Showing posts with label mest3. Show all posts
Showing posts with label mest3. Show all posts

Monday, 20 April 2015

MEST 3 - 42 mark answer on NDM case study



Here is a real past answer taken from the 2014 exam series. I have highlighted key areas and labelled why those areas have got marks. You will note that the case study of 'Youtube' is potentially limiting as it wouldn't always allow the candidate to discuss how NDM has impacted upon it. That said, the answer is very focussed with a range of examples and sophisticated understanding of globalisation. A few revision suggestions are at the bottom of the answer for you.

Q6 – New and Digital Media have contributed to the process of globalisation: the idea that the world is becoming increasingly interconnected through one global culture. Using your own case study, evaluate the impact that new and digital media have had on globalisation.
 = 42 marks

New and digital media has created a big impact on globalisation as my case study on Youtube shows. My case study focuses on the Youtube stars, or ‘Youtubers’ and their use of the platform of Youtube. This is an interesting topic of debate as on the one hand there is more scope for globalisation on Youtube, however this is still only to a certain extent. 80% of Youtube’s traffic comes from outside of the US with 100 hours of content being uploaded each minute, reaching more 18-34 year olds in the US than any cable network. This indicates a more global culture and maybe one not so centered on the American Media conglomerates such as Hollywood.
Clear mention of independent case study
Study of institution and focus on question 

The Youtubers who have had the most success and popularity are a lot of the British Youtubers. In Britain our TV screens have been dominated by American imports such as E4 with their constant screenings of ‘The Big Bang Theory’ and ‘How I Met Your Mother’ rather than primarily British comedies such as ‘The Inbetweeners’ which is not as frequently shown. Youtuber ‘Danisnotonfire’ has more than 3 million subscribers and he is a regular British youth figure, he is sarcastic, cynical and socially awkward which sums up British youth comedy culture. Dan Howell, ‘Danisnotonfire’, makes videos mainly about ranking of identifiable British annoyances such as the problems of the London Underground and how annoying people are in the town centre when he is out shopping. His humour brings back a sense of British identity which has been lost with the cultural imperialism of America and even the ‘Disneyfication’ of British shows such as ‘Doctor Who’ whose main writer Moffatt is adding in more and more catchphrases and similar sitcom style comedy to draw in an American audience. 
Institution 
 Example
Theory/issue/debate

McLuhan's  theory of a Global Village is defining what Youtube can provide with its comments sections which enables opinions from everywhere and offers audiences participation. Tim O’Reilly’s theory dubbed ‘Web 2.0’ emphasises the importance of user generated content countering Gauntlett’s ‘old media gods’ and this is what allows Youtube to create a globalised culture. More diversity can be used on Youtube as there is no official use of hegemony from big media institutions. Youtubers have had success from all areas of the globe and all different races and nationalities for instance Caspar Lee is South African, the fanethians and Troyesivanis are all from Australia and the most successful Youtuber ever Pewdiepie, has 27 million subscribers and earns $7 million from Youtube, is Swedish. This shows a global culture being created and Youtube has had a big impact on global culture. Maltby’s celebrity worship has also created more globalisation through Youtube as the celebrity status of Youtubers has meant that there are now conventions and meetups globally to see the ‘Youtubers’, most recently in Italy, Singapore and Sydney, Australia. The Youtube community have also built up a big following in Japan where technology is at its height and the cult following of these stars has risen to celebrity status. 80% of traffic on Youtube that comes from outside of the US congregates around these Youtube stars and then this celebrity culture is taken to Twitter, which most Youtubers use, and the fan base following creates more globalisation as fans from around the world support the same Youtube ‘star’.

