. The student also improved their understanding of an effective magazine layout and design. Creating the final contents allowed the student to better integrate images and text clearly without clutter, establish a color scheme, and maximize impact on the reader. Comparing preliminary and final works showed clear transformation in skills and quality.
Question 6
1) The document discusses what the author has learned about technologies from constructing a magazine product. They learned how to take shots from different angles to enhance impact, and how computer editing can make shots more or less effective.
2) The author learned Photoshop techniques like level adjustments, effects, and shape tools to create professional-looking materials like a magazine cover and logo.
3) Skills with InDesign included basic effects, transferring logos from Photoshop, frame-within-frame designs, and building layers for a finished product.
4) The author also learned to upload materials to websites like Scribd and Blogger, dealing with various difficulties through determination. Overall, they improved their general internet
Question 3
Two media institutions, IPC Media and Bauer Media, could potentially distribute the magazine. IPC Media publishes over 350 million copies annually and has experience with music magazines like NME. Their "Inspire" division focuses on men, which may be a good audience for the magazine. Bauer Media already distributes similar music magazines and has expanded successfully in the UK. Their knowledge of the market and distribution networks in the UK and worldwide would help spread the magazine. Bauer also has subsidiaries in television and radio, which could provide additional exposure for the musical content of the magazine.
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Preliminary evaluation
The document is a preliminary evaluation by Brad Dimberline of his work. He highlights using different fonts, colors, and learning advanced software skills as successes. Areas for improvement include using more advanced technology, colors that go together better, and fewer sub-titles. Brad learned that colors need to match, he can learn more software features, and change fonts not in the program. He believes he met the brief by completing the task and experimenting with tools and colors in preparation for the main task.
Evaluation 7
The author feels they have learned a lot about film equipment and techniques from their preliminary task to the full product. They learned to use different tools and effects in Adobe Premiere to make their work look more professional. Their knowledge of software and skills like typography and adding effects improved over the course of the project. Working under time limits for the preliminary task helped them learn time management and improve their technical skills.
Opportunities handout
This project provides several creative and technical opportunities for the student. Creatively, the student can explore different designs, typography experiments, and developing multiple storyboards. Technically, the student aims to expand their skills in InDesign for layouts and manipulating text, and challenging themselves with typography effects. The skills developed will be applicable to various design careers that involve creating marketing campaigns, branding, and utilizing programs like Photoshop and InDesign. The student is most interested in the print design aspect to further improve their skills and produce high quality work.
Evaluation question 7
The document compares the learner's preliminary magazine project to their final product. For the preliminary task, the learner's magazine design was plain with boring fonts and colors. However, for the final product the learner learned to consider the target audience and use varied colors and fonts to avoid repetition. The learner also realized the importance of creating drafts, getting feedback, and using different design programs to produce a higher quality end product compared to the preliminary task.
Q6: What have you learnt about technologies from the process of constructing ...
The author has learned several new skills in creating their school magazine from their preliminary task to the full project. They have improved at using design elements like drop shadows and outer glows in InDesign. Additionally, they learned how to select parts of photos in Photoshop to cut things out. The author also improved at downloading new fonts from online for more visual appeal and using layers in Photoshop more effectively. Overall, their understanding of software like InDesign and skills in designing a magazine improved greatly over the course of the project.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
Hello avilesmk
Let me know if you’re interested in working with me.
Also if you have any questions regarding the project, Please let me know.
Media Evaluation question 7
The document discusses what the author learned between their preliminary task and final production. They started with little knowledge of Photoshop or InDesign but learned skills as they progressed through tasks. Their final piece was laid out more professionally than the preliminary version. The author also learned about mise-en-scene and how details impact work. They wanted to improve quality rather than just add props in the final version. Researching shot types helped the author choose shots like a medium shot for the final piece to attract different audiences. Overall, the author gained experience using Photoshop and InDesign, going from basic design to completing tasks more efficiently by the end.
