Question 7 evaluation
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The student had limited experience with cameras, image editing, and desktop publishing programs before starting their media studies course. For their preliminary task, they took basic photos in class and did minimal editing in Canva. For their main task, they conducted research, planned a professional photoshoot with a photographer using professional equipment, learned to use Photoshop, and improved their audience research and planning. This included using Survey Monkey to conduct audience research and looking at magazines like Kerrang! and Closer for inspiration and to understand codes and conventions. Their final product was improved from the feedback and showed a more professional magazine cover that fit the genre better.
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Question 7 - Evaluation
For their preliminary task, the student had limited experience with cameras, image editing, and desktop publishing. They created a basic school magazine cover in Photoshop using cropped, unedited photos without consideration for layout or composition.
For their main task, the student conducted audience research and planned a professional photo shoot. They worked with a photographer to take varied photos under different lighting conditions and with props. The student learned to use industry-standard equipment and editing tools like Photoshop to create a magazine cover that met professional codes and conventions. They improved their research, planning, photo quality, and design skills between tasks.
Looking back at your preliminary task, what
1. In my preliminary task, I created a basic front cover and contents page for a college magazine without any research or knowledge of the required software. For my final magazine, I conducted research, planned photo shoots, and learned how to use Photoshop and InDesign to professionally layout images and text.
2. I have learned how to properly prepare for creating a magazine by researching my audience and planning photo concepts, locations, and outfits. I also improved my photography skills by learning camera settings, lighting techniques, and using a studio environment.
3. Through completing this project, I have gained valuable knowledge about magazine production and design, as well as photo editing and page layout using professional software.
Looking back at your preliminary task, what
The student learned many new skills when progressing from their preliminary magazine cover task to creating a full magazine. They learned how to research target audiences, plan photo shoots with models and locations, and use software like Photoshop and InDesign to layout images and text professionally. Specifically, the student improved their photography skills by learning better camera settings, lighting techniques, and taking photos in a studio setting. They applied these new skills to take higher quality images for their music magazine compared to their initial task.
Evaluation 7
1) For the preliminary task, the author created a basic college magazine cover in Photoshop without fully understanding magazine design or photo editing.
2) To improve for the final product, the author extensively researched magazines, conducted surveys, practiced Photoshop skills, and planned magazine content and designs.
3) The final music magazine cover showed greatly improved photo quality, design, and understanding of the magazine industry compared to the preliminary task. The author learned about planning, audience research, and photo techniques.
The preliminary task for a school magazine
The preliminary task involved creating a front cover and content page for a school magazine to gain experience with Photoshop skills and understand expectations for the music magazine project. Researching existing magazines helped understand key terms and elements like the masthead. Audience research included developing questions for a questionnaire. An initial draft cover and page were created in Photoshop, which was challenging but allowed experimenting with layouts, fonts, and colors. The final cover and page demonstrated learning Photoshop tools to make the magazine stand out. Overall, the preliminary task was useful for gaining design experience, understanding terminology, and planning approaches for the music magazine.
Looking back at your preliminary task, what
The document discusses the improvements the author made from a preliminary college magazine cover task to their final magazine product. For the preliminary task, the author had little knowledge of the software, did no planning or research, and the images turned out unprofessional. Since then, the author has learned how to plan magazine content by researching audiences and layouts. They have also improved Photoshop skills and learned best practices for professional photography, such as using studio lighting and settings. As a result, the images for the final magazine were of much higher quality.
Q7 eval
Patrick Wilson reflects on his learning progress from an initial preliminary magazine task to the full product. He began with no Photoshop skills and took poorly edited photos. Through trial and error, he learned to selectively edit and use layers. Researching existing magazines helped him understand conventions and target his younger audience. Creating drafts helped him plan his pages, though he improved upon his contents page draft. His final pages achieved cohesion through research on colors, photos, and audience preferences.
As evq7
This document summarizes what the author has learned from their preliminary task to their full product. They have improved their Photoshop skills, such as using the magic wand tool to remove backgrounds instead of just the eraser tool. They have also learned to use online resources like fonts and layers more effectively to give their magazine a more authentic feel. Overall, their understanding of tools like Photoshop and skills like using blending options have grown significantly from having no experience at the start of the process.
