Reasonably short post today about flat plans. Which are, as defined by Wikipedia "…a page plan of a publication that shows how the articles and adverts are laid out."
Here is an example of a magazine front cover flat plan;
Tuesday, 29 September 2015
Planning - Flatplans
Reasonably short post today about flat plans. Which are, as defined by Wikipedia "…a page plan of a publication that shows how the articles and adverts are laid out."
Here is an example of a magazine front cover flat plan;
Sunday, 27 September 2015
Planning - Sixth Form magazine analysis
First of all, today's post follows on from my previous one; where I shared a PowerPoint presentation in which I analysed the front covers and contents pages of three different Sixth form student magazines. And what I shall be discussing in this post is my analysis of what I found out, using these three questions which were given to us by our teacher in class this week;
Q1) What forms and conventions have you identified in 6th form/college magazines?
Ultimately, it is without question that I found many of the typical and expected conventions one might see within each of my chosen sixth form magazines. For example, images which were taken in a medium, close-up or mid shot; the masthead (or block title) being placed in a large and unique font which spreads right across the top of the front cover. And yes these may be the obvious observations to make, as all magazine creators will be aware of certain 'rules' which are expected to be followed. However, what I have also found - particularly with my last chosen magazine titled 'The Purple Blurb' is that these conventions can be broken in order to achieve a form of which I witnessed throughout all of my chosen magazines.
This form I have observed is the aim of making each of the magazines stand out in some way. All of them are the first editions and therefore, it is evident that the authors (the students) want them to appear unique and intriguing - so that an audience will pick it up and read it. Thereby bringing me onto explain how convention can be broken to achieve this form; with 'The Purple Blurb' what I found was that, instead of having one masthead clear and large spread across the top of the cover, and having one main coverline which allowed an audience to be aware of the main story; this magazine made each small bit of text stand out in some way. Yes there was a clear masthead and main coverline, but even the sub-lines had something unique - whether that be a different size font, or if it was written using a different colour scheme. In addition, the second magazine I analysed used an illustration rather than a real-life picture as its main image; highlighting how, in order to make a magazine stand out, specific conventions can be broken.
Q2) How are students and young people represented in these publications?
Now the answer to this question was undoubtedly found once again within all three of the sixth form magazines I analysed.
Each one of the sixth forms had an aim - now that was not only to ensure that someone would pick their magazine up and read it, but it was also to make people possibly visit the sixth form or attend it. In order to do so, what I found was that each magazine portrayed their images and articles in a way which would represent the sixth form students as being very sophisticated and professional; they take pride in their work and their school. However, I also noted in 'The Purple Blurb' that they wanted the students to be represented with all these qualities, yet with a "quirky" and "vintage" character as well - making the sixth form stand out as different and unique. Additionally, with my second magazine 'The Sixth Form Journal' I believe there was a desired representation of the students being maybe a bit 'old-fashioned' and believing in traditional values: portraying the students as people who respect their elders, and other people in society.
Which brings me on to the last evaluation question;
Q3) Who would the audience be for these publications? How can you tell, what techniques have been used?
I believe that there really is no question as to who the desired audiences are for these sixth form magazines. Each one is written by students of the sixth form; connoting a clear intent for fellow students to pick the magazine up and read it. I believe this because each magazine was completely unique in its own way, but was also tailored to the students in particular - there were always a variation of articles which were suited to one person or another; allowing there to be a wider audience for the magazine. However, I also believe that because each magazine was so unique, what that the authors really wanted was for anyone to pick up the magazine; they were each so colourful and eye-catching that they could not be ignored - and I believe that this portrays how much the students wanted their magazine to be read by people outside of their sixth from. Thereby highlighting my previous point further - that the students also wanted to attract an audience that would take an interest in their sixth form and possibly want to attend it. Consecutively I believe this point applies to 'The Sixth Form Journal' in particular; as their old-fashioned and mature theme would appeal to an adult audience, who - if they did read the magazine - would possibly enjoy it so much, that they would want their child to attend this sixth form.
Q1) What forms and conventions have you identified in 6th form/college magazines?
Ultimately, it is without question that I found many of the typical and expected conventions one might see within each of my chosen sixth form magazines. For example, images which were taken in a medium, close-up or mid shot; the masthead (or block title) being placed in a large and unique font which spreads right across the top of the front cover. And yes these may be the obvious observations to make, as all magazine creators will be aware of certain 'rules' which are expected to be followed. However, what I have also found - particularly with my last chosen magazine titled 'The Purple Blurb' is that these conventions can be broken in order to achieve a form of which I witnessed throughout all of my chosen magazines.
