Risk Assessment
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Taking photographs of people without permission, in dangerous areas like on stairs or in front of exits, or in locations like car parks where people or property could get hurt, all carry risks that should be minimized. Asking permission, avoiding risky areas, and being aware of how the photos could impact others can help reduce these risks.
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Risk assessment form
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos of people without consent, which could violate privacy and cause complaints.
2. Taking photos on stairs, which poses a safety hazard from falling or blocking other users.
3. Taking photos in front of exits like doors, which could endanger others if the door is opened.
4. Taking photos in a car park, which risks photographers and subjects being hit by cars moving in the area.
Risk assessment
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos without permission could upset or offend the subject and potentially lead to violence.
2. Taking photos on stairs could result in falls that seriously injure the photographer or subject.
3. Blocking exits while photographing could obstruct escape during emergencies or cause injuries if doors are opened forcibly.
4. Photographing in car parks risks the photographer and subject being hit by vehicles that have limited visibility. The only way to fully minimize these risks is to avoid taking photos in situations like these.
Risk assessment
- The least risky situation is taking photographs of someone without permission, as it risks privacy issues and potential violence. More risky is photographing in areas like stairways, exits, or carparks, as it can block paths or risk physical safety. The greatest risk is arranging photo shoots that interfere with public access or property, as it risks harming people, property, and escalating conflicts.
Health&safety
This document lists potential safety risks for filming equipment and how to safely work around them. It identifies tripping over tripods, dropping cameras or laptops, spilling hot food, and spilling liquids near electronics as hazards. The examples of safe working describe handling equipment carefully, using neck lanyards and backups, eating away from gear, and not drinking near appliances to prevent damage or injury.
Risk assesment
The document provides instructions for an initial photography assignment. Students will work in groups of 4 to take photos around the college campus using the provided cameras. Each student must take 5 photos, including 2 medium close-ups of individuals, 1 close-up, 1 long shot, and 1 mid shot. Photos must show the rule of thirds and create a positive image of college students. Before going outside, students must sign equipment forms, learn photo rules, and discuss health and safety risks. When finished, students will upload photos to their folders and do individual risk assessments of the photo session.
Risk Assessment
Taking photos outdoors during rain risks damaging equipment. It is best to wait for rain to stop or cover cameras with plastic bags. Using tripods makes stabilizing images easier and prevents dropping cameras. Poses should be stable and balanced, with assistance if higher than ground level, to avoid injury from falls. Equipment like tripods and cameras should be placed carefully out of walkways to prevent tripping and damage. When editing photos on computers, take breaks to rest eyes every 20 minutes to prevent strain. Too many people in photography areas can disrupt shots, so only necessary personnel should be present. Regularly saving and backing up work protects against data loss from power issues or computer problems. All equipment should be handled and stored carefully to avoid damage
Risk assesment
This document outlines risks and control measures for filming with a camera in public. It identifies risks to the general public from unwanted filming, camera theft, and damage from weather or carelessness. Control measures include avoiding filming passersby, storing the camera securely when not in use, keeping the camera in a bag during rain and at all times, and getting permission before filming on private property or with private property in the shot.
Recommended
Risk assessment form
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos of people without consent, which could violate privacy and cause complaints.
2. Taking photos on stairs, which poses a safety hazard from falling or blocking other users.
3. Taking photos in front of exits like doors, which could endanger others if the door is opened.
4. Taking photos in a car park, which risks photographers and subjects being hit by cars moving in the area.
Risk assessment
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos without permission could upset or offend the subject and potentially lead to violence.
2. Taking photos on stairs could result in falls that seriously injure the photographer or subject.
3. Blocking exits while photographing could obstruct escape during emergencies or cause injuries if doors are opened forcibly.
4. Photographing in car parks risks the photographer and subject being hit by vehicles that have limited visibility. The only way to fully minimize these risks is to avoid taking photos in situations like these.
Risk assessment
- The least risky situation is taking photographs of someone without permission, as it risks privacy issues and potential violence. More risky is photographing in areas like stairways, exits, or carparks, as it can block paths or risk physical safety. The greatest risk is arranging photo shoots that interfere with public access or property, as it risks harming people, property, and escalating conflicts.