Institution 
 Example
Theory/issue/debate
Focus on question 
New Digital Media 
 

However, although Youtube seems to offer a platform for diversity and globalisation which cannot be found in traditional media, how global is it? Although the following of Youtube appears to create companionship as Sherry Turkle states with its social network aspect the content of Youtube itself is not that globalised. 42% of Youtube’s content comes from professional companies and institutions which could indicate hegemonic values and ideology. The Youtube stars themselves, although seem to be diverse coming from different backgrounds and cultures, are primarily westernised. The most successful Youtubers are usually white, middle class, English speakers. Although Pewdiepie is Swedish his videos are all in English to cater for the English speaking audiences. With the exception of Youtube star Kingsley, none of the most successful Youtubers are of a different race, they mainly appear to be white youth. The globalisation only reaches an extent as the most successful Youtubers have expensive cameras editing equipment and Mac Apple laptops, suggesting that only wealthy and countries with advanced technology can become successful and globalised in the Youtube community. The limits that come with the hegemonic Youtube stars is that their fame limits audience participation and the ‘prosumers’ turn to passive consumers as they begin using Youtube like TV to watch their favourite Youtube personality. Although they can post comments many feel they are not inclined to get into discussion as the successful ‘Youtuber’ won’t see their comment, this creates a passive audience and limits globalisation. The American Youtubers also dominate the rankings for highest earning Youtubers, JennaMarbles earns $3 million and postmodern Youtuber Raywilliamjohnson earns $4 million which indicates there is still cultural imperialism of America. Although Raywilliamjohnson’s videos, an online series titled ‘Equals three’, use the viral videos from around the world in Manovich’s remix culture, he still puts an Americanised commentary after the viral videos that come from across the globe. 

Institution 
 Example
Theory/issue/debate
Focus on question 
New Digital Media


In conclusion, the content of Youtube has contributed greatly to the impact new and digital media has had on globalisation as it combines an element of television with social networking. The ‘Youtubers’ have played a part in taking down the Americanised culture, particularly the British Youtubers who seem to have brought back traditional, sarky British humour and identity. Yet Youtube’s success of globalisation is limited, Youtube is owned by Google, an American company, and most of the highest earning Youtubers are American or of white, western culture which suggests an elements of hegemony even on the internet. However, Youtube’s social network aspect cannot be ignored, the comments section and ability to upload your own content and share with the world, as Youtube’s remit states ‘create, connect, inspire,’ which creates Mcluhan’s global village and contributes to globalisation. Overall, Youtube offers a platform for all to contribute and participate which creates the globalisation, however the audiences must enforces their role as the prosumer instead of the passive consumer to do so.


Suggested research for you (click the links below!):


Wednesday, 18 December 2013

Tuesday, 17 December 2013

New/Digital Media - Article links

Here are a few article links you may want if they are relevant to your individual case studies. I will continue to update this page so keep checking back!

REDDIT USER AGREEMENT

BEYONCE'S NEW ALBUM AND REVOLUTION IN PR

GOOGLE LETS SOFTWARE DO YOUR SOCIALISING

ANOTHER MEDIA BLOG

BT TO ADD MUSIC SERVICE

STREAMING MUSIC

SPOTIFY FREE TIER

MEST 3 SECTION B WHAT MAKES A GOOD CASE STUDY


SECTION B – WHAT MAKES A GOOD CASE STUDY AND A GOOD EXAM

ANSWER

 

 

WHAT MAKES A GOOD CASE STUDY?

The best case studies include:

 

1. A range of different media products from a range of media platforms

2. Detailed examples from particular media products.

3. Evidence of research into media debates and issues and relevant wider contexts.

4. Theory used to explain and support answers

5. A real interest in the case study chosen, evidenced by engagement with the products and issues and own opinions.

 

HOW TO GET THE BEST MARK YOU CAN

 

1. Having your own individual case study to answer the question.

You shouldn’t all have the same case study. This doesn’t allow you to show evidence of independent study, which excludes you from the higher levels. For example, all writing answers on the representation of youth, with the same or very similar media products, theory, contexts and media debates will limit you. Candidates who have their own case study are more engaged and more willing to focus on the question, rather than repeat a pre learned answer of descriptive points. This will lead to higher marks as it is more independent. The majority of the media products used to support and illustrate your answer should also be individual. You will do a class overview of a topic to introduce it and then you should do your own individual case study with your own choice of media products.

 

2. Answer the particular question that is asked, don’t write ‘everything I know about my case study’. It is best to do a plan before the question is answered.

 

3. Include detailed references to particular media products, rather than just general examples.

For example:

A point explaining that the BBC has adapted to the changes in new and digital media could be illustrated with them reaching a niche audience with BBC3 and some examples of BBC3 programmes and examples from those programmes.