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Question 7 - Evaluation
For their preliminary task, the student had limited experience with cameras, image editing, and desktop publishing. They created a basic school magazine cover in Photoshop using cropped, unedited photos without consideration for layout or composition.
For their main task, the student conducted audience research and planned a professional photo shoot. They worked with a photographer to take varied photos under different lighting conditions and with props. The student learned to use industry-standard equipment and editing tools like Photoshop to create a magazine cover that met professional codes and conventions. They improved their research, planning, photo quality, and design skills between tasks.
Looking back at your preliminary task, what
1. In my preliminary task, I created a basic front cover and contents page for a college magazine without any research or knowledge of the required software. For my final magazine, I conducted research, planned photo shoots, and learned how to use Photoshop and InDesign to professionally layout images and text.
2. I have learned how to properly prepare for creating a magazine by researching my audience and planning photo concepts, locations, and outfits. I also improved my photography skills by learning camera settings, lighting techniques, and using a studio environment.
3. Through completing this project, I have gained valuable knowledge about magazine production and design, as well as photo editing and page layout using professional software.
Looking back at your preliminary task, what
The student learned many new skills when progressing from their preliminary magazine cover task to creating a full magazine. They learned how to research target audiences, plan photo shoots with models and locations, and use software like Photoshop and InDesign to layout images and text professionally. Specifically, the student improved their photography skills by learning better camera settings, lighting techniques, and taking photos in a studio setting. They applied these new skills to take higher quality images for their music magazine compared to their initial task.
Evaluation 7
1) For the preliminary task, the author created a basic college magazine cover in Photoshop without fully understanding magazine design or photo editing.
2) To improve for the final product, the author extensively researched magazines, conducted surveys, practiced Photoshop skills, and planned magazine content and designs.
3) The final music magazine cover showed greatly improved photo quality, design, and understanding of the magazine industry compared to the preliminary task. The author learned about planning, audience research, and photo techniques.
The preliminary task for a school magazine
The preliminary task involved creating a front cover and content page for a school magazine to gain experience with Photoshop skills and understand expectations for the music magazine project. Researching existing magazines helped understand key terms and elements like the masthead. Audience research included developing questions for a questionnaire. An initial draft cover and page were created in Photoshop, which was challenging but allowed experimenting with layouts, fonts, and colors. The final cover and page demonstrated learning Photoshop tools to make the magazine stand out. Overall, the preliminary task was useful for gaining design experience, understanding terminology, and planning approaches for the music magazine.
Looking back at your preliminary task, what
The document discusses the improvements the author made from a preliminary college magazine cover task to their final magazine product. For the preliminary task, the author had little knowledge of the software, did no planning or research, and the images turned out unprofessional. Since then, the author has learned how to plan magazine content by researching audiences and layouts. They have also improved Photoshop skills and learned best practices for professional photography, such as using studio lighting and settings. As a result, the images for the final magazine were of much higher quality.
Q7 eval
Patrick Wilson reflects on his learning progress from an initial preliminary magazine task to the full product. He began with no Photoshop skills and took poorly edited photos. Through trial and error, he learned to selectively edit and use layers. Researching existing magazines helped him understand conventions and target his younger audience. Creating drafts helped him plan his pages, though he improved upon his contents page draft. His final pages achieved cohesion through research on colors, photos, and audience preferences.
As evq7
This document summarizes what the author has learned from their preliminary task to their full product. They have improved their Photoshop skills, such as using the magic wand tool to remove backgrounds instead of just the eraser tool. They have also learned to use online resources like fonts and layers more effectively to give their magazine a more authentic feel. Overall, their understanding of tools like Photoshop and skills like using blending options have grown significantly from having no experience at the start of the process.
Question 7
The student has learned several photography and design skills over the course of their college magazine project. They have improved at taking photos from different angles and with varied equipment. Composition skills like applying the rule of thirds and ensuring symmetry have also improved. Photoshop editing abilities have developed from basic placement and lighting adjustments to more advanced cropping, text formatting, and photo manipulation. Overall knowledge of design, layout, and creating a professional look has increased.
Q7
In 3 sentences or less, here is a summary of the document:
Looking back at his preliminary task of creating a college magazine, the author feels he has learned how to make a magazine look professional and appeal to its target audience through deeper research into genres and magazines. His layout skills have also improved since the preliminary task. Throughout the process of making the magazine, the author learned and strengthened his software, photography, and overall magazine design skills.
