Thursday 11 December 2014

Audience Research


Now you have chosen your song, it is time to do some research! You should post information, analysis and ideas to your own Blog. 

Your first consideration has to be the AUDIENCE for your chosen GENRE of music/artist:
-Demographic, typical ages, location, social background, gender, spending habits, interests
-Do you have an idealised audience? It might be interesting to take a photo of some of your peers in school uniform, and then dressed as part of the "urban tribe" or social group identified with the music and conduct some interviews with them
-Similar artists, cultural interests
-Representation of these social groups in related media products- how have they been constructed and how to do they appeal to this demographic? How does the demographic respond to the product?
-How will you appeal to this demographic in your product? Will there be specific codes and conventions that have become evident that you will use or challenge in order to appeal to your audience?

*REMEMBER, I NEED TO SEE DETAILED EVIDENCE IN ORDER TO AWARD YOU MARKS, YOU GET WHAT YOU PUT INTO IT! 

FROM THE SPECIFICATION-

CANDIDATES SHOULD:

a)communicate an informed understanding of research skills selecting appropriate methods; 
b)present relevant and detailed research findings and conclusions;

c) produce a critical and reflective evaluation of the process and its outcomes. 
  1. Level 4 16–20 marks
    • Planning and research evidence will be complete and detailed.
    • There is excellent research into similar products and a potential target audience.
    • There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
    • There is excellent organisation of actors, locations, costumes or props.
    • Time management is excellent.
    • There is excellent skill in the use of digital technology or ICT in the presentation.
    • There are excellent communication skills.
    • There is an excellent level of care in the presentation of the research and planning. 