A point explaining how social networking was used to reach audiences in the last election could be illustrated by a particular party or single issue website, with examples from the content of the website.

 

4. Showing range in your answers – platforms, media products

Refer to a wide range of platforms, preferably all three, but at least two.

This can seem more straight forward for some case studies, but even for example in a case study on the vampire genre products could be obviously films and TV programmes, but also teenage girls magazines and fan and official websites.

Refer to a range of different media products to support the answer, not for example just one or two films.

 

5. Having a clear focus.

Answers are better when they have a clear and specific focus.

For example for Representation one social group or one place with detailed examples from particular media products and for New and Digital media one industry and one institution, again with detailed examples from particular media products

 

6. Apply media issues, debates and theories

What does your case study suggest are the current issues in the media?

Apply relevant media theories to your case study and media products, use the theory to answer the question and support the point made, don’t just describe a theory.

 

7. Include relevant wider contexts

Again apply them to the own case study.

Sunday, 1 December 2013

MEST3: Critical Perspectives exam - Revision! MOCK ON 10TH DECEMBER

Hello hard-working year 13! 

I know you are all currently working extremely hard on your essays, planning linked production work AND revising for your mock so here is something to help your revision over the next week.  

What do you need to know?


Your mock exam is scheduled for Tuesday 10th December period 5. You will be answering Section A of the exam only; we have not covered everything for Section B yet so this will have to wait. This means you will be spending 45 minutes answering the questions and about 15-20 minutes viewing the text. 


Section A has three questions. You must answer all of them.
There will be information on the products which you should read, highlight and understand in order to answer the questions properly.
You will be shown the two media products three times. In between these viewings you should make notes in response to the questions. These notes will not be marked.
You should spend approximately 45 minutes answering the questions in Section A.
This section tests you on your ability to demonstrate knowledge and understanding of media concepts, contexts and critical debates


Here's what you should revise:
  • Media concepts - MIGRAIN
  • Semiotics
  • Audience theories
  • Understanding of a wide range of critical debates/issues/theories (your yellow folder!)
  • Examples of a range of media products that might fit with debates/issues/theories
  • Media terminology
How you could revise:
  • Read through your yellow folder and re-write out notes, make posters, spider diagrams or record what you have learnt in a way that you will remember.
  • Collect newspaper articles that are relevant and discuss current debates
  • Find a range of examples to fit with each issue or debate we have discussed
  • Analyse a few moving image texts - this could be adverts, trailers, extracts from news programmes or anything which involves you analysing how and why it has been constructed.
  • Read through all of the past posts on the blog and use twitter to ask us questions
  • Use the internet to search anything you may have forgotten or want to develop a proper understanding of

What type of thing will you be presented with?

Some information (which you are expected to highlight and use to inform your answer):


Media Product One – Adidas House Party Advert
Adidas launched the House Party campaign in January 2009. The advert was part of the Adidas Originals brand campaign which used television, cinema, print and online platforms. The Adidas website described the campaign as ‘set against the backdrop of a house party hosting an electric mix of people from the worlds of music, fashion and sport’. The advert includes David Beckham, The Ting Tings, Estelle, Missy Elliot, Katy Perry, Method Man and Run DMC. The song in the advert is the Pilooski re-mix of Frankie Valli’s original version of ‘Beggin’. Adidas also created a version of the advert which enabled users to click at various points of the film to view extra footage. Xbox Live also hosted a dedicated Adidas Originals section on its portal where gamers could browse and download content.

Media Product Two – NHS & Home Office Advert
The £4m campaign targeted 18 to 24 year-olds with the slogan, ‘You wouldn’t start a night like this, so why end it that way?’ There were two TV adverts in the campaign, one focusing on a young man and one on a young woman getting ready to go out. The campaign used TV, radio, press and digital platforms. The TV adverts appeared on youth programming, sport and music channels; the radio adverts on national and regional stations; and the print adverts in youth-oriented titles including Nuts, NME, Glamour and Reveal. In The Guardian, Jacqui Smith, the Home Secretary at the time, said: ‘This new campaign will challenge people to think twice about the serious consequences of losing control. Binge drinking is not only damaging to health but it makes individuals vulnerable to harm.’