Media evaluation part 7
The document discusses the learning process from a preliminary student magazine task to a full music magazine product. Key points:
1) For the preliminary task, the software was new but easy to learn. More audience and market research could have been done compared to the student magazine.
2) For the main music magazine task, additional research was conducted on the target audience, though more could have been done. Skills like Photoshop and writing improved.
3) Having a house style for the final magazine brought more order and consistency compared to the preliminary task. Effective time management was also important.
Final Evaluation Question 7
From their preliminary task to final product, the student learned important Photoshop skills like cropping, fading, cloning, and healing tools. They also learned how to attract their target audience and make their magazine look more professional through camera shots, mise-en-scene techniques, and rule of thirds composition. Researching other magazines inspired taking photos outside with natural lighting.
Completed question 7
From their preliminary task to final product, the student learned important Photoshop skills like cropping, fading, cloning, and healing tools. They also learned how to attract their target audience and make their magazine look more professional through camera shots, mise-en-scene techniques, and rule of thirds composition. Researching other magazines inspired taking photos outside with natural lighting.
Evaluation question 6
Throughout the process of constructing their final media product, the student learned more about different technologies. They conducted research online about magazines and visited websites they otherwise would not have. They also learned how to use editing programs like Adobe Photoshop and Adobe Illustrator to improve images and create magazine layouts like front pages and spreads. While Illustrator was initially confusing, with practice the student learned how to use it well and create a magazine-style final product.
Question 7 presentation
Emma Williamson reflects on how her skills in photography, Adobe Photoshop, layout, and planning have improved from her preliminary task to her full music magazine project. Specifically, she notes better understanding of Photoshop tools, improved photography through more planning of angles, poses, location, and wardrobe, stronger grasp of magazine conventions and codes, and enhanced time management and pre-production planning.
Question 6
The document discusses what the author has learned about various technologies through creating a product for this course.
The author learned how to use Blogger and Google Docs more effectively, developing skills like embedding links and using surveys. They also expanded their skills with photo editing software like iPhoto, Photoshop, and InDesign by learning techniques like touch ups, silhouettes, and multi-column formatting. Finally, the author gained experience with professional photography by setting up a photoshoot with proper lighting equipment.
Evaluation Question 7
The document discusses the progression from the preliminary task to the full product for a music magazine. It reflects on areas that improved like understanding of software, research skills, design skills, photography skills, and developing a house style. The preliminary task helped prepare for the main task but many areas could be improved. For the music magazine, more extensive market and audience research was needed. Semiotic knowledge and conventions were applied to make the product look professional. Time was used effectively through research and focus on the end goal. Skills and the product improved overall from increased experience with the software and production process.
Looking back at your preliminary task, what
The document discusses the author's preliminary task of creating a basic front cover and contents page for a college magazine with little knowledge or preparation, compared to their final magazine project. They reflect on how much they have learned about planning a magazine, conducting research, using software like Photoshop and InDesign, taking professional photos with proper lighting and camera settings, and overall producing a much higher quality final product.
Question 7
The student learned several new technologies through completing their media project. They learned how to crop photos and remove backgrounds in Word. They also learned how to change image colors and effects in Word. Additionally, they learned how to blog and post updates, videos, and links to videos on YouTube using Blogger.
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 6
Charlie Crump learned how to use Photoshop and InDesign software through creating school and music magazines. They gained experience using the basic tools in Photoshop and learned how to edit photos. Their skills improved throughout the process, allowing them to more effectively design their second magazine. They felt more comfortable experimenting with designs and layouts after gaining experience in the software.
Question 6
The student learned a great deal from their preliminary magazine cover task to their final product. For the preliminary task, they did no market research so it resembled a poster more than a magazine cover. The final product incorporated media conventions like straplines and direct addressing that made it look like a real magazine. Progress was shown by the stark contrast between the simple preliminary task and fully-realized final product which featured multiple headlines and images on the front page. The student also learned new skills in the software like cropping and editing images.
Media Evaluation Q6
The document discusses the process of creating a magazine for a college project. It describes using Photoshop to create layouts and plans, taking photos with a Nikon camera and lighting setup at home, and extensive editing of the photos in Photoshop including brightening, sharpening, cropping, and removing blemishes. It also discusses using websites like Slideshare, Blogger, and Prezzi to present research, share content, and evaluate the final magazine.
