Friday, 29 June 2012

THE MANIC STREET PREACHERS

Look here for a post introducing Heidi Peeters

Today we study an article from Media magazine about The Manic Street Preachers.

Music 4 real – studying the Manic Street Preachers

Biographer and journalist Paula Shutkever argues that the Manics’ music, personal history, influences and image make them an ideal band to study.


Six years ago, as a music journalist, I wrote the first biography of the Manic Street Preachers. Of all the artists I’ve written about professionally, the Manics are the ones who never cease to intrigue, fascinate, challenge and inspire me. They are as much a Media Studies student’s delight as a music lover’s companion and guide.

We spend around 25% of our time consuming music (consciously or sub-consciously), making it the biggest of all cultural or media forms. And yet it’s only been in the last fifteen years – almost as long as the Manic Street Preachers have been around – that the discipline of Media Studies at school, college and university has taken the study of music seriously. So, as the band put out their ‘Best of’ album, it seems an appropriate point to consider what they can offer us as an object of study.

One of the first people to write theoretically about popular music – in the 1930s – was a man called Theodor Adorno, who claimed that popular music produced industrially could never effectively challenge dominant meanings and values (ideologies). He may never have lived to watch Pop Stars or Fame Academy but he hated the ‘standardization’ of popular music which went ‘through the mill’ of an industry production process. Ironically, even Robbie Williams, who himself came to fame with the help of a manufactured boy-band (Take That), complains that pop music is too manufactured nowadays …

Fifty years after Adorno first wrote about popular music, four working-class boys from Blackwood, Wales, were growing up against a backdrop of political unease during the early 1980s. They began to discuss why the world was seemingly going crazy – from the IRA Hunger Strikers to the Miner’s Strike. As their ‘Best of’ album was released, the firefighters began their strikes and the world seemed to have come full circle. The Manics try to ‘break free’ through education, music and politics.

What’s in a name?
The Manic Street Preachers’ name itself suggests that the group wants to tell us something. The Manics were very influenced by a group of French intellectuals called the Situationists. The Situationists were members of an international movement founded in 1957; they wanted to break down the barriers between art and everyday life, between actors and spectators, between producers and consumers. They wanted people to live not as objects but as subjects (and makers) of history.

The Situationists aimed to reinvent everyday life by constructing disruptive situations, which would literally jolt people out of their boredom. They wanted to be the catalyst for a revolution and then disappear. Following much the same spirit, early in their career the Manics announced that they were going to make one album, become world-famous – and then split up. Later, when signing to the major label Sony, the band tackled upfront any potential accusations of selling-out. They had something to say, and they wanted to say it to as many people as possible and no independent label could support them to do that:
    'We’ve never been the Trade Unionists of Rock, we know that we could never reach as many people as we wanted, unless it was on a major [label]. We were willing prostitutes'.
James Dean Bradfield (Raw, 1992)
    Speaking out, not selling out
    The Manic Street Preachers have covered the following controversial topics in their songs:
    • the validity of American culture (‘Blackpool Pier’)
    • the madness of caged animals (‘Small Black Flowers That Grow In The Sky’)
    • the frightening mental illness of Tourette’s Syndrome (‘Symphony of Tourette’)
    • great writers such as Sylvia Plath (‘The Girl Who Wanted To Be God’)
    • forgotten heroes of war photography like Kevin Carter
    • controversial pornography workers in ‘Little Baby Nothing’
    • anorexia (‘4st 7lbs’).

    In spite of their obvious successes, they continue to tackle difficult issues in their songs and in their public demonstrations. The Manics were the first Western group to play in Havana, Cuba, and have recently contributed to the NME’s ‘1 Love’ album to raise money for the War Child charity. From within the music industry confines, they have made music that makes a difference.

    The Situationists were a strong influence on punk music, and are cited by the Manics. Like Punk, the Manic Street Preachers merged a massive mixture of styles and influences – the band are big readers and culture-vultures, and this shows in their songs and videos.

    The Manic Street Preachers have placed Wales firmly on the musical map. By proudly displaying their identity with huge Welsh flag backdrops, and culminating most of their tours at home, the band have forced a London-focused music industry actually to seek out bands like The Stereophonics, Catatonia and Super Furry Animals whose music is full of their Welsh roots. Could an album sung in Welsh have hit the charts before the Manics appeared?

