Looking back at my preliminary task, what do I feel I have

learnt in the progression from it to the full product?

Organisational skills

•  For my preliminary task, I was fairly unprepared for my photo-shoots. I asked people to come with me and take various photos in the school site, and around the local area, in whatever clothes they were wearing, and did not specifically have a prior plan beforehand.

Organisational skills

•  For my main task however, I had improved on my organisation, and specified if my models needed to bring anything, or what I wanted them to wear.

Organisational skills

•  For the Mac Demarco pictures, my main feature, I needed many photos, and ideally a whole day long photo-shoot. I planned out a day, and the location with a photo-shoot breakdown sheet.

•  Being specific in my planning gave me an abundance of professional quality images, and flexibility for my production work.

Some un-used images

•  In my preliminary task, I used un-manipulated images imported straight from the camera. However in my main task production, I took more care to edit and manipulate images, altering the colour channels and using filters on Adobe Photoshop. As well as developing my prior skill of the magic wand and quick selection tools.

•  Also, both my preliminary and main tasks’ front cover feature a location image, mid-shot.

Comparison of skill - image

•  For my preliminary task, I used fairly basic features on Photoshop with my design. Shape tools and particularly uninspiring text.

•  However, in my main task, I utilised professional and more advanced photoshop tools in my production. Including the pen tool to wrap text around an image. This was very effective in my double page spread, and editorial.

Comparison of skill –design and layout

•  sdsdds

Front cover progression

Alternative pages

The first design took a different approach, trying

to replicate a famous cover of Mac Demarco

I then created another design with a location

shot instead, and created a new colour scheme

that I would use throughout the

rest of my magazine.

Relevance of conventions to my audience

•  In TIMETABLE, I included a QR code to follow my social media convergence. This is because the target audience for TIMETABLE is sixth form students, who are more accustomed to QR codes for education aids.

•  However, in 505, I decided to rely on the social media itself to yield attention from an indie audience.

•  As well as this, I made the decision to include puff promotion, unlike the preliminary task, as it was tailored to attract an indie audience.

•  I moved all information other than social media to the top underneath the masthead and strapline, to clean up the design, and allow the attention to be moved to the bottom of the front cover with the social media, puff promotion, and barcode.

Relevance of conventions to my audience

•  The conventions are fairly similar for both my preliminary task and main task. However, certain conventions are more emphasised in 505.

•  One example, the main image on my contents page, is enlarged in comparison to TIMETABLE and takes up almost half the page. This is because of the significance of ‘star appeal’ (Dyer) to 505 readers unlike the preliminary task, therefore no need for a overly large image.

•  In 505, I set out my features in a clearer and more concise order, separating them between ‘news’ ‘interviews’ ‘reviews’ and ‘win’. This is because the readers have less time to spend, but want clearer directions in the contents page; so the audience needs to be ‘informed and educated’ (Katz) quickly, so that can ‘explore’ (Maslow) magazine’s contents. As well as this, the ‘win’ section is highlighted to draw attention to puff promotion.

Fonts•  In both magazines, I used modern sans serif fonts. However, the

formality of TIMETABLE’s masthead connotes education and an almost more broadsheet style typeface. However, 505’s has more youthful connotations.

•  In 505, there was an overall shift in font stylings, amounting to a more modern and aesthetically pleasing looking magazine. This is important, as 505s readers may be creatives like graphic designers, or a younger audience than the sixth form magazine.