Evaluation Questions 6 & 7
Photoshop was used to improve the main image by increasing saturation to make the model less pale and stand out from the background more. Contrast was also increased to make the background very white and the model's black clothing all one consistent shade of black to focus on the model. The quality of photo taking has improved from the preliminary task, with less blurry images that are better framed with a clear focus. Color choices were improved to not clash and look more professional. The layout is also more professional looking in the final product with one main image as the focus rather than multiple low quality images, and spaced out cover lines rather than squashed to one side.
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped them create a better final product. Specifically:
- Their Photoshop skills greatly improved, allowing them to create a neater and more professional main task. They learned functions like shading, vibrance control and filters.
- They learned how even small Photoshop functions can make a big difference. They also learned from watching videos and a graphic designer about tools like the clone stamp.
- Designing for their target audience was important. The preliminary contents page lacked color and interest but the main task contents page was more exciting and visually appealing to their intended readers.
- Experimenting in the preliminary task helped them create more professional and
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped them create a better final product. Specifically:
- Their Photoshop skills greatly improved, allowing them to create a neater and more professional main task. They learned functions like shading, vibrance control and filters.
- They learned how even small Photoshop functions can make a big difference. They also received guidance from a graphic designer on tools like the clone stamp.
- For the main task, they applied what they learned to create a very clean and sophisticated front cover that looks more professional compared to the abstract preliminary cover. They also better tailored the design to the target audience's genre and taste.
Evaluation slide show
The document discusses what the author learned from their preliminary task that helped improve their main task. Specifically:
- Their Photoshop skills greatly increased, allowing them to create a neater, more professional main task piece. They discovered functions like shading, vibrance control, and filters.
- They learned how even small Photoshop functions can make a big difference. They also received guidance from a graphic designer on using tools like the clone stamp.
- Considering the target audience was important for tailoring the front cover design. The preliminary task allowed experimentation while the main task incorporated lessons to create a very professional piece.
Improvement
The student felt they significantly improved from their preliminary front cover and contents page task to the full project. Their Photoshop skills improved allowing them to import images and make their final product look like a real media product. They understood color schemes and positioning better having applied lessons learned from the preliminary task at the start of the course.
Question 7
The author has learned a great deal from their preliminary task to their final product for creating a music magazine, as their knowledge of using Photoshop and InDesign software has improved greatly, allowing them to develop their ideas into a more professional looking final product. Their preliminary task helped provide the basic understanding needed to produce their final music magazine to a high standard.
Evaluation question 7 Complete
The document discusses the progression of skills from a preliminary task to a full product. Specifically, the author notes improving technical skills like lighting and effects when taking photos for a school magazine. Photoshop skills like adjustment layers were also strengthened. While initially unfamiliar with Quark Xpress, the author gained experience laying out pages in a professional manner that better targeted the intended audience for a music magazine.
Question 7
They note several specific improvements, including adding taglines on both sides of the cover rather than just one, including a barcode, better positioning of images, using effects like coloring text, and using props. They also learned how to use Photoshop better to manipulate images and make text styles like bold. Their contents page became more professional by cropping backgrounds, limiting photos, and maintaining a consistent style with fonts. Overall, their knowledge of InDesign and skills like finding appropriate professional images improved, allowing them to create a magazine that better appeals to the target audience.
Evaluation q7
I've learned several important lessons from completing my magazine project. For the front cover, I learned about genre-appropriate aesthetics and how to select more professional, high-quality images and design. The photography, styling, and layout created a more polished feel. For the contents page, spreading content across two pages rather than one sheet allowed for a cleaner design. I also learned that repeating the main cover image and choosing more formal colors and fonts resulted in a more professional end product that better followed magazine conventions. Completing this project helped me appreciate the effort involved in magazine design.
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Q6: What have you learnt about technologies from the process of constructing ...
Q6: What have you learnt about technologies from the process of constructing ...
Viewers also liked
Original images
This document provides instructions for laying out images in a publication. It includes labels for the original image files, cover, contents page, main image, secondary image, and instructions for a double page spread layout.
Question 7
From creating a preliminary magazine cover to a finalized product, the student learned several skills. These include increased proficiency with Photoshop and InDesign through applying effects like color balancing and glows. The student also improved their understanding of an effective magazine layout and design. Creating the final contents allowed the student to better integrate images and text clearly without clutter, establish a color scheme, and maximize impact on the reader. Comparing preliminary and final works showed clear transformation in skills and quality.