Three questions (which you must check you understand!):


Question 1

Evaluate how each media product represents young people. (8 marks)

Question 2

Why are shock tactics, such as those in media product two, so often used?
 You may also refer to other media products to support your answer. (12 marks)

Question 3

Consider the value of using online marketing to target a youth audience.
You should refer to other media products to support your answer. (12 marks)


Two products (which you must make notes on):


(Sorry for poor quality but I pinched it from Youtube!)





View this blog post as the perfect revision! It is a past paper from 2011. Watch the videos three times and make notes in between on representations, the key concepts, debates in the media and other things you feel are relevant. 

If you are working hard then I expect to see a few answers on this blog post to show me what you can do! 

The best answers will:


  • Make detailed references to both products - this means referring to camera shots, music, setting etc
  • Show a sophisticated understanding of media concepts - not just listing the concepts but truly engaging with them and exploring what the question asks of you
  • A wide range of media issues, theories and debates (Question 2 and 3 requires a range of examples from other media you have seen)
  • Critical autonomy - this means making independent points and not just repeating things I have told you without making it relevant to what you have seen. You must be specific to the product you are looking at and how that relates to wider issues within the media. Avoid making general points if you can't explain or support them. You should show an interest in the media and knowledge of many different things. Only the truly engaged and hard-working will be able to do this. Is it you?
Good luck with revision! Keep an eye on the blog and Twitter!







Wednesday, 15 May 2013

Section B Representations homework!

In today's lesson we discussed what your case studies are currently like (uh oh!) and what they need to be like in time for the exam. We looked at the mark scheme and how to plan a successful answer to a Section B question. We also went through how to write an introduction and focus closely on the question. You should have all written an introduction now. Your homework is to complete your answer on the question (below) - you have 50 minutes left. Please hand it in to either me or Miss Campbell by Friday.
 
There are a wide range of representations in the media and audiences are free to choose how they interpret them. Do you agree? (48 marks)


Here is the introduction example that we came up with:

For my case study I focused on PUT YOUR GROUP HERE. It is my belief that there is/is not a wide range of representations available in the media for PUT YOUR GROUP HERE.

And then you must decide what you think! Here are two sentences according to whether you believe there are limited or wide ranging representations.

Limited:
Due to limited representations, the audience will find it difficult to interpret this group the way they want to. This is because...

Wide ranging:
Wide ranging representations allow the audience to consume a variety of different ideas about this group and therefore interpret them in their own way.

After your have said this you need to give some examples. So if you have said that there are limited representations or a particularly dominant representation then you must explain what that is and why this representation is so prevalent in the media.

If you have said there are wide ranging representations then you need to say why there are. Has it always been like that? Why does this particular group have a wide range but others don't? Does this mean that the audience truly can interpret the text the way they want? Remember that the aim is to be critical - just because there are lots of representations doesn't necessarily mean you can interpret them the way you want to. The key to Section B is having an opinion and then backing this up with examples and critical debates/issues.

Your Media Studies brain should be yelling STUART HALL at you! If you can't remember him then look back at your Reception Theory and Kidulthood notes. I also posted this on the blog for you a while back.

Good luck!

Sunday, 28 April 2013

Theories and a glossary to help with your exam

 You'll all be getting a copy of this in the lesson on Monday but I'm also putting it on the blog as a reference point for those of you who 'misplace' things. We have looked at these theories and key words over the last two years but it seems that some of you still need a hand remembering them and being able to apply them to your representation case studies.  

It is important to be following the news and current issues and debates at the same time as learning these theories. The nature of media is that it is always changing - a new issue about your case study could come up at any time! The examiners love to see you mention contemporary issues which shows that you truly do study the media and have given your case study some real thought.

Your section B answer should be a 'sophisticated and comprehensive discussion and evaluation' of your case study. It is impossible to do that if you have only looked at two or three media products!


Theories you need to know!
FUNCTIONALISTS
Believe that the media has a useful and important purpose in people’s lives and that we NEED it. For example:
They believe that it is important to feel as though you belong to a community and to have a national identity. Durkheim believes it is very important to feel a sense of national identity to keep a community going.