Health&safety
This document lists potential safety risks for filming equipment and how to safely work around them. It identifies tripping over tripods, dropping cameras or laptops, spilling hot food, and spilling liquids near electronics as hazards. The examples of safe working describe handling equipment carefully, using neck lanyards and backups, eating away from gear, and not drinking near appliances to prevent damage or injury.
Risk assesment
The document provides instructions for an initial photography assignment. Students will work in groups of 4 to take photos around the college campus using the provided cameras. Each student must take 5 photos, including 2 medium close-ups of individuals, 1 close-up, 1 long shot, and 1 mid shot. Photos must show the rule of thirds and create a positive image of college students. Before going outside, students must sign equipment forms, learn photo rules, and discuss health and safety risks. When finished, students will upload photos to their folders and do individual risk assessments of the photo session.
Risk Assessment
Taking photos outdoors during rain risks damaging equipment. It is best to wait for rain to stop or cover cameras with plastic bags. Using tripods makes stabilizing images easier and prevents dropping cameras. Poses should be stable and balanced, with assistance if higher than ground level, to avoid injury from falls. Equipment like tripods and cameras should be placed carefully out of walkways to prevent tripping and damage. When editing photos on computers, take breaks to rest eyes every 20 minutes to prevent strain. Too many people in photography areas can disrupt shots, so only necessary personnel should be present. Regularly saving and backing up work protects against data loss from power issues or computer problems. All equipment should be handled and stored carefully to avoid damage
Risk assesment
This document outlines risks and control measures for filming with a camera in public. It identifies risks to the general public from unwanted filming, camera theft, and damage from weather or carelessness. Control measures include avoiding filming passersby, storing the camera securely when not in use, keeping the camera in a bag during rain and at all times, and getting permission before filming on private property or with private property in the shot.
Risk assesment
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos of someone without permission poses the least risk but could result in aggression if the subject did not want to be photographed.
2. Taking photos on stairs risks the photographer or subject falling and injury.
3. Photos taken in front of exits like doors risks both people being hurt if the door opened unexpectedly. Someone could also spill a hot drink on the subject or photographer.
4. Taking photos in a car park poses the greatest risk, as a car could hit the photographer or subject. Others may not want their car photographed either. Minimizing risks includes avoiding photos on stairs or in front of doors and exits, or
Risk asessment
The document identifies several risks involved in taking photos at school and producing a magazine cover. For taking photos, the risks include students tripping over equipment or a wet floor posing a slip hazard. These risks can be minimized by warning others about equipment and using caution signs for wet floors. When producing covers, the risks include distraction from noise, spills on the computer, and tripping over wires. These risks can be addressed by working in a quiet space, keeping food and drinks away from computers, and tidying wires. Damaged expensive equipment and batteries running out are also identified risks that can be minimized by storing equipment carefully when not in use and ensuring cameras have a full charge.
Example of risk assessment form
This risk assessment form identifies four situations involving photography and rates their risks from least to greatest. The lowest risk is taking photographs in a car park, which could endanger people and damage equipment. The next greatest risks are taking photos in front of exits like doors, as passersby would be unaware, and on stairs, which could block fire exits or cause falls. The greatest risk is taking photos of someone without permission, as it invades privacy, is unethical, and the subject's medical conditions are unknown. Minimizing risks involves getting permission, warning others, and avoiding busy or dangerous areas.
Page 5
This document outlines four situations of increasing risk level and identifies ways to minimize those risks:
1) Taking photos of people without permission poses a low risk if all photos are taken legally and with permission.
2) Taking photos on stairs risks injury to the photographer and subjects if not done securely and with awareness of the stairs.
3) Taking photos in front of exits risks injury if doors are pushed open during photography and people rush through. The risk is low if no photos are taken during busy times.
4) Taking photos in a car park poses the greatest risk of someone being hit by a car where views are restricted; making others aware and using signs can encourage more careful driving.