    Analysing the Manics’ music

    The Manic Street Preachers can be analysed on a number of levels. Their lyrics are textually rich (Richey Edwards’ early lyrics are a painfully personal self-examination of human fragility). Their songs are musically diverse (from accessibly pop – ‘Everything Must Go’ – to the uncomfortable ‘Holy Bible’) and they are politically hard to pin down – whose side are they on?

    The Manics are often associated with the emotional pain of youth. In February 1995, Richey Edwards, guitarist and songwriter, walked out of a hotel the band were staying in, never to be heard of again. Despite numerous ‘sightings’, earlier this year Richey was legally declared dead. Richey was plagued with eating disorders, cut himself with knives, and drank too much. But he left the band – and us – with a platform on which to discuss the previously hidden issues he suffered from. With songs like ‘4st 7lbs’ (about anorexia) and the self-explanatory ‘Die in the Summertime’, which uncomfortably questions our role as consumers, we have no choice but to take their music seriously.

    When Richey Edwards cut ‘4 Real’ into his arm live on air as a reaction to DJ Steve Lamacq’s questioning of their authenticity and truthfulness, he did more than simply harm himself. He made all of us, as music journalists at the time, question our own validity over the artists we were interviewing. For my own small part, I gave all the money I earned from writing their biography to a self-harm charity.

    A well known cultural critic, Walter Pater, once said that ‘all art aspires towards the condition of music’ – he was so right. As I listen to over a decade of the Manic Street Preachers’ music on Forever Delayed, their greatest hits album, I can see more slogans illustrating the sleeve and more about the band’s roots. There are quotations from the architect Gaudi, Dennis Hopper the filmmaker and actor, George Orwell the writer, and even from Van Gogh’s suicide note – all reminding us of human suffering – and breaking down barriers between star and audience.

    At first I thought the most poignant of all the quotations was from Pablo Picasso, the artist: ‘Art is the life that helps us understand the truth’. Then I turned it over to find the group telling us, ‘We invite everyone to question the entire culture we take for granted.’

    When I hear such passionate beliefs wrapped up in equally ardent sounds and delivered through a mass medium like the music industry, I’m reminded of all of the reasons why music is such an important form to study. We can use music to make meaningful sense of the world, and bands like the Manic Street Preachers, help us to do so un-blinkered. MM

    Paula Shutkever

    This article first appeared in MediaMagazine 3, February 2003


    THEODOR ADORNO

    Theodor Adorno

    Adorno (1903-69) argued that capitalism fed people with the products of a 'culture industry' - the opposite of 'true' art - to keep them passively satisfied and politically apathetic.

    Adorno saw that capitalism had not become more precarious or close to collapse, as Marx had predicted. Instead, it had seemingly become more entrenched. Where Marx had focussed on economics, Adorno placed emphasis on the role of culture in securing the status quo.
    Popular culture was identified as the reason for people's passive satisfaction and lack of interest in overthrowing the capitalist system.
    Adorno suggested that culture industries churn out a debased mass of unsophisticated, sentimental products which have replaced the more 'difficult' and critical art forms which might lead people to actually question social life.
    False needs are cultivated in people by the culture industries. These are needs which can be both created and satisfied by the capitalist system, and which replace people's 'true' needs - freedom, full expression of human potential and creativity, genuine creative happiness.
    Commodity fetishism (promoted by the marketing, advertising and media industries) means that social relations and cultural experiences are objectified in terms of money. We are delighted by something because of how much it cost.
    Popular media and music products are characterised by standardisation (they are basically formulaic and similar) and pseudo-individualisation (incidental differences make them seem distinctive, but they're not).
    Products of the culture industry may be emotional or apparently moving, but Adorno sees this as cathartic - we might seek some comfort in a sad film or song, have a bit of a cry, and then feel restored again.
    Boiled down to its most obvious modern-day application, the argument would be that television leads people away from talking to each other or questioning the oppression in their lives. Instead they get up and go to work (if they are employed), come home and switch on TV, absorb TV's nonsense until bedtime, and then the daily cycle starts again. 


    This article by David Gauntlett on his site www.theory.org.uk  can be found here
    Select bibliography
    • Adorno, Theodor W. (1991), The Culture Industry: Selected essays on mass culture, Routledge, London.
    • Horkheimer, Max, & Adorno, Theodor W. (1972), ‘The Culture Industry’, in Dialectic of Enlightenment, Herder and Herder, New York.
    • ‘The Frankfurt School and the culture industry’ in Dominic Strinati (1995), An Introduction to Theories of Popular Culture, Routledge, London. [A good introduction].
    • Jay, Martin (1973), The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research 1923–1950, Little, Brown; Boston.
    • Wiggershaus, Rolf (1994), The Frankfurt School: Its History, Theories and Political Significance, translated by Michael Robertson, Polity Press, Cambridge.

