Sunday, 6 June 2010

http://www.guardian.co.uk/business/2010/jun/06/free-blinkbox-films-anti-piracy

Warner Bros' Sherlock Holmes is one of the films available free during the Full Stream Ahead anti-piracy campagn. Photograph: Alex Bailey
Movie fans are being given the chance to watch their choice of blockbusters at home for nothing, as a host of Hollywood studios team up with UK-based technology firm Blinkbox to run a week-long free streaming service in an effort to lure internet users away from pirated material.

As part of the "Full Stream Ahead" campaign, which is backed by the UK Film Council and BFI, and launches tomorrow, anyone accessing the Blinkbox website from fullstreamahead.co.uk will be offered £20 credit to spend on films from studios including Paramount, Sony Pictures, Universal, 20th Century Fox and Warner Bros. Titles include Avatar, Sherlock Holmes and Up in the Air.

Users will be able to stream their choices over the internet and watch them on their computer or – if they have the right cables – on their television.

Music streaming services such as Spotify have proved a hit, helping to arrest some of the piracy that has affected that industry. The film studios are hoping video streaming services will do a similar job, attracting people who may otherwise succumb to unlawful filesharing networks. Many British consumers already use catch-up TV streaming services such as the BBC iPlayer, 4OD and the ITV Player.

"We are doing it much earlier," says Michael Comish, chief executive and co-founder of Blinkbox. "By the time the music industry enabled strong and good-quality legal [streaming] services it was arguably too late. We are in the early days of digital retail for movies, and our ambition is to make people aware of the benefits of streaming services before it is too late."

Research by Global Web Index last year showed that web users were turning to unlawful filesharing sites because the content they wanted was not easily available elsewhere. The survey showed that 45% of filesharers said they would consume films legally if the technology allowed them.

Previously unpublished findings by Trendstream, the UK-based consultancy, show that 28% of those using peer-to-peer filesharing to view unauthorised content do so because it offers instant access. The movie industry hopes that streaming services, which offer similar access, may bring these people back into the fold.

Blinkbox, backed by venture capital firms Eden Ventures, Nordic Venture Partners and Arts Alliance, already has more than 1.2 million users a month, who between them watch about 5m streams per month. While it does not stream content in high-definition, Comish, the former head of new media at Channel 4, said picture quality was good on the average residential broadband line - which runs at between 3Mb and 4Mb per second - while anyone with a slower connection can reduce the file size that they are viewing in order to get a reliable service.

"If millions of people take up this offer, yes, it is going to cost us a lot of money," he said. "But the cost of not doing it is far larger. If we do not make people aware that there is good-quality streaming video available, then we will hit a tipping point in online piracy."

Thursday, 27 May 2010

Very useful guidance from Big Chief!


How to do an exam answer

With three weeks to go to the G325 exam, it's time to see how the material you have gathered might be used in answering the questions. First we will look at questions 1a and 1b, then at the questions on Media in the online age.

These were the questions in January, so obviously the June exam will not feature the same ones (!) but the general principles which I shall explain here will still apply.
The first steps for these two questions is to read the instructions! You also need to consider the number of marks available relative to the time for the exam as a whole. It's two hours long and worth 100 marks, so a 25 mark question should be completed in a quarter of that time (30 minutes). that's how long you should devote to each of these questions. If you prefer to do Section B (the 50 mark question) first, that's fine- you can answer questions in any order. Just make sure you do answer all three and you devote the right amount of time to each.

So in terms of instruction, the main things to note here are that for 1a you write about ALL of your work across the course (and you can write about anything else you might have made on other courses or in your spare time too!) and for 1b you just write about ONE of your productions. Try not to overlap too much, so that each answer is different.

