Gotcha Covered! Magaine cover design: Level 4 - Strand Media: The Arts (2002) sourcebook modules

SOURCEBOOK MODULE

THE ARTS

Lower secondary: Level 1 2 3 4

4 5 6

Gotcha covered! Magazine cover design

Gotcha covered! Magazine cover designGotcha covered! Magazine cover design

Gotcha covered! Magazine cover design

Strand

Media

Purpose

PurposePurpose

Purpose

Students build an understanding of magazines and cover design. They create a

concept for a new magazine and use multimedia technology to create a cover that

targets a specific readership.

Overview

OverviewOverview

Overview

Activities in this module are designed to promote student-centred learning using three

sequential planning phases.

Phase Activities

Phase 1 —

The mag scene

Students:

• examine magazines and their target audiences

• analyse the way the readership is represented through media

languages and magazine features.

Phase 2 —

It's a bust!

Students:

• explore the context of the magazine publishing industry

• apply their skills with languages and technologies to reconstruct a

magazine advertisement or cover.

Phase 3 —

Undercover!

Students:

• develop a concept for a new magazine

• design and produce a magazine cover that appeals to a particular

youth audience.

The Arts Gotcha covered! Magazine cover design

Using this module

sing this modulesing this module

sing this module

Focus

This module provides suggestions for planning, teaching and assessing using core

learning outcomes and core content from the Years 1 to 10 The Arts Syllabus. Gotcha

covered! presents one way of planning with the core learning outcomes and may be

adapted to suit the particular context of a school.

Activities in this module contribute to learning in literacy, numeracy, lifeskills and a

futures perspective, and can be used for gathering evidence about students’

development in these cross-curricular priorities. Students are engaged with the

operational dimension of literacy when they develop the ability to recognise and use

the systems of signs and patterns of codes related to the magazine covers. By

exploring the cultural and historical contexts surrounding texts, asking questions about

why texts are designed in certain ways and identifying the target market, the students

are also developing the cultural and critical dimensions of literacy.

Aspects of numeracy are included in graphic design when the student must consider

proportion, symmetry and balance. Lifeskills included are personal development skills,

social skills, and self-management skills. These skills are developed when students

are involved in collaborative projects with local organisations and develop critical

viewing of images portrayed in the media and marketing material. A futures orientation

in the activities encourages students to consider possible and preferred future

magazines and their implications.

Some students with physical and/or vision impairment may need assistance with some

of these activities. Obtain advice from their support teachers.

Module organisation

The module is designed to be flexible in delivery and to respond to individual class

contexts. The phases do not correspond to lessons, which means media activities can

be planned in shorter or longer extended timeframes as is most appropriate to the

timetable and student ability.

At the end of the activities in each phase, you will find Teaching considerations. These

provide ideas, suggestions and clarification relevant to the activities.

Evaluation of a unit of work

After completion of units of work developed from this module, collect information and

make judgments about:

• teaching strategies and activities used to progress student learning towards

demonstrations of core learning outcomes

• opportunities provided to gather evidence about students’ demonstrations of core

learning outcomes

• future learning opportunities for students who have not yet demonstrated the core

learning outcomes

• the extent to which activities matched the needs of particular groups of students

and reflected equity considerations

• the appropriateness of time allocations for particular activities

• the appropriateness of resources used.

Information from this evaluation process can be used to plan subsequent units of work

so that they build on and support student learning. The evaluated units of work may

also be adapted before their reuse. For further information, refer to the ‘Curriculum

evaluation’ section in the sourcebook guidelines.

The Arts Gotcha covered! Magazine cover design

Core learning outcomes

Core learning outcomesCore learning outcomes

Core learning outcomes

This module focuses on the following core learning outcomes from the Media strand of

the Years 1 to 10 The Arts Syllabus.

Level statement: Level 4

Students make considered decisions about the selection and combination of media

languages and technologies to construct meaning using generic conventions and

different media forms. Students understand that the type of media form and the

audience that is being targeted will influence the choices made in construction and

presentation. Students analyse media languages and technologies being used to

construct representations that have become accepted by audiences as generic

conventions. Students apply this understanding to construct their own representations.

ME 4.1 Students apply media languages and technologies through genre

conventions to construct media texts.