What have you learnt about technologies from the process of constructing this...
During his coursework, the student used various platforms to research and create his magazine, including Microsoft Word and PowerPoint for organizing his work. He also used Photoshop and InDesign for the first time to create the magazine cover, contents page, and double page spread, learning skills like using layers and rulers. Additionally, he used SurveyMonkey to conduct a survey of his target audience, and learned how to use SlideShare, SoundCloud, YouTube, and DaFont to include multimedia elements in his blog.
Question 7
The author has learned several skills in progressing from their preliminary task to a full product. They have improved their Photoshop abilities like cropping images and incorporating a professional layout informed by research into real magazines. Additionally, the author has learned to consider color schemes that match the genre's audience and message, unlike their first magazine which lacked a coherent scheme.
Problems i have overcome
The document discusses problems Arooj aftab has overcome in using Photoshop. To improve her skills with Photoshop for creating a magazine, she used YouTube tutorials and explored different Photoshop tools. By asking for advice and comparing her early and later magazine front covers in a PowerPoint presentation, she shows that she significantly improved her Photoshop skills for magazine design.
Evaluation question 7
The student learned that thorough research into the target audience and competitive products is essential for success. For the full project, they conducted surveys and interviews to better understand reader preferences. They also learned that planning is important, including creating style guides and photography plans. Finally, they gained experience using Photoshop and learned to apply effects more subtly for a more professional look compared to the preliminary task.
Skills development essay
Ruby Moore discusses the skills she has developed while studying media, including learning to use Photoshop to effectively edit images and improve their quality. She has gained experience manipulating photos, text, and using different tools in Photoshop. Moore has also improved her skills with a camera, researching conventions, and planning her work. Overall, she feels she has become proficient with digital technologies and producing media pieces to a high standard through practice and experience in her AS media courses.
Evaluation Question 7
- The student felt their skills in research, planning, construction, photography, layout, use of color/fonts, and model selection developed significantly from the preliminary to final tasks.
- For the preliminary task, research and planning were limited, photos were taken with no lighting/poses, and the magazine layout/design was basic.
- For the final task, in-depth research and planning improved audience understanding and professionalism. Photography skills advanced through studio lighting/poses. Layouts became more complex through software skills. Color/font choices better targeted the audience. Models were carefully selected to represent the audience.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
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Question 7
The student has learned several photography and design skills over the course of their college magazine project. They have improved at taking photos from different angles and with varied equipment. Composition skills like applying the rule of thirds and ensuring symmetry have also improved. Photoshop editing abilities have developed from basic placement and lighting adjustments to more advanced cropping, text formatting, and photo manipulation. Overall knowledge of design, layout, and creating a professional look has increased.
Q7
In 3 sentences or less, here is a summary of the document:
Looking back at his preliminary task of creating a college magazine, the author feels he has learned how to make a magazine look professional and appeal to its target audience through deeper research into genres and magazines. His layout skills have also improved since the preliminary task. Throughout the process of making the magazine, the author learned and strengthened his software, photography, and overall magazine design skills.
Media evaluation part 7
The document discusses the learning process from a preliminary student magazine task to a full music magazine product. Key points:
1) For the preliminary task, the software was new but easy to learn. More audience and market research could have been done compared to the student magazine.
2) For the main music magazine task, additional research was conducted on the target audience, though more could have been done. Skills like Photoshop and writing improved.
3) Having a house style for the final magazine brought more order and consistency compared to the preliminary task. Effective time management was also important.
Final Evaluation Question 7
From their preliminary task to final product, the student learned important Photoshop skills like cropping, fading, cloning, and healing tools. They also learned how to attract their target audience and make their magazine look more professional through camera shots, mise-en-scene techniques, and rule of thirds composition. Researching other magazines inspired taking photos outside with natural lighting.
Completed question 7
From their preliminary task to final product, the student learned important Photoshop skills like cropping, fading, cloning, and healing tools. They also learned how to attract their target audience and make their magazine look more professional through camera shots, mise-en-scene techniques, and rule of thirds composition. Researching other magazines inspired taking photos outside with natural lighting.
Evaluation question 6
Throughout the process of constructing their final media product, the student learned more about different technologies. They conducted research online about magazines and visited websites they otherwise would not have. They also learned how to use editing programs like Adobe Photoshop and Adobe Illustrator to improve images and create magazine layouts like front pages and spreads. While Illustrator was initially confusing, with practice the student learned how to use it well and create a magazine-style final product.