Risk assesment
This document identifies four risks associated with taking photographs in different situations and lists who could be harmed and how to minimize each risk. The risks range from taking photos of someone without permission, which could invade their privacy, to taking photos in a car park, which poses the greatest risk of physical harm. Suggested ways to minimize risks include getting permission before taking photos of people, choosing vacant areas, and avoiding busy locations.
Risk assesment
This risk assessment form identifies four risks of taking photographs without permission or in unsafe locations. The greatest risk is taking photos in a car park, as your equipment or yourself could be hit by a car. The second greatest risk is taking photos on stairs, where someone could fall or collide with others. Taking photos by exits also poses a risk of injury from opening doors. The lowest risk is taking photos of someone without asking, which could offend them or be seen as an invasion of privacy.
Evaluation Question 1
The documentary uses, develops, and challenges conventions of real media products in the following ways:
1) It adheres to typical documentary codes and conventions like a serious tone, inclusion of opinionated and condemnatory aspects, and factual information.
2) It replicates theories of documentary modes from scholars like Bill Nichols - particularly employing the expository mode with an authoritative voiceover.
3) Aspects of genres like public affairs, cinema verite, and actuality documentary styles are also employed to engage audiences and present the topic realistically.
4) While it incorporates techniques from several modes, the documentary challenges conventions by avoiding styles that did not suit its topic, like the poetic or participatory
Evaluation Question 3
The document discusses audience feedback received for a documentary on social networking. Some key learnings include:
- Questionnaires identified that the target audience wanted to be informed about how social networking is influencing media.
- Audience feedback influenced the direction of the documentary to provide a balanced argument on the issue.
- The documentary mostly followed conventions but some felt the sound levels needed improvement.
- The radio trailer was well-received but the magazine article was less engaging and did not grab much attention.
- Overall, valuable feedback was received that highlighted strengths and weaknesses to consider for future projects.
Evaluation Question 3
1) The document discusses audience feedback received for a documentary on social networking. Questionnaires were used to understand the target audience and their opinions on social networking.
2) The feedback showed that while most people were familiar with social networking, 33% did not know its impacts. Audiences wanted expert interviews, facts, and good music in the documentary.
3) Based on the feedback, the documentary mostly followed conventions but some felt the sound quality could be improved. The radio trailer was well-received but the magazine article was less engaging. Overall, the feedback provided valuable insights to better target the intended audience.
Evaluation Question 3
Before creating their documentary, radio trailer, and magazine article, the author conducted research including questionnaires to understand their target audience. They learned that while people were familiar with social networking, 33% did not know its impacts. The audience feedback influenced the direction of the projects.
After creating the products, the author evaluated them with their audience. The documentary followed conventions but its sound quality was sometimes poor. While the radio trailer was well-received, the magazine article was less engaging and did not motivate many to watch the documentary. Overall, the author learned effective audience research methods and gained feedback to improve their work.
Professional interviews and why we chose them
This document discusses three interviews conducted for a documentary about social networks and social media. Mike Hatton, a media teacher, was interviewed to provide information about social media from an educational perspective. Richard Jones, a media technician, was interviewed to discuss how social media is used in education and the college's view of social networking sites. Frances Jones, a sociology teacher, was interviewed to share her knowledge about how social media has impacted socializing and her opinions on the topic.
Professional interviews and why we chose them
The document discusses three interviews conducted for a documentary about social networks and social media. Mike Hatton, a media teacher, was interviewed to provide information about social media from an educational perspective. Richard Jones, a media technician, was interviewed to discuss his experience creating blogs and YouTube accounts for students and share the college's view of social networking sites. Frances Jones, a sociology teacher, was interviewed to offer insight into how socializing online has impacted people from a sociological perspective and give her opinions on the topic.
Questionnaire Results
The document summarizes the results of a 10 question questionnaire. It found that 92% of respondents use social networking sites, most commonly Facebook and Twitter. The majority of respondents were between 16-21 years old and use social media to connect with friends and socialize. Respondents indicated that social media patterns have changed since younger ages, shifting from gaming to connecting. Around 75% correctly understood that 3 in 4 people worldwide use social media, and over half watched documentaries.