ME 4.2 Students select media forms and apply technologies to construct and

present media texts to target an audience.

ME 4.3 Students analyse the media languages and technologies used by them and

others to construct representations using generic conventions.

Core content

Core contentCore content

Core content

This module provides a learning context for the following core content from Level 4 of

the syllabus in addition to the core content from previous levels:

media

languages

• genre conventions — in magazine cover designs and

promotional texts

• lighting — in the construction of specific representations

media

technologies

• publishing — desktop publishing

audiences

• marketing — construction and promotion of a new magazine

institutions

• genres from a range of media forms — print, broadcast and

digital

• purpose — to construct an image to target an audience

representations

• cultural groups and issues as portrayed on magazine covers

and in advertising

The Arts Gotcha covered! Magazine cover design

Assessment

AssessmentAssessment

Assessment

The following table provides examples of opportunities for gathering evidence and making judgments

about student demonstrations of The Arts core learning outcomes in this module. When making an on-

balance judgment about demonstrations of the learning outcomes, consider all of the points in the

‘Making judgments’ column. The table is neither exhaustive nor mandatory. Assessment opportunities

should be negotiated with students to maximise their demonstrations of these outcomes in a variety of

ways. Reflect with students on evidence gathered to make judgements about their demonstrations.

Outcomes Gathering evidence Making judgments

Level 3

When creating media texts, do students:

• combine and manipulate media languages to

construct one perspective through such

processes as addition, deletion, sequencing,

cropping and overlaying?

• use available technologies to construct a

particular image through combinations of text

and images?

ME 3.1

Students combine

and manipulate

media languages

and technologies to

construct intended

meanings.

ME 4.1

Students apply

media languages

and technologies

through genre

conventions to

construct media

texts.

Students may:

• reconstruct the meaning in a

magazine advertisement

• develop the concept for a new

magazine

• design a magazine cover

• participate in and make individual

contributions to group activities.

The teacher may use:

• peer- and self-assessment

• teacher observation

• focused analysis

recorded in:

• checklist

• criteria sheets

• media journal.

Level 4

When creating media texts, do students:

• apply their knowledge of shot type, eyeline,

pose, design elements, colour, persuasive

language, symbols and lighting?

• apply their knowledge of composition for the

selection of photographs?

• make considered decisions about the design

elements, layout and style of the cover to

reach a targeted readership successfully?

• apply their understanding of the conventions of

advertisements to create a new meaning from

an existing one?

• apply their understanding of magazine

conventions when creating their concept, such

as niche audience appeal, interviews, celebrity

or expert features, regular columns,

advertising, photographic content?

Level 3

When producing and presenting for

audiences, do students:

• present their texts to a specified audience of

peers, school community, family, penpal?

• use the appropriate presentation techniques

for a media form — for example, industry pitch?

ME 3.2

Students present

media texts to a

specified audience

using presentation

techniques

associated with

particular media

forms.

ME 4.2

Students select

media forms and

apply technologies

to construct and

present media texts

to target an

audience.

Students may:

• reconstruct a magazine

advertisement and present it in a

display

• present a business plan as an

industry-style pitch.

The teacher may use:

• peer- and self-assessment

• student–teacher consultation

recorded in:

• checklist

• criteria sheets

• media journal.

Level 4

When producing and presenting for

audiences, do students:

• select the appropriate media form to appeal to

and reach targeted audiences?

• apply known processes and skills with

available technology to construct and present

a magazine image, for example photographic

techniques, publishing layout, choice of fonts,

graphic design elements and image

manipulation?

• use technology to enhance the presentation of

a media text and make it more appealing to

audiences?

• consider the characteristics of the audience

when making decisions in the creation of a

magazine cover or concept?

• make appropriate decisions about the

presentation to reach the targeted audience?

This table is continued on the next page…

The Arts Gotcha covered! Magazine cover design

Outcomes Gathering evidence Making judgments

Level 3

When analysing, do students:

• identify and examine the use of media

languages that construct representations of

people and magazines?

• compare the way different types of magazines

portray gender, age group and lifestyle?

ME 3.3

Students examine

and compare the

particular languages

used to construct

various

representations

across media forms

and genres for

specific purposes.