This form I have observed is the aim of making each of the magazines stand out in some way. All of them are the first editions and therefore, it is evident that the authors (the students) want them to appear unique and intriguing - so that an audience will pick it up and read it. Thereby bringing me onto explain how convention can be broken to achieve this form; with 'The Purple Blurb' what I found was that, instead of having one masthead clear and large spread across the top of the cover, and having one main coverline which allowed an audience to be aware of the main story; this magazine made each small bit of text stand out in some way. Yes there was a clear masthead and main coverline, but even the sub-lines had something unique - whether that be a different size font, or if it was written using a different colour scheme. In addition, the second magazine I analysed used an illustration rather than a real-life picture as its main image; highlighting how, in order to make a magazine stand out, specific conventions can be broken.
Q2) How are students and young people represented in these publications?
Now the answer to this question was undoubtedly found once again within all three of the sixth form magazines I analysed.
Each one of the sixth forms had an aim - now that was not only to ensure that someone would pick their magazine up and read it, but it was also to make people possibly visit the sixth form or attend it. In order to do so, what I found was that each magazine portrayed their images and articles in a way which would represent the sixth form students as being very sophisticated and professional; they take pride in their work and their school. However, I also noted in 'The Purple Blurb' that they wanted the students to be represented with all these qualities, yet with a "quirky" and "vintage" character as well - making the sixth form stand out as different and unique. Additionally, with my second magazine 'The Sixth Form Journal' I believe there was a desired representation of the students being maybe a bit 'old-fashioned' and believing in traditional values: portraying the students as people who respect their elders, and other people in society.
Which brings me on to the last evaluation question;
Q3) Who would the audience be for these publications? How can you tell, what techniques have been used?
I believe that there really is no question as to who the desired audiences are for these sixth form magazines. Each one is written by students of the sixth form; connoting a clear intent for fellow students to pick the magazine up and read it. I believe this because each magazine was completely unique in its own way, but was also tailored to the students in particular - there were always a variation of articles which were suited to one person or another; allowing there to be a wider audience for the magazine. However, I also believe that because each magazine was so unique, what that the authors really wanted was for anyone to pick up the magazine; they were each so colourful and eye-catching that they could not be ignored - and I believe that this portrays how much the students wanted their magazine to be read by people outside of their sixth from. Thereby highlighting my previous point further - that the students also wanted to attract an audience that would take an interest in their sixth form and possibly want to attend it. Consecutively I believe this point applies to 'The Sixth Form Journal' in particular; as their old-fashioned and mature theme would appeal to an adult audience, who - if they did read the magazine - would possibly enjoy it so much, that they would want their child to attend this sixth form.
Wednesday, 23 September 2015
Generic Research - My Analysis of a Sixth Form Magazine
So in class this week we have been doing a variety of things. We have begun learning about TV drama - analysing miniature clips and taking notes on the effects of different camera angles/shots, editing techniques, sound and mise-en-scene: as well as discussing representations of different groups too (and how the media in particular can stereotype certain categories - i.e; women as being weak, and always relying on men).
In addition, we have also been learning more in-depth about SLR cameras, and how the different settings work (for example, aperture priority, or shutter speed - which can be changed to increase or decrease the amount of light being received through the lens). Moreover, we also began to discover key terminology such as over and under-exposure - and how using that, along with different camera shots/angles, can ultimately result in a highly professional image being produced. When learning about this we had to read a PowerPoint and make notes on the various different factors about the different settings on the camera.
Furthermore, we have also been looking into the codes and conventions of magazines. So, once again we had to read a PowerPoint and make notes on the way that a magazine is put together - i.e; the positioning of the block title and its font and/or the use of one image which is placed in the centre of the cover, to highlight how it is the main focus of the magazine itself (it is also usually an image which has been taken in a medium, close-up or mid shot).
Ultimately, what this led to was a task dictating that we had to find our own image of a genuine sixth form or college magazine which has been made by students, and analyse its front cover and contents pages.
Thereby leading me on to explain that the PowerPoint above is one I made on a site called 'Slideshare' - which shows my analysis of three different sixth form magazines, and there front covers and contents pages. Please feel free to head on over to the site and observe my analysis: along with my interpretations of both pages, and why I feel they were constructed in such a way.
And at the end of this post, I feel it's necessary to say that I feel the main way to understand the sort of things we learnt during class this week would be through the observation of my PowerPoint. I hope that, through that post, my interpretations and opinions of the different magazines shall be more clear to see.