Email research
The document describes various emails sent to arrange interviews for a documentary project. An email was received from Hayley, a psychologist, confirming her availability for an interview. However, due to scheduling conflicts they were unable to interview her. Emails were also sent to Kamil, a business teacher, and Nicky, the head of management at a library, but they also could not be interviewed. An email exchange was had with Dave, the CEO of a sustainability company, to arrange an expert interview on the business aspects of social networking for the documentary.
Analysis of Double Page Spread-Radio Times
The document summarizes a double page spread from the magazine Radio Times. It is split into four columns with the main focus on images, including a large central image of Eric and Ernie. The colors used are red, black, white, and grey to create a simple yet bold design. Text is kept concise to appeal to readers who prefer images over large blocks of text. Key elements like headings, bylines, and page numbers follow standard magazine conventions.
Target audience
Our documentary focuses on how social networking sites affect students. It will examine how students are the biggest users of social media and how this extensive use can impact them. By targeting the student demographic, our documentary aims to educate them about the effects of social networking so they can help spread this message to others.
Catfish, Too Poor for Posh School and MBFRGW
The document analyzes three documentaries to find techniques that could be useful for its own documentary about social networks. It summarizes that Catfish uses a globe opening to symbolize social networking globally and extreme close-ups of screens to show its focus on technology. Too Poor for Posh School uses music to set the tone and clever shots to engage audiences. My Big Fat Royal Gypsy Wedding uses fast-paced edits in its opening to quickly introduce the topic and a title sequence to excite viewers.
How has our research helped us towards our documentary
The researchers conducted primary and secondary research in multiple ways for their documentary. The primary research through surveys of their target audience was useful to get viewer opinions and create a credible documentary that meets their needs. The factual information from secondary research helped the researchers gain a better understanding of social networking to effectively convey this insight in their documentary.
Final proposal
Our documentary will examine the effects of social networking on students through a balanced, expository lens. We will interview students, teachers, and conduct a questionnaire to understand social media's impact from different perspectives. The documentary will have a formal voiceover and include stock footage of students using social media online and on their phones. We will conduct primary research through surveys and a focus group, and secondary research using recent statistics about social networking habits.
Questionnaire Results
The document summarizes the results of a 10 question questionnaire about social networking usage. It found that 92% of respondents use social networking sites, most commonly Facebook and Twitter. The majority of respondents were between 16-21 years old. Most people use social networking to connect with friends and socialize rather than for business purposes. Attitudes towards social networking have changed since respondents were younger, shifting from gaming to connecting with others. The document also provides statistics on global social networking usage.
What is social networking
The first social networking site was email, which allowed people to exchange digital messages as early as 1971. Social networks later developed on the internet, allowing users to communicate and share information through profiles and posts. Today, over 1.7 billion people worldwide use social media, with Facebook alone having over 1.4 billion users. While social networks allow people to stay connected and share updates, they can also negatively impact privacy and lead to distractions or overuse.
Question five
The document discusses design choices for a magazine called "JHEEZ". It describes using red for the masthead to make it stand out, and enlarging the z in the name. It also mentions including a competition to attract readers and buy the magazine. An exclusive interview with Chris and Rihanna is highlighted on the cover to appeal to the target teenage audience. The price of £1.50 is kept low to encourage initial sales as it is a new magazine. The contents page uses varied images of artists to give a flavor of what is inside. Bold colors are used against a black background following the color scheme without being too bright. Competitions are highlighted to engage readers. An article uses questions and answers split between
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Similar to Risk Assessment
Risk assesment
This risk assessment form identifies four risks associated with taking photographs:
1. Taking photos of someone without permission poses the least risk but could result in aggression if the subject did not want to be photographed.
2. Taking photos on stairs risks the photographer or subject falling and injury.
3. Photos taken in front of exits like doors risks both people being hurt if the door opened unexpectedly. Someone could also spill a hot drink on the subject or photographer.
