Preliminary Task - Evaluation - Question 7

Looking forward towards your main task, what do you feel you have learnt about the production process that will help you as you approach the full product?

I feel that the production process for the preliminary task went fairly ok. During the production I have found keeping to a time schedule was extremely important if you wanted the task finished in time. As I thought I had all the time in the world towards the end of the production process I was needing extra time, so time managment needs to be improved in order to present the best work up to a good quality. If my drafts had been more thought about I would of found this task a lot easier because my designing process would not had set a time schedule I would have been able to produce a better media product. Now my final versions are complete I  feel that I would want to change the photos I took because I rushed these and they could of been better quality if I managed my time properly. As my magazine was based around Trinity School and religion I could of used more of a variety of images in my media product to show I have used useful research and technology. The time management would definately been one thing I learnt during the production process and definately be more organised with time, when this is down this will allow me to produce a best standard piece of work, this will also help me as I approach the full product.

Preliminary Task - Evaluation - Question 6

What have you learnt about technologies from the process of 

constructing this product?

I have studied media studies for two years in GCSE and I feel like I have gained and learnt a good knowledge of Photoshop. I know our preliminary task involved Photoshop which was to edit our images. However the task also involved using Illustrator which I have had not much experience of so my knowledge of this software wasn't up to great standards. As a class we was then introduced to InDesign which was a completely new and had no knowledge of this programme. Though I had not much experience in using the different softwares I didn't have a good understanding of taking professional like images but by taking many varities of shots I was able to gain more of an understanding especially when it come to taking a photo that had to be reframed. However I do feel that my knowledge of InDesign, Illustrator and using a camera has improved a vast amount and I will be able to maintain these skills and abilities in the next given task.

Here is a prezi to show my skills and abilities that I learnt about the technologies from the process of constructing my media product: http://prezi.com/eubnglmjarsr/edit/?auth_key=7ivmfsv&follow=zxwa4r06ypup

 

Here is also previous work that I used with different technologies:

 

Preliminary Task - Evaluation - Question 5

Who would be the audience for your media product?

Here is a video explaining who would be the audience for my media product.

Preliminary Task - Evaluation - Question 4

How did you attract/address your audience? 

I asked students to review and comment my media product. The audience were asked to comment on what they found attractive and what attracted them to the magazine. A Wordle image has been created to show the good comments of the final and drafts of my media products.

  

During the designing I have thought about what different elements would be used to attract and address the audience:

I have used the institution of school to attract and address the audience this is done by making sure my images follow this. I emphasised this by the children  in the image wearing school uniform. This reflects that the school take pride in their environment and everyone in the school is an equal part. This also shows who the targeted audience is by the children doing their work and what type of environment they are in and by the cover lines its introducing the audience to go to the school chapel which highlights the what type of audience will be reading.


I have also attracted/addressed the audience by using particular furniture and code and conventions that will want the audience to read on, this is shown by using cover lines to engage the reader to find out whats going on at Trinity School. Also images I have included on my media products will attract the audience by using an image of their work, which will make the audience (school children) feel like they are involved in the school community.

Preliminary Task - Evaluation - Question 3

What kind of institution might distribute your media product and why?

My magazine front cover and contents page has a targets Secondary School children. However other audiences such as, primary school children may take an interest as they are looking for a Secondary School to attend.  Also staff or adults of the pupils could also be interested in reading the magazine. The kind of institution that might distribute my media product is a local church because of the religious theme my magazine front cover and contents page has created. Although Primary schools may also want to distribute my media product because the year 6 group are looking for a secondary school so this will inform them of what Trinity School is about within the school itself.

Below is a link of a Primary school that would be a useful distribution of my media product because they follow the C of E school community just like Trinity.

http://www.stmichaels-eastwickham-ce-school.co.uk/

Preliminary Task - Evaluation - Question 2

How does your media product represent particular social groups?

Here is my video of me showing how my media product represents particular social groups.

Preliminary Task - Evaluation - Question 1

In what ways does your media product use, develop or challenge forms and conventions of real media products?

I have demonstrated this question by using annotated magazine front cover page and contents page. I have annotated professional and my designed front cover and contents page these have have been labeled and explained with the use of why codes and conventions are followed. Below is the final version of my front cover page and contents page, they have been annotated to show what codes and conventions were used, developed or challenged forms and conventions of the real media products, also shown below.