1a is entirely concerned about skills development, but the area that comes up will be quite specific. So as you can see, in January, it was about development of skills in research and planning; the other areas which can come up are skills in:

digital technology use
post-production
use of real media conventions
creativity

It is possible that a question might refer to two of these categories, so be prepared to talk about any/all of them!

a few tips on what they mean:

digital technology refers to hardware, software and online technology, so the cameras, the computers, the packages you used and the programs online that you have worked with. It is worth considering how all this inter-links.

post-production would actually fall under digital technology as well, so if that comes up it would probably represent an expansion of points you'd make in one section of digital technology. It is really about everything you do after constructing the raw materials for your production; so once you have taken photos and written text, how do you manipulate it all in photoshop or desktop publishing for a print product or once you have shot your video, what do you do to it in editing.

research refers to looking at real media and audiences to inform your thinking about a media production and also how you record all that research; planning refers to all the creative and logistical thinking and all the organisation that goes on in putting the production together so that everything works and again gives you the chance to write about how you kept records of it.

Creativity is the hardest one in many ways because it involves thinking about what the creative process might mean. Wikipedia describes it as "a mental process involving the discovery of newideas or concepts, or new associations of the existing ideas or concepts, fueled by the process of either conscious or unconsciousinsight." For your projects it might involve considering where ideas came from, how you worked collaboratively to share ideas, how you changed things or even how you used tools like the programs to achieve something imaginative.

Use of real media conventions involves consideration of other texts that you looked at and how skilfully you were able to weave their conventions into your work or ways in which you might have challenged them.

You will notice that most of the above were areas that you covered in the evaluation task at the end of each of your productions. This time, you are putting together ideas from evaluations and standing a bit further back to look across your production work and reflecting on how you developed across the course. You should feel free to acknowledge weaknesses and to reflect upon how you learned from them and how you overcame problems. It is not a place to be defensive about your work but to really reflect on it!

so how would you organise an answer?

paragraph 1 should be an introduction which explains which projects you did. It can be quite short.

paragraph 2 should pick up the skill area and perhaps suggest something about your starting point with it- what skills did you have already and how were these illustrated. use an example.

paragraph 3 should talk through your use of that skill in early projects and what you learned and developed through these. again there should be examples to support all that you say.

paragraph 4 should go on to demonstrate how the skill developed in later projects, again backed by examples, and reflecting back on how this represents moves forward for you from your early position.

paragraph 5 short conclusion

Remember it's only half an hour and you need to range across all your work!

Question 1b

I like to think of this question as being about moving a couple of steps away from your production work and imagining you are someone else looking at it for the first time. How would you analyse this music video, this magazine or whatever? Imagine you didn't make it but that it is a real media production.

Again the question will specify an area/concept for you to apply. The areas that could come up are:

Audience
Narrative
Genre
Representation
Media Language

For each area there are theories or ideas which your teachers will have introduced you to which you need to know a bit about and then you have to apply those ideas to ONE of your productions and analyse it accordingly. Decide in advance which piece you will write about and make sure that whatever the concept, you can actually do it. Again, here is a bit of a breakdown of what the five concepts might involve.

Audience can refer to how media products target audiences, which audiences actually consume media products, but most interestingly how media audiences actually read or make sense of media products and what they might do with them. There is a lot of interesting material on all this and you should certainly be familiar with some of it.

Genre is all about the ways in which we categorise media texts. Whatever you have made will in some way relate to other examples of the same genre, whether it be in print, audio, video or online. Again a lot of different media critics have written their own 'take' on genre and this would be useful to apply to your work.

Narrative is about how stories are told. Applying different models of narrative structure to your work may reveal unconscious things that you did in the way you have constructed it. Again a familiarity with some of these models or theories will be helpful in the exam.

Media Language is probably the most open one if it comes up, because it allows you to talk about the other areas as well (genre, narrative, audience) as it is about the techniques and conventions of different forms of media (how shots are organised in film, how text is laid out on a page).

Finally, representation particularly focuses on the ways in which particular social groups are presented back to us by the media. So in your case how have you portrayed young people or females or males in your work? what messages are implied in what you have constructed and what would particular types of criticism (e.g. feminism) make of it?

so again, how do we write about this in half an hour?

para 1 Intro: which of your projects are you going to write about? briefly describe it

para 2: what are some of the key features of the concept you are being asked to apply? maybe outline some of the theories briefly

para 3; start to apply the concept, making close reference to your production

para 4: try to show ways in which ideas work in relation to your production and also ways in which those ideas might not apply/could be challenged

para 5; conclusion

So there's the first part of the exam! Next is part B- media in the online age!