4. Taking photos in a car park poses the greatest risk, as a car could hit the photographer or subject. Others may not want their car photographed either. Minimizing risks includes avoiding photos on stairs or in front of doors and exits, or
Risk asessment
The document identifies several risks involved in taking photos at school and producing a magazine cover. For taking photos, the risks include students tripping over equipment or a wet floor posing a slip hazard. These risks can be minimized by warning others about equipment and using caution signs for wet floors. When producing covers, the risks include distraction from noise, spills on the computer, and tripping over wires. These risks can be addressed by working in a quiet space, keeping food and drinks away from computers, and tidying wires. Damaged expensive equipment and batteries running out are also identified risks that can be minimized by storing equipment carefully when not in use and ensuring cameras have a full charge.
Example of risk assessment form
This risk assessment form identifies four situations involving photography and rates their risks from least to greatest. The lowest risk is taking photographs in a car park, which could endanger people and damage equipment. The next greatest risks are taking photos in front of exits like doors, as passersby would be unaware, and on stairs, which could block fire exits or cause falls. The greatest risk is taking photos of someone without permission, as it invades privacy, is unethical, and the subject's medical conditions are unknown. Minimizing risks involves getting permission, warning others, and avoiding busy or dangerous areas.
Page 5
This document outlines four situations of increasing risk level and identifies ways to minimize those risks:
1) Taking photos of people without permission poses a low risk if all photos are taken legally and with permission.
2) Taking photos on stairs risks injury to the photographer and subjects if not done securely and with awareness of the stairs.
3) Taking photos in front of exits risks injury if doors are pushed open during photography and people rush through. The risk is low if no photos are taken during busy times.
4) Taking photos in a car park poses the greatest risk of someone being hit by a car where views are restricted; making others aware and using signs can encourage more careful driving.
Risk assesment
This document identifies four risks associated with taking photographs in different situations and lists who could be harmed and how to minimize each risk. The risks range from taking photos of someone without permission, which could invade their privacy, to taking photos in a car park, which poses the greatest risk of physical harm. Suggested ways to minimize risks include getting permission before taking photos of people, choosing vacant areas, and avoiding busy locations.
Risk assesment
This risk assessment form identifies four risks of taking photographs without permission or in unsafe locations. The greatest risk is taking photos in a car park, as your equipment or yourself could be hit by a car. The second greatest risk is taking photos on stairs, where someone could fall or collide with others. Taking photos by exits also poses a risk of injury from opening doors. The lowest risk is taking photos of someone without asking, which could offend them or be seen as an invasion of privacy.
Similar to Risk Assessment (6)
More from asmediaf12
Evaluation Question 1
The documentary uses, develops, and challenges conventions of real media products in the following ways:
1) It adheres to typical documentary codes and conventions like a serious tone, inclusion of opinionated and condemnatory aspects, and factual information.
2) It replicates theories of documentary modes from scholars like Bill Nichols - particularly employing the expository mode with an authoritative voiceover.
3) Aspects of genres like public affairs, cinema verite, and actuality documentary styles are also employed to engage audiences and present the topic realistically.
4) While it incorporates techniques from several modes, the documentary challenges conventions by avoiding styles that did not suit its topic, like the poetic or participatory
Evaluation Question 3
The document discusses audience feedback received for a documentary on social networking. Some key learnings include:
- Questionnaires identified that the target audience wanted to be informed about how social networking is influencing media.
- Audience feedback influenced the direction of the documentary to provide a balanced argument on the issue.
- The documentary mostly followed conventions but some felt the sound levels needed improvement.
- The radio trailer was well-received but the magazine article was less engaging and did not grab much attention.
- Overall, valuable feedback was received that highlighted strengths and weaknesses to consider for future projects.
Evaluation Question 3
1) The document discusses audience feedback received for a documentary on social networking. Questionnaires were used to understand the target audience and their opinions on social networking.
2) The feedback showed that while most people were familiar with social networking, 33% did not know its impacts. Audiences wanted expert interviews, facts, and good music in the documentary.
3) Based on the feedback, the documentary mostly followed conventions but some felt the sound quality could be improved. The radio trailer was well-received but the magazine article was less engaging. Overall, the feedback provided valuable insights to better target the intended audience.
Evaluation Question 3
Before creating their documentary, radio trailer, and magazine article, the author conducted research including questionnaires to understand their target audience. They learned that while people were familiar with social networking, 33% did not know its impacts. The audience feedback influenced the direction of the projects.