Question 7 presentation
Emma Williamson reflects on how her skills in photography, Adobe Photoshop, layout, and planning have improved from her preliminary task to her full music magazine project. Specifically, she notes better understanding of Photoshop tools, improved photography through more planning of angles, poses, location, and wardrobe, stronger grasp of magazine conventions and codes, and enhanced time management and pre-production planning.
Question 6
The document discusses what the author has learned about various technologies through creating a product for this course.
The author learned how to use Blogger and Google Docs more effectively, developing skills like embedding links and using surveys. They also expanded their skills with photo editing software like iPhoto, Photoshop, and InDesign by learning techniques like touch ups, silhouettes, and multi-column formatting. Finally, the author gained experience with professional photography by setting up a photoshoot with proper lighting equipment.
Evaluation Question 7
The document discusses the progression from the preliminary task to the full product for a music magazine. It reflects on areas that improved like understanding of software, research skills, design skills, photography skills, and developing a house style. The preliminary task helped prepare for the main task but many areas could be improved. For the music magazine, more extensive market and audience research was needed. Semiotic knowledge and conventions were applied to make the product look professional. Time was used effectively through research and focus on the end goal. Skills and the product improved overall from increased experience with the software and production process.
Looking back at your preliminary task, what
The document discusses the author's preliminary task of creating a basic front cover and contents page for a college magazine with little knowledge or preparation, compared to their final magazine project. They reflect on how much they have learned about planning a magazine, conducting research, using software like Photoshop and InDesign, taking professional photos with proper lighting and camera settings, and overall producing a much higher quality final product.
Question 7
The student learned several new technologies through completing their media project. They learned how to crop photos and remove backgrounds in Word. They also learned how to change image colors and effects in Word. Additionally, they learned how to blog and post updates, videos, and links to videos on YouTube using Blogger.
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 6
Charlie Crump learned how to use Photoshop and InDesign software through creating school and music magazines. They gained experience using the basic tools in Photoshop and learned how to edit photos. Their skills improved throughout the process, allowing them to more effectively design their second magazine. They felt more comfortable experimenting with designs and layouts after gaining experience in the software.
Question 6
The student learned a great deal from their preliminary magazine cover task to their final product. For the preliminary task, they did no market research so it resembled a poster more than a magazine cover. The final product incorporated media conventions like straplines and direct addressing that made it look like a real magazine. Progress was shown by the stark contrast between the simple preliminary task and fully-realized final product which featured multiple headlines and images on the front page. The student also learned new skills in the software like cropping and editing images.
Media Evaluation Q6
The document discusses the process of creating a magazine for a college project. It describes using Photoshop to create layouts and plans, taking photos with a Nikon camera and lighting setup at home, and extensive editing of the photos in Photoshop including brightening, sharpening, cropping, and removing blemishes. It also discusses using websites like Slideshare, Blogger, and Prezzi to present research, share content, and evaluate the final magazine.
What have you learnt about technologies from the process of constructing this...
During his coursework, the student used various platforms to research and create his magazine, including Microsoft Word and PowerPoint for organizing his work. He also used Photoshop and InDesign for the first time to create the magazine cover, contents page, and double page spread, learning skills like using layers and rulers. Additionally, he used SurveyMonkey to conduct a survey of his target audience, and learned how to use SlideShare, SoundCloud, YouTube, and DaFont to include multimedia elements in his blog.
Question 7
The author has learned several skills in progressing from their preliminary task to a full product. They have improved their Photoshop abilities like cropping images and incorporating a professional layout informed by research into real magazines. Additionally, the author has learned to consider color schemes that match the genre's audience and message, unlike their first magazine which lacked a coherent scheme.
Problems i have overcome
The document discusses problems Arooj aftab has overcome in using Photoshop. To improve her skills with Photoshop for creating a magazine, she used YouTube tutorials and explored different Photoshop tools. By asking for advice and comparing her early and later magazine front covers in a PowerPoint presentation, she shows that she significantly improved her Photoshop skills for magazine design.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
Similar to Question 7 evaluation
Evaluation question 7
The student learned that thorough research into the target audience and competitive products is essential for success. For the full project, they conducted surveys and interviews to better understand reader preferences. They also learned that planning is important, including creating style guides and photography plans. Finally, they gained experience using Photoshop and learned to apply effects more subtly for a more professional look compared to the preliminary task.