    Links






    http://www.theorycards.org.uk/card07.htm
      

    Wednesday, 27 June 2012

    MUSIC VIDEO ANALYSIS

    Today we use a series of DVDs called Director's Label, which include interviews:
    We watch a variety of music video genres and discussed them in relation to Andrew Goodwin's framework of genre codes and conventions (from Dancing In The Distraction Factory):
    Human Behaviour Bjork (Michel Gondry, 1993)
    99 Problems Jay Z (Mark Romanek, 2004)
    Can't Stop Red Hot Chilli Peppers (Mark Romanek, 2002)
    Only You Portishead (Chris Cunningham) video analysis here
    Praise You Fatboy Slim (Spike Jonze, 1998)
    Closer Nine Inch Nails (Mark Romanek, 1994)

    Andrew Goodwin offers us a framework for understanding the construction of a music video. He acknowledges the relationship between lyrics and images/visuals. This can be done in a variety of ways. The video can illustrate or amplify the lyrics of the song, or create disjuncture. An example of this is....... 

    Monday, 14 May 2012

    AS PROMISED, FOLKS......

    1.  Your exam essay title: re word it so that you can write about film producers, audiences, platforms, issues and case studies.
    2.  One para per point; underline; don't highlight. You may have to COVER ALL THESE SOMEWHERE:
    3. GLOBALIZATION = spread of products, people & practices from one to many countries; entails interconnectedness between a multitude of countries leading to the integration into one global economic, cultural network; e.g. the megapower Big Six companies and horizontal integration with its benefits of synergies
    4. It involves global organization (companies like The Big Six with global reach) as well as global production (co-productions between national institutions to pool resources, risk & distribution as well as global consumption (proliferation of platforms with new distribution & exhibition forms [satellite TV, DVD, internet] reaching BOTH mainstream AND niche audience world-wide. I would argue that Web 2.0 also a form of globalization, but with INDIVIDUALS LIKE YOU AND ME able to access global reach through platforms like YouTube, Twitter, FaceBook
    5. Hollywood & The Big 6; Dalecki (“4-S Megafranchise Model”, comprised of synergy, sequelization, story and spectacle); Hollywood’s move from vertical integration towards horizontal integration and films whose core value is their deployability across multiple media platforms, as well as their “sequelizability” and ability to be cross-promoted with other media texts. 
    6. SEQUELS - dominate film production esp. Hollywood (name current ones)
    7. SYNERGY - the Disney Stores promote the consumer products which promote the [theme] parks which promote the television show.
    8. SPECTACLE - big sets, big action, bleeding-edge computer generated imagery (CGI) and other special effects, high production value in any form— does not simply attract and provide enjoyment to audiences, it also increases the given megafranchise’s brand value. The ultra-high-budget spectacle actualized in megafranchises provides a robust “barrier to entry” to lower-budget, would-be competition (smaller budgets can't offer CGI). Spectacular design elements developed via CGI can be leveraged directly into other media, particularly videogames. 
    9. STORY - All of the big franchises invest heavily in the development of their screenplays (Lord of the Rings, Pirates, Shrek, Spider Man, Hunger Games, Avengers). The majority of megafranchises present, and then re-present, a  hero’s journey in fairytale-like fashion— an effective, simple, and reduced narrative which then is integrated into other synergistic media within the franchise.
    10. As former Walt Disney CEO Michael Eisner put it : constant media synergy. 
    11. Schatz (1997): 'movies, videogames and theme-park rides aren't separate entities or isolated media texts. Rather, they are related aspects or ‘iterations’ of entertainment supertexts, multimedia narrative forms which can be expanded & exploited ad infinitum, given the size and diversity of today's globalized, diversified entertainment industry. The essential UR-text within these media franchises is the Hollywood blockbuster.'
    12. ISSUES ABOUT GLOBALIZATION: cultural imperialism (Team America says it all; threat to national cinemas; lack of provision for niche audiences; mainstream audiences are not the only ones to be served; disagree with Cameron & think of the loss - King's Speech did just fine, a UK Council funded film from lottery money; if 'easy appeal' is the aim, then all we'll get is stuff like The Boat That Rocked when Danny Boyle says we should be producing challenging not easy-pleasing stuff.