How to do an exam answer: Media in the online age

Here are the January questions for this topic (click on image to enlarge)

At the top of the paper, for all topics, there is an instruction that you need to refer to the past, contemporary media and future possibilities and that you should use case study examples to support your arguments. You also need to have some reference to media theory and to refer to examples from at least two media areas. Since 20 of the marks are for explanation, argument and analysis (EAA), twenty are for use of examples (EG) and 10 are for use of terminology (T), you can see that this is not an easy task. In this post, I am going to try to show how you can make the most of your material (including examples from previous posts on this blog) to do a good answer.

So how would we go about answering these questions? Links refer to examples used previously on this blog so you can read more

Step 1: Identify what the question is about.

Exam questions are often written to a bit of a formula- 'to what extent...' 'how far...' '...discuss' - you'll see these a lot in G325. what they are all doing is asking you to consider a debate and to look at both sides of something, not just to prove a point. So when Q.8 asks for a discussion of whether the impact of the internet is revolutionary, it is not setting it as a statement of fact, but asking 'how far' this is true. Similarly, q.9, which refers to distribution and consumption, is asking whether the internet has made these things very different. So there are similarities between the two questions, though the second one gives you more to tie your answer to, where the first one is quite open. In both cases, though, what you use for case studies is really open to your choice!

Step 2: decide which of the two questions to do

Step 3: note down a plan, with the main points you want to cover and the examples you want to use. Break this down so you cover all the areas needed

Examples
Media areas x2 or more
Which theory/critics to reference- it just means whose ideas do you want to mention
Main arguments
Past?
Present?
Future?
terminology

If you run out of time, the examiner can at least give you credit for where you would have gone.
remember, you could answer this section before you do 1a and 1b if you want.

Step 4 Write an Intro

keep it short and simple. for example- 'In this essay I shall consider how far web microseries and internet memes demonstrate the changing nature of distribution and consumption of the media'

This intro already uses two bits of terminology (microseries and memes) and shows you are going to address the question (distribution and consumption).

If you know that you are going to use the ideas of contemporary critics, you could go on to say 'I shall refer to the ideas of David Gauntlett and Michael Wesch to consider whether the arguments they make about Web 2.0 really do suggest that the media has changed dramatically.'

Step 5 get on with it: case study 1

this is where you discuss your first example- microseries. First define the term. Second, outline some examples and show what their conventions are (episode length, typical content, how distributed, type and size of audience). Third, start to suggest why this might be something different from TV (no scheduling, small budget, no big institution making it- sometimes, watch anytime, chance to comment or even interact) for the audience. Draw upon Gauntlett to contrast this kind of production with conventional Tv production/distribution. Maybe note that actually some of this stuff is made by big companies anyway...Note that in drawing comparisons with TV you have addressed your second media area, the web being your first.

Step 6 case study 2

your second example- internet memes. Define the term, outline some examples and how they spread (via social networking, youtube, viral e-mail etc). talk about how they evolve as other people make new versions of them (see the coppercab videos and click on various links on youtube to see this evolution in action). Bring in Wesch's ideas about how these spread (the first five minutes of his video talk about numa numa guy as an example).

Step 7 pull your ideas together, preparing for conclusions

... an attempt to ensure that you explicitly address past, present and future and that you argue with the critics rather than just accepting their view.

make some points about the audience changing - we spend more time online, informal distribution of media is growing via social networks and e-mail, maybe some of us make stuff ourselves to distribute (as Gauntlett and Wesch suggest). Maybe speculate that this could grow even further in the future. But... the sting in the tail is that Tv is still going strong, these online communities we belong to are still owned by big companies and much of what is being consumed is actually just transferred from one medium to another; Wesch argues that it is all getting more democratic, but is contributing to memes really democracy in action or just a form of play with no wider significance? Gauntlett's 'the media were like Gods..' - has that really changed? were audiences ever as passive as his model characterises them? Are they really that much more active now? isn't it just a tiny percentage who actually make stuff to put online?