ME 4.3

Students analyse

the media

languages and

technologies used

by them and others

to construct

representations

using generic

conventions.

Students may:

• analyse an unfamiliar magazine

• analyse the representation of young

people in magazines

• analyse their own and their peers’

use of languages and technologies in

the concept for a new magazine.

The teacher may use:

• peer- and self-assessment

• focused analysis

recorded in:

• checklist

• criteria sheets

• media journal.

Level 4

When analysing, do students:

• identify how magazines use media languages

in particular ways to construct representations

of the magazine, readership, gender, age,

career, industries?

• examine the use of conventions such as

camera shot, design elements, headlines,

clothing, make-up, title, colour, layout, font and

facial expression on magazine covers?

• analyse the representations they construct

through their use of conventions of cover

design?

• analyse their own and others’ use of the

conventions of a pitch and a magazine when

constructing and presenting a concept for a

new magazine?

The Arts Gotcha covered! Magazine cover design

Background information

Background informationBackground information

Background information

The Australian public is one of the largest consumers of magazines in the world and

students make up a significant percentage of that consumer group. Magazine

publishers are now producing publications for almost every age and interest group in

the community. Students are encouraged to explore the potential of image

manipulation and graphic design through digital multimedia technology. The activities

provide students, as consumers of these texts, with the opportunity to look beyond the

glossy exterior so they can be empowered to challenge the marketing delivered on the

covers.

Terminology

Students have opportunities to become familiar with and use the following terminology

in this module:

advertorial

anti-advertising campaign

business plan

“chequebook journalism”

circulation

consumption

cross media

demographics

fad

magazine genre

mail order

pitch

publishing

readership

sponsorship

target audience

trend

School authority policies

Be aware of and observe school authority policies that may be relevant to this module.

Education Queensland policies on health and safety considerations for Media can be

found at www.education.qld.gov.au/corporate/doem/sindex/m-ind.htm

For policies and guidelines for the Catholic sector, refer to the Queensland Catholic

Education Commission website at www.qcec.qld.catholic.edu.au/www/index.cfm

Equity considerations

This module provides opportunities for students to increase their understanding and

appreciation of equity and diversity within a supportive environment. It includes

activities that encourage students to:

• be involved within a supportive environment when sharing responses to texts

• work individually or in groups when designing and creating covers

• value diversity of ability, opinion and experience when discussing interpretations of

images, particularly stereotypes

• support one another’s efforts in the creative process

• become empowered to communicate using the language and technologies of the

media.

It is important that these equity considerations inform decision making about teaching

strategies, classroom organisation and assessment.

The Arts Gotcha covered! Magazine cover design

Support materials and references

Support materials and referencesSupport materials and references

Support materials and references

The following lists of materials are suggested resources that may be helpful additions to your

professional library. Review material before using it with students. Resources referred to in this

module are identified with an asterisk (*).

Information relating to copyright issues may be found at the Australian Copyright Council Online

Information Centre at www.copyright.org.au/index.htm

. Please note the licence conditions

applying to downloading and printing information sheets from this site.

Teacher reference

Curriculum Concepts, 1996, Media Today — Interpreting Newspapers, Magazines, Radio, TV,

Movies and the Internet, Globe Fearon Educational, New Jersey.

Department of Education Queensland, 1994, Media Curriculum Guide for Years 1 to 10

Constructing Realities, Publishing Services Department of Education Queensland, Brisbane.

Fusillo, A. 1997, Network Media — Reading and Interpreting the Media, Oxford University

Press, Sydney.

Gilroy, K. 1996, Advertising: The Hard Facts Not the Hard Sell, The Advertising Federation of

Australia, Sydney.

Niven, C. and Youngson, C. 1989, Introducing Media Studies — Advertising in Action, Hodder

and Stoughton, London.

Quin, R. and McMahon, B. 1997, The Big Picture, Curriculum Corporation, Melbourne.

Stewart, C. and Kowaltzke, A. 1997, Media — New Ways and Meanings, Jacaranda Wiley,

Milton.

Electronic

Audio visual

Gilroy, K. 1996, Advertising: The Hard Facts Not the Hard Sell, The Advertising Federation of

Australia, Sydney.

