Task media
•Download as PPTX, PDF•
0 likes•122 views
The document discusses how the media product uses, develops, or challenges conventions of real media products. It finds similarities such as using a masthead, dateline, and cover lines on the right-hand side. Differences include targeting a college student audience with an image they can relate to using attractive colors for both genders. The document also discusses what was learned about technologies from constructing the product, such as using Photoshop to place and edit images, add text, and choose fonts. Digital camera techniques like different shot types and transferring photos are also mentioned.
Report
Share
Report
Share
Recommended
As media unit g321 preliminary task evaluation
This document discusses how a student's media product compares to real media products in its use of forms and conventions. It also discusses what the student has learned about technologies from constructing the media product. Specifically:
1) The student discusses similarities and differences between their product's front cover, masthead, images and styles compared to real magazines.
2) For the contents page, the student notes differences in use of text, fonts, colors and alignments between their page and real examples.
3) The student is asked to reflect on what they have learned about technologies from creating their media product.
Task media
The document compares the form and conventions used in the student's media product to a real media product. It finds similarities such as using a masthead, dateline, cover lines on the right, and main image. Differences identified are the student's target audience of college students versus fans of a celebrity, the use of an image of an ordinary college student that the target audience can relate to rather than an image of a famous celebrity, and the use of colors that attract both genders of the target audience. The student also used a medium close up image while the real product used a medium shot image.
Portfolio evaluation
The document summarizes Brandon Fry's media portfolio project called "Volume", a magazine designed for the indie/rock audience. It compares Volume's layout and design conventions to the real-life magazine Kerrang. It discusses how Volume represents social groups like indie/rock fans and teens/young adults. The document also addresses how Bauer Media, which publishes Kerrang, might distribute Volume due to its influence. Technologies learned from constructing Volume included Photoshop, rule of thirds composition, and platforms like BlogSpot and SlideShare.
As media unit g321
This document summarizes what was learned from creating a front cover and contents page for a college magazine as a preliminary task. It discusses how the cover and contents page both use conventions from real media products like mastheads and dominant images, but also develop them in some ways, such as using different fonts, colors and layouts. The document also explains how software like Photoshop and Indesign were used to edit images, add effects, lay out pages and create the overall magazine design.
Evaluation
1. The document discusses the front cover of a student magazine and how it compares to real magazines. It uses similar techniques like a masthead and house style fonts, but also develops conventions with a flashy graphic and banner appealing to both genders.
2. The author learned photography and editing skills using a camera, Photoshop, and InDesign. Pictures were taken with different shots and edited for levels. InDesign was used to layout the contents page while maintaining house style and colors across items. An editor's note was included to make the magazine more personal.
A2 Evaluation Q2 Brand Identity
The document provides guidance on evaluating coursework that involved creating a main product and ancillary texts. It suggests answering how effective the combination of the products is by explaining how a sense of brand identity was created across the three products to help promote the product. Students should consider consistent elements like images, fonts, and color, and how different media could help reach different audiences. A visual comparison to similar existing products and an explanation of how the linked products will promote the brand are also recommended approaches.
Introduction to media gcse
This document provides an overview of media studies as an academic subject and career path. It discusses the key skills learned in media studies, such as research, analysis, discussion and content creation. It also outlines some common career paths for media studies graduates, including film production, graphic design, journalism, advertising and more. The document gives examples of course units focused on portfolio creation, textual analysis, and industry topics like institutions and audiences. Overall, the summary introduces media studies as a multi-faceted subject that teaches vital skills for understanding and creating various media content.
AS Evaluation 3 Institutions
This document provides guidance on evaluating a media product in terms of the institutions that could distribute it. It instructs students to identify an existing company that publishes magazines similar to their own, consider the audiences that company appeals to through its various products, and explain how their magazine would fit within that company's brand and ability to target different audiences. Students are advised to present their evaluation using visual methods like mind maps in addition to written explanations.
Recommended
As media unit g321 preliminary task evaluation
This document discusses how a student's media product compares to real media products in its use of forms and conventions. It also discusses what the student has learned about technologies from constructing the media product. Specifically:
1) The student discusses similarities and differences between their product's front cover, masthead, images and styles compared to real magazines.
2) For the contents page, the student notes differences in use of text, fonts, colors and alignments between their page and real examples.
3) The student is asked to reflect on what they have learned about technologies from creating their media product.
Task media
The document compares the form and conventions used in the student's media product to a real media product. It finds similarities such as using a masthead, dateline, cover lines on the right, and main image. Differences identified are the student's target audience of college students versus fans of a celebrity, the use of an image of an ordinary college student that the target audience can relate to rather than an image of a famous celebrity, and the use of colors that attract both genders of the target audience. The student also used a medium close up image while the real product used a medium shot image.
Portfolio evaluation
The document summarizes Brandon Fry's media portfolio project called "Volume", a magazine designed for the indie/rock audience. It compares Volume's layout and design conventions to the real-life magazine Kerrang. It discusses how Volume represents social groups like indie/rock fans and teens/young adults. The document also addresses how Bauer Media, which publishes Kerrang, might distribute Volume due to its influence. Technologies learned from constructing Volume included Photoshop, rule of thirds composition, and platforms like BlogSpot and SlideShare.
As media unit g321
This document summarizes what was learned from creating a front cover and contents page for a college magazine as a preliminary task. It discusses how the cover and contents page both use conventions from real media products like mastheads and dominant images, but also develop them in some ways, such as using different fonts, colors and layouts. The document also explains how software like Photoshop and Indesign were used to edit images, add effects, lay out pages and create the overall magazine design.
Evaluation
1. The document discusses the front cover of a student magazine and how it compares to real magazines. It uses similar techniques like a masthead and house style fonts, but also develops conventions with a flashy graphic and banner appealing to both genders.