After creating the products, the author evaluated them with their audience. The documentary followed conventions but its sound quality was sometimes poor. While the radio trailer was well-received, the magazine article was less engaging and did not motivate many to watch the documentary. Overall, the author learned effective audience research methods and gained feedback to improve their work.
Professional interviews and why we chose them
This document discusses three interviews conducted for a documentary about social networks and social media. Mike Hatton, a media teacher, was interviewed to provide information about social media from an educational perspective. Richard Jones, a media technician, was interviewed to discuss how social media is used in education and the college's view of social networking sites. Frances Jones, a sociology teacher, was interviewed to share her knowledge about how social media has impacted socializing and her opinions on the topic.
Professional interviews and why we chose them
The document discusses three interviews conducted for a documentary about social networks and social media. Mike Hatton, a media teacher, was interviewed to provide information about social media from an educational perspective. Richard Jones, a media technician, was interviewed to discuss his experience creating blogs and YouTube accounts for students and share the college's view of social networking sites. Frances Jones, a sociology teacher, was interviewed to offer insight into how socializing online has impacted people from a sociological perspective and give her opinions on the topic.
Questionnaire Results
The document summarizes the results of a 10 question questionnaire. It found that 92% of respondents use social networking sites, most commonly Facebook and Twitter. The majority of respondents were between 16-21 years old and use social media to connect with friends and socialize. Respondents indicated that social media patterns have changed since younger ages, shifting from gaming to connecting. Around 75% correctly understood that 3 in 4 people worldwide use social media, and over half watched documentaries.
Email research
The document describes various emails sent to arrange interviews for a documentary project. An email was received from Hayley, a psychologist, confirming her availability for an interview. However, due to scheduling conflicts they were unable to interview her. Emails were also sent to Kamil, a business teacher, and Nicky, the head of management at a library, but they also could not be interviewed. An email exchange was had with Dave, the CEO of a sustainability company, to arrange an expert interview on the business aspects of social networking for the documentary.
Analysis of Double Page Spread-Radio Times
The document summarizes a double page spread from the magazine Radio Times. It is split into four columns with the main focus on images, including a large central image of Eric and Ernie. The colors used are red, black, white, and grey to create a simple yet bold design. Text is kept concise to appeal to readers who prefer images over large blocks of text. Key elements like headings, bylines, and page numbers follow standard magazine conventions.
Target audience
Our documentary focuses on how social networking sites affect students. It will examine how students are the biggest users of social media and how this extensive use can impact them. By targeting the student demographic, our documentary aims to educate them about the effects of social networking so they can help spread this message to others.
Catfish, Too Poor for Posh School and MBFRGW
The document analyzes three documentaries to find techniques that could be useful for its own documentary about social networks. It summarizes that Catfish uses a globe opening to symbolize social networking globally and extreme close-ups of screens to show its focus on technology. Too Poor for Posh School uses music to set the tone and clever shots to engage audiences. My Big Fat Royal Gypsy Wedding uses fast-paced edits in its opening to quickly introduce the topic and a title sequence to excite viewers.
How has our research helped us towards our documentary
The researchers conducted primary and secondary research in multiple ways for their documentary. The primary research through surveys of their target audience was useful to get viewer opinions and create a credible documentary that meets their needs. The factual information from secondary research helped the researchers gain a better understanding of social networking to effectively convey this insight in their documentary.
Final proposal
Our documentary will examine the effects of social networking on students through a balanced, expository lens. We will interview students, teachers, and conduct a questionnaire to understand social media's impact from different perspectives. The documentary will have a formal voiceover and include stock footage of students using social media online and on their phones. We will conduct primary research through surveys and a focus group, and secondary research using recent statistics about social networking habits.
Questionnaire Results
The document summarizes the results of a 10 question questionnaire about social networking usage. It found that 92% of respondents use social networking sites, most commonly Facebook and Twitter. The majority of respondents were between 16-21 years old. Most people use social networking to connect with friends and socialize rather than for business purposes. Attitudes towards social networking have changed since respondents were younger, shifting from gaming to connecting with others. The document also provides statistics on global social networking usage.