    13.  What characterizes British films and what do global, international and national audiences want to see? BRITISH FILM INSTITUTION; what British film industry does best (identify genres: historical films [Kings Speech], literary adaptations [Salmon Fishing], social realism [Made In Dagenham], romantic comedy); we need a national film industry to serve national and local audiences and national concerns ( drugs - Shifty, ethnicity - Four Lions); small films emerge from local sources ( crowd funding: Tortoise In Love, Compton Bagpuize; niche audiences [InBetweeners (Ben Palmer, 2011) TV spinoff. How the film beat records as most successful British comedy article here on breaking box office records]
    14. DIVERSITY DIVERSITY DIVERSITY is good!
    15. Shifty (Eran Creevy, 2008) SlideShare here and interview with Eran Creevy here on how they came out of nowhere to win acclaim
    16. Tortoise In Love (Guy Browning, 2011) How TIL (very low budget film) built its audience using social media TIL on FaceBook
    17. It's a UK success story but it isn't typical (say why: Universal): Working Title: Tinker Tailor Soldier Spy (Tomas Alfredson, 2011) View TTSS trailer here and Working Title website here
    18. INDEPENDENT FILM PRODUCERS AND DISTRIBUTORS in Hollywood are LIONSGATE interesting because they handled both The Hunger Games and Salmon Fishing In The Yemen.  They have stakes in production companies, TV channels,digital platform Hulu, pay TV movie channel, music albums; acquired Summit (Twilight Saga) SO THEY ARE ALSO MEGAFRANCHISES
    19. The Hunger Games(Gary Ross, 2012) Home page for The Hunger Games website : how are audiences engaged? Best opening weekend box office for non-sequel taking $200 million. Use Box Office Guru to compare audiences sizes click here for figures and projections and how Lionsgate involved fans all along the way with carefully scheduled marketing. Production budget relatively low ($75 million plus $45 for domestic marketing= under £76 m). Movie tie-in book here. Distopian game play Wikipedia article here
    20. PLATFORMS have proliferated: (platforms= hardware used by audiences to view films) go from big IMAX to small handheld, including home cinema. Talk about how film insitutions use digital media to build audiences ( film websites, FaceBook, Twitter, two-step flow model of audience behaviour); give example of SHERLOCK (I WILL SUPPLY THIS IN TUESDAY'S REVISION) how audiences were built. CONVERGENCE CONVERGENCE! SAY WHAT YOU USE
    21. ISSUES include digitalization (plusses= perfect quality, ease of distribution, proliferation of points of exchange & ease of exchange; minuses= piracy, loss of income, piracy 'haemorrages income'.
    22. ISSUES include Web 2.0 = interactivity, consumers as producers Ridley Scott: Life In a Day is a time capsule that will tell future generations what it was like to be alive on the 24th of July, 2010,” said Kevin Macdonald."I hope it will be something that will open people's eyes to the possibilities of user-generated film."
    23. TRENDS? Newspaper reports and trends: serials, sequels, superheroes, CGI, IMAX? CGI? 3D? Web 2.0 and user generated content? Certainly sequels....Avatar and CGI trends Read this PDF on Avatar's use of digital technology here.
    24. The FDA 2012 annual report on the British film industry; the winners and losers
    25. GOOD LUCK GOOD LUCK GOOD LUCK!!

    Wednesday, 9 May 2012

    TECHNOLOGICAL CONVERGENCE

    Today we looked over the exam essay practice that you have done on production and distribution. We went over the term technological convergence and applied it to the film industry.
    We looked at an Extranormal animation about convergence HERE and worked on how to define the term and apply it.

    We critiqued the concept map below and decided how to improve on it:














    Technological Convergence and Exhibition
    In the film industry the number of platforms where you can view films is proliferating all the time; audiences can also watch films in a variety of ways WHEN THEY WANT TO. You can use digital technology to download a film or TV programme onto your mobile phone, laptop, I-Pad or PC; you can watch it on your flat-screen TV; you can also connect your  HD TV to the Internet and watch the film on You Tube; of course, you can see the film on Blue Ray or ordinary DVDs;  some might prefer to watch the film on Playstation or X Box; you could, perhaps, download it on Pirate Bay or other sites and consume it at a time that suits you. Of course the latter is illegal. But is this not how many students get their music these days? How do you think institutions will use technological convergence to reduce the impact of piracy?

    TV DRAMA ANALYSIS

    Today we look at your marked  TV Drama exam answers and focus on improving exam technique, in particular, using Pete's suggestion for organizing material on a grid during note-taking. We also revise how to write about editing.