Thursday 27 November 2014

Interactivity/Passivity

http://flowtv.org/2012/04/the-new-passivity/

consumption is happiness
What if Interactivity is the New Passivity?1
Let me begin with an allegory. In Malcolm Bull’s wonderful essay, “Where Is the Anti-Nietzsche?” he proposes that a properly radical reading of The Genealogy of Morals would refuse the text’s preferred modes of identification.
Through the act of reading, Nietzsche flatteringly offers identification with the masters to anyone, but not to everyone. Identification with the masters means imaginative liberation from all the social, moral and economic constraints within which individuals are usually confined; identification with ‘the rest’ involves reading one’s way through many pages of abuse directed at people like oneself. Unsurprisingly, people of all political persuasions and social positions have more readily discovered themselves to belong to the former category. For who, in the privacy of a reading, can fail to find within themselves some of those qualities of honesty and courage and loftiness of soul that Nietzsche describes?
To find the anti-Nietzsche, he suggests that readers identify with the losers, the subhuman and the philistines in his texts. We should identify with the lambs instead of with the birds of prey.
In this column, I want to suggest an analogous strategy for thinking through the politics of activity and passivity in television and new media. For however much television has been legitimated in the last decades, new media savants still regularly hold it up as an icon of mass stupefaction, conformity, and passivity. I don’t think I’ve ever read an issue of Wired without a potshot at passive consumption, with old-style television as the ideal-type. Or consider the ad copy for Peter Lunenfeld’s new book The Secret War Between Uploading and Downloading.
In The Secret War Between Downloading and Uploading, Lunenfeld makes his case for using digital technologies to shift us from a consumption to a production model. He describes television as “the high fructose corn syrup of the imagination” and worries that it can cause “cultural diabetes”; prescribes mindful downloading, meaningful uploading, and “info-triage” as cures; [...] After half a century of television-conditioned consumption/downloading, Lunenfeld tells us, we now find ourselves with a vast new infrastructure for uploading. We simply need to find the will to make the best of it.
While it’s bad scholarship to argue against blurbs, and while I actually agree with the participatory spirit behind Lunenfeld’s point, please allow me this one excess, and I’ll try to stick to his words between the inverted commas and not those of MIT’s copyeditor.
Leaving aside decades of debate within studies of television and mass culture2, the blurb proposes that downloading—and television—embody a passive, ideological form of consumption, whereas uploading is presented act of participation and production (even though it, too, is often a form of consumption). And therein lies the problem.3
upload failed
Some of my favorite social thought from the 1970s and 1980s emphasizes a point analogous to Lunenfeld’s: activity, participation, interaction, interconnection—these will be the solutions to the alienation of the modern world. In writing on music, especially, the language turns utopian. Charles Keil (1994) argued persuasively that musical meaning is formed through participation in musical events, and not in the text or score. Christopher Small (1977) waxed poetic about a world where the distinction between musician and non-musician no longer existed, and Jacques Attali imagined a world of “composition”—expanded out from avant-garde jazz—where the means of creativity inhered in each person (1985, 135).
Yet that same rhetoric works differently today.4 Active participation is now a privileged mode of consumerism. As Jodi Dean has written, “our deepest commitments—to inclusion, equality and participation within a public—bind us to practices whereby we submit to global capital” (Dean 2002, 151). Contemporary media beg for and sometimes demand active participation. They ask their users to intertwine them with as many parts of their lives as possible. It is not just so-called social media (a misnomer if there ever was one—since all media are by definition social). Magazines and newspapers implore us to write back and explore on multiple platforms. TV shows ask us to go online and participate in discussions and games, books get their own Facebook pages where readers are asked to “like” them, software companies put together “street teams” of users willing to promote them in a manner analogous to what concert promoters used to do.
There are some great things to be found in a more apparently participatory culture, and certainly there are even more great things in cheap access to the means of dissemination. This is a point long repeated in studies of radio and cassettes, and much of the current excitement about the political promise of Twitter, for instance, follows on this model. A mobile phone and a little know-how gets you access to a potential world of auditors. Writers like Henry Jenkins (2006) have eloquently shown the ways in which platforms for online participation can make media more responsive to fans, audiences, and users. Though to be clear, for Jenkins this participatory culture is an amplified version of participatory cultures that emerged around radio and television, not a development in opposition to supposedly pacifying media.
But we need to ask after another issue. At least in for-profit sectors, the goal of most institutions during the broadcast era was to produce measurable audiences for sale to advertisers. It was to attract attention. In that sense, there is a smooth continuity with the internet era, where media organizations also hope to produce attention that can then be parlayed into one or another form of market value. When people’s participation becomes someone else’s business—and here I mean business in the market-share and moneymaking sense of the term—the social goods that are supposed to come with it can be compromised. If you want democratic participation, you also need a reflective populace. If you’re going to break the fourth wall in your theater production or installation piece, the participants have to be able to take on some kind of critical perspective on the work in order for it to have any avant-garde potential.
eyes are open

Online video binds interactivity to advertisers
The demand to participate can become coercive, exhausting the very collective faculties it officially celebrates. While interactivity can be imagined as the “like” or “retweet,” it also encompasses the “agree to terms” button. The supposedly democratic call to dialogue and participation can turn sour when people have good reasons and desires to retreat. In his discussion of Melville’s famous story “Bartleby the Scrivener,” John Durham Peters calls this the “cold righteousness of dialogism,” a “moral tyranny” of the call to the other to interact on a subject’s pregiven terms. “Dialogue’s supposed moral nobility can suffocate those who prefer not to play along” (Peters 1999, 159).
The issue here isn’t that we need a pure space from which to critique capitalism—for you as reader and I as writer are always already compromised. It is that we need some occasions for reflection that aren’t simply subsumed under the sign of participation. My colleague Darin Barney has written beautifully on this subject, arguing that any kind of meaningful political—and I would add cultural—judgment requires some assertion of distance, some strategic and temporary disengagement on people’s own terms. This is not to say all participation is bad, any more than it is to say that all consumption was bad in the golden age of mass culture criticism. Neither activity nor passivity are goods in themselves; both have roles to play in culture, politics and personal life.
What if all the bad things that media critics have been said about passivity for the past century or two are now equally applicable to all the demands to interact, to participate? What if interactivity is now one of the central hinges through which power works? In many moments today, the most compliant gesture we can make is to consent to interact on the terms presented to us by our software and machines. This pull is especially strong in those commercial platforms that celebrate their own difference from the so-called passive media of previous decades, and in the process monetize their users’ participation either directly or indirectly. What if—from time to time—we chose not to identify with the interactive promise of new media platforms or for that matter new media art? What if, when the new media savants lambast so-called old media audiences as denizens of passivity and ideology, we say, “yes, that’s me”?
You will have one hour to write an essay on Media in the Online Age.
You need to look at TV AND MUSIC industries.
What you need to revise and plan essays for are:

