The document discusses the design and layout choices made for a school magazine. It aimed to utilize common magazine conventions like clear sections and features while also challenging conventions through design choices like a vertical masthead. Research including a student survey helped appeal to different social groups and sixth formers by covering diverse topics and using inclusive imagery and language. Learning new software like Photoshop and websites expanded the creator's technical skills and ability to make the magazine seem professional.

2. Coverlines
Main
Coverline
Blurb
Issue Number
And Date
Masthead
Main Image
Logo
Slogan

3. Topics:
Cover
Stories
Masthead
Page
Numbers
Images
Relating
to Stories
Slogan
Image
Relating
to Main
Story
Topics:
Regular
Features
Blurb

4. - I felt that it was important to avail of certain forms and conventions associated with real
media products in order to make my magazine seem professional.
- Aspects of my layout were similar to that of many other magazines: on my front cover, I
positioned all of the coverlines in the left third of the page and used one main image as
the backdrop rather than numerous small ones. With my contents, I defined specific
sections, cover stories and regular features, as is common in many magazines, making
the page clear and organised and allowing for easy navigation.
- Through the consistent utilisation of a tranquil colour scheme made up of light blues,
greens and yellows along with the inclusion of the same fonts, effects and layout style I
was able to develop a house style which not only represented the school colours but
aided in making my product seem more linked and polished.
- However, I thought it was important to challenge the forms and conventions of real
media products to a certain extent to make my magazine stand out – I rotated my
masthead so that it was vertical and placed it along the right third which created an edgy,
modern look. I also combined animated images with genuine pictures to add to this
whilst inserting a ‘glow’ effect around my main image to make the student stand out.

5. - As my media product is a school magazine, I wanted to appeal to and indeed
represent as many of the different social groups that exist within our school as I could
as this would increase the amount of pupils reading my magazine.
- In order to do so, I decided that the main image included on my front cover would be
a girl in uniform. Instantly recognisable as a fellow student and in the uniform that all
sixth-form students wear as well as the fact my magazine is for an all-girls school, I
felt that that my target audience would be able to relate to the image and that no
social group would be alienated.
- The colour scheme employed is calm and sophisticated to reflect the sixth-form
students’ senior status in school but also enticing teachers and parents alike to the
magazine.
- Furthermore, I tried to ensure that the coverlines on the front page and articles
listed on the contents page would attract different social groups: drama features,
sports updates, charity work, business interviews, university information and UCAS
help are all included with the aim being to appeal to and interest the entire sixth-form
student body.

6. - As my magazine is a media product aimed specifically at, and indeed
tailored to, sixth-form students of St Catherine’s College, it would the
ideal distributer for my media product – being published and printed within
school if possible would make most sense as it would only be distributed
in school.
- If this was not possible, perhaps a media institution in my area, for
example ‘The Armagh Gazette’ that produces a weekly local newspaper,
would be willing to distribute my magazine.

7. - With my media product being a school magazine, as mentioned, the
audience I have aimed my product at are sixth-form students of St
Catherine’s College.
- I decided to focus on Years 13 and 14 as, through my own
experiences as a sixth-former as well as with the help of answers from
my questionnaire and general research, I found out that the topics
which might attract KS3 students are very different to those that would
entice older readers.
- The research I carried out and in particular my questionnaire results
gave me an important insight into what I should include in my
magazine from layout and design to language and colours.

8. - Through my research and personal experiences, I attained the knowledge that sixth-formers
enjoy the extra responsibility, privileges and exclusivity they receive when
they reach this stage in school, I chose a masthead that would make it clear the
magazine was specifically for them. ‘STRIPES’ represents the green and white
stripes on the sixth-form shirt which is the dominant item older students are
recognised by and associated with.
- I then created a small picture of a stripy shirt collar and sixth form green tie to place
in the corner alongside the slogan ‘STRIPES FOR SENIORS’ – a pun emphasising
the fact that not only are the iconic stripy shirts for seniors but so is the magazine. I
continued to introduce a play on words with the contents page slogan ‘EARN YOUR
STRIPES’ this direct address continues to involve readers and recognise that they
have earned their place as a sixth-form in the school.
- Using direct address throughout my two pages, with personal pronouns such as
‘you’ and ‘your’ to engage readers, I also ensured that the language was never
patronizing but informal and friendly to further attract audiences.

