Sunday, February 19, 2012

"As Real As It Gets"

   Let me think....what kind of media am I affected by in a real and emotional way? In chapter 2 of Smiths book he discusses realism in media. He focuses mainly on television/movies in this chapter and how people do/can decide if something is realistic or not in these formats. When I am asked this question, I do not consider either of these formats in a way that is emotional/real initially. Instead, I automatically think about something I enjoy greatly in life, music...




 

What is it about music that draws me to it and affects me? What makes it real to me? To me it is real because the basis for music is emotion. (Though 90% of what the stations call "music" that you hear on the radio is completely void of intellect and raw/true emotion now a days. Most "artists" on the radio don't even write their own lyrics anymore. Bah!)  





Romanticisim
We recently studied Romanticism in my Western Civ class. I thought it might help me make my point. Romanticism was an artistic, literary, and intellectual movement that originated in the second half of the 18th century in Europe. The movement validated emotion as an authentic source of aesthetic (aesthetic being a branch of philosophy dealing with the nature of beauty, art, and taste, and with the creation and appreciation of beauty) experience, placing new emphasis on emotions. It was embodied most strongly in the visual arts, music, and literature. The movement was in response to the popular Rationalism movement that was based on reason and was void of emotion. The people were drawn to emotion in all of the arts, and music more than any of the other arts had the capacity to elicit powerful emotions as they were swept along on waves of melody, harmony, and rhythm. Beethoven is one of the most noted composers of the Romanticism period. Emotion continues to be present in music as demonstrated in this video from the Avett Brothers.




Tuesday, February 14, 2012

Definition: con·glom·er·ate - a corporation consisting of a number of subsidiary companies or divisions in a variety of related or unrelated industries, usually as a result of merger or acquisition.

  • We were asked to research the United State's biggest media conglomerate corporations in our Media Literacy class. We then had to choose one company and list its subsidiarys (smaller companies owned by the conglomerate) and discuss these things in a short essay. These companies include but are not limited to General Electric, Disney Inc., News Corp., Time Warner, Viacom, and CBS.  



  • I chose to focus my essay on Rupert Mourdoch's News Corp. They are one of the top dogs in all of media. They are third in assets, topped only by GE and Disney in the US. Their focus though is mainly on news/entertainment and is vast and far reaching.



  • News Corp. has their hands in publishing, broadcasting, and television/film prduction and distrbution worldwide. Their assets include the New York Post, The Wall Street Journal, Fox News, Fox TV Channels and all affiliates, FX, 20th Century Fox, Direct TV, National Geographic, and Hulu internet television just to name a few.


  • PROS: There are some good possibilities from a giant media empire such as this. Mainly being that consumer prices should be lower because of less competition in the market. This can be a double edged sword though since there is less choice, you rely on one company for the service you want and they can charge whatever price they see fit. When it comes to news, in theory it would be better and more accurate as news stations would have larger and more vast networks for resources.
  • CONS: The bad side I found is that these corporations can be heavily influential on the people they sell too. They are able to control almost every aspect of what people hear and see. This can affect millions of people. It can tend to have a negative effect on people becuase the content that is aired, is often chosen because of the owners/directors personal opinion saying it is okay to show. Meaning if a news story that is true needs to be ran, it will not be if it counters their biased view. Thus blurring the truth and hendering people's ability to make decisions based on the information they've been given.


  • All in all, my concern is how these news channels affect politics and democracy in America. News Corp. and Fox News are not the only ones doing these things though. As GE's MSNBC is at the other end of the political spectrum and has their own biased views.


Sources

Friday, February 3, 2012

Parent Interview



     I interviewed my boss for this blog assignment. I graduated high school with him, but he has three kids already. A four year old and three year old twins. He didn't mind taking a few moments to answer my questions as far as his concerns on today's media forms and their impact on children, and how he 'protects' them from negative influences or examples. While they may be a little more conservative then your average family, his answers are pretty much what I expected.
1.  I first asked him some of his general concerns he and his wife have with with how much and what kind of media his children are to view. He responded by saying that today's advertisements can have a lot of sexual references in them and how alot of  modern cartoons can be too mature for children to be watching.