Websites

(All websites listed were accessed in June 2002)

*Adbusters: www.adbusters.org/

Australian Children’s Television Federation: www.actf.com.au/

*Benetton: www.benetton.com/

The Body Shop: www.thebodyshop.com.au/

Bush Scene from Down Under: www.herbertonss.qld.edu.au/bushscene/bsintro.htm

Triple J Drum: www.abc.net.au/triplej/triplej.htm

Teen Voices Magazine: www.teenvoices.com/index.html

Photography

Photographic Libraries: www.photographiclibraries.com/

Kodak: www.kodak.com.au/

Organisations

Australian Teachers of Media Queensland Inc: www.pa.ash.org.au/atomqld/

Queensland School Curriculum Council: www.qscc.qld.edu.au/

The Arts Gotcha covered! Magazine cover design

Activities

ActivitiesActivities

Activities

Phase 1 — The mag scene

Students:

• examine magazines and their target audiences

• analyse the way the readership is represented through media languages and magazine features.

Outcomes Activities Gathering evidence

ME 4.3

Students analyse

the media

languages and

technologies used

by them and others

to construct

representations

using generic

conventions.

Students:

• research and collect a variety of magazines promoted to their

age group or read by them

• reflect on their magazine readership (see Student resource 2).

• collaboratively sort and categorise the magazines into genre

categories, for example, fashion, sport, music, software, video

games and entertainment

• identify and describe what they believe the demographics for

the target readership to be, including:

– sex and age

– socioeconomic group

– interests and lifestyles

– issues that are of concern (see Teaching considerations)

• identify new trends and hobbies, such as Xtreme sports, that

have resulted in new publications in the last five years

• analyse a familiar and an unfamiliar magazine by identifying

and examining:

– the title and cover images and design

– the topics covered in one issue

– the relationship between the copy content and the advertising

– the representation of gender, places, events and issues

– the media languages that have been used in the construction

and promotion of these representations

– the values and lifestyle promoted (See Student resources 1

and 2.)

• share their findings in a discussion and compare interpretations

with regular readers of the type of magazine analysed

• compare magazines aimed at audiences of different sexes or

ages, such as Barbie and Dolly

• discuss magazines that may appeal to both genders or a range

of age groups

• compare and examine the similarities and differences in the

ways various magazines represent groups of young people.

Consider:

– overall format of articles, interviews, features, regular

features and columns such as advice columns

– media languages in the overall design and layout

– products and techniques used in advertising

– promotional strategies to attract buyers

• discuss contemporary and evolving forms, such as online

e-zines, and compare the conventions used in print, online and

cross media magazines

• present these findings to the class in an audio-visual mode.

ME 4.3

Assessment techniques:

• student–teacher

consultation

• focused analysis

Teaching considerations

Establish a shared understanding of the genres of magazines and the role the media plays in bringing information to

a youth audience. Focus on the languages and technologies used to target audiences. Include texts the students are

unfamiliar with by accessing magazines which appeal to readers other than the students. The broader the selection of

texts, the richer the analysis and discussion will be, and students will find it easier to focus on the analysis task

without being distracted by the content. Consider magazines that are published for particular occupations or industries.

Make students aware that demographic groupings can lead to stereotyping the behaviour of certain groups of people,

especially in relation to gender. Some students may not have access to magazines due to cultural, sociocultural or

socioeconomic circumstances or religious beliefs. Either make texts available to individual students and familiarise

them with the relevant media forms or consider alternative ways that students can explore the media concepts and

demonstrate the learning outcomes.

The Arts Gotcha covered! Magazine cover design

Phase 2 — It’s a bust!

Students:

• explore the context of the magazine publishing industry

• apply their skills with languages and technologies to reconstruct a magazine advertisement or cover.

Outcomes Media activities Gathering evidence

ME 4.3

Students analyse

the media

languages and

technologies used

by them and others

to construct

representations

using generic

conventions.

ME 4.1

Students apply

media languages

and technologies

through genre

conventions to

construct media

texts.