9. - Whilst carrying out the process of creating my media product, I have learned a lot about
technologies through my utilisation of new sites and programmes.
- With the website PREZI, I learned how to create and design a helpful and bright online
‘mind-map’ which was of great use when cultivating ideas for my magazine. Another
prominent website used for the duration of this task was PB WORKS, a blogging site
which I used to update and display all of my media studies work and indeed will continue
to do so.
- The main technology I used was ADOBE PHOTOSHOP and with only limited
experience with this programme to begin with, through constructing my product, my
knowledge of this technology was soon greatly increased.
- I learned about how to edit and distort photos – from making images brighter and
manipulating backgrounds to making the shots ‘glow’ around the edges – I was able to
make my magazine cover and contents page seem much more professional with the
main tools I used being the magic wand tool, eyedropper tool, paintbucket and eraser
tool.
- Overall, I have learned a huge amount while creating my school magazine pages and I
am sure these new skills will help me greatly as I move onto constructing my main media
product.

10. Both front covers feature the image
of a female student smiling, in
uniform, in front of a school building.
My main picture is edited onto the
background and shot at eye-level
with the student making eye-contact
with the camera. However in ‘fly,’
the image is actually taken in front
of the building from a low angle with
the student looking into the
distance.
My coverlines are placed along the
right third whereas in Fly they are
scattered on both the left and right
sides. This may be a better way to
layout the coverlines as they are on
the path the eye naturally takes.
Fly’s masthead
is larger than
mine and is
placed in the
traditional
position: centre
third along the
skyline. I feel
that the vertical
positioning I
opted for in the
left third is
more striking
however my
title could have
been larger to
attract more
attention.
The slogan of
my magazine is
in the corner of
the left third
whereas the
other magazine
places its slogan
under the
masthead. This
positioning may
attract more
attention.
I have included our schools name
and logo on my magazine to make
sure that it can be easily recognised
and associated with St. Catherine’s.
Fly has not shown either.
The coverlines
are seen on Fly
are in varying
bright,
fluorescent
colours which
makes them
seem a little
childish and hard
to read. I chose
to use more
neutral, calm
shades such as
greys whites and
greens.
Both
magazines are
free and utilise
fairly similar
layouts
without the
inclusion of a
puff.

11. At first glance,
the two
contents
pages seem
very different,
however
there are
some
similarities.
The masthead on my contents page is eye
grabbing; positioned vertically in the left
third to establish continuity with my front
cover. The contents page of the other
magazine is placed in the traditional
position of the skyline of the centre third
which I feel is little predictable and boring
compared to mine.
The contents page I
analysed utilises a
bright azure background
with a floral pattern –
this makes the writing
difficult to read and
creates quite an
unprofessional finish. I
used a notepaper image
as my background to
reflect the fact that
Stripes is a school
magazine, as well as this
the neutral shade
means words can be
easily understood.
Both contents pages include
small images that relate to the
stories listed and writing set out
in a staggered manner to follow
the eye-line and add interest.
I feel that whilst the other
contents page could have
included brief descriptions of its
articles, the blurb I have written
for mine may be too long with
the writing too small.
The editing and
expertise in
both pages
seems quite
minimal and
this could have
been improved
to create a
more
professional
look.
The colour
schemes and
layouts are very
different and
there is no clear
image relating
to the main
story included
on the other
contents page
The other contents page shows the schools crest
whereas I did not include it. However both pages
incorporate slogans and inspirational phrases.