Question 6
1) The document discusses what the author has learned about technologies from constructing a magazine product. They learned how to take shots from different angles to enhance impact, and how computer editing can make shots more or less effective.
2) The author learned Photoshop techniques like level adjustments, effects, and shape tools to create professional-looking materials like a magazine cover and logo.
3) Skills with InDesign included basic effects, transferring logos from Photoshop, frame-within-frame designs, and building layers for a finished product.
4) The author also learned to upload materials to websites like Scribd and Blogger, dealing with various difficulties through determination. Overall, they improved their general internet
Question 3
Two media institutions, IPC Media and Bauer Media, could potentially distribute the magazine. IPC Media publishes over 350 million copies annually and has experience with music magazines like NME. Their "Inspire" division focuses on men, which may be a good audience for the magazine. Bauer Media already distributes similar music magazines and has expanded successfully in the UK. Their knowledge of the market and distribution networks in the UK and worldwide would help spread the magazine. Bauer also has subsidiaries in television and radio, which could provide additional exposure for the musical content of the magazine.
Question 1
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like interviews, voiceovers, and archival footage. It explains how the documentary uses an expository style to present facts on both sides of the tuition fee issue through interviews. The document also reflects on documentary genres and how examining examples like "Super Size Me" informed shooting and editing decisions.
Codes and conventions tv listings magazine
This document outlines several key conventions for double page articles in magazines, including using a headline to summarize the topic, a drop capital at the start of the first paragraph, and a three column layout to make the text easy to read. It also notes that double page spreads typically include images of main subjects, dates, bylines, pull quotes, and page numbers.
Questionnaire evaluation
We conducted a small pilot study asking 20 university students questions about rising university fees in order to get insights from different social groups. The questions gauged students' knowledge of fee changes, how it affected their decision to attend university, and the perceived impact on their lives. It also asked if the fee rise caused pressure and influenced staying closer to home. The final question asked for opinions on if increased fees are fair. Analyzing the results identified patterns and correlations to highlight the majority opinion and inform further interviews.
Evaluation Question 1
The document describes features of a magazine cover, contents page, and double page spread that was created for an assignment. It compares elements used to real magazines like NME, noting similarities and differences. Key similarities included a logo, main image, shocker, page numbers, and band listings. Differences included an innovative shocker shape, lack of captions or headers, and unconventional layouts. The response explains design choices based on audience research to challenge conventions while meeting reader expectations.
Evaluation question 4
The target audience for the media product is predominantly white males aged 16-24 from middle to upper-middle class backgrounds who enjoy indie music. An example profile provided is of Chappers, a 17-year old white British male student from the West Midlands who listens to music frequently on his commute to and from college. He feels passionate about certain bands and uses music to relax and feel happy. His favorite band is Arctic Monkeys and he uses iTunes and buys CDs to discover new music.
Question 3
Thomas Hartwell collected audience feedback throughout the project to inform their documentary on rising university fees. During research, questionnaires found most people knew about rising fees and felt it would moderately impact them. This helped direct the documentary to portray a balanced argument showing the majority view it as unfair. Feedback from students requesting informative facts and interesting shots was also incorporated. Evaluation questionnaires after found the documentary and radio trailer were mostly enjoyed and professionally made. While most felt entertained and learned, some said they only learned relatively, suggesting more facts could be included next time. Overall, the feedback helped make successful products that achieved their goals.
Question 1
The document provides an evaluation of a media product (a magazine) based on 7 questions. It summarizes the ways the magazine product uses and develops conventions of real magazines through its cover design, masthead, images, and other features. It also analyzes the represented social groups, potential distributing institutions, intended audience, and technologies learned. Comparisons are made between the magazine product's conventions and those found in actual published magazines.
Analysis of articles
This article contains useful facts and information from various sources about the impact of rising university tuition fees in the UK. It notes that English student university applications have fallen by an estimated 15,000 after fees rose to £9,000 per year, but applications from poorer families earning below £15,000 have not decreased as much. University applications overall from UK students are down 8.7% due to higher fees. The article also discusses concerns from a lecturers' union leader about the government's decision to raise fees.