2. The author learned photography and editing skills using a camera, Photoshop, and InDesign. Pictures were taken with different shots and edited for levels. InDesign was used to layout the contents page while maintaining house style and colors across items. An editor's note was included to make the magazine more personal.
A2 Evaluation Q2 Brand Identity
The document provides guidance on evaluating coursework that involved creating a main product and ancillary texts. It suggests answering how effective the combination of the products is by explaining how a sense of brand identity was created across the three products to help promote the product. Students should consider consistent elements like images, fonts, and color, and how different media could help reach different audiences. A visual comparison to similar existing products and an explanation of how the linked products will promote the brand are also recommended approaches.
Introduction to media gcse
This document provides an overview of media studies as an academic subject and career path. It discusses the key skills learned in media studies, such as research, analysis, discussion and content creation. It also outlines some common career paths for media studies graduates, including film production, graphic design, journalism, advertising and more. The document gives examples of course units focused on portfolio creation, textual analysis, and industry topics like institutions and audiences. Overall, the summary introduces media studies as a multi-faceted subject that teaches vital skills for understanding and creating various media content.
AS Evaluation 3 Institutions
This document provides guidance on evaluating a media product in terms of the institutions that could distribute it. It instructs students to identify an existing company that publishes magazines similar to their own, consider the audiences that company appeals to through its various products, and explain how their magazine would fit within that company's brand and ability to target different audiences. Students are advised to present their evaluation using visual methods like mind maps in addition to written explanations.
AS Evaluation - Target Audience
This document provides guidance on evaluating how well a coursework product appeals to its target audience. It includes lesson objectives and questions to consider regarding the target audience and how the product appealed to them. Suggested presentation methods are also listed, along with evaluation criteria focusing on conventions, representation, institutions, identifying the target audience, and how the product appealed to that audience.
Preliminary Evaluation
1. The document discusses the front cover of a college magazine, comparing its conventions to real magazines. It notes similarities like using a masthead and house style fonts, as well as differences like using a banner and appealing to both genders.
2. It describes the technologies used to construct the magazine, including a digital camera to take pictures, Photoshop to edit photos by adjusting levels, and InDesign to layout the contents page while maintaining the house style. The author learned how to take shots, edit photos, and incorporate texts while keeping branding consistent.
Ws5.1.4 finished
The document provides a template for students to analyze advertising campaigns, listing the name of campaigns in the first column and the different creative and media forms used in each campaign in the second column. It includes example campaigns for NHS Smoking, Think! Drink Driving, and RSPCA and suggests listing posters, TV adverts, etc. for the media forms used. The template is intended to help students make a list to analyze different campaigns and the creative and media components utilized in each.
Evaluation Part1
My magazine front cover uses many of the same conventions as mainstream music magazines like Billboard, such as including a masthead, slogan, main image, and barcode. The masthead font and inclusion of a single striking image on the cover follows conventions used by magazines like NME and Billboard. However, my magazine cover challenges the convention used by magazines like Smash Hits by only featuring one main artist image rather than multiple images to avoid crowding the cover.
As evaluation instructions
This document provides instructions and support for answering evaluation questions about a media production project. It includes 7 questions to be answered, formatting guidelines for answering each question, and additional information to support responses. Students are asked to collaboratively answer the questions using various digital tools like Prezi, Emaze, YouTube annotations, and screen recordings. Marking criteria emphasize skills with technology, understanding of audience, representation, forms and conventions, and learning from preliminary work to the final product. Close adherence to instructions is stressed to achieve high marks.
evaluation powerpoint
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and compares to conventions of real magazines, including using a masthead, cover lines, dominant image, and rules of thirds. Differences from an example men's health magazine are also noted. The contents page is also evaluated, noting similarities like page numbers but differences in layout and variety of content compared to a sample magazine. The document also reflects on the software and techniques used, including cropping and editing images in Photoshop, and creating the contents page layout in InDesign. Opportunities for improvement are identified, such as manipulating images further and adding more design elements.
G324 textual research assignment 2 2011
This document provides instructions for a media studies assignment on analyzing TV advertisements. Students are asked to watch at least 8 ads for the same product type from different brands and answer 6 questions about each ad's features, type, target audience, image of the product, social groups represented, and tone. The work will contribute to the student's research and planning mark for their coursework unit.
Preliminary task evaluation (Scarlett Rowe)
The document discusses a student's media product evaluation assignment. It provides details on the similarities and differences between the student's college magazine cover and contents pages and those of real magazines. On the cover, similarities include the date line, masthead, cover lines, and use of the rule of thirds for the main image. Differences are in the masthead placement and type of main image. For contents, both list articles but the student's layout is less professional than the example magazine. The document also outlines technologies like digital cameras, Photoshop, and InDesign used and lessons learned about designing and constructing the magazine.
powerpoint evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and challenges conventions of real magazines through similarities like mastheads and rules of thirds, but with different target audiences and fonts. Differences from an example men's health magazine are also outlined. The contents page evaluation notes initial similarities but challenges through additional content types and a more basic background. The response also reflects on learning photo editing tools in Photoshop and layout techniques using InDesign.
G324 intro textual research assignment 2011
This document provides instructions for an advanced media studies portfolio assignment on analyzing TV advertisements. Students are asked to select a TV ad and answer 6 questions about it, examining the ad's features, type, target audience, constructed image of the product, represented social groups, and mode of address. The analysis will contribute to the student's research and planning mark for their coursework unit.