    CLICK here for Pete Fraser's mediablog with advice.

    Exam tips for AS students

    With just three weeks to go to the exam, here are a few tips for the OCR AS G322.

    1. Practise a bit of writing on TV Drama, particularly organizing your notes. You'll find a whole presentation of tips on that part of the exam in my presentation from an earlier post on Feb 29. There I suggest that you go into the exam knowing how you will organize your notes, so that you have a structure to look out for things and to ensure that you maximize the note-taking time. After the first screening, if you draw a grid in the answer booklet, like this:
















    It will give you all you need for the four categories- mise-en-scene, camerawork, editing (continuity editing, at least) and sound. Down the side are the three categories P- point, D-data (or example) and Q- question (how to relate point and example to the question set). This model was suggested by Vicky Allen at Thomas Rotherham College, who gets good results every year, so she should know!

    When revising for the exam, fill out a grid like this with the points you are going to be looking for on the day, then regardless of the extract, you will have things to look for. You won't be able to take one in to the actual exam, but you will have fewer things to memorize to cover!

    So, under mise-en-scene, you might be looking for key examples of setting, costume, props, colours, makeup, hairstyle, lighting, posture, gesture. 
    For camerawork you want to make points about angles, shot distances, camera movements, framing and focus. 
    For continuity editing you want examples of the 180 degree rule, match on action, shot reverse shot, eyeline match, insert shots. 
    For sound you will want examples of music, dialogue, sound effects, use of foley, counterpoint, sound bridges. 
    If you have lists like this that you can then remember, that gives you plenty to look for.

    Once you have watched the extract through, during the second screening you can very quickly note down    your grid and start to put in examples to support your points and then as you watch it a third and fourth time, you can start to relate the examples you find  back to the question, by asking what they contribute to the representation under scrutiny. So, for instance, how is the setting being used, how are camera angles being used, how are features of continuity editing used to help establish differences between characters. You'll have 30 minutes in total for the note-taking, so make the most of it!

    Remember, the more you do in preparation for the note-taking, the better your chances in the essay itself. A well-organized answer in the 45 minutes for writing, supporting points with examples, will go a long way towards getting you a good mark!

    Monday, 7 May 2012

    JAN & JUNE 2011 EXAM QUESTIONS ON FILM


    January 2011



    The majority of candidates addressed the issue of production more than that of exchange. There was plenty of evidence of well-prepared answers. The best responses were able to show how the ownership of media companies determined the approaches that were taken to individual media texts and discussed advantages and disadvantages to all types of institutions. A few candidates misunderstood ownership to refer to audience ownership of media hardware or content which was clearly not appropriate.

    Those candidates who fared less well would only produce a response which either focused on a single case study which struggled to address the question set in terms of media ownership, production and exchange or would often write ‘all I know about’ the media area that they studied.

    As stated in the previous report, the advice that can be offered to centres is to refer to and use the questions posed in the specification on page 19. They should ensure coverage of key institutional concepts such as digital media, synergy, cross media, convergence, media technologies and audience consumption; this will aid candidates in their conceptual understanding of institutions and audiences. It is also necessary for candidates to address the question set, rather than offer a general address of institutional practices across the board and centres should teach at least two specific case studies for question two in their chosen media area to allow scope for all possible questions and a sense of the diversity of media case studies.

    It is advised that centres ensure appropriate preparation for this section by covering audience as much as institutions. Whilst individual candidate research on their own chosen examples is encouraged, centres need to ensure that this research is supported within a framework which prepares candidates for the demands of the exam.
    The following comments on each media area are a summary and not exhaustive of the range of issues that emerged in candidate responses.

    This was by far the most popular media area addressed by candidates, with a significant number of candidates using Working Title & Universal as case studies.    The use of these case studies had a varying degree of success; for example, some weaker answers used a case study of Working Title films from 1994 with almost no reference to contemporary issues of production, distribution or exhibition.    Candidates seem to have far more knowledge of production than any other phase of film, but at times this led to naive answers, which ignored both the exchange of media texts the role of film audiences.
    The most common approach was to compare the production processes of major studies with those of smaller UK companies. In particular, Universal and Warner Bros were common case studies, in comparison with Working Title, Film Four and Warp. Many candidates looked at the success of big US studios and their blockbusters, such as Avatar, The Dark Knight and Harry Potter, comparing them to hit formula ‘rom-coms’ or to independent productions like 'This is England'.