Codes and conventions for a radio trailer
The document provides conventions for an effective radio trailer for a documentary, including using brief interview extracts and opinions to give listeners insight into the documentary's content. Facts should be included to inform listeners about the documentary's purpose in a professional manner. Music is used to keep pace and add drama, and should be just audible to avoid distraction, while the trailer length should be 30-40 seconds to present key information and maintain listener interest.
2011 campaign-cloud-webinar
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Russian idiom number one
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Health assessment
This document provides guidance for conducting a comprehensive physical assessment. It outlines the components and order of a nursing history and physical exam, including subjective and objective data collection. Key areas like vital signs, body systems, documentation and specific assessment techniques are reviewed in detail with an emphasis on being thorough yet efficient. The goal is to obtain relevant health information to inform the nursing care process.
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Analysis of dp spreads
The article discusses photos of the band McFly go-karting. The main image shows the band members in go-karting costumes engaged in action shots around the track. Captions provide comedic commentary on the images and quotes from band members about enjoying their day racing go-karts. The short column of text offers additional details about the band's fun experience in a lighthearted tone that complements the colorful and visually-focused layout.
Who our interviewees were and why we chose them
The document discusses interviews conducted for a documentary about increasing university fees. It summarizes that Owen, an academic coach and math teacher, was interviewed because of his knowledge of student perspectives and ability to provide appropriate answers. Neil, also an academic coach, was interviewed for his awareness of how rising fees impact enrollment. Emma from the connections team was interviewed for her expertise on fees. Karen, an academic coach and administrator, provided a knowledgeable student perspective.
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Similar to Question 7
Evaluation question 7
From the preliminary task to the final product, the student learned several skills. These include increased proficiency with Photoshop and InDesign, technical effects like color balancing and glows, and how to design magazine layouts that look professional. The student also learned how to effectively integrate images and text without clutter, and how color schemes can impact design. By applying these new skills, the final magazine better achieved professional quality and visual impact to attract the intended audience.
Question 7
The document summarizes improvements made from a preliminary magazine project to a final project. Key improvements include enhanced skills in Adobe InDesign and Photoshop to better manipulate images and layout. For the final project, the author selected images more carefully, established a consistent color scheme, and learned to effectively contrast bright and grayscale images. Layout and design elements like fonts, borders, and page composition were also improved to look more polished and professional. Overall, the author gained valuable experience and skills in magazine design and publishing software.
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The document discusses the author's progression from their preliminary magazine design project to their final products. They learned how to use Photoshop more effectively and researched magazine conventions. This improved the layout, fonts, images, and use of color in the final products which looked more professional compared to the preliminary version. The author gained valuable experience that helped enhance the overall quality and appeal of their magazine designs.
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The document summarizes how the author has improved from their preliminary magazine design project to their final products. For their preliminary work, the author's designs lacked professionalism due to limited time and experience. However, through additional research, planning, and practice with design software, the author was able to improve key areas for their final products, including layout and composition, fonts, image quality, use of color, and inclusion of important conventions. Their final magazine designs demonstrated a greater understanding of the genre and how to create an appealing product for the target audience.
Question 7, evaluation
The document summarizes the progression of the author's skills and knowledge from their preliminary task to their main task. In the preliminary task, the author produced basic magazine pages with minimal design and an incomplete contents page. However, in the main task the author gained experience using tools like Photoshop and Quark to produce higher quality pages, including a professional-looking front cover, well-designed contents page, and double-page spread. The author worked to address issues from the preliminary task by filling space appropriately and incorporating audience feedback to better meet reader expectations.
Looking back on your preliminary task, what
The document discusses the author's process of improving their skills in Photoshop and creating magazine covers and contents pages. They learned that cover lines, camera angles, editing images, layout structure, software features, color schemes, and filling space are important for professional results. Through practicing these elements in their preliminary and final tasks, the author was able to make their work look much more realistic and suitable for their target audience.