Advanced production evaluation
The document provides guidance for a 20-mark evaluation assignment consisting of four questions about a media production project. It must address how the media product used or challenged conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in various stages. The assessment criteria evaluate skills in technology use, understanding of forms and conventions, role of new media, audience feedback, and ability to communicate. According to examiners, stronger evaluations combined analysis with presentation and fully addressed all questions in the most appropriate format, while weaker ones were brief, presented as essays, or did not properly answer questions.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Music Magazine evaluation
The document summarizes a student's media coursework project creating a magazine about grime music. It followed conventions like using medium shots and color schemes, but also challenged conventions with a double page spread image not looking at the camera. The magazine represents social groups that relate to featured artists and uses informal language. It would likely be distributed in places like WHSmiths and supermarkets since it covers an original topic of 100% grime music not seen in other magazines. The target audience is those aged 17-24 interested in grime, unsigned artists, and fashion. Techniques like disjointed fonts and edited artist photos were used to attract this audience. The student learned skills in Photoshop, PowerPoint
In what ways does your media product use, develop or challenge forms and conv...
This document compares the forms and conventions used in the creator's media product to professional examples. It outlines similarities and differences between the creator's front cover, contents pages, and double page spreads compared to professional magazines. The creator analyzes how their product develops or challenges conventions found in real media.
A2 evaluation twbs
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
A level evaluation Guidance
This document provides guidance for candidates evaluating a digital media project. It outlines that candidates will evaluate their work individually or in groups. It lists seven questions to address in the evaluation regarding skills used, understanding of audience and conventions, choices made, and development over the course of the project. The document then provides further details about what should be discussed under each evaluation question, including discussing conventions of titles sequences used, social groups represented, appropriate media institutions, targeted audience, how the audience was attracted, technologies learned, and development from preliminary to full project.
Preliminary Evaluation
This document discusses the front cover and contents page of a college magazine and how it compares to real media products. It describes similarities like the use of bright, consistent colors and different cover lines between the sample magazine cover and real magazines. Differences are also noted, such as the main images being tailored to different demographics and the use of smiling student images to create a positive effect. The contents page is also analyzed, with similarities like categorized columns and logo, but differences in color scheme, images used, and house style.
Evaluation of geek chic
This document discusses the evaluation of "geek chic" and its representation of particular social groups through various media conventions and elements, including characters, narrative, titles, iconography, themes, settings, costume, gestures, and technologies. It examines these representations from the perspective of media institutions like Paramount Pictures and their intended audiences.
Media evaluation
This document appears to be an evaluation of a media music magazine by Samantha J Taylor. The evaluation consists of three sentences with no other context provided.
Vibe
VIBE is a music and entertainment magazine founded in 1993 by Quincy Jones that focuses on R&B and hip hop artists. Its target audience is listeners of hip hop and R&B aged 18-34, with most being men aged 30. The magazine uses front covers, contents pages, and articles featuring well-known hip hop and R&B artists to appeal to its target demographic.
Task 3 analysis of 3 double page spreads
The document provides an analysis of three magazine double page spreads featuring music artists.
1) The NME spread about Dizzee Rascal uses images that portray hip hop stereotypes while also differentiating the artist. Text is organized with a catchy headline and subheading to engage younger readers.
2) The Q magazine spread of Florence Welch uses dark, mysterious black and white images and minimal text to portray an edgy yet elegant artist and appeal to both male and female readers.
3) The Vibe spread of Solange Knowles uses a colorful main image of the artist in red and additional flirty black and white shots to depict her style and appeal to both sexes, using text design that
Formal proposal
This document outlines Tamera Lall's formal proposal for a hip hop magazine called Revelation. The proposal discusses the choice of name and genre, targeting 16-19 year olds interested in hip hop. Initial ideas are provided for the front cover featuring one main image, a contents page with categorized page numbers, and a double page spread interviewing an up-and-coming artist with one dominant image. Photographs throughout will relate to and illustrate the articles.
More Related Content
What's hot
AS Evaluation - Target Audience
This document provides guidance on evaluating how well a coursework product appeals to its target audience. It includes lesson objectives and questions to consider regarding the target audience and how the product appealed to them. Suggested presentation methods are also listed, along with evaluation criteria focusing on conventions, representation, institutions, identifying the target audience, and how the product appealed to that audience.
Preliminary Evaluation
1. The document discusses the front cover of a college magazine, comparing its conventions to real magazines. It notes similarities like using a masthead and house style fonts, as well as differences like using a banner and appealing to both genders.
2. It describes the technologies used to construct the magazine, including a digital camera to take pictures, Photoshop to edit photos by adjusting levels, and InDesign to layout the contents page while maintaining the house style. The author learned how to take shots, edit photos, and incorporate texts while keeping branding consistent.
Ws5.1.4 finished
The document provides a template for students to analyze advertising campaigns, listing the name of campaigns in the first column and the different creative and media forms used in each campaign in the second column. It includes example campaigns for NHS Smoking, Think! Drink Driving, and RSPCA and suggests listing posters, TV adverts, etc. for the media forms used. The template is intended to help students make a list to analyze different campaigns and the creative and media components utilized in each.
Evaluation Part1
My magazine front cover uses many of the same conventions as mainstream music magazines like Billboard, such as including a masthead, slogan, main image, and barcode. The masthead font and inclusion of a single striking image on the cover follows conventions used by magazines like NME and Billboard. However, my magazine cover challenges the convention used by magazines like Smash Hits by only featuring one main artist image rather than multiple images to avoid crowding the cover.
As evaluation instructions
This document provides instructions and support for answering evaluation questions about a media production project. It includes 7 questions to be answered, formatting guidelines for answering each question, and additional information to support responses. Students are asked to collaboratively answer the questions using various digital tools like Prezi, Emaze, YouTube annotations, and screen recordings. Marking criteria emphasize skills with technology, understanding of audience, representation, forms and conventions, and learning from preliminary work to the final product. Close adherence to instructions is stressed to achieve high marks.
evaluation powerpoint
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and compares to conventions of real magazines, including using a masthead, cover lines, dominant image, and rules of thirds. Differences from an example men's health magazine are also noted. The contents page is also evaluated, noting similarities like page numbers but differences in layout and variety of content compared to a sample magazine. The document also reflects on the software and techniques used, including cropping and editing images in Photoshop, and creating the contents page layout in InDesign. Opportunities for improvement are identified, such as manipulating images further and adding more design elements.