Students:

• research the technologies used in the production of the

magazines they consume

• discuss technologies used to access copies of various

magazine forms (print, mail order, online and cross media,

such as television and print)

• discuss possible and preferred means of accessing magazines

in the future

• research institutions that publish and promote magazines, for

example publishing houses, newsagents, local shops and the

internet

• experience an institutional context that promotes or publishes

magazines such as a visit to a publishing house, newsagency,

advertising agency, printer or photographic studio

• collect magazine covers from a particular genre or group of

magazines that target audience groupings, such as teens,

cars, sports, computers/IT, music, women or men.

• examine the covers to identify the generic conventions, for

example:

– layout of text and image(s)

– how the cover relates to the contents

– font style and position, colour, paper

– cover image, pose, eye line

– use of a personality or a stereotyped image

– promotional strategies such as competitions, give-aways

and samples (see Student resource 3).

• document the conventions in a media journal and analyse the

use of the conventions:

– What does the image and design indicate about the

readership the publishers would like to attract and the style

of publication?

– Which stories does the layout suggest are the lead stories?

• discuss the role of a cover in selling specific issues

• discuss the role of advertising in making magazine publishing

commercially viable

• analyse magazine issues for the percentage of pages devoted

to advertising or advertorials

• discuss the relationship between the features, interviews and

regular feature copy and the products advertised, advertisers

and targeted demographics

• introduce students to institutions such as Adbusters

(www.adbusters.org/

) and Benetton (www.benetton.com/) that

challenge gender constructions through specific anti-

advertising campaigns (see Teaching considerations)

• examine and discuss the role of these anti-advertising

campaigns

• choose an advertisement or cover that promotes a specific

construction of gender

• work collaboratively to reconstruct the image in the selected

advertisement or cover by changing the text or altering the

image

• document the process of manipulation and describe the new

intended interpretation

ME 4.3

Assessment technique:

• focused analysis

ME 4.1

Assessment technique:

• peer- and self-

assessment

This table is continued on the next page…

The Arts Gotcha covered! Magazine cover design

Outcomes Media activities Gathering evidence

ME 4.2

Students select

media forms and

apply technologies

to construct and

present media

texts to target an

audience.

• construct a class display of the reconstructed advertisements

with accompanying information about the original

advertisement and the new intended interpretation

• conduct a self- and peer-evaluation of the meaning

reconstructed and its effectiveness (see Student resource 5).

ME 4.2

Assessment technique:

• peer- and self-

assessment

Teaching considerations

It is important for students to experience a range of magazine genres that are inclusive of cultures, contexts, ages

and genders. The material displayed on the Adbusters and Benetton websites will need to be reviewed prior to

student viewing. Both sites may contain information that is offensive to students or not appropriate for their age

group.

Make clear to students the difference in the usage of the terms gender and sex. The term “sex” should be used when

discussing representations of males and females, while “gender” refers to the portrayal of dominant masculinities and

femininities.

Students need to understand the concept of stereotypes because they are so often used in the media. Students also

need to understand that the reason stereotypes are used is because viewers quickly and easily recognise them. For

students to develop critical literacy skills, they need to be able to recognise when stereotypes are being used and to

differentiate the stereotyped attributes from the attributes of real individuals or groups in their communities. They

need to develop an understanding that stereotypes are often incorrect, overgeneralised and negative and can

disempower people. Investigations of stereotypes could support demonstrations of the Studies of Society &

Environment core learning outcome CI 3.2 — Students identify stereotyping, discrimination or harassment to develop

a plan that promotes more peaceful behaviours.

The Arts Gotcha covered! Magazine cover design

Phase 3 — Undercover!

Students:

• develop a concept for a new magazine

• design and produce a magazine cover that appeals to a particular youth audience.

Outcomes Activities Gathering evidence

ME 4.1

Students apply

media languages

and technologies

through genre

conventions to

construct media

texts.

Students:

• invite a guest speaker or visit a local institution that produces

magazines such as a publishing house

• research the production roles and processes involved in

producing a magazine cover

• discuss standard practices in the magazine industry, such as

market research, advertising, cover design, “scoops” and

“chequebook journalism”

• are introduced to a design brief that clearly states student

expectations for the development of a concept for a new

magazine and construction of a sample magazine cover. (See

Student resource 4.)