What is social networking
The first social networking site was email, which allowed people to exchange digital messages as early as 1971. Social networks later developed on the internet, allowing users to communicate and share information through profiles and posts. Today, over 1.7 billion people worldwide use social media, with Facebook alone having over 1.4 billion users. While social networks allow people to stay connected and share updates, they can also negatively impact privacy and lead to distractions or overuse.
Question five
The document discusses design choices for a magazine called "JHEEZ". It describes using red for the masthead to make it stand out, and enlarging the z in the name. It also mentions including a competition to attract readers and buy the magazine. An exclusive interview with Chris and Rihanna is highlighted on the cover to appeal to the target teenage audience. The price of £1.50 is kept low to encourage initial sales as it is a new magazine. The contents page uses varied images of artists to give a flavor of what is inside. Bold colors are used against a black background following the color scheme without being too bright. Competitions are highlighted to engage readers. An article uses questions and answers split between
Task 2
The magazine uses a pink color scheme and images of boy bands to appeal to its young, female target audience. There is no single dominant image on the cover, focusing more on cover lines. Inside, article pages use pink banners and mastheads for branding and easy-to-read fonts with short sentences and many images. Advertisements blend in with the page layout and color scheme rather than standing out.
Evaluation Q1
The document provides details on the layout and design choices for a magazine spread. Key elements include a masthead in green and red colors at the top, a date, price, and barcode in the top right corner. Cover lines are placed in a C-shape and the main image features an artist making eye contact. Promotional offers, a clothing voucher, and consistent color scheme are included. The double page spread uses a large image of the artist and keeps the same font and color scheme throughout the interview-style article.
Evaluation Q6
The document discusses the equipment and software used to create a magazine. The author took photos with a digital camera and learned to import them into Adobe programs like Photoshop and InDesign. These Adobe programs allowed the author to effectively manipulate many aspects of the magazine, like images, fonts, colors and textures to construct the magazine pages.
Evalutation Q1
This magazine product uses conventions of real magazines such as:
- A masthead at the top of the front cover and contents page
- Placement of the barcode, date, price and cover lines on the front cover
- Consistent color scheme and fonts throughout
- Inclusion of promotional offers, clothing vouchers, and album information
- Double page spreads with large images and article layouts using interviews
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How has our research helped us towards our documentary
How has our research helped us towards our documentary
Risk Assessment
- 1. Steven Knowles Risk Assessment SITUATION IDENTIFY THE WHO COULD BE HOW COULD RISK HARMED BY THIS RISK YOU MINIMISE THIS RISK Taking a Taking a photograph of The person in the photograph To minimise this risk, someone without their may be very sensitive of having you can just ask the photograph of permission could end their photo taken and could upset person if it is alright to someone badly as it is an invasion them. The photographer may end have their photo without their of privacy. The person up being harmed due to violent taken. If they say no, permission may harm you or reactions. just find someone steal/break the camera. else. Taking a Taking a photograph on The person in the photograph or Minimise these risks the stairs would most the photographer may end up by not taking photograph on likely end badly. The falling down the stairs. People photographs on the the stairs main risks are not only may not be able to get away from stairs falling down the stairs, a fire as quick which could end in but the blocking of a fire casualties. exit. Taking It is a fire hazard to The person standing by the door To minimise this risk block a door and can may get hit when the door is simply do not take photographs in also end up in someone opened or people trying to get photographs in front front of exits getting hurt. out because a fire may not be of doorways. able to open the door. Taking Taking a photograph in The person in the photograph To minimise this risk the car park may lead to may get hit by a car along with simply do not take photographs in a number of incidents the person taking the photographs in a car the car park such as a crash or photograph. The driver of a park. serious injury. vehicle may be temporarily blinded by the flash on the camera and consequently crash the vehicle. People may not want their cars in photographs for example a number plate would be clearly read. Eating or Drinking at a The person using the To minimise this risk drinking at a computer or eating at computer and the computer simply prohibit a computer may lead would be affected by drinking eating and drinking computer to many incidents. at a computer as it would at a computer. damage the computer and could electrify the user. If someone was eating at a computer it makes the working environment unpleasant for the next user of the computer.