G324 textual research assignment 2 2011
This document provides instructions for a media studies assignment on analyzing TV advertisements. Students are asked to watch at least 8 ads for the same product type from different brands and answer 6 questions about each ad's features, type, target audience, image of the product, social groups represented, and tone. The work will contribute to the student's research and planning mark for their coursework unit.
Preliminary task evaluation (Scarlett Rowe)
The document discusses a student's media product evaluation assignment. It provides details on the similarities and differences between the student's college magazine cover and contents pages and those of real magazines. On the cover, similarities include the date line, masthead, cover lines, and use of the rule of thirds for the main image. Differences are in the masthead placement and type of main image. For contents, both list articles but the student's layout is less professional than the example magazine. The document also outlines technologies like digital cameras, Photoshop, and InDesign used and lessons learned about designing and constructing the magazine.
powerpoint evaluation
This document provides an evaluation of a preliminary task to design the cover and contents page of a college magazine. It discusses how the cover design uses and challenges conventions of real magazines through similarities like mastheads and rules of thirds, but with different target audiences and fonts. Differences from an example men's health magazine are also outlined. The contents page evaluation notes initial similarities but challenges through additional content types and a more basic background. The response also reflects on learning photo editing tools in Photoshop and layout techniques using InDesign.
G324 intro textual research assignment 2011
This document provides instructions for an advanced media studies portfolio assignment on analyzing TV advertisements. Students are asked to select a TV ad and answer 6 questions about it, examining the ad's features, type, target audience, constructed image of the product, represented social groups, and mode of address. The analysis will contribute to the student's research and planning mark for their coursework unit.
Advanced production evaluation
The document provides guidance for a 20-mark evaluation assignment consisting of four questions about a media production project. It must address how the media product used or challenged conventions; the effectiveness of combining the main product with ancillary texts; what was learned from audience feedback; and how media technologies were used in various stages. The assessment criteria evaluate skills in technology use, understanding of forms and conventions, role of new media, audience feedback, and ability to communicate. According to examiners, stronger evaluations combined analysis with presentation and fully addressed all questions in the most appropriate format, while weaker ones were brief, presented as essays, or did not properly answer questions.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Music Magazine evaluation
The document summarizes a student's media coursework project creating a magazine about grime music. It followed conventions like using medium shots and color schemes, but also challenged conventions with a double page spread image not looking at the camera. The magazine represents social groups that relate to featured artists and uses informal language. It would likely be distributed in places like WHSmiths and supermarkets since it covers an original topic of 100% grime music not seen in other magazines. The target audience is those aged 17-24 interested in grime, unsigned artists, and fashion. Techniques like disjointed fonts and edited artist photos were used to attract this audience. The student learned skills in Photoshop, PowerPoint
In what ways does your media product use, develop or challenge forms and conv...
This document compares the forms and conventions used in the creator's media product to professional examples. It outlines similarities and differences between the creator's front cover, contents pages, and double page spreads compared to professional magazines. The creator analyzes how their product develops or challenges conventions found in real media.
A2 evaluation twbs
This document provides guidance for students to complete an evaluation assignment in response to 4 questions about their media project. It includes:
1) An overview of the 4 questions and suggestions for alternative formats students could use to answer each question, with 1-2 students focusing on each part.
2) Additional context and guidance on what to include for each question, such as conventions to discuss for question 1 and audience feedback charts for question 3.
3) Suggested technologies for constructing different elements of the responses, such as using Prezi for question 1, screencasting audience feedback for question 2, and annotating videos for question 4.
4) Templates and examples for organizing responses, including a table
A level evaluation Guidance
This document provides guidance for candidates evaluating a digital media project. It outlines that candidates will evaluate their work individually or in groups. It lists seven questions to address in the evaluation regarding skills used, understanding of audience and conventions, choices made, and development over the course of the project. The document then provides further details about what should be discussed under each evaluation question, including discussing conventions of titles sequences used, social groups represented, appropriate media institutions, targeted audience, how the audience was attracted, technologies learned, and development from preliminary to full project.
Preliminary Evaluation
This document discusses the front cover and contents page of a college magazine and how it compares to real media products. It describes similarities like the use of bright, consistent colors and different cover lines between the sample magazine cover and real magazines. Differences are also noted, such as the main images being tailored to different demographics and the use of smiling student images to create a positive effect. The contents page is also analyzed, with similarities like categorized columns and logo, but differences in color scheme, images used, and house style.
Evaluation of geek chic
This document discusses the evaluation of "geek chic" and its representation of particular social groups through various media conventions and elements, including characters, narrative, titles, iconography, themes, settings, costume, gestures, and technologies. It examines these representations from the perspective of media institutions like Paramount Pictures and their intended audiences.
Media evaluation
This document appears to be an evaluation of a media music magazine by Samantha J Taylor. The evaluation consists of three sentences with no other context provided.
What's hot (19)
In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...
Viewers also liked
Vibe
VIBE is a music and entertainment magazine founded in 1993 by Quincy Jones that focuses on R&B and hip hop artists. Its target audience is listeners of hip hop and R&B aged 18-34, with most being men aged 30. The magazine uses front covers, contents pages, and articles featuring well-known hip hop and R&B artists to appeal to its target demographic.
Task 3 analysis of 3 double page spreads
The document provides an analysis of three magazine double page spreads featuring music artists.
1) The NME spread about Dizzee Rascal uses images that portray hip hop stereotypes while also differentiating the artist. Text is organized with a catchy headline and subheading to engage younger readers.