• design and document initial concepts for the magazine and

cover and explain how it targets a particular demographic and

offers a new type of magazine

• present to class members the group’s proposal outlining the

main idea and look for the magazine, including use of media

languages and technologies and specific strategies for

targeting an audience

• provide feedback to each other and suggestions for the

concepts presented

• collaborate with others to decide:

– their target readership

– ideas for the design of their magazine cover

• set timelines for each production stage

• identify technologies they will need to create their designs

• document the design and conceptualisation phases of the

magazine in a media journal

• consider roles and duties and identify the technologies

(hardware and software) that will be needed in the production

of the magazine cover

• are introduced to a ‘paint’ software program such as Corel

Draw or Corel Photo Paint

• explore and investigate the features, capabilities and potential

of this software program through a structured and focused

series of activities that capture and manipulate the elements of

media languages, for example:

– font, titles and text boxes

– pasting and masking of text and image

– colour, backgrounds, back fill and filters

– images and image layering

– additional features and options

• workshop the features of available cameras and revise their

understanding of photographic elements within the context of

cover photographs (see Teaching considerations)

• document ideas and decisions related to the creative process

and problem solving in a media journal

• choose one of the roles they know about in the production of

the magazine cover, or a role that is of interest, and research

the responsibilities of a person in that role

• present information about the role to the class

• apply their knowledge of technologies to create their preferred

design, documenting the processes they undertake

ME4.1

Assessment techniques:

• teacher observation

• peer-assessment

• focused analysis

This table is continued on the next page…

The Arts Gotcha covered! Magazine cover design

Outcomes Activities Gathering evidence

ME 4.2

Students select

media forms and

apply technologies

to construct and

present media

texts to target an

audience.

ME 4.3

Students analyse

the media

languages and

technologies used

by them and others

to construct

representations

using generic

conventions.

• design and create a business plan for the promotion of their

magazine

• present this business plan in the form of a pitch to a potential

publishing house (see Teaching considerations). Focus areas

to consider are:

– promotions budget and timelines

– audience appeal through such strategies as celebrity

columns

– audience interactivity, through feedback columns or website

– predicted circulation (for example, weekly, bi-annually)

– cost of magazine (free readership or subscription)

– advertising and sponsorship to support or subsidise

readership costs

– distribution — newsagents, shops or online

– media forms for promotion (radio, TV, digital and print)

– promotional campaign and/or launch

– spin-off products, billboards and use of celebrities

• design and produce a promotional media text to support their

group’s business plan, such as an advertising banner on a

webpage or a business card.

• present the text as part of a display promoting the new

magazine to another group of students who act as publishers

• in role as publishers, give feedback to the creators of the cover

on its effectiveness in targeting the predicted audience and its

use of languages and technologies

• document the evaluation in their media journals

• share these conclusions with others.

ME4.2

Assessment technique:

• student–teacher

consultation

ME4.3

Assessment technique:

• peer- and self-

evaluation

Teaching considerations

For activities and information about teaching students skills in photography see the Level 3 Media module Making

meaning. For information about a pitch, a method used by the industry to introduce an idea for a concept to industry

buyers, see the Level 6 Media module Eye openers.

It is important for students to experience institutional production stages and roles of production, delivery and

exhibition through real purposes and contexts that replicate media institutional roles such as graphic designer,

fashion photographer and editor.

A variety of technologies can be used for these activities depending on the resources available at the school. Schools

should use digital cameras and printed copies of images to avoid the costs and logistics of professional development.

If access to computers and relevant software is unavailable, students can create hand-drawn designs and use printed

photographs. The manual process of cutting and pasting images and text can replace the activities that refer to

electronic multimedia processes.

The Arts Gotcha covered! Magazine cover design

Media classroom management Teacher resource 1

Classroom management

The viewing of media texts in the classroom should involve careful planning as with any other

educational activity. Apply the following principles to facilitate classroom management:

• Establish a purpose for viewing or discussing media texts so that students have a clear

understanding of what they are being asked to do and why.

• Focus on a limited aspect of the text to be analysed in a session to avoid overloading the

students with the amount of information to be analysed. A useful way of achieving this is to

use the pause and/or still-frame button to investigate the text or restrict the viewing of moving

image texts to short excerpts, rather than full movie-length viewing.