Blumler & Katz were functionalists that came up with the “Uses & Gratifications Theory” which states that the media has different functions and uses for audiences.  They think that audiences need different types of media for information, entertainment, escape, identification and social interaction

Richard Dyer’s Utopian solutions theory
He believes that an audience will enjoy a text if it offers them a glimpse of a “utopian” perfect life and if it offers them solutions to particular problems they have.  For example audiences suffering from boredom will need products offering entertainment.  Audiences suffering from isolation will seek out a text that offers them a sense of community

MARXISTS

Believe that the media is used to deliberately manipulate an audience into believing specific things.  They think it is a BAD thing because they think we are being duped.  Believe that audiences are passive, and that we are manipulated and the media affects our behaviour and our beliefs about what it is to be British.


Karl Marx believed that the ruling class dominates the working class.  And they believe that as the majority of film production companies are large, commercial and run by ruling classes, they tend to perpetuate the dominant ideology to exert hegemonic control over the working classes to create a “false consciousness” where working class people are convinced that society is good and their lives are fine the way they are. 

The Marxist group the FRANKFURT SCHOOL came up with the idea of the “HYPODERMIC SYRINGE MODEL” often also known as the “MEDIA EFFECTS THEORY”.  This is a theory which states that the media is like a needle injecting its message into the audience and that all audiences get the same message.  The audience is powerless to resist this message and they are directly influenced by it.


NEO MARXISTS
Stuart Hall is a “neo Marxist” who believes that although the media TRIES to manipulate and control audiences, audiences might NOT automatically believe or accept what they see.  He believes that audiences take either a preferred, oppositional or negotiated reading of a text.  He says the way people interpret the media depends on their cultural background and personality

He believes that the more a specific representation is repeated in the media, the more it becomes “naturalised” and it can lead to politically constructed representations seeming like “a common sense”.


He also believes that the media tends to construct society rather than reflect it.

DANIEL CHANDLER’S CAGE THEORY

He believes that our sense of identity is made up of 4 main aspects which he nicknames the “CAGE THEORY”.  This consists of Class, Age, Gender and Ethnicity.  He believes the media’s portrayal of these 4 aspects affects how we feel about our own identity.


Also agrees with Stuart Hall and thinks that representations which become familiar through constant re-use come to feel 'natural' and unmediated

PLURALISTS
Believe that media only reflects what audiences want and that if it didn’t do this, film companies would go out of business.

They admit that some representations  are more common, but that this is just because those beliefs already exist in society so films have to reflect them

POSTMODERNISTS
Believe that culture is so diverse now that class, gender, ethnicity and age don’t really define who we are.  They don’t think there is a big class divide (or any other divide for that matter) and they believe that audiences are diverse and varied.

They don’t believe that having a “National Identity” is possible anymore because Britain is such a diverse place and we are now all so different. 

Some postmodernists think that globalisation has led to us being “Americanised” and not having any real sense of national identity.  They think that all around the world people are losing their sense of national identity because of this and that we live in a state of “cultural homogeneity” where all the cultures are virtually the same.

Baudrillard also thinks that in this day and age where we are bombarded with media, we often start to accept media as reality without looking at the real world.  He thinks that we prefer the “created” version of reality as it is often more glamourous and entertaining.  He calls this a “hyper-reality”.


SOCIAL IDENTITY THEORISTS (Tajfel and Turner)
They believe that there is “intergroup discrimination” where audiences enjoy seeing representations of others, that make them feel that they as an audience are better and of a higher status.  They think that audience strive to see themselves as successful and positive and actively seek out products that make them feel assured of their own status. 
STANLEY COHEN – MORAL PANICS
He believed that occasionally in society there would be panics where the majority of people would be utterly convinced that certain groups in society were going to disrupt society and cause problems.  For example he believes that after 9/11 there was a moral panic involving muslims where ALL muslims were seen as terrorists.  He believes that the media often starts these moral panics and makes them worse.

DAVID GAUNTLETT
Thinks the idea that the media affects the way we behave is rubbish.  He studies the Frankfurt schools Media Effects theory and contradicts all of its ideas.  He thinks we:

Shouldn’t blame the media for issues that already exist in society
Shouldn’t assume the audience is passive and naive
Shouldn’t believe the Frankfurt School’s research as it was conducted in an artificial way and there’s no real way we  could ever find out the real effect media has on society
Shouldn’t assume that there will only be negative results from consuming a media text.  Sometimes a media text that contains negative issues has a positive repercussion on the audience
Believes that we use the “media as navigation points for developing our own identities”.
Believes that the media “disseminates a huge number of messages about identity and acceptable forms of self-expression, gender, sexuality and lifestyle.”