How production, distribution and exchange have been affected by Web 2.0
How has the relationship between institutions and audiences changed since Web 2.0?
What has the impact of Web 2.0 been on consumption?
How have audience behaviours changed through development of Web 2.0?

You need to look at these  PAST, PRESENT AND FUTURE aspects of these issues, with a concentration on the present and future.

You need to refer to theorists and journalists in order to reinforce your arguments, especially in regards to specific trends and behaviours.

Use the Prezi on this, the handouts I've given you, my Twitter feed and your own research to support your arguments.

THIS MUST NOT JUST BE AN ESSAY DISCUSSING ONLINE SERVICES FOR CONSUMING TV & MUSIC

Thursday 6 November 2014

Research Tasks

1. In what ways is a music video a distinct video form from other types- films, adverts, TV series, trailers? Compare and contrast qualities

2. Choose 3 videos of the genre you'd like to choose for your final piece to do a DETAILED analysis of:
-Shot types
-Editing
-Mise En Scene (costume, props, setting)
-Camera movements & angles
-Lighting
-How is the band represented in each?
-How does the video connect with the target audience?
-Apply Goodwin's theory

Wednesday 22 October 2014

Halloween Tasks




Some spooky tasks for your holidays. Well, they're not in any way spooky at all.

1. Complete the Andrew Goodwin tasks

2. Your inspirations: embed at least 3 videos on your blog that you find interesting/inspiring. Discuss why you find these inspiring.. are they aspirational/creative/promotional/moral/a mix? What is it about these videos that connects with you? Is there a sense of identity pr belonging to their "brand"? Are they typical examples of the genre... if so how, or how not?

Thursday 16 October 2014


Andrew Goodwin’s 6 Features of Music Videos
In His Book Dancing in the Distraction Factory Andrew Goodwin points out characteristics and features that can be found in music videos. Looking at a selection of music videos which can be recognised?
  1. Music videos demonstrate genre characteristics.
    (e.g. stage performance in metal videos, dance routine for boy/girl band, aspiration in Hip Hop).

  2. There is a relationship between lyrics and visuals. The lyrics are represented with images.
    (either illustrative, amplifying, contradicting).
  3. There is a relationship between music and visuals. The tone and atmosphere of the visual reflects that of the music.
    (either illustrative, amplifying, contradicting).

  4. The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style).
  5. There is frequently reference to notion of looking (screens within screens, mirrors, stages, etc) and particularly voyeuristic treatment of the female body.
  6. There are often intertextual reference (to films, tv programmes, other music videos etc).
From Andrew Goodwin, DANCING IN THE DISTRACTION FACTORY, 1992.

Full Book Here: http://bookzz.org/book/847971/ceaf8f 









Monday 29 September 2014

Album Cover Task

Wikipedia

1. Go to Wikipedia and hit “random” and the first article you get is the name of your band.

Random Quotations

2. Go to “Random Quotations”. The last four or five words of the very last quote of the page will be the title of your new album.

Flicker

3. Go to Flickr and click on “Explore the Last Seven Days”. The third picture, no matter what it is (don’t cheat), will be your album cover.

Create your own album cover (front and back) using Photoshop. Look at real media examples to follow the codes and conventions.