Question 7
The student learned many skills from their preliminary task to the final production that improved the professional quality of their work. Specifically, they learned how to better use lighting, select appropriate fonts, implement a consistent style, utilize layers in Photoshop, and incorporate industry conventions like well-designed mastheads. They were able to apply these lessons to create a double page spread for their final project that had unique colors, professional positioning of images, and an eye-catching "lens flare" effect. Overall, their skills in Photoshop and understanding of magazine design greatly increased, allowing them to produce a higher quality final product.
Question 7
The student learned several new skills in progressing from their preliminary magazine task to the full product. They learned how to use effects like drop shadows and glows in InDesign to make elements stand out. In Photoshop, they learned how to use the quick selection tool to cut out parts of photos, like using a bubble gum bubble for the letter "O" in the magazine masthead. The complexity of page layouts increased as the student learned to use layers in Photoshop more effectively. Overall, the student's understanding of software like InDesign grew substantially over the course of the project.
Question 7
The document summarizes what the author learned from their preliminary school magazine task to their final product. They gained new skills in layout, composition, use of Photoshop and InDesign. Their final product had a bolder layout with more spaced out text and banners. They incorporated audience feedback to change elements like the background. Their photography skills improved with better use of lighting, posing, and rule of thirds. They included more images and content based on research. Overall, their final product was more professionally planned and executed based on lessons learned.
Evaluation - Question 7
The preliminary task provided valuable learning experiences that improved the creator's skills and informed the full product. It helped them gain basic experience with editing software like Photoshop and InDesign. Through experimenting on the preliminary task, the creator learned techniques like using neutral backgrounds and consistent color schemes that made the full product more visually polished and professional. The preliminary task also allowed them to become more confident using the software's tools and features.
Q6
The document discusses what the author has learned from using various digital tools. They learned to conduct more specific searches and find exact phrases using Google. With FindYourTribe, they gained a better understanding of their target audience. Microsoft PowerPoint helped with organizing research and planning. Facebook allowed creating events to coordinate photo shoots. Microsoft Excel helped with planning and setting targets. Using a digital camera improved photography skills. Adobe Photoshop and InDesign taught photo editing and text formatting skills. MindMeister, Prezi, Glogster, Voki, Mixpod, Pixton, GoAnimate, and Blogger provided new ways to creatively present work.
Looking back at your preliminary task, what
The document discusses the author's progression in learning various software programs and technologies over the course of a project. They began with little experience using Apple Macs, Blogger, and InDesign, but became proficient through practice. Specifically, the author learned how to copy and paste on a Mac, embed links on Blogger, and incorporate various design elements like fonts, images, and effects in InDesign to make their magazine covers look more professional for their target audience. They recognized improvement from their first to second magazine cover designs.
EVALUATION QUESTION 7
The document discusses the progression of skills from the preliminary task to the full product. Specifically:
1) Photoshop skills like airbrushing and font manipulation improved to make the final product look more professional.
2) Knowledge of magazine codes and conventions increased, such as superimposing images on the cover masthead.
3) Overall analysis abilities strengthened, allowing flaws in the preliminary task to be identified and addressed.
Evaluation
The student took a preliminary task in their media course to create a school magazine using Fireworks software. This basic task helped them develop skills like adding images, editing text, and using layers, which improved their abilities for subsequent tasks. Later tasks on Photoshop helped them learn tools for brushing, healing, and removing red eye. These developed skills supported the student's creation of a music magazine, where they used planning, research, photos, and Photoshop skills to make a more creative product than their initial school magazine. Skills like using software, taking different photo shots, and teamwork acquired during the course will help the student in future work.
Question 7
Since completing the preliminary task, the author has improved their skills in several key areas:
1) They have learned to use editing techniques like adjusting skin tones to make images look more professional.
2) Experimenting with layouts and color schemes in the preliminary task helped them choose designs that attract their target audience.
3) Skills with tools in Photoshop and InDesign have increased, allowing elements to stand out more and pages to be designed professionally.
