F:\Critical Evaluation Guide (But Please Look At Student Examples Too!)

$: F:\Critical Evaluation Guide (But Please Look At Student Examples Too!)$
Section 1

Chapter 1.1 Print Production

Working with existing forms and conventionsReworking the familiar

Section 1 Chapter 1.1 Print Production

How does your school/college magazine and/or music magazine relate to existing examples of these media forms?

What conventions have you observed in terms of:• Design?• Mode of address?• Use of imagery?

OCR Media Studies for AS Dynamic Learning Network Edition© Hodder Education 2008

Working in media production contextsProfessional practice (1)


How did you approach the two tasks individually and in groups? How did you manage time, each other, equipment and other

resources? Can you provide examples of creative problem-solving decisions

you have had to make in relation to:• the development of ideas?• still photography?• image editing?• desk-top publishing?• printing and trialling your work?




How did you organise your human resources – the people involved in the production?

How did you manage locations for photographs and any costumes and props?

Reflect on the importance of design drafting and how the final outcome relates to the draft layout in each case.




Deciding not to use a particular strategy (e.g. no props in photos) is also a creative decision.




Remember! Time management is possibly the most important skill you can learn!


How did you manage your time, and with what success?

Using technologyCreative tools



This is not about technical elements in isolation from the creative process

Instead, you need to ask how enabling the technology was in relation to your creative ideas

Can you provide examples of desk-top publishing (DTP) technology allowing you to do things that extended your creative control

Can you provide examples of DTP technology obstructing or limiting the creative process?

Thinking about audienceMaking meaning



Throughout the two activities you will have been making creative decisions based on ideas you were developing about your readers. Where did these ideas come from? How did they influence the ‘micro’ detail of shot composition and

framing, anchorage, layout, mode of address and register? Did audience feedback confirm expectations or generate surprise?

RepresentingConstructing ‘the real’



How did your ideas and their execution amount to specific representations of school/college life, music and the readers of music magazines?

What sense of reality have you constructed in each case? Who is included and excluded as a result?

F:\Critical Evaluation Guide (But Please Look At Student Examples Too!)

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