JACQUES LACAN – MIRROR STAGE THEORY
Lacan carried out research with children and animals using mirrors and discovered that humans reach an age where they are able to recognise their own reflection and that people were able to develop a sense of their own self by examining their reflections

Samantha Lay
She thinks that “Film is by and large a commercial medium rather than an educational tool”

Marshall McLuhan
“All media exists to invest our lives with artificial perceptions and arbitrary values.”
Walt Disney
“Movies can and do have tremendous influence in shaping young lives in the realm of entertainment towards the ideals and objectives of normal adulthood.”
Kathryn Woodward
‘Identities are produced, consumed and regulated within culture – creating meanings through symbolic systems of representation about the identity positions which we might adopt’
Mass media plays a significant role in the transmission and maintenance of cultural identity, through a repetitive display of cultural norms and values which eventually become seen as simple ‘truths’
Gary Giddens
Believes that “mediated experiences make us reflect upon and rethink our own self-narrative in relation to others.”
GLOSSARY OF KEY WORDS
TERMINOLOGY
Higher levels (all of the below, PLUS these ones)

Hegemony – The dominance of the ruling class over the working classes

Marginalisation – when a group of people are made to seem less important than another

Cultural Homogenisation – the process by which culture becomes less unique and becomes more like other cultures

Verisimilitude – the “realness” of something, how truthful it is

Iconography – images that “mean” something or represent something.  Eg films show British cultural iconography such as black taxis, red buses etc
B/C words (all of the below, PLUS these ones)

Dominant Ideology – The commonly held belief within a society about something. 

Mediation – an exchange of ideas between the film makers and the audiences

Selective Construction – a representation that has been chosen specifically to communicate something, deliberately choosing some aspects and leaving out others.

Propaganda – a representation that has been designed to specifically influence an audience, normally to communicate a political message to an audience

False Consciousness – A state of mind that audiences sometimes are in where they are not in touch with reality.

Demographic – specific section of audience eg young, british male working class audiences

Polarised nation – a country that has two extreme opposites of society that do not mix, and often clash

Binary Opposites – two very opposite things eg black / white or upper class / working class

Social Gulf – A large gap between groups in society

Americanisation – the increasing influence of American culture on other cultures

Globalisation – the increased global connections between cultures around the world leading to less individual cultures and instead having one large culture across the globe

Aspirational – Something that makes people “aspire” or “want” to be better or different than they are.  For example, escapist films are seen as aspirational as audiences want to live like the main characters









Words you should all be able to use

Identity – the elements that make up who we are

Culture – shared identities, values and beliefs between members of the same community

National Identity – shared feelings of identity between people from the same country

Representation – the way something is shown

Social Realism – a style of film marking which is designed to be “realistic” and gritty, often centred around the working classes

Mainstream – something that is considered to be popular

Mass-market – something that is considered to be popular

Niche – something that is considered to be popular only to a small number of people or a certain type of person

Commercial – something that is popular, and makes profit

Target Audience – the type of people who the programme or film is made for

Working class – people who work for a living, who earn a limited amount of money, often in manual labour jobs

Middle Class – people who may or may not work for a living, who earn what is generally considered to be enough money to be comfortable, often in more senior jobs such as doctors or teachers

Upper class – people who may not need to work for a living, who earn a high amount of money, who have senior positions in society eg MP’s, lords, ladies, kings etc

Underclass – people who are considered lower than working class, may be unemployed, students, pensioners, on benefits

Escape – to leave reality and be in a fantasy world

Entertainment – something designed to entertain, amuse and interest people

Identification – the ability for people to recognise their own lives in a text

Film Industry – everything that is part of the businesses that make films eg film companies, audiences, directors, cinemas etc..  The film industry revolves around making money

Film Institutions – Companies that make films

Realistic – something that is truthful or “real”

Unrealistic – something that is not truthful or “real”

Fictional – something that is made up, not based on reality