Skills development essay
Ruby Moore discusses the skills she has developed while studying media, including learning to use Photoshop to effectively edit images and improve their quality. She has gained experience manipulating photos, text, and using different tools in Photoshop. Moore has also improved her skills with a camera, researching conventions, and planning her work. Overall, she feels she has become proficient with digital technologies and producing media pieces to a high standard through practice and experience in her AS media courses.
Evaluation Question 7
- The student felt their skills in research, planning, construction, photography, layout, use of color/fonts, and model selection developed significantly from the preliminary to final tasks.
- For the preliminary task, research and planning were limited, photos were taken with no lighting/poses, and the magazine layout/design was basic.
- For the final task, in-depth research and planning improved audience understanding and professionalism. Photography skills advanced through studio lighting/poses. Layouts became more complex through software skills. Color/font choices better targeted the audience. Models were carefully selected to represent the audience.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
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.
G325 question 1a
Digital technology and creativity were essential to the completion of the student's AS coursework magazine project. Software like Photoshop and InDesign were used to edit images and layout the magazine, while a Canon SLR took high-quality photos of the model. Researching existing magazines informed the design and conventions employed. Creativity was shown in original shots and makeup styles captured with the camera to portray the artist for readers. The digital tools both facilitated post-production improvements and allowed experimentation that enhanced the work.
Question 7 eve
The document discusses the decisions made in producing a music magazine. It describes choosing Photoshop over Publisher as the design software, selecting pop music as the genre, and using a young male model on the cover to appeal to teenage/young adult girls. It also discusses analyzing sample magazines for layout inspiration, collecting initial ideas without planning for the cover and spreads, and planning the contents page layout after further research. The document notes how feedback improved the point size, fonts, images and overall design at each stage. It compares improved Photoshop skills from an earlier college magazine project, resulting in a more professional look. Finally, it discusses using friends James, Luke and Rowanna for feedback throughout the process.
Q7
The document reflects on the progression made from the author's preliminary task to their final media product of a music magazine. They felt the final magazine looked much more authentic and professional compared to the initial cover and contents page due to applying more magazine conventions and experience with design software. Key improvements included better planned photoshoots, more advanced photo editing in Photoshop, establishing a clear target audience, and implementing a consistent house style. Overall, the author gained significantly more knowledge and confidence in print media skills through thoroughly analyzing real magazines and putting effort into their own music magazine project.
G321 evaluation q 5 7-2 finished
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
Question 7 Evaluation
The student learned a great deal from their preliminary task to the full coursework product. They realized their early designs were simple and unoriginal, and through research, feedback, and applying conventions their work became more professional. They gained confidence in using InDesign and Photoshop and learned the importance of audience research, magazine conventions like layouts and pull quotes, and that peer feedback can help skills improve. The full process helped the student develop their technical and creative skills for their magazine coursework.
Q7
The document compares the student's preliminary school magazine task to their full music magazine product. They felt the school magazine was too simplistic and lacked key conventions like sell lines and puffs. For the music magazine, they conducted more research, learned industry terms, and improved their skills with programs like InDesign and Photoshop. They also better managed their time. Overall, the student felt they took the music magazine more seriously and produced a higher quality, more professional product compared to their earlier preliminary task.
My Progression
1) The document discusses the author's progression from an initial preliminary task of creating a school magazine to their final product of creating a music magazine.
2) For the preliminary task, the author had basic Photoshop skills and created a magazine that lacked originality.
3) To improve for the final product, the author researched real music magazines, learned new Photoshop techniques, and applied typical magazine conventions to create a higher quality, more professional final music magazine.
Progression
The document discusses the progression of skills from the author's preliminary task of creating a school magazine to their final product of a music magazine. For the preliminary task, the author had basic Photoshop skills and created a magazine that lacked originality. Through research and practice with tools like airbrushing, the author improved their skills for the final product. Comparing the two, the music magazine looks more professional and polished thanks to the skills developed throughout the process.
question 6
The document discusses the process the author went through to create their music magazine product. They used Photoshop to edit images, lay out pages, and create effects. Researching other music magazines helped with conventions and inspiration. Learning to use tools in Photoshop like the magic wand, cropping, and eraser were important. Taking practice photos before the real shoot helped improve photo quality. Overall, the author learned about technologies like Photoshop and how to apply software tools and research to create their media product.