2) The Q magazine spread of Florence Welch uses dark, mysterious black and white images and minimal text to portray an edgy yet elegant artist and appeal to both male and female readers.
3) The Vibe spread of Solange Knowles uses a colorful main image of the artist in red and additional flirty black and white shots to depict her style and appeal to both sexes, using text design that
Formal proposal
This document outlines Tamera Lall's formal proposal for a hip hop magazine called Revelation. The proposal discusses the choice of name and genre, targeting 16-19 year olds interested in hip hop. Initial ideas are provided for the front cover featuring one main image, a contents page with categorized page numbers, and a double page spread interviewing an up-and-coming artist with one dominant image. Photographs throughout will relate to and illustrate the articles.
Analysing dps pages prep for blog
This document provides an analysis of a double-page magazine spread about the British rapper Dizzee Rascal. The summary analyzes key elements of the layout and design including the urban-feeling graffiti background photo that matches Dizzee Rascal's hip hop scene. It also discusses the casual writing style with short columns, and bold headline playing on the word "Tags" to reference hip hop's street origins. Additional details like the magazine logo and page numbers help establish the brand for readers.
Analysing contents pages prep for blog ppt (2)
The document instructs the analysis of 3 music magazine contents pages, including the NME from September 2009 and any other 2 magazines. Key points of analysis include using banners and mastheads that follow the front cover design, prominent images of featured artists, short indexes in alphabetical order, use of different column sizes to denote importance, and subheadings to help readers find sections easily. Color schemes, puffs and subscription advertisements are also used to engage readers.
Formal proposal
Tamera Lall proposes a hip hop magazine titled "Revelation" targeting 16-19 year olds interested in hip hop music. The magazine will reveal exclusive information about popular artists. For the cover, she wants a simple design with one main image in black, white and red colors. Her inspiration is a Vibe magazine cover featuring Beyonce. She plans to keep the color scheme and column-style layout consistent throughout the magazine. The main feature will be an interview with an upcoming hip hop artist displayed across a double page spread. All photographs will relate to and promote articles within the magazine.
Task 5
Billboard is a weekly American entertainment magazine that was first published in 1894. It covers the music industry and charts the most popular songs and albums in various genres. Billboard is owned by Prometheus Global Media and reaches a global audience through its magazine, website, and events. The magazine's target audience is primarily located in the US, but it is also published internationally in countries like the UK. Billboard utilizes strategic partnerships with media companies to leverage its brand and proprietary chart data across various platforms.
Analysing articles dizzee mag ppt
Dizzee Rascal is featured in a double page spread in NME magazine. The article discusses his rise to fame from ordinary beginnings and includes quotes that give personal insights into Dizzee. The style of writing is casual and chatty to be accessible to readers skimming through. It uses a dramatic bold headline and four short columns of text with an oversized initial letter to guide the eye across the two pages.
Front cover screenshots
The document summarizes the process of creating a magazine front cover in Photoshop. The creator added a masthead with drop shadows, cover lines across the bottom with basic information, and text over a black rectangle listing extras. A date was also added with drop shadow, and the main cover story's name was made bigger with more drop shadow to stand out. Finally, a barcode was inserted to complete the professional look.
PDF Pictures1
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health.
Guide pratique sur l'audiométrie vocale en arabe marocain
Test d'exploration de l'audition des patients qui contrairement à celui de l'audiométrie tonale explore l'audition dans sa globalité (test d’intelligibilité) dont l’intérêt est multiple : diagnostic, social, thérapeutique, prothétique et médico-légal.
Pág..Crianças 5 Setembro 2009
O documento lista diversas atividades culturais e de lazer para crianças e famílias em Lisboa e arredores durante o mês de setembro, incluindo visitas a museus, parques temáticos, exposições e cursos. Destaca-se a KidZania, um parque temático na forma de uma cidade projetada para crianças, o Festival Internacional de Esculturas em Areia em Silves e o Monte Selvagem, uma reserva animal em Montemor-o-Novo. O texto também resume o livro "Que Cena, Mã
Rent for Rio Olympics 2016: 2 Beds Studio Copacabana OL16
Rua Saint Roman, Copacabana, Rio de Janeiro.
- Located in the heart Copacabana. 30m2 accommodation area.
- Close to Sport Venue: Fort Copacabana; 1,1 KM.
- Can accommodate 4 people, complete studio in secured building.
- The building offers great facilities to relax and work spaces.
Evaluation question 1
The document compares the student's media product to real magazine conventions and forms.
The student follows conventions for magazine elements like the front cover, contents page, and double page spread. On the front cover, they include the issue date, price, masthead, cover lines highlighting features. Their contents page lists contents alphabetically and uses color and formatting consistently. The double page spread includes a large headline, image, and multiple columns of text in an interview format. Throughout, the student maintains colors and fonts that tie the magazine together visually as a cohesive product.
Viewers also liked (19)
Guide pratique sur l'audiométrie vocale en arabe marocain
Guide pratique sur l'audiométrie vocale en arabe marocain
Rent for Rio Olympics 2016: 2 Beds Studio Copacabana OL16
Rent for Rio Olympics 2016: 2 Beds Studio Copacabana OL16
Similar to Task media
Evaluation
By experimenting with Photoshop and Indesign, the author learned several new skills for constructing their media product. They used tools like the brush tool, stroke tool, and layers in Photoshop to edit images. In Indesign, the author placed images from Photoshop and used the stroke tool and fit to proportion tool to neatly lay out circular photos. Overall, the process taught the author about retouching photos, creating shapes and text, and arranging designs across different programs.