• Value the students’ existing knowledge and tastes. Students will often have much implicit

knowledge about media that needs to be consciously understood and made explicit.

Physical environment

Learning in media involves practical media exercises so the learning environment should enable

students to work collaboratively with access to benches or large tables. They should also have

access to a range of art and display materials, such as scissors, tape, glue, paper, pencils,

paint, old magazines and photographs.

Equipment

The most valuable learning in practical exercises can be achieved through activities using

simple scissors, images, papers and pencils. The reason is that the emphasis is on

understanding the concepts of media education, the intentions behind the product and the

processes of producing it. This eliminates the need for great technical skill on the part of

students.

The following lists provide information about equipment and the level of access students may

need for media activities in this module. Much of this equipment already exists in schools but is

not always allocated for students learning about the media. Students should have continual

access to:

• a TV monitor and VCR with pause button and search facilities

• a viewing room that can be darkened

• at least one good SLR or digital camera, or disposable cameras

• a tripod

• blank audio tapes and videotapes of various lengths

• audio-cassette recorders

• plenty of display space and noticeboards for regular display of students’ work

• storage space for tapes, film, lights, and cameras.

Students should have regular access to:

• a photocopier that reproduces images in good quality

• a word-processing package with a variety of fonts

• at least one portable digital video camera or camcorder with rechargeable batteries

• an extension microphone.

Students should have occasional access to:

• a second video recorder and appropriate connecting leads for crash editing taped material or

making copies and compilations

• a microphone and leads for dubbing soundtracks onto existing video material

• a portable light or lighting kit for video work

• desktop publishing, design or editing hardware and software

• a scanner.

The Arts Gotcha covered! Magazine cover design

Responding to magazines Student resource 1

Magazine title: ______________________________

Student name: _________________________________

What do you find appealing about the cover of the magazine?

What elements in the design make it appealing?

What elements are included on the cover to sell this magazine? Consider title, imagery,

sensationalised headline, exclusive articles, secrets, gossip, free gifts and celebrity news.

Describe the type of content in one issue.

What products or services are advertised in the issue?

What lifestyle, values and messages are being promoted by the contents in the issue?

Describe the demographics for what you think may be the magazine’s intended target

readership. Consider age, sex, interests and socioeconomic status.

What features of the magazine indicate to you that this is the intended readership?

What personalities or celebrities are used to promote this magazine?

re these personalities or celebrities promoting or challenging stereotypical messages?

How?

What is the cost of this magazine and do you think it is affordable for the readership you

have identified as the targeted audience?

Where is the magazine distributed (for example, local shop, newsagent, supermarket,

specialty store)?

How and where is the magazine displayed (for example, height of shelf, front counter, back

of store)?

Identify and list similar types of magazines that are available.

Is this magazine promoted across the media through a website, billboard, newspaper,

television or radio broadcast?

Why do you think this selection of media was made?

Would this magazine appeal to other readership groups? Why/why not?

What other features distinguish this magazine from others in the market?

The Arts Gotcha covered! Magazine cover design

Analysing your favourite magazine Student resource 2

Magazine title: ______________________________

Student name: _________________________________

What is the main purpose of this magazine?

Describe who you believe is the magazine’s intended readership.

Where might people read this magazine? What medium/s is/are used to

deliver this magazine to its target audience?

Describe the representations in your magazine. Consider age, cultural and

gender stereotypes, lifestyles, class and youth subculture.

How are these representations constructed? Consider cover, contents,

advertising, marketing, images and text.

Describe the regular content and layout of this magazine and possible reasons

for these format decision by the publisher (for example, articles, cartoons,

horoscopes and celebrity interviews).

Who owns and produces this magazine?

How does this publisher acquire or raise funds to cover production costs

(advertising, subscription)?

dditional questions or information to research and present:

The Arts Gotcha covered! Magazine cover design

$5.50

(Incl. GST)

NOVEMBER 2002

Magazine cover: Student resource 3

The elements listed here are the major elements to be included on the cover of a

magazine. The positioning will change to suit the visual design, often determined by the

choice of image as background.

Barcode

Promotions, competition,

give-aways, samples etc.