Question 7
In 3 sentences:
The progression from the preliminary task to the final product allowed the learner to gain knowledge in using various programs like Word, Publisher, and Photoshop to create their magazine. They also learned about using different fonts, researching other magazines, taking better photographs, and adding extras like more pictures and competitions to make the final magazine more appealing. Overall, the learner felt they learned a lot about the magazine creation process and how to improve the final product over the preliminary version.
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.
Progression
From their preliminary college magazine task to their final music magazine product, the student learned skills in research, planning, and production. For research, they conducted an online audience survey and market research using Google Images and PowerPoint. For planning, they created layouts/flat plans in Publisher and a style sheet and pitch in PowerPoint. In production, they progressed in use of fonts, color schemes, layout, photography, and writing style by learning new software like Photoshop and conducting research on their target audience.
Media eval 7
I. The student learned a great deal from their preliminary task to their final magazine product, gaining more experience using software like Photoshop and learning more about magazine conventions.
II. For the preliminary task, the student's group created a basic product that did not fully utilize Photoshop or vary fonts, images, or colors enough.
III. For the final product, the student incorporated improvements like higher quality edited images, a coordinated color scheme, professionally styled clothing, stronger page layouts, and a variety of fonts to create a more polished magazine.
Question 7 for media evaluation
The student learned many new skills when progressing from their preliminary task to creating a full music magazine product. They became proficient in using Photoshop to edit pictures by changing colors, rotating, and resizing images. They also learned how to use InDesign, which was crucial for laying out the magazine, allowing them to add images, change fonts, and apply effects. Overall, the student improved their ability to include conventions like edited pictures, pull quotes, and drop shadows to make the final magazine more polished and professional compared to their initial task.
Looking back what have you learnt
The document discusses the skills and knowledge gained from creating a preliminary front cover task and final music magazine cover for college. It outlines learning how to use Photoshop features to design an effective media product, understand magazine conventions like positioning and style continuity, and build the magazine for a specific audience through research. Areas for improvement mentioned include using a more relevant background, clearer font, and closer photographer shots. The preliminary task helped introduce skills and conventions to match existing magazines.
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Prodution evidence
The document discusses the production and editing process for a news program. Clips were chosen from the storyboard and cut together, adding sound and syncing footage for quality. Transitions like crossfades were used to fit conventions. Green screen allowed adding images and animations. Shots were framed to engage the audience, with presenters making eye contact. Costumes for presenters were formal like suits to match the house style.
Narrative theory links to script choice and structure
Todorov's theory of equilibrium describes the narrative structure of the news story. The story begins by establishing the peaceful village of Moseley. This equilibrium is disrupted by the new student accommodation being built. Local residents recognize this disruption and have conflicting views on if it is positive or negative. An attempt is made to repair this disruption by showing residents how the accommodation could benefit the local businesses and community. The new equilibrium becomes the residents accepting the accommodation and focusing on its benefits.
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The document provides instructions and content for writing a script for a news program called "Midlands Tonight." It outlines the typical structure of introduction, hard and soft news stories, weather, and sign-off. For their program, the students wrote a hard news story about a new student housing development causing controversy in a village, and a soft news story about how a local theater is boosting the entertainment industry and local economy. The script includes the stories, interviews, title sequence, and weather report section.
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The document outlines the plans for setting up a studio and mise-en-scene for a news program, including wanting to subtly feature a house theme within the typical news studio setting with props like a blue sofa, laptops, and mugs around a round table, and dressing the news anchors and weather reporter formally to maintain a professional and mature look.
Narrative theory
Narrative theory explains how stories are structured and convey meaning. There are several key narrative theories discussed in the document, including Todorov's theory of equilibrium, which states that stories follow a disruption-restoration structure; Levi-Strauss's binary opposition theory, which explains meaning through contrasts; and Barthes' enigma theory about creating questions for audiences. Television news uses these narrative theories to structure stories and engage audiences. The document provides an example of how the BBC uses theories like enigma, equilibrium, and binary opposites to report on a music festival aimed at improving the reputation of a town known for crime.