Preliminary task evaluation
The document summarizes how the student's college magazine product uses and develops conventions of magazine design. It compares the student's front and contents pages to a Teen Vogue sample. Both products use mastheads, cover lines, and sans serif fonts. However, the student's front cover features a college-focused selling line and image instead of professional photography. The student also uses colder colors and a close-up student portrait. For the contents page, the student includes multiple images and an editor's message, while arranging sections differently than the sample. The document discusses using Adobe tools like Photoshop and InDesign to design the magazine pages.
Question 1
This document describes the key components and conventions used in a magazine media product. It discusses using a picture of the artist on the front cover, relevant photos throughout, article summaries, a contents page, contact details, page numbers, pull quotes, a double page spread, and an appropriate color scheme and fonts for the target audience. It also includes interactive elements and an editor's letter. Overall, the document evaluates that the magazine design and layout is similar to other magazines for this audience and awards itself a 7 out of 10.
Evaluation Chelsea Nicholls
The document contains questions about how a media product uses, develops or challenges conventions and what was learned about technologies from constructing the product. It provides examples of differences between magazine mastheads and layouts. It also discusses the use of a digital camera to take photos for the magazine following conventions like rule of thirds. Photoshop skills like inserting images and adding text effects are highlighted. Experience using InDesign to create pages like the contents page by inserting boxes for images and text is also summarized.
Evaluation
The document describes the key things the student learned during the process of constructing their media magazine product. They learned how to use technologies like SlideShare, Adobe Photoshop, and Adobe InDesign. In Photoshop, they picked up skills like editing images, applying effects like strokes and levels adjustments. In InDesign they learned how to layout the double page spread and incorporate images. Overall, the student gained valuable experience applying design principles and using industry-standard software to create a professional-looking media product.
Evaluation
Kay Green created a magazine cover and contents page to evaluate their preliminary media task. They learned to use Adobe Photoshop and InDesign software to edit photos, design pages, and lay out text and images. Specifically, Kay used tools in Photoshop like heal, auto tone, and patterns to edit images for the cover. In InDesign, Kay set up a two-page spread and learned to import images, size frames, and position text boxes to layout the contents page. Overall, the process taught Kay skills using digital technologies like cameras, photo editing, and page design software.
Evaluation
The document discusses the key aspects of a media product created by the author for an assignment. It represents different social groups, would be distributed by stores and online retailers to appeal to all ages, and used bright colors and popular artists on the cover to attract audiences. The author learned new technical skills in photography, design, and production through completing the assignment.
Evaluation
This document provides an example of a preliminary task evaluation for a college magazine. It compares the similarities and differences between the student's media product and real college magazines. Some similarities included using a masthead, cover lines, and plain backgrounds. Differences included using different target audiences, colors, and relevant information. The student also learned about various technologies used to create the magazine like Moodle, a digital camera, Adobe Design Premium, Photoshop, and InDesign. Photoshop was used to edit images and manipulate lighting, while InDesign facilitated adding images and text to the contents page.
Evaluation
The document discusses a college magazine cover and contents page created by Media Unit G321 - Neelam Mattu.
It compares the created cover and contents page to real magazines, noting differences in color choices, positioning of elements, and use of images versus text.
The document also describes technologies learned through constructing the magazine pages, including arranging text styles, importing photos, changing text effects, matching colors between elements, using selection and layer tools in Photoshop, and warping text.
Week 12
This document outlines the learning outcomes and assessment tasks for a media studies lesson. The learning outcomes are:
1) Students will understand the questions they need to answer to secure a level 4 evaluation.
2) Students will know how to answer the questions using appropriate theory and references to key concepts and media language.
3) Students will be able to complete the evaluation questions demonstrating excellent ICT skills and appropriate use of technologies.
The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
Evaluation powerpoint
The document is a media evaluation of a student's media product project for a magazine. It discusses the key aspects of constructing the media product including drawing inspiration from real magazines' styles, representing social groups in the content, the type of media institution that might distribute the product, attracting and addressing the intended audience, technologies learned through the process, and lessons learned from the preliminary task to the full product. The evaluation covers the various sections and design elements included in the media product from the cover, masthead, contents, spreads, to the technical skills applied to images.
Evaluation for a2 media coursework 2011 2012
1) The document evaluates the ways in which the author's media products used, developed, or challenged conventions of real media. For the teaser trailer, the author analyzed trailers for Saw V, Scream 4, and Paranormal Activity 3 to develop techniques like subtle lighting and ordinary character attire at the beginning.
2) Settings and lighting were sometimes less conventional by using more neutral locations for harsh scenes. Props and colors like red were used conventionally to imply contrast.
3) The evaluation addresses how the author's poster and magazine cover also followed or challenged real media conventions.
Evaluation
This document evaluates the front cover, contents page, and double page spread of a media product. It contains questions about how the media product uses, develops, or challenges real media conventions and forms. It also questions how the product represents social groups, what type of media institution might distribute it, who the audience would be, and how the audience was attracted. Finally, it asks what was learned about technologies from constructing the product and what was learned from progressing from the preliminary task to the full product.
Evaluation
The document discusses the construction of a media product that follows many magazine conventions like layout and masthead design, but also challenges some conventions with darker backgrounds and minimal photography lighting. It conducted a survey to find that its target audience of students wanted band interviews, artistic photography, new artists, and album reviews, which were incorporated. The process taught skills with Photoshop, blogging, and different media formats. Since the preliminary task, the creator learned more about the magazine process, how to manipulate images, layout conventions, and using color to create mood.
Evaluation
The document provides an evaluation of a media product created by Reshayl Raymond Anjum. It summarizes the ways in which the media product uses or challenges real media conventions, how it represents social groups, what type of media institution might distribute it, how the audience is attracted and addressed, what technologies were used in its construction, and what was learned from the preliminary task to the final product.