    Candidates referred to Paramount and Universal, and the issues of horizontal integration and vertical integration, in terms of media ownership and on occasion market dominance and how this affected the types of media texts produced. Those that were equipped with a comparative study of an independent company were able to really engage with the question and consider an element of debate. ‘Slumdog Millionaire’ was a popular example of a small film reaching a global audience through differing factors rather than expensive marketing and synergy. It was noted that one centre had good success comparing Slumdog Millionaire and Avatar by extending their case studies and investigating the ownership, production and exchange of these films in detail whilst referring to other films and the effect of new technology.

    Many candidates struggled with more complicated institutional issues surrounding film ownership and funding, leading to some misunderstandings and simplistic responses. In an examination candidates need the skill to adapt their case study knowledge and understanding to the demands of a specific question. Simply knowing the history of an institution and understanding its current position within a particular industry is not enough to secure a high mark. In this series some candidates ignored the question and simply regurgitated their case studies (too often around digital technologies and initiatives) without actually relating any of it to media ownership.
    The logical step for this question (and one which worked well in answers) was to use a large institution and examples in conjunction with examples from an independent institution (or one which is not global). The approach of contrasting two institutions led to some very good responses. This is to be encouraged as it provides candidates with more options to formulate a response to the set question.
    June 2011


    The question provided suitable differentiation of candidate responses. The majority of candidates addressed the issue of distribution and marketing more than that of production or audience. The question provoked a range of responses from candidates many of whom were able to discuss the relationship between production, distribution and marketing in ensuring the success of media products. The best answers were able to create a debate around the relative strengths of production and marketing/distribution practices by institutions in engaging appropriate audiences. Frequently strong candidates were also able to draw contrasts between mainstream and independent producers, and/or mass audience/niche audience targeting.
    In addition, many candidates were able to build their own experiences as consumers into their responses and were able to contextualise these through wider understanding of the relationships between producers and audiences. More candidates are able to show awareness of the trends and strategies that categorise the contemporary media landscape. A few candidates attempted to answer the question without any kind of institutional knowledge, focussing exclusively on texts, suggesting that there are still misconceptions as to the demands of this section of the specification. Strong responses from candidates were those who had a wide range of relevant and contemporary examples of marketing and distribution strategies in their chosen area and could discuss them with confidence. Those candidates that fared less well used a ‘saturation approach’ to addressing the question writing all they could remember, rather than addressing the set question. There was some confusion by candidates between convergence, synergy, horizontal and vertical integration as key media concepts.

    It is advised that centres ensure the appropriate preparation for this section by covering audience in the same depth as institutions. It is also recommended that centres find a balance between giving candidates independent research tasks and modeling the kinds of material they need to produce.

    The most common approach was to compare major US studios with UK production companies, often focusing on the role of budgets in determining production and marketing strategies. In the latter case, there was frequently a simplistic assumption that digital distribution is cheaper and quicker than conventional film distribution because you don't need reels of film and a white van!
    There was often an assumption that UK cinema is failing because of low cinema attendance, which obviously underestimates the importance of home exhibition windows in making UK film viable. Working Title was the most frequently used case study, though many candidates tended to offer a history of the studio and their argument depended upon the relative success of films, such as Four Weddings and A Funeral or The Hudsucker Proxy, Notting Hill, and Bridget Jones Diary which clearly are not contemporary examples. Warners, Fox and Paramount were frequently used as American examples; Warp, Vertigo and Film Four were used a number of times as UK production companies.

    However, many candidates seem to be prepared with a simplistic view of film production, distribution and marketing strategies which fails to acknowledge the wide range of approaches taken by studios both big and small.

    Many responses failed to address the question directly and just presented their case studies. Candidates who tried to develop an argument with counter examples were more successful but the case studies often lacked relevant detail and failed to sufficiently differentiate between Hollywood and local production companies. Candidates demonstrated keen knowledge and understanding of concepts such as interactivity, globalisation, conglomerates and convergence.

    Excellent answers engaged thoroughly with new media forms such as social networking sites, YouTube and blogging and how these relate to their chosen case studies. Other strong areas for discussion were in the consideration of audience consumption and distribution through digital technology such as iPhones, BluRay, downloading, iPads, and Sony PSP’s. Candidate discussion of this technology would be better supported with examples.

    The advantages of digital distribution and exhibition were also sometimes discussed, but with limited effectiveness at times. Many candidates engaged with the crucial issue of piracy and illegal downloading and the implications for the media sector under consideration. Marketing and advertising was also considered with reference to extensive online campaigns, websites and viral marketing.