Magazine title

Issue

number/month

Price

Features and

headlines

Image on

background

Stereotypical image

to appeal to target

readership

The Arts Gotcha covered! Magazine cover design

Gotcha covered design brief Student resource 4

Task

Develop a concept for a particular youth

magazine for a readership aged 13–18

years.

Documentation:

Document in your media journal how you

and your group members constructed

your magazine image by:

• Develop a concept for a magazine, describing

the style of magazine and how it will appeal to

the specified readership. Detail how this new

magazine will compete with the others on the

market.

• Incorporate a visual image as the main feature

of the magazine’s cover.

• Include in the magazine cover:

– title of magazine, photographic image, sub

text, cost, issue number, bar code and date

etc.

– background colour(s), visual image(s) by

layering.

• Select appropriate text and information to

appeal to and build audience expectation of

magazine content.

• Design and create layout and visual

presentation.

• Present ideas for magazine promotions using

cover image for example, billboards, website.

• Display the final magazine cover for peer

evaluation.

• Present your design considerations, processes

used and reasons for decisions to fellow class

members.

• Conceptualising a new magazine for a specific

readership.

• Designing a cover that reflects the image and

style of the magazine.

• Selecting page size, background fills (1–2

colours), layout.

• Selecting font style, size and colour.

• Composing/drawing and capturing images as

digital photographs/images.

• Scanning, cropping and manipulating the visual

image or reworking the original image.

• Copying and pasting image onto background.

• Creating and adding text in selected font to

image.

• Positioning all elements to create visual appeal

and balance.

Consider:

• purpose of cover — to sell the magazine issue, attract consumers, stand out in the

display

• image and style of magazine to be promoted

• appeal for readership — competitions, visual recognition, celebrity information, scoops

• representations of self as fashion model, music artist, sports person, celebrity or actor

• format and layout of magazine to achieve the intended result

• technology required to produce the cover.

The Arts Gotcha covered! Magazine cover design

Peer- and self-assessment Student resource 5

Did you effectively target

an audience by the use of:

•

images

• layout/visual presentation

• catchy headlines for features

• promotional strategies

• other targeting strategies.

Comments:

What I learnt in the process of

creating a concept and cover

was…

If I could change aspects of the

cover or the process in creating it,

I would...

Consider the image created

Focus outcomes:

ME 4.1 Students apply media languages and

technologies through genre conventions to

construct media texts.

ME 4.2 Students select media forms and apply

technologies to construct and present media texts

to target an audience.

ME 4.3 Students analyse the media languages

and technologies used by them and others to

construct representations using generic

conventions.

Consider the appeal to the

audience

Consider the use of the

media languages and

available technologies

Acknowledgments

AcknowledgmentsAcknowledgments

Acknowledgments

This module was developed collaboratively with Peter Cooke, Secondary Visual Arts and Media

Educator.

This sourcebook module should be read in conjunction with the following Queensland

School Curriculum Council materials:

Years 1 to 10 The Arts Syllabus

Years 1 to 10 The Arts Sourcebook Guidelines

The Arts Initial In-service Materials

ISBN 0 7345 2224 X

Queensland schools are permitted to make multiple copies of this sourcebook module without infringing

purposes in any one school. Copying for any other purposes except for purposes permitted by the

Australian Copyright Act 1968 is prohibited.

Every reasonable effort has been made to obtain permission to use copyright material in all sourcebook

modules. We would be pleased to hear from any copyright holder who has been omitted.

The State of Queensland and the Queensland School Curriculum Council make no statements,

representations, or warranties about the accuracy, quality, adequacy or completeness of, and users

should not rely on, any information contained in this module.

The State of Queensland and the Queensland School Curriculum Council disclaim all responsibility and

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whatsoever (including consequential loss) users might incur to person or property as a result of use of the

information or the information being inaccurate, inadequate, or incomplete.

In July 2002, the Queensland School Curriculum Council amalgamated with the Queensland Board of Senior

Secondary School Studies and the Tertiary Entrance Procedures Authority to form the Queensland Studies

Authority. All inquiries regarding this module should be directed to:

Queensland Studies Authority, PO Box 307, Spring Hill, Q 4004, Australia

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Telephone: (07) 3864 0299

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