2.  The second thing I asked him was, how do they control what they watch and for how long. In their case, they don't even have a television subscription, just netflix on their Wii. With this, they can use parental control. When the kids want to watch something, himself or his wife will pick a program that they have preapproved/previewed before hand. He says they have to be careful because some of the programs in the "kidzone" section can be inappropriate. Also the kids do not get control of the Wii remote. When they do watch t.v. 95% of what they watch is educational he says. As far as the amount of time, they usually don't go past about 30 minutes. By then he says they are usually ready to move on to something else anyways.

3.  Some good products/shows he mentioned when I asked him were the show "Dora the explorer" and leapfrog/leapster games which are educational. Leapfrog is the company and leapster is a educational gameboy-esque handheld game console. Their time limits are usually 30 minutes on these aswell. They can play the Wii non-educational recreational games also, but their time will always be limited on the recreational gaming consoles. Some bad examples he stated were the Disney Channel and Cartoon Network.



4.  As far as the internet is concerned, he says they are not old enough yet. When they get older and need it for school he will allow access of course, though restricted. He says they'll eventually gain free time to browse, but won't be allowed to spend all day on the web.

5. The last thing I asked him was how old does he think they will make them wait to get a cell phone. He said if they don't have a vehicle and job, they don't need a phone. If they have those two things, then fine. Which I agree with 100%.




Thursday, February 2, 2012

Digi-Nation



  • The world we live in today is an ever changing one. Digital media and technology have found their way into every aspect of day to day society and the way we do things. From the military and schools, to our daily work and play.
  • We recently watched a PBS documentary on the subject linked here, Frontline: Digital Nation. It is a pretty interesting film.
  • The main issue with regards to the amount of technology in our daily lives, pertains to the children and students of today. How much is too much?
  • There are certainly advantages to using new technologies in the class room as learning aids. But how big of a distraction are these technologies to older students, high school and college age particularly, at the same time?            

                   

  • I think that the multitasking that these technologic innovations have lead to for students can be useful. That is unless you become consumed in it and can not clearly focus on what is what.
  • It is always important to look at "the bigger picture", sometimes students are unable to do this when they focus on too many things. Atleast that is how it is with myself typically. However multi-tasking certainly has it's advantages for those that can do so at a constant and quality level.
  • Do children need to be constantly surrounded by technology at school and at home nonstop though? Shouldn't there be disconnect time?
 


  • Personally, I take atleast four consecutive days a year to disconnect while not really intending to do so now that I think about it. I must just need it. I'll go camping or go to a music festival and just forget about all the text, calls, emails, tweets, etc. Of course, there's always a mailbox/voicemail full of missed calls/text after I do so that I always have to respond to. 


  • Sources: Google Images, PBS.org

Tuesday, January 24, 2012

Semiotics, Stereotypes, and Truthiness...



Through semiotic cues communicated through someones material possessions or style, we probably all often stereotype one group of people or another. Which can be harmful  or offensive in certain situations, but often times has become only natural. The following images I am posting are examples.

The rocker. First is the 'body art' or tattoos most popular modern day 'rock and rollers' usually sport. Of course their going to have something cool and different from the tat above but you should get the point. And of course the Rainn Wilson character above is a lot more 80's rocker than modern day. Second is the 'edgy' denim cut off shirt/vest or (not in this case) black clothing and bandanna with slightly long hair or (also not in this case) very long hair/ponytail, a completely shaved head, or something wild like a mohawk. You would perhaps assume he would own an older muscle car or motorcycle. Some body language might be giving the rock and roll 'devil horns' popularized by rock artist James Dio and other bands and rockers. You would probably assume them to be lower to middle class and of slightly average or lower intelligence, unless of course they are a famous rocker or earn a living in the music industry. Through these combined elements in the image, you most likely stereotype this person as a rocker.


Next is the redneck. Obviously I'll start with the hair. Anyone with a mullet is going to be a redneck 99% of the time. The lack of a shirt while riding around in a pick up truck (with or without gigantic tires and a lift kit for 'muddin') blasting Hank Williams or Merle Haggard, are tell-tale signs of one being a redneck. Also, one dressin' up would require wearing a cowboy hat and cowboy boots. The guy above has a haystraw in his mouth, but you could usually assume he would have a dip in there instead with a case of Natty Light sitting beside him. I, personally, would assume this individual to be of a lower economic class and lower intelligence level. Although there are certainly some successful and intelligent 'redneckians' in the country.