This essay model just uses stuff from a few of my posts. You could take a totally different approach, using other posts as a starting point- for example talking about collaborative texts as a new role for audiences or about the changes to the music industry illustrated hereand in much more detail here. Or you could answer the question about revolutionary change by reference to technology and consider whether it makes any difference at all.

Remember- your choice of case studies is up to you. What you know about them and how you are able to relate them to ideas is where the marks come in!

Monday, 24 May 2010

The Themes that may come up:

How have online media developed?
What has been the impact of the internet on media production?
How is consumer behaviour & audience response transformed by online media, in relation to the past?
To what extent has convergence transformed the media?

Explore using combinations of any two media (can be in their converged forms:
internet & film industry
music downloading & distribution
onlineTV
news gathering TV & Print & move to online

ractice A2 questions.
2 hour examination
Spend one hour, reading your notes and planning this, then put your notes away and write for 2 hours. 3 hours out of your life to guarantee success!
Section A: Theoretical Evaluation of Production
1a) ‘Fail to plan and you plan to fail’. How important was your research and planning in helping you to target a specific audience? Refer to both foundation & advanced portfolios. (25 marks)
1b) What role did the concept of narrative play in the development of one of your productions?  (25 marks)
Section B: Online Media
  1. ‘Without convergence the internet would be obsolete’. How far do you agree or disagree with this statement in terms of audiences and institutions?  (50 marks)
------------------------------------------------------------------------------------------------------------------------
Section A: Theoretical Evaluation of Production
1a) ‘The real creativity takes place in post production’. Did you find that technology helped or hindered your creative ideas?  (25 Marks)
1b) ‘Media language is a negotiated concept’. What was your preferred reading for one of your productions and how far did your target audience adhere to this?  (25 marks)
Section B: Online Media
2)  Web 2 has significantly changed the Media. In what ways has it benefited audiences and what must institutions do to retain control?    (50 Marks)

US and UK to see final episode of Lost at the same time The final episode of cult American series Lost will be broadcast simulataneously on both sides of the Atlantic to avoid spoilers appearing on the internet.

Lost stars: MATTHEW FOX, EVANGELINE LILLY, JOSH HOLLOWAY


But British fans will have to get up at 5am to see the conclusion of the convuluted series, whose title critics claimed described the viewers rather than the plot.
Along with broadcasters in six other countries, Sky1 is to transmit the episode at the same time as the US network ABC airs it on the west coast of America. That transmission time - 9pm Sunday evening in Calfornia - translates to 5am Monday BST.
Though live events such as The Oscars or the Super Bowl are beamed live around the world, this is believed to be the first time that a scripted drama will have been screened at the same time in the US and in other countries.
British viewers will have an advantage over those in Italy, Spain, Portugal, Israel and Turkey, where the episode will be shown at the same time - but without subtitles translating it into local languages.
Fans are promised a resolution to the myriad confusing storylines of the series, which has run for 121 episodes since 2004.
Carlton Cuse, one of the series’ chief writers, said: “It was very weird to take these closely held secrets and actually put them in the scene. It was very liberating and exciting.”

Sunday, 23 May 2010

Why Apple's iPad won't save the newspaper world The iPad won't deliver newspapers the revenue streams they dream of because it's seen as more than just a news device


