G325 overview  Oakmead 2014
Upcoming SlideShare
Loading in...5

G325 overview Oakmead 2014



Overview of Media & Democracy unit.

Overview of Media & Democracy unit.



Total Views
Views on SlideShare
Embed Views



1 Embed 1

https://twitter.com 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Play ITV ‘The Worm’

G325 overview  Oakmead 2014 G325 overview Oakmead 2014 Presentation Transcript

  • CriticalPerspectivesinMedia Unitoverview –allthestuffwe’vedone
  • AS A2 1a Media Language Both Both 1a Research and Planning Both Both 1a Use of digital technology Both Both 1a Post-production Both Both 1b Genre Either Or 1b Narrative Either Or 1b Representation 1b Media Language Either Either Or Or SECTION A
  • Question 1a  About progress and development over 2 years (synoptic).  Must write about several production experiences (preliminary, main task, A2 outcomes + extra- curricular if relevant).  Fundamentally about making creative decisions in theoretical contexts.
  • Question (b)  A different concept will „come up‟ each time, from the list in the specification.  Candidates will need to choose ONE production that you can most effectively evaluate and analyse with this concept.  Question (a) is more about what you did, question (b) is more about the resulting media product as a text for analysis.
  • 1a Example: Post Production The editing stage, where material is manipulated (often using software) and transformed into a finished media product. (The Media Teacher’s Book, p185) Write about how you have developed over the course in your post-production techniques.
  • 1b Examples  Genre  Narrative  Representation Apply whichever one comes up to ONE of your coursework productions.
  • Section B
  • Plato‟s Republic  App 375bc.  Society is „naturally‟ divided into 3 classes of citizens, who each “know their place”: Philosopher-Kings Guardians Workers Best to keep the workers distracted – the cave (early media).
  • Mill‟s Utilitarianism  1859 – On Liberty.  Centres on notion of liberty.  Individual freedom = collective freedom.  Rights crucial.  Everyone free to do what they want, as long as they don‟t harm anyone else.  So no need for surveillance etc.
  • Interactive / Democratic?
  • Or Demotic? Turner - there is no clear connection between the exposure given to ‘everyday people’ by reality TV and any kind of progressive or emancipatory shifts. Thus the ‘demotic turn’ equates merely to the increase in exposure of / to the public with no necessary democratic outcomes. Rather, the rise of celebrity culture – and with it the clamour for us to seek the prize of commodifying ourselves as celebrities - has had the effect of charging the contemporary media with the power to ‘translate’ cultural identity.
  • Media 2.0 Lots of DIFFERENT IDEAS on this. Very much a CONTESTED view.
  • Participation Culture
  • Internet Democracy  Often seen in terms of ideals – eg JP Barlow‟s Declaration of Independence of Cyberspace (1996) had 3 central characteristics:  Information democracy – unfettered information construction and dissemination, free from the stranglehold of MSM  Democratization of decision making power – e-democracy, direct participation  More engaged citizens  Has any of this really happened?
  • The Realities?  However, use of the web can be used by specific groups for:  Visibility and publicity  Organisation and mobilisation  Coordination and collaboration (Rheingold – smart mobs)  Can often be short term issues  Or is online activism merely “slacktivism”? (Morozov)  Lievrouw shows how Global Justice Movement use the internet for:  Co-ordination  Platform  Engagement (limited)
  • Morozov  MYTH of Twitter Revolution in Arab countries  The Iranian Government is still in power!  What are people REALLY using the web for?  Uses research in Eastern Europe and Middle East  Sex, shopping and entertainment  This is the REAL American Dream  Authoritarian Governments happy for this to continue
  • Morozov  View that the web is emancipatory is a “mis-reading of history”  Part of the technologically deterministic, cyber-utopian “Google Doctrine” or “Twitter Agenda” – an exaggeration  Governments are actually using the web for propaganda, control, surveillance, censorship and suppression
  • Media 2.0 – 3 more „for‟
  • Imagine OK, but
  • Charles Leadbeater Clay Shirky
  • Tapscott & Williams Peering Free Creativity Democracy Global Thinking Perfect Storm – technology, digital natives, economics.
  • Bart’s research Douglas Rushkoff
  • The right answer = Yes and No
  • A case study for us today
  • Always back to this .. … to ask if this has happened
  • Use the blog Read the stuff Use Pete‟s media blog Use Media Magazine Combine theory with YOUR examples
  • Tribute