Evaluation
The document discusses how the media product uses, develops, and challenges conventions of real media. It states that the film incorporates genres of social realism, teen drama, and action films. The poster leaves topics ambiguous with simple pictures and coloring reflecting the genre. The review is positive and reflective like real products. Feedback benefited the film and poster by influencing them to be serious and focus on objects rather than faces. Media technologies, especially iMovie, were researched and proved crucial to the successful production through their editing, sound, and effects features.
As evaluation
This document provides guidance for students on evaluating their media production coursework. It lists 7 questions to be answered in the evaluation, covering topics like how the media product uses or challenges conventions, how it represents social groups, its target audience, and what technologies were used. It recommends answering each question in 3 sentences or less and using digital formats like video commentaries with images. Example high-scoring student evaluations are referenced that used explanations, annotations, and screenshots to professionally analyze and communicate their lessons learned.
Magazine Evaluation
The document summarizes how the student's media product compares to real media products in its use of conventions and forms. It notes similarities like mastheads, cover lines, and images on the front cover, but also differences in fonts, color schemes, and positioning of elements.
The contents page is also compared, with similarities in listing contents and images but differences in the number of images and color scheme.
The second section discusses the software used, noting how Photoshop was used to crop and adjust contrast of an image, and how InDesign was then used to add a frame and drop shadow to the image.
Magazine Evaluation
The document provides information about a media product and what was learned from constructing it.
It first discusses how the media product compares to real media products in terms of its front cover, masthead, cover lines, fonts, and positioning of images. It also notes some differences like the lack of a barcode.
Next, it examines the contents page and notes similarities like listings of page contents and images, but differences in the number of images used and color scheme.
The last section discusses the software and resources used, including editing a photo in Photoshop by cropping and adjusting contrast. It also describes framing an image in InDesign by drawing a box and adding a drop shadow.
Evaluation 5
This document provides a preliminary evaluation of a college magazine product. [1] It summarizes how the magazine's front cover and contents page use conventions of real media products through similarities like mastheads and differences like its purpose and audience. [2] The student learned about using a digital camera's shot types, manipulating images in Photoshop and InDesign, and designing pages through layout, colors and effects to construct the magazine.
Similar to Task media (20)
More from asmediae12
Looking back at your preliminary task, what
- The author believes their main task music magazine is an improvement over their preliminary student magazine. The main task magazine has more suitable colors that appeal to both genders and a more eye-catching banner, whereas the preliminary magazine had bland colors and only appealed to one gender.
- The contents page of the preliminary magazine lacked conventions, had too much white space, insufficient details and articles, and images that were not neatly ordered. In contrast, the main task contents page looks more professional with quality images, articles relevant to music, and a clear color scheme and text.
- The author's skills in Photoshop and InDesign have improved, allowing them to enhance images and text for the main task magazine, making
Question 5
The document discusses how the magazine attracts its target indie audience through various design elements. The front cover uses the name "Indie", an unusual facial expression to represent individuality, and information about indie music to attract readers. The contents page features images of people in indie styles holding guitars and mentions indie bands. The double page spread profiles an up-and-coming indie artist holding a guitar, includes an introduction to the article and an exclusive interview to attract readers interested in indie music.
Evaluation q7
Zareen reflects on improvements from her preliminary college magazine to her final music magazine. She gained more experience with design software like Photoshop and InDesign. Extensive research into music magazine conventions helped her understand features like covers, contents pages, and spreads. Key lessons included maintaining consistent, appealing content and avoiding overcrowded designs. Her color scheme selection gave the final magazine a more professional feel.
Evaluation q5
The document describes how the magazine attracts and addresses its audience through various design elements. The cover uses a striking image of the cover girl with direct eye contact, a bold masthead, and a black and white color scheme. The contents page includes pretty images of artists to attract both male and female readers. Numbers listing contents are in red to catch the eye. A double page spread features another pretty image of an artist along with an attention-grabbing headline and quote. Additional elements like "Exclusive" banners and revealing text about the artist provide intrigue for readers.
Evaluation 7
The student felt they learned a lot about using software like Photoshop between the preliminary task and final product. They learned tools like the red eye tool and brightness tool to make photos more professional. They also learned about layout and design conventions for magazines. The student recognizes areas for improvement in the preliminary task regarding color schemes, image selection and layout that detracted from a professional appearance. Overall, the student feels they have improved in using software and hardware skills and knowledge of design conventions to create a magazine that looks more polished and appeals to the target audience.
Coursework evaluation question 2
The document discusses how the magazine represents particular social groups. It aims to attract both men and women but leans more towards women since there are few rock/indie magazines for women. It mainly targets people in social group C2 and appeals to white people more than other ethnic groups based on target audience research. The magazine represents women through strong female characters on the cover and contents page while also appealing to men through featured bands. The informal language, layout, and bands represented also target students and younger audiences.
Coursework evaluation question 1
The document summarizes how the student's media product uses, develops, and challenges conventions of real media products. The front cover follows conventions by including the date and issue number in typical locations. The contents page challenges conventions by only including two images instead of many, and develops conventions by placing headers between sections. The double page spread challenges conventions by only using one main image instead of multiple, and develops conventions by placing a quote directly on the image. Overall, the student aims to balance following conventions for professionalism while also experimenting with new designs.
Evaluation q7
The student learned several new skills when progressing from their preliminary college magazine to a full music magazine product. They learned to use Photoshop and InDesign tools more extensively to improve layouts, cover designs, and image editing. Specifically, they learned how to use effects like outer glow, use the magic wand and lasso tools, and transform images. They improved at incorporating codes and conventions to better suit the target audience. Overall, their skills with design software and understanding of professional magazine production improved.
Evaluation q1
1. The document describes how a media product uses and develops conventions of real magazines. It includes a cover, contents page, and double-page article spread that follow conventions such as placement of mastheads and images but also develop conventions through design choices like unique color schemes and layouts of images and text.