http://www.guardian.co.uk/media/2010/may/23/apple-ipad-surrogate-digital-newspaper#start-of-commentsApple iPadSalvation arrives next week as the iPad goes on sale in Britain – and Mr Rupert Murdoch, no less, sets it high among his pantheon of technical wonders that may rescue newspapers from oblivion. Meanwhile, a recent blog from Professor Roy Greenslade at City University poses a plangent question: Would Murdoch have spent £650m on a printing plant if the iPad had been around?
There are two answers, and both stretch way beyond touting yet another Apple product that may, or may not, revolutionise the media world – in this case a portable touch-screen computer that didn't exist when News International had finished building its new colour presses two years ago.
The first answer majors on simple maths and draws on some heavy figuring by Benedict Evans of Enders Analysis. How many national UK newspapers are sold each day? he asks. Say, 10m. And how many iPads – at £429 and up – will be bought in Britain over the next three years? Somewhere between 1m and 3.6m, depending on a myriad of unpredictable factors.
But how many of those purchasers will actually use their machines for news-reading purposes? And how many of them will then pay for that privilege in any case? Evans, straining every sinew, reckons total revenue, at best, would end up in the £200m to £250m range – and that's before Apple takes its 30%. Set that against the £1.2bn in revenue brought in by quality newspapers through 2008, or the £1.9bn raised by our mass-market tabloids, and what have you got? A trickle of cash that may help a little but won't truly change anything.
We're talking bits and bobs, not salvation. Add in similar calculations for iPhone life and the answer is still the same. The iThis and the iThat are useful, often fascinating, tools. But even if they'd been invented when Mr Murdoch found his green field in Broxbourne, he'd still have needed his giant presses, speeding lorries and full-colour units. There wasn't a big enough alternative revenue stream in prospect then and there still isn't today.
But any second answer goes beyond immediate profit and loss. It deals, crucially, in concepts. It wonders, for starters, what an iPad is.
Evans begins to round out a definition here: "The iPad is not just a news device – it is a multipurpose device." And increasing American testimony, once the rush of a million units bought in the first month begins to abate, supports that broader conclusion.
Alan Mutter, a respected new media consultant and blogger, found thatthe three most highly rated news apps came from France 24, the BBC and National Public Radio. In short, from broadcasters who could spice their offering with large (free) helpings of video and graphics. These broadcasting companies left newspaper apps from USA Today, the New York Times et al far behind on satisfaction scales (and news companies who charged for their apps, such as Time magazine, at $4.99 a week, were right out of the hunt).
Chuck Hollis, an influential marketing blogger, bought his first iPad the other day and found his wife and kids commandeering it immediately. Within hours his wife was sitting on the back porch with a long drink, playing with the photo app and sending long overdue pictures to friends. Within half a day his kids, home from school, were squabbling over who could have first turn.
"And then my wife asserted her rightful place in the hierarchy later that evening when she took it up to the bedroom while watching TV. Tap, tap, tap. Occasionally she showed me something interesting she'd found online – and smiled."
Which exactly chimes with one non-blogging New York family I quizzed. The wife lies in bed before sleeping (or breakfast) with iPad primed. The children take it to their rooms and squat with it on the floor. They use it for entertainment and diversion, for games, for socialising, for watching and browsing. They do not see it as a news medium. Least of all – following rather lumpen press logic – do they treat it as a sort of news magazine because it shows you a page the rough size of a magazine.
The iPad – plus heirs and successors, perhaps – isn't some surrogate digital newspaper waiting to rescue Fleet Street. It's different, with a different appeal. It will surely a find a money-coining slot in the digital spectrum. But salvation? That's something else (even before your wife goes upstairs to bed).
■ More digital drama. Project Canvas, the BBC platform carrying video on demand for competing partners right across the Freeview world, has Office of Fair Trading approval, provisional BBC Trust approval and will surely have viewer approval, too. There's no BSkyB or Virgin block paywall to clamber over. You'll be able to get (and pay for) what you want, when you want it.
Is everybody happy? By no means. Richard Branson – one industry titan who backed Cameron's cuts schedule pre-election – is unhappy. The Murdoch père et fils are bound to be miffed, too. This isn't quite what they'd hoped for from a Conservative government. But then, in the wonderful way of partnerships, this isn't a really Conservative government at all – with policies on demand.

Wednesday, 12 May 2010

Questions to Consider for Online Age

Media in the Online Age 

How have online media developed? 

What has been the impact of the internet on media production? 

How is consumer behaviour and audience response transformed by online media, in relation to the past? 

To what extent has convergence transformed the media? 

Candidates might explore combinations of any two media, considering how each (or the two in converged forms) can be analysed from the above prompts. Examples might be music downloading and distribution, the film industry and the internet, online television, online gaming, online news provision, various forms of online media production by the public or a range of other online media form 

Tuesday, 11 May 2010

Looking at sample essays

Example Questions

What difference has the internet made to media production and consumption? Refer to at least two media sectors in your answer. [50] 



 How important to change in the media is the idea of convergence? Refer to at least two media in your answer.