Friday, 11 September 2015
Planning - All about me
So today's post will be an 'All About Me' session. Earlier this week in class we were told to find 10 pictures which best describe ourselves ie; our personalities, hobbies, interests etc. Ultimately when I decided to choose my ten pictures, I stuck with the theme of 'interests' - as I believe it covers all the aspects of this project: my interests also highlight what my hobbies are, and what my personality is like.
So, let me talk you briefly through what each picture is (in case you didn't know already). And I'll also tell you why I chose that picture and what it represents about me as a person.
The top left picture is of a singer called Jessie J. Before I go on to explain why I picked a picture of her I would like to clarify one thing. For me, I feel that unless you are living life as a young person in our generation today, then you cannot truly understand how much music can do for you.
Now the photo next to that is of an Irish band called 'The Script'. For me, when it comes to music I love the honest stuff. I hate - repeat HATE - any music which has no meaning and no clarity to its construction: I won't go into detail of which artists I'm talking about here as I don't want to insult anyone. But these men are amazing! They write so beautifully and I am a very big fan. I have had the pleasure of seeing them play live 4 times and I have met them all; they are the loveliest men on earth and are so genuine in every way. Every note they write conveys so much heart and soul.
Honestly, words can't describe how much I love these boys - they do so much for those who have so little, and I have a lot to thank them for. Another way I believe this represents me is as a girl who is passionate about music; and I analyse it with depth and appreciate it's beauty.
Following on from that is picture number three. Basically, I'm old fashioned and I love Queen!
Freddie Mercury is and always will be my musical icon and my idol!! He is so captivating when he performs on stage, and he is so talented and was taken from this earth too soon. Admittedly, I have cried several times over the loss of such a legend; I'm aware that my feeling of heartache over his loss is also shared by many people across the world. Also, I could sit here and write for a whole year about how amazing the rock band 'Queen' are but, to put it plainly, they are the BEST. BAND. EVER!!!!!What my love for this band represents is really the same as what The Script do. However, I also think this picture highlights a frustration, because - I've never really seen anyone question Freddie Mercury for being gay; yet in society today that seems to always be a major problem: a sin in fact. It's horrible to witness the persecution of normal human beings just because they fall in love with people of the same sex. To me, it doesn't make a difference what your sexual preferences are; it shouldn't stop people loving you. Hence why I think this factor also represents my open-mind and acceptance of people, no matter what their sexuality is.
Next is the last band pictured in the bottom-middle of my collage. Oh yes ladies and gentleman - a 16 year old girl can be obsessed with 'Take That' too...not just your mum!
I have always been quite a big fan of this bands music, yet it wasn't until I treated my mum earlier this for her birthday by taking her to see them live, that I became, well obsessed! They are just so incredible live, and they really do put on an amazing show. Also, I'm not going to lie, they're all pretty good looking for their age.There's no deep meaning behind what this band represents about me; I think it just shows the quirky side to my personality, and that I have a wide-ranging music taste.
Now, it's onto TV shows and actors - I'm not just a massive fan of music; I love TV and films too (a large percentage of the reason why I decided to study Media as a subject). So, without further ado, I shall talk about the first TV picture - which is of a show called 'Ripper Street'. I didn't get into this until this year, but since I started watching it about a month ago I have been addicted.
What this represents about me is my love of History - it's one of my favourite subjects; so any show or book I can find to increase my historical knowledge I will most likely watch or read.
The next two pictures are of a show called 'Poldark' and an actor called Aidan Turner. Once again, Poldark is a historical show but based upon a fictional novel set in a completely different time period. I began watching the show purely out of interest - as my mum had told me it was a show in the 1970's which was getting remade; so I wanted to see what all the fuss was about...well, it's safe to say I know what it's all about! I love it! However, being perfectly honest I love it more for the amazing love story; but the history side of it does intrigue me very much too.
Now to link this to the second picture I feel I must inform you that - through the show - I have absolutely fallen in love with the actor who plays the main protagonist. Can you guess who that might be? Yep. You got it right - it's Aidan Turner. He's just beautiful! He's gorgeous, muscular, kind, sweet, funny and - most importantly - IRISH! Yes, yes, I love Irish people, but come on : who doesn't want to listen to that accent all day?
Evidently, what these two pictures represent about me as a person is a trait us young girls call 'fangirling' - which is basically being obsessed with anything ie; a TV show, singer, actor etc. and then not shutting up about it!
In addition, two more photos which represent the same ideas are the one of a very popular TV show on BBC1 called 'Sherlock' and one of an actor - the most humble, talented, gorgeous, wonderful person; Benedict Cumberbatch. Once again, it was my mum who got me into Sherlock (although I'm more obsessed with Poldark than she is). And, similarly to Poldark, I fell in love with Benedict Cumberbatch through the show. He really is just an incredible person, and I don't think any explanation can truly some up how wonderful he is. Just go and watch 'The Imitation Game' and you'll get what I mean.
