Evaluation

Evaluation

During the course of making the magazine I found I changed my mind of how the magazine will look and the messages it will convey to the reader, during the course of the advert I changed the picture the text and even the barcode. Through- out my research my idea has changed of how the magazine will look as there were conventions I didn’t see to start off with that I have only just realised, i.e. the barcode is on the right so people won’t see it when it’s on a shelf, this is because it won’t attract the customer to the magazine. The magazine was changed multiple times from this

 

 

To this

 

 

 

 

 

 

I did this so the colour of the magazine stayed with the typical convention of pairs that way the reader could link the colours together and nothing seemed random or out of place.  I believe my work has used all the modern conventions used by real magazines to give it a real sense of realism and so it won’t be mistaken for an attempt of a magazine. Also the main features such as the mast title are all included to make it look like a real magazine.

My magazine has a target market of stereotypical college students who want to settle into their new college, the age range of my group would be 16-19 year olds. So new students starting the college who want to know about the college how it runs and how they can settle in better to the surroundings, also outside clubs and new improvements to the school returning students will need to know about so they are up to date and informed about the college.

I offered the students (target audience) by offering competitions this would hopefully attract the reader to enter the competition and read the magazine also I have showed there is a feedback area so the student can feel like with the magazine it gives them a voice to speak to the principal.

During the magazine production I transformed the image and adapted it to fit the cover perfectly and I manipulated it so it would look good, also I used the clone tool so I could define the edges of the words.