The gangster/gang banger. This is typical stereotype in terms of law enforcement especially. Here I'll start with the hand signals being 'flashed'. This a very strong semiotic language/sign in the gang world that usually represent where you or your gang are from or what gang you belong to. This of course is going to make one think gangster from how and what they are communicating. The Latino font tattoos and shaved head can usually be indicators as well to make one think so. And of course if a group of guys that all look like this are wearing matching colors, they are signifying they are a gang/clique. Most likely they are going to be unsuccessful in life and unintelligent (and in jail or dead). You will sometimes see people dress like this (plaid/tattoos/bandanna), because it has become a cultural thing or style and they not actually be a gangster.


The rich guy/politician/businessman. From his perfectly combed hair, to his crisp expensive suit. To his adjusting of his tie so his picture looks perfect. His semiotic signals in this shot scream politician/businessman. You would assume one appearing like him to be pretty intelligent and successful.


  Nerd. One of the more famous nerds from semi-recent modern pop culture, Steve Erkel. From the clothes that he would wear, suspenders and glasses, plaid and an accordion; his image and possessions were that of the stereotypical nerd. He, of course, would be very intelligent and most likely successful being a smart person. I was going to show a hippy with tie-dye and peace signs also, but I've already done five..


When we see all these different people and the things that they may wear and possess, often these things signify to us that they are of a certain status or creed. This is because of concepts that we have learned from semiotic imagery and connections humans historically make/have made, relating to what they represent.



Monday, January 23, 2012

Are you a digital native?


   Today's generation that I am a part of, can accurately be called the net-gen (n-gen) or digital-gen (d-gen). All three articles touched on different topics of the digital native concept. But the main thing they had in common, was that they were all correct. The youth and young adults of today are so far ahead of most grown ups in terms of technological literacy it's not even funny. "You see them everywhere. The teenage girl with the ipod, sitting across from you on the subway, frenetically typing messages into her cell phone. The whiz kid summer intern in your office who knows what to do when your e-mail client crashes." I see digital natives and digital immigrants side-by-side often at my place of employment. When it comes to the Point of Sales system (operating system) we use, the younger people always catch on ten times as fast as a new hire that is an older person. There is no doubt in my mind that the n-gen has a clear cut advantage in today's workforce. If we can take our natural technological abilities and combine them with the professionalism and knowledge that is expected in the workforce, we should be guranteed success in our careers.


Tuesday, January 17, 2012

"Without question, this generation truly is the media generation."

  • What is Media Literacy? It depends on who you ask. Before I ever had this class, I would simply say the definition involves a person and their ability to use and comprehend the information that is layed out before them by different media outlets, in whatever format it may be in, on a day to day basis.
  • Jane Tallim is quoted on the The Media Awareness Network site defining media literacy as "the ability to sift through and analyze the messages that inform, entertain, and sell to us every day." We have to be able to make logical decisions and choices, and ask informed questions based on the information fed to us constantly. "Could this really be true? Why should I buy this? Who authored/published/recorded what I'm reading/hearing/seeing and who payed for it?" 
  • It is more than just interpreting this information though. It's also about being able to create and distribute information through the same mediums we recieve information through in this ever changing world. "Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture." This quote comes from The National Council for Social Studies site, which by the way, is a very useful site when discussing media literacy.
The following is a video created for Media Awareness Day 2009 during a joint venture by the Learning Support and Technology Unit, Manitoba Education Citizenship and Youth (MECY) and the Manitoba Association for Computing Educators (ManACE).

Source(s)
  • Rideout, V., Roberts, D.F. & U. G. Foehr. Generation M: Media in the Lives of 8-18 Year-olds. Washington, D.C.: Kaiser Family Foundation, 2005. Available online at: http://www.kff.org/entmedia/entmedia030905pkg.cfm
  • Jenkins, H. Convergence Culture: Where Old and New Media Collide.i New York: New York University Press, 2006.
  • Jenkins, H., Purushotma, R., Clinton, K. Weigel, M., & A. J. Robison. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Retrieved December 1, 2007 from http://www.projectnml.org/files/working/NMLWhitePaper.pdf
  • MEDIA LIT