Evaluation question 7
The student found their preliminary task to be a good starting point but noticed areas for improvement, such as layout. For their main task magazine, they realized more in-depth market research was needed. Their photography, Photoshop, and InDesign skills improved through practice, allowing them to create a more polished product. House style and consistent design elements were more important for the music magazine to appeal to its target audience. Overall, the student felt their final magazine looked much more professional due to these enhanced skills.
question 7
The student learned several important lessons from their preliminary task to their final magazine product. For the preliminary task, they gained initial experience with layout and design tools but produced a basic magazine with limited fonts, images, and colors. However, through further practice with software like Photoshop, researching magazine conventions, and improved planning, the student was able to create higher quality images, use more professional fonts and colors, and develop a stronger layout for their final product that better served their target audience. The student concluded they had significantly improved their skills and knowledge of creating a magazine from their initial preliminary task to the final product.
Question 7
Looking back at my preliminary task, I have improved in several key areas in my final product:
1) Layout - My preliminary layout was unorganized while my final product had a well-spaced, professional layout inspired by real magazines.
2) Photography - I learned to use professional cameras and lighting to take higher quality photos for my final product compared to my preliminary task.
3) Balance of images and text - My final product had an equal balance of images and text based on audience research, unlike my text-light preliminary product.
4) Professional design elements - My final product had professionally selected fonts, logo, and models compared to the less polished preliminary design.
Question 7
The document discusses how the author has improved from their preliminary magazine task to their final products. For the preliminary task, the author's magazine lacked professionalism due to minimal research, messy layouts, dull colors and fonts. However, through additional research on magazine conventions, improved software skills, better planning and refined design choices, the author was able to create higher quality final products with clearer layouts, eye-catching colors and fonts, improved images, and more developed conventions. The author feels they have progressed significantly in transforming their magazine from a basic preliminary task to a polished final product.
Evaluation task 7
The student felt they progressed in their skills and application of conventions from their preliminary magazine cover to their final magazine cover and contents pages. For the final pieces, they used more techniques like varying font sizes and styles to make elements stand out, included things like barcodes to seem more professional, and chose fonts and content that would appeal more to their target audience of students. They also learned skills like proper image editing and formatting to create magazine pages that follow conventions and look polished. Overall, they felt their understanding of techniques and ability to create professional-looking magazine pages developed between the two assignments.
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Question 1
The document discusses the process of creating a 5-minute documentary introduction on the topic of university tuition fees. It describes the research done into documentary conventions like voiceovers, interviews, and archival footage. It explains how these elements were incorporated, such as using interviews, statistics, and a neutral voiceover to take an expository approach and inform viewers on the topic factually. Overall it provides a behind-the-scenes look at the considerations that went into crafting the 5-minute documentary introduction.
Double page detailed analysis
The document outlines several conventions used in magazine articles about television programs, including using a three column layout, featuring a main image to grab attention, and including background information on the actors and characters. It also notes common elements like a stand first to summarize the topic, pull quotes from actors, minor images of characters, and placement of the byline, date, and page number. The purpose of following these conventions is to inform and engage readers about upcoming television programs.
Tv listings double page spread analysis
The document describes the typical layout for double page spreads in television listings magazines. These spreads usually include the main header with the article title, images related to the television show being featured, show title, air date and time, and the main article text in a three column layout. Captions are included to explain the images and pull quotes are sometimes extracted from the text. Page numbers and the magazine logo are also typically included.
Codes and conventions of interviews
The document discusses production choices made for interviews conducted for a documentary. It notes that interviews were conducted with the subjects sitting at desks to look professional, and were typically shot with a medium close-up to show expressions and convey importance. Lighting was used to clearly show the interviewer without effects, and interview questions were asked in a way to avoid jump cuts between responses. Standard documentary conventions like straight cuts and larger text for names than roles were followed.
Types of narrative
This document outlines four types of communication: story telling conveys information through narratives about people, events, and places; categorical organizes information into various categories; rhetorical presents an argument to persuade an audience's opinion through introducing a problem, discussing facts, proposing solutions, and summarizing; associational suggests links between images that may not be obviously connected.