Friday 26 September 2014

Preparatory tasks for Question 1 a

Create 5 blog posts under the headings Digital technology, Research and Planning, Conventions of Real Media, Post-Production, Creativity. You are going to start a record of your skills development in each of these 5 areas, beginning with your Preliminary piece, through your final piece work, up to the current work that you are undertaking. You may also discuss any additional extra-curricular work you have undertaken. Try and work through each one at a time.

These posts need to be reflective, where you see the importance of various approaches, how you have been empowered and enabled by technology, and the role of creativity at the heart of this. It's important to understand how your methodologies and products are on their way to becoming more professional.

Preparatory work for Q 1 a

Question 1 (to be applied to ALL work from preliminary through to A2 main & ancillary)

1. Digital technology
2. Research and Planning
3. Conventions of Real Media
4. Post-Production
5. Creativity.

Sample Questions: 

Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision making. Refer to a range of examples in your answer to show how these skills developed over time.

Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.

Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these skills developed over time.


You will notice that each of these begins by asking you to 'describe' and then goes on to ask you to reflect in some way: "evaluate", "how you used" "how your skills developed". herein lies the key to this part of the exam! You only have half an hour for the question and you really need to make the most of that time by quickly moving from description (so the reader knows what you did) to analysis/evaluation/reflection, so he/she starts to understand what you learnt from it.

If you look through those questions above, you will see that they all contain at least two of the five- creativity is mentioned (as 'creative decision making') in two of them alongside the main area (digital technology on one, research and planning skills in the other). In the third of those past questions , research is combined with conventions of real media. So as you can see, the question is likely to mix and match the five, so you HAVE to be able to think on your feet and answer the question that is there.

So, how do you get started preparing and revising this stuff? I would suggest that you begin by setting out, on cards or post-its, a list of answers to these questions:

What production activities have you done?

This should include both the main task and preliminary task from AS and the main and ancillaries at A2 plus any non-assessed activities you have done as practice, and additionally anything you have done outside the course which you might want to refer to, such as films made for other courses or skateboard videos made with your mates if you think you can make them relevant to your answer.

What digital technology have you used?

This should not be too hard- include hardware (cameras, phones for pictures/audio, computers and anything else you used) software (on your computer) and online programs, such as blogger, youtube etc

In what ways can the work you have done be described as creative?

This is a difficult question and one that does not have a correct answer as such, but ought to give you food for thought.

What different forms of research did you do?

Again you will need to include a variety of examples- institutional research (such as on how titles work in film openings), audience research (before you made your products and after you finished for feedback), research into conventions of media texts (layout, fonts, camera shots, soundtracks, everything!) and finally logistical research- recce shots of your locations, research into costume, actors, etc


What conventions of real media did you need to know about?

For this, it is worth making a list for each project you have worked on and categorising them by medium so that you don’t repeat yourself

What do you understand by ‘post-production’ in your work?

This one, I’ll answer for you- for the purpose of this exam, it is defined as everything after planning and shooting or live recording. In other words, the stage of your work where you manipulated your raw material on the computer, maybe using photoshop, a video editing program or desktop publishing.


For each of these lists, your next stage is to produce a set of examples- so that when you make the point in the exam, you can then back it up with a concrete example. You need to be able to talk about specific things you did in post-production and why they were significant, just as you need to do more than just say ‘I looked on youtube’ for conventions of real media, but actually name specific videos you looked at, what you gained from them and how they influenced your work.

This question will be very much about looking at your skills development over time, the process which brought about this progress, most if not all the projects you worked on from that list above, and about reflection on how how you as a media student have developed. Unusually, this is an exam which rewards you for talking about yourself and the work you have done!

Final tips: you need some practice- this is very hard to do without it! I’d have a crack at trying to write an essay on each of the areas, or at the very least doing a detailed plan with lots of examples. The fact that it is a 30 minute essay makes it very unusual, so you need to be able to tailor your writing to that length- a tough task