2. Key elements like mastheads, images, cover lines, page numbers, and bylines are included and positioned according to typical magazine standards. However, the document also discusses how the layout, colors, and pairing of images challenge conventions to create a cohesive dark theme.
3. Overall, the media product draws from real magazine formats but puts its own spin through modified design elements to both adhere to and
Production schedule action planning sheet
This production schedule outlines tasks for creating a magazine, including taking photos by January 11th, drawing drafts of the cover, contents page, and article spread by January 11th, writing a draft article by January 14th, creating the front cover in Photoshop by January 18th, making the contents page in InDesign by January 25th, editing photos for the spread by January 28th, and finishing the double page spread in InDesign by February 1st. All tasks are assigned to be completed by the document's author.
Question 5
The document describes the design elements used on the front cover, contents page, and a double page spread of a student-created music magazine. The front cover features a serious image of two band members in contrasting dark and bright colors with band names to attract readers. The contents page continues the color scheme and lists bands featured on the cover and their page numbers. The double page spread uses a gothic red and black color scheme with aggressive band images and a play on words relating to the featured band's name.
Question 4
A 16-year-old from Birmingham whose favorite color is black and green. He enjoys rock music, going to concerts, playing games, and hanging out with friends. His favorite band is Marilyn Manson, and favorite song is "The Fight Song." He also likes Rob Zombie, Muse, The Killers, and Betraying The Martyr, downloading and listening to music from these bands on his MP3 player and YouTube.
Question 3
Bauer Media Group would be a suitable media institution to distribute my media product because it is a large, worldwide company that produces magazines focused on alternative rock music. Bauer Media Group produces 38 million magazines per week across 18 headquarters in different countries. Specifically, they distribute magazines like Kerrang! that were an inspiration for my alternative rock music magazine's concept.
Question 7
In 3 sentences or less, the document discusses reflecting on a preliminary college magazine task and what was learned from that initial task to developing the full magazine product. The writer feels they have learned a lot more about what is needed in a magazine by looking back at their preliminary college magazine task and progressing to creating the full magazine.
Question 6
The document discusses the roles assumed and technology used in creating a magazine. The easiest role was photographer as it allowed taking fun photos of friends and showed an understanding of rock band images. The hardest role was journalist, which involved organizing photo sessions and interviews. Adobe Photoshop and InDesign were used to design the front cover and layout, utilizing tools that made for effective magazine creation.
Question 2
This document discusses the key elements of rock music culture and magazines. It describes that rock music fans often dress in black clothing, boots, and trench coats. They have long hair and enjoy attending concerts and music festivals. The magazine aims to attract both male and female readers by featuring a made-up rock band with two male and two female members on the cover. The color scheme uses black, white, red, grey, orange, green, and blue to represent the colors typically worn by the target audience. Photos on the cover and inside feature band members giving serious, aggressive looks to portray a rock image inspired by bands like Avenged Sevenfold.
Question 1
The document provides details on the layout and contents of a music magazine. It includes elements like the cover image featuring an artist, coverlines naming other featured bands, a contents page listing articles by page number, and an interview article example with questions, answers, images and quotes. The goal is to follow magazine conventions to appeal to readers and promote featured artists and contents.
Task 10
The document provides initial ideas for a rock music magazine called Overtone. It will target both male and female audiences aged 16-19. The front cover will feature a long shot of two males and two females dressed in black to represent equal fans of both genders. Photographs on the front cover and in articles will show the band having fun but also depict them as hardworking musicians. The contents page will list features on the left and include band photographs and page numbers. A sample article will interview the band featured on the cover through images and text across two pages. Photographs will show the band practicing, performing live, and the singer passionately singing.
Task 9
This document provides information about the target audience for a rock music magazine. It describes them as typically being 16-19 years old, working class, and interested in rock music, concerts, playing instruments, and socializing. They often dress in band merchandise like t-shirts and hoodies. They listen to rock music daily because the lyrics can relate to personal experiences and lift mood. The target readers want magazine content including interviews, band news, concert guides and competitions about their favorite artists.
More from asmediae12 (20)
Task media
- 1. Preliminary task Evaluation
- 2. Task : In what ways does your media product use, develop or challenge forms and conventions of real media products? What have you learnt about technologies from process of constructing this product?
- 3. In what ways does your media product use, develop or challenge forms and conventions of real media products? Similarities Masthead Dateline Cover lines on the right hand side Main image
- 4. In what ways does your media product use, develop or challenge forms and conventions of real media products? differences Different target audience. Mine are college students My image is of an ordinary college student which my audience can relate to .Whereas the other image is of an famous celebrity therefore is mostly targeted at fans. I have used colours which attract both gender of my audience My image is a medium close up were as the other image is an medium shot.
- 5. In what ways does your media product use, develop or challenge forms and conventions of real media products? Similarities Content title Date line Selection of images Page details Information about photos
- 6. In what ways does your media product use, develop or challenge forms and conventions of real media products? Differences Different theme font Layout of the pages .horizontal and columns. Images are of three basketball players and its related .whereas my images covers the different information that is in the magazine e.g. information on the learning center
- 7. What have you learnt about technologies from process of constructing this product? Through out this product I have several things such as using Photoshop .Here are one in many techniques I have learned: I have chosen a picture for my front cover and placed it in Photoshop . I went on theme fonts to decide what type of style I want for a masthead.
- 8. What have you learnt about technologies from process of constructing this product? I wrote my masthead in different colours-purple and white . Knowing how to write on my picture I started adding on the cover lines and more text.
- 9. What have you learnt about technologies from process of constructing this product? Digital camera I have learnt how to take pictures of different shot types. for example ,my front cover is a medium close up . I learnt how to transfer my pictures from the camera to the computer. Taking the pictures I tried to make sure I followed the rule of third.