Types of narrative
This document outlines four types of communication: story telling conveys information through narratives about people, events, and places; categorical organizes information into various categories; rhetorical presents an argument to persuade an audience's opinion through introducing a problem, discussing facts, proposing solutions, and summarizing; associational suggests links between images without obvious connections.
Documentary genre
Documentaries aim to inform and educate audiences about factual topics. They may use techniques like interviews, archival footage, reenactments, and voiceovers to explain issues. Documentaries can have different structures, like linear (beginning, middle, end) or circular narratives. Theorists like Propp, Barthes, Todorov, and Levi-Strauss have analyzed narrative structures and how audiences interpret codes, conflicts, and opposites in stories. When making a documentary for college students, it's important to keep the visuals and audio interesting as well as informative to fully engage the audience.
Documentary styles and influences
The document outlines different styles and genres of documentaries:
- Direct cinema from the 1960s used cheap equipment, had no narrator or author opinion, and aimed to let the audience draw their own conclusions.
- Cinéma vérité took a fly-on-the-wall approach and expressed the filmmaker's point of view, using interviews.
- Observational documentaries take a fly-on-the-wall look at places of work but have given way to docusoaps.
- Performative documentaries are based on personalities with fast editing and narratives like reality TV shows.
- Investigative documentaries on public TV explore issues in a sometimes polemical style.
- Aut
Interview/vox pop questions and why we asked them
We asked questions to gain different perspectives on the impacts of university from students and the general public. This provided a wide range of feedback and helped create a more well-rounded documentary by representing both sides of the argument. Integrating questions about ways to improve the situation and whether a degree is essential for jobs allowed us to consider other associated factors and strengthen the documentary.
Documentary ideas
This document outlines a proposed video about university fees that would include interviews with students and staff from a sixth form college discussing both sides of the topic. It suggests capturing vox pops from students on campus and people on the street to get opinions. The video would have facts about the topic and snippets from interviews throughout. It provides guidance on aspects like costume, lighting, locations, and shot types to bring the story to life.
Evaluation question 5
The document summarizes the design choices made for a music magazine cover and contents pages. For the cover, bright colors, bold fonts, and models looking directly at the camera were used to attract attention and address the reader. A barcode and effects like drop shadows were added to appear professional. For the contents pages, the logo and large colorful titles were continued to be recognizable while unconventional layouts, images, and text were used to excite and engage readers. For the double-page spread, a dynamic main image and colorful shocker with pull quotes were intended to attract and direct readers to the written article.
Question 5
The document summarizes how the author attracted and addressed their target audience for a music magazine. They used bright colors like yellow and red in graphics and bold fonts to catch readers' attention. Models looked directly at the camera on the cover to directly address readers. The £2-£3 price point would be affordable for the target ABC1 social class audience. Graphic design elements like drop shadows and strokes were used on various pages to make content stand out. Unconventional layouts and designs broke from conventions to attract more readers.
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Question 7
- 1. 7 Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
- 2. From the construction of the preliminary cover to the completion of my final cover I have learnt a number of useful things. I have increased my knowledge and general understanding of software like Photoshop and InDesign, I have also learnt how to apply these skills usefully on my cover. For example I have used allot more technical effects on the finished cover like colour balance, red eye removal, outer glows and also acquired practical skills within my usage of the software, like merging layers. From the preliminary task to now I have also broadened my overall knowledge of how a magazine should look and how to achieve this and make it look professional, for example my choice of shot for the main image on the preliminary task wasn't effective and didn't look professional.
- 3. From the completion of my preliminary contents up until the completion of my final contents I have learnt how to integrate text and multiple image effectively without looking cluttered allowing me to present it with clarity to the audience. I have also learnt that sometimes subtle colours with burst of flamboyant colours is better than way round as this can be overpowering like I feel it was on my preliminary contents. With regard to colour I also feel like I have established a clear colour scheme in my final contents which has been continued throughout the whole magazine, this is juxtaposed by the slightly random colour choices in the preliminary task which is another reason why, I feel, it doesn't look as effective or professional as my final contents due to the more innovative approach in my final contents which is spurred from my increased software knowledge. I have used the skills that I have gained to maximise the impact on the reader, and I feel that the transformation in quality and my skills is clearly visible. the other