This document summarizes the evaluation of a school magazine front cover created by the author. The summary includes details on the masthead, cover lines, main image of a student, and consistency of the color scheme. It also discusses how the magazine relates to its target audience of 6th form students and what technologies and skills the author learned through creating the magazine.

1. School Magazine Evaluation

2. Front Cover.
• This is my front cover. I tried to follow the codes and conventions of school
magazines that I looked into. Masthead- Relevant to
Date it was issued, the genre of school.
allows readers to Also mention the
keep up to date with audience it is targeted
news. at (six formers)
Main image- Shows a
pupil highlighting
Cover lines- Aligned schools facilities
beside my main image. (makes school look
Include relevant topics. professional and
Consistent colour good). Dominates
scheme. majority of the page.
School logo- give the
Plug- Entices school
magazine an
readers to purchase
association to the
the magazine.
cooperate image of
Becomes a unique
the school.
selling point.

3. Images- Relevant to the
topics on the left hand
Masthead- Set the basis of side. Images show
the page (Similar to the connection to the school.
front cover)
Cover lines- entices
Page number- The readers to read the
enables reader to easily magazine.
navigate themselves
through the magazine.
Follows the magazine
house style.
Transparent image of school- show
the association with school.

4. How my school magazine relates to
the target audience?
• From my initial ideas and sketches, I made it clear that I
wanted to produces a magazine that will be targeted at
sixth form students. Due to this I was able to set up the
content that will be included and that codes and
conventions that I will follow. The reason my school
magazine is aimed at sixth form students is because I
felt that this a crucial time for them in their life and
creating a magazine to help them along the way would
be most beneficial for them. This is why I mention
cover lines such as ‘Exam Pressure’ and ‘UCAS’.
Moreover, sixth formers would also see my magazine
as something to read while relaxing, for example in
their free periods.

5. Text to image ratio is balanced. There is not too much text that
distract attention and focus from the main image. The image itself
isn’t overpowering the text, this create and neutral dynamic to my
front cover.
The colour scheme of my front cover is very consistent is some
place. It follow the colour scheme of the school logo, this
emphasises the association the magazine has with school.
There is a variety of colour used, the colour as relevant and
appropriate for the cover lines. For example- “Exam Pressure”-
The “Exam” is in red, this highlight the important element of the
cover line.
Main image- Involves a sixth form student this allows other sixth
form students to feel a personal connection to this particular
individual. It also give the target audience a chance to relate
themselves to this person on the main cover. The clothing the
young girl wears is not inappropriate and emphasises sixth form
students freedom in the school. The non-uniform also shows that
each student is able to represent them individually. There is a use
of high key lighting, this adds a friendly approach to the magazine.
Placing a girl with an Asian ethnicity perhaps suggests a cultural
diversity in the school, however this isn’t entirely clear because
only one student is on the cover (If there were more students with
different ethnicities this could be supported). If this was done then
maybe my different people in my target audience could relate to
the magazine.

6. Masthead- Largest text on the page, therefore
it grasp quick attention of the target
audience. The heading is called “Contents”
making readers aware that this is the page
that will allow them to easily navigate
through the magazine
The content of the magazine is
aligned is a column. This
follows the codes and
conventions of a magazine.
Text to Image ratio- There is more texts are
opposed to images. This is because to
contents provides the base of the magazine
therefore more information is needed.
Separation of text by a Headline, this
makes the magazine look more
structured and organised.

7. How my magazine relates to my target
audience- Language
• The language used in my magazine isn’t overly technical and difficult to
read. In contrast it is very complex and may even be easily read by lower
years in school, despite my target audience being sixth formers. The
reason for this is because if the language was overly challenging no
student would read my magazine, therefore making it very complex
become less intimidating for student and may be more enjoyable to read.
• The phrases used such as “Exam”, “Pressure” etc. is all linked to the daily
lives of sixth form pupils. From this my target audience may infer that this
magazine will help them overcome factors such as this.
• The Masthead of my magazine is self explanatory as it says “6th Form at
TSS”. This produces a direct link with sixth form students and the
magazine, as it addressees them in one of the first things they may see.
The acronyms ‘TSS’ will be clear for students at this school, as they will be
able to recognise this as Titus Salt School. This shows that this magazine is
only for sixth form pupils at this school and not anywhere else.

8. What I have learnt about technologies from the
process of constructing this product?
• I have advance my Photoshop skill and have a greater knowledge of
various tools and what they do. These skills will enable me to create a
professional magazine for my main task. (I have become comfortable with
using tools such as the ‘Polygonal Lasso Tool’, The text tool and have learnt
how to add drop shadow to layers.)
• I have learned how to edit the contrast of images (Like the one on my
contents page). This gives the images a professional look, which then
make the magazine seem trustworthy and reliable.
• I have discovered how to use new websites such as ‘Slide share’ this allow
me to present my evidence effectively.

9. What I have learnt about technologies from the
process of constructing this product?
• Furthermore, I have discovered how digital
technology helps with the process of
constructing a magazine. This is by digital
cameras, this creates a clear image which
through editing can be made to look
professional. This process can be completed
by applying a USB cable to transfer photo’s
onto the computer.

10. What I have learnt from my preliminary task
that I can carry onto my main task?
• I have developed my skills in Photoshop, and now have
a greater understanding of what tools are for what.
• I have become familiar with the codes and convention
that should be included in magazines and how this
differs from magazine to magazine depending on the
target audience.
• I have learnt that planning is crucial, this means that
the product can easily be created and look more
professional.
• I have learnt how different languages appeal to
different audiences.