Question 4
The survey results show that the target audience for the pop magazine will mainly be female (62%) aged 15-20 years old from middle-class backgrounds. Since the audience listens regularly to pop music on iTunes and Spotify, the magazine should offer digital content and prizes to engage readers. Most read Rolling Stone for music news, so the magazine should emulate that successful format and focus on interviews, reviews, and an appealing cover artist to attract the target demographic.
Contents page analysis
The document provides guidelines for designing the layout and content of a magazine, including including a masthead with the magazine and artist name, a main image to hint at further articles and engage audiences, listing the main articles and editor's message, and using techniques like nonverbal communication, exclamatory statements, and personal pronouns to engage readers as well as providing previews of what each page contains and interviews that may further interest audiences.
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Question 7 evaluation
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? Shona Malloy
- 2. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? • What experience did you have of using cameras, image manipulation programs and desktop publishing programs before embarking on your preliminary task? • At the beginning of this AS Media Studies course I had had limited experience with the use of cameras, image manipulation programs and desktop publishing programs. Therefore, there was a lot I needed to learn from starting my preliminary task to making my final product. Any knowledge I did have was from studying the course previously at GCSE. However, what I knew whilst using this knowledge, I still didn’t know a lot for creating my final product. Before the course, I had only used cameras to take pictures with friends and wasn't completely aware of all the settings on professional cameras or the best angles to use; this is something I was taught as the course went on. Along with this, I also started using various editing programmes in order to better my images or to get information across in a more creative way than I did before. To do this I used things like Canva and Photoshop, learning about how to use each one in detail so I could edit my work appropriately.
- 3. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? • What did you do to construct your school magazine? (what programs did you use, how did you source images, what research and planning did you complete?) • When making my school magazine during the preliminary task, I only used basic images that we had taken during lessons. Therefore, we hadn't had anything set up to control aspects like lighting or costume; after this, there wasn't much done to manipulate the images, they were cropped and resized, because I didn't know how to do this properly yet. Brand identity for the magazine was created by the house colours I chose to have and by using the school badge on the front cover and contents page. These were a constant throughout the school magazine. I terms of editing all I had used was Canva, not a professional, programme. • When I had to conduct research and planning, I used Survey Monkey to create a questionairre for my audience and took peer comments from my classmates. After receiving feedback, I applied some changes to my school magazine.
- 4. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? • How did you improve upon this in your main task? (Discuss the photo shoot day and use of equipment, working with a professional photographer, using the equipment, using Photoshop, canva, other programs that you have used?) • I improve on my previous work when I came to do my main task in various ways. When constructing our front cover, we had help from a professional photographer in order to set up a professional photoshoot. I also used professional equipment such a DLR camera. However, before this was done, I conducted audience research using Survey Monkey. Within this, I used Hartley's classification. I then gathered inspiration to use during the photoshoot for my own magazine front, contents, and double page. With the help of Gemma, a professional photographer, I utilised white and black backdrops for my images and varied with the types of shots I'd take. For example, close ups, mid shots, long shots. All of my images mimicked my inspiration in some way. As well as this, I experimented with props, giving my models things to hold, like a guitar, to enforce the fact that this is indeed a music magazine. Something I tried to make different in varying pictures was the type of lighting, whether it be high key or low key. Doing this meant that I had a range of images to choose from when I came to producing my front page, contents page and double page spread. Once I picked out my preferred images, I felt more confident in my ability to use photoshop.
- 5. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? • How did your research and planning improve? (Audience research – survey monkey) • My research and planning has majorly improved from when I started this course. We conducted research into Hartley's classification which assisted me in writing my questionnaire. To create said question air for audience research, I used Survey Monkey and sent the link out to as many people as I could for a variety of results. This ultimately helped determine what would be in my magazine. As well as this, I gathered feedback from peers within my class and made according changes if need be. Not only did I look into music magazines like Kerrang! to get guidance for my own magazine. I also looked into non music magazines like Closer in order to see how codes and conventions of a magazine is applied to range of genres. To help me go further, I researched the institution Bauer to discover how they have kept readership for so long across their varying magazine genres; by doing this, I discovered using synergy and convergence was vital for a magazine to succeed. I also found out about the symbiotic relationship between the music press and music industry. All of this aided me in improving my own magazine.
- 6. Shona
- 8. As can be seen here, I took into account what feedback I was given by my teacher and altered my magazine front cover. My final product looks more professional and fits the genre more than it had previously.