To conclude this rather long blog post (sorry about that) is a picture of the logo for the social media site 'YouTube'.
YouTuber's are people who film a variation of videos and post them on the Internet. Now, some can be weird, hilarious, helpful and inspiring. Many of the ones I watch are really funny: like 'side-splitting', "I-can't-breathe-someone-help-me" funny. Some are helpful in regards to make-up, friendships, fashion and relationships. And some make me shed a tear because I relate to them so much. Thereby highlighting a representation of fault that I think a lot of people have. Anyone who watches YouTube often assumes that these people have such an easy life - that their job is a dream-come-true (a hobby that became a job) and a 'walk in the park'. Maybe that's so, maybe it's not. Yet what we all need to comprehend which is far more important is that YouTuber's - like any celebrity or person - are human beings; and they have bad days, and they have feelings. Thus I believe this portrays how much respect I have for so many people. I love it when someone can inspire me to make a change and better myself as a person. And I think that each picture on my collage, does that in some way or another.Thursday, 10 September 2015
Planning - Editing Photos
So within class this week we have been really enjoying getting to grips with using SLR cameras. We went outside, and tried our hand at a variation of different camera angles/shots by using the different settings that the camera provides.
Following on from that, we downloaded our pictures onto the iMac computers we have in our Media classroom, and picked our favourite one to edit.
Once we had chosen our preferred photo, we opened it up in a program called iPhoto, and were let loose like toddlers in a sweet shop to explore the many ways in which we were able to edit our photos.
Now what I would first like to discuss, is the specific reason as to why I picked this particular photograph to edit. I loved it! And was very proud of it - as it was a photo I took my self. I don't say that to boast; it's merely because I have never used such an expensive camera before: and I have never been one for photography - so I think it's fair to say for someone of little photographic experience, I was proud of my efforts.
The photo pictured on the left is the original image I took outside. And the one you will now see below this text - is the final edited version.
I hope it is quite evident as to what drastic changes have been made.
The immediate change I wanted to make, was to make the photo appear much more bright, happy and lively. I love summer! It's such a gorgeous season. And, I have to admit - when September struck - I was quite sad at the thought of warm sunny days coming to an end.
So, I first changed the brightness of my photo - increasing it notch by notch until I was happy. Then, to avoid losing any colour from my photo, I increased saturation, to deepen the colours and make them richer; I did this to really enhance the amazing colours of the berries on the bushes. Furthermore, just to enhance the summery feel of my photo - and the gorgeous colours that little bit more - I then added highlights to my photo, creating more of a glisten and shine where the sunlight naturally hit the berries.
However, at this point I found things were getting a little too bright in my newly edited photo - so, I added a tiny bit of shadow as well; in the hope it would soften the intensity of colour and brightness ever so slightly, so that it wasn't too overpowering.
Lastly, as the berries were really my main muse when taking this photograph, I wanted to make that more evident by using a 'blurred edges' effect on iPhoto to - as the name suggests - blur the edges around the photo, and make them less clear: just so the berries came more into focus. Overall, I am very proud of my finished edit, and this was a post I really enjoyed writing.
Following on from that, we downloaded our pictures onto the iMac computers we have in our Media classroom, and picked our favourite one to edit.
Once we had chosen our preferred photo, we opened it up in a program called iPhoto, and were let loose like toddlers in a sweet shop to explore the many ways in which we were able to edit our photos.
Now what I would first like to discuss, is the specific reason as to why I picked this particular photograph to edit. I loved it! And was very proud of it - as it was a photo I took my self. I don't say that to boast; it's merely because I have never used such an expensive camera before: and I have never been one for photography - so I think it's fair to say for someone of little photographic experience, I was proud of my efforts.
The photo pictured on the left is the original image I took outside. And the one you will now see below this text - is the final edited version.
I hope it is quite evident as to what drastic changes have been made.
The immediate change I wanted to make, was to make the photo appear much more bright, happy and lively. I love summer! It's such a gorgeous season. And, I have to admit - when September struck - I was quite sad at the thought of warm sunny days coming to an end.
So, I first changed the brightness of my photo - increasing it notch by notch until I was happy. Then, to avoid losing any colour from my photo, I increased saturation, to deepen the colours and make them richer; I did this to really enhance the amazing colours of the berries on the bushes. Furthermore, just to enhance the summery feel of my photo - and the gorgeous colours that little bit more - I then added highlights to my photo, creating more of a glisten and shine where the sunlight naturally hit the berries.
However, at this point I found things were getting a little too bright in my newly edited photo - so, I added a tiny bit of shadow as well; in the hope it would soften the intensity of colour and brightness ever so slightly, so that it wasn't too overpowering.
Lastly, as the berries were really my main muse when taking this photograph, I wanted to make that more evident by using a 'blurred edges' effect on iPhoto to - as the name suggests - blur the edges around the photo, and make them less clear: just so the berries came more into focus. Overall, I am very proud of my finished edit, and this was a post I really enjoyed writing.
Thursday, 3 September 2015
Planning - Why I Chose to take A Level Media Studies
So, as the title infers - my first post on my SHSG blog will be all about why I chose to take Media Studies at A level.
Firstly, when I began to look at what sixth form I wanted to go to at the start of year 11, I always knew that the two subjects I most definitely wanted to take were History, and Media. Now, I came to this decision as both of these subjects were my favourite throughout school.
Evidently, I didn't study Media fully before my GCSE's - however - in Year 9, my English teacher was the head of Media at my school and he wanted us all to do a mini GCSE taster course on one aspect of Media Studies - cinematography; at first I hated the idea of talking about camera angles and how they're effective: but as I got into it, I loved it!! I threw myself right into the prospect of doing a whole term on this topic, and as a result, my grade at the end of it was an A*.
I remember handing in my work and saying to my English teacher, "Sir, I'm so sorry this really isn't good, I don't think I understood the question". Yet when he handed my work back to me in the next lesson, he said it was A level standard! I could not believe it - but from that moment forward my teacher kept on pestering me to take Media as a GCSE. Ultimately he knew he was wasting his breath, because as soon as a saw that A* I knew I wanted to take Media Studies as a GCSE - and even considered a pursuing a career in Media.
Following on from this, as I completed my GCSE course, I knew - without a doubt Media and History were my passions and therefore they became my first A level choices at every single sixth form I applied to.
Overall, what made me decide to take Media as an A level is my passion for the subject. I love to analyse films in every way possible, I love to question every camera angle, shot, editing technique, soundtrack and costume piece to name but a few factors. In addition, my desired career path is to become a film and television director; or at the least, a supervising director - remaining by the director's side constantly - helping in any and every way that I can; so that the director is sure to achieve the perfect film, TV show or documentary that they envisaged when they first decided to make it. More specifically, I would love to work on historical dramas such as 'Poldark', 'The Musketeers' and shows similar to them, due to my love of History too.
So, to clarify, I love media!! And over the past 3 years my passion has grew: thus I came to the decision to take Media Studies as an A level subject at Southend High School for Girls.
Firstly, when I began to look at what sixth form I wanted to go to at the start of year 11, I always knew that the two subjects I most definitely wanted to take were History, and Media. Now, I came to this decision as both of these subjects were my favourite throughout school.
Evidently, I didn't study Media fully before my GCSE's - however - in Year 9, my English teacher was the head of Media at my school and he wanted us all to do a mini GCSE taster course on one aspect of Media Studies - cinematography; at first I hated the idea of talking about camera angles and how they're effective: but as I got into it, I loved it!! I threw myself right into the prospect of doing a whole term on this topic, and as a result, my grade at the end of it was an A*.
I remember handing in my work and saying to my English teacher, "Sir, I'm so sorry this really isn't good, I don't think I understood the question". Yet when he handed my work back to me in the next lesson, he said it was A level standard! I could not believe it - but from that moment forward my teacher kept on pestering me to take Media as a GCSE. Ultimately he knew he was wasting his breath, because as soon as a saw that A* I knew I wanted to take Media Studies as a GCSE - and even considered a pursuing a career in Media.
Following on from this, as I completed my GCSE course, I knew - without a doubt Media and History were my passions and therefore they became my first A level choices at every single sixth form I applied to.
Overall, what made me decide to take Media as an A level is my passion for the subject. I love to analyse films in every way possible, I love to question every camera angle, shot, editing technique, soundtrack and costume piece to name but a few factors. In addition, my desired career path is to become a film and television director; or at the least, a supervising director - remaining by the director's side constantly - helping in any and every way that I can; so that the director is sure to achieve the perfect film, TV show or documentary that they envisaged when they first decided to make it. More specifically, I would love to work on historical dramas such as 'Poldark', 'The Musketeers' and shows similar to them, due to my love of History too.
So, to clarify, I love media!! And over the past 3 years my passion has grew: thus I came to the decision to take Media Studies as an A level subject at Southend High School for Girls.
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