AFP Media Portfolio 2016-18 - part 2 Max Yuen

Some definitions

Digital Natives: A demographic group comprising individuals who are born or brought up during the age of digital technology and are therefore familiar with computers and the internet from an early age.

Play: The capacity to experiment with one's surroundings as a form of problem-solving

Performance: The ability to adopt alternative identities for the purpose of improvisation and discovery

Simulation: The ability to interpret and construct dynamic models of real-world processes

Appropriation: The ability to meaningfully sample and remix media content

Multitasking: The ability to scan one's environment and shift focus as needed to salient details

Collective intelligence: The ability to pool knowledge and compare notes with others toward a common goal

Judgement: The ability to evaluate the reliability and credibility of different information sources

Transmedia navigation: The ability to follow the flow of stories and information across multiple modalities

Networking: The ability to search for, synthesize, and disseminate information

Negotiation: The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Multiplier: An alternative definition of the ‘media consumer’. Acknowledges how in the digital age, audiences are no longer passive. They add value to the media artefact by involving others (e.g. remixing). They multiply value in collective acts of construction (e.g. wikis). They further multiply by using their connections and networks to publicise innovation (e.g. sharing).

Generation Y: Rapid embrace of new technology

Generation Z: The first generation born into a digital world hence an alternative name for generation Z: digital natives. Generation Z is different, "a move away from the past decade's rampant materialism, a stronger emphasis on social justice and a generation of highly educated, technologically savvy, innovative thinkers.”

Generation Alpha: Loosely defined as those children born after 2010. However, a child born after 2005 could easily be considered alpha since their lives are completely digital and much different to the child born in 1991, before mainstream internet. As this new generation has smartphones in their hands from day one, they are likely to live and learn quite differently from generations that came before them.

360 degree commissioning: 360 means programmes are not just on our TV screens, but online and on mobile. Television programmes are now designed for multi-platform delivery while retaining high quality content and output.

Spreadable media is media which travels across media platforms at least in part because the people take it in their own hands and share it with their social networks.

Textual analysis of a make

The show sticks to a Christmas theme, which can be appealing to people if it is shown on TV close to Christmas. This show is branded as a ‘Make’ where the word ‘Make’ is shown on the equipment list, and the host gets straight into making the Christmas card, so it becomes clear that the show is about making things.

The table is mostly clear with some examples to one side. These examples let the viewers see what the final products will look like. The rest of the table is clear with all materials stored underneath it, so the presenter only puts on the table materials that are absolutely necessary. Visual appeal for the table is created by the silver tablecloth covering the table with large snowflakes on it, making it look a bit like a table covered in snow, which fits well into the Christmas theme of the show.

The list of materials is listed as a still image with the presenter reading out the materials in the background.

A title sequence is played at the beginning of the programme with the Blue Peter Logo.

These graphic elements, along with an outro with a website link for people to find more videos, show that the programme is probably directed at people with computers or mobile devices, so that if they are interested in these videos, they can immediately go to the website shown at the end of the programme.

There was one presenter in this make that did all the talking and making. He is dressed in a modern outfit to keep up with modern fashion trends, and look appealing to people watching the programme. He connects to the viewers by looking into the camera for all shots where he is not actively making the Christmas card, so it seems that he is talking directly to the viewers.

The presenter speaks in a more happy and cheerful voice, so that kids who are watching feel happy as well when watching the programme. It also shows that doing this make is enjoyable and encourages people to try it out themselves.

There are 3 different shots used. The first is a wide shot showing the presenter and the entire make table, which is used when the presenter is talking to the audience, as that his face is not visible in the other shots. The second is an overhead shot of the make being done. The third is a close-up shot of the make, shot from the side of the table,

It is likely that 3 cameras were used in the production.

All materials that will be needed at some point in the make are kept under the table, ready to be taken out when necessary. There are 8 steps in the make. These are clear transitions where the presenter talks for a short while, introducing the next step.

There are 4 sections in the make: The intro, list of equipment, the make, and the outro. Each segment is clear, and they serve to make the video run in a way that people can follow.

Preparing for TV production

Applying for a role

To give me and the rest of my class a better experience of what happens before a TV production, we were all required to write application letters for the roles we wanted. I wanted to be one of the three camera operators, and I decided to use my experience of planning shots and using cameras that I had gained from the horror film project.

If you want to read my application letter, press the button below.

Preparing the VTs

One of the important things that had to be done in preparation for the production was to make all the VTs, or pre-made video clips that would be shown at various points during the production. These include an intro video, a 'sting' (a short clip which is played to allow time for the cameras to move into place), a list of things needed, and the credits that are to be shown at the end of the production. Before starting the project, I already knew how to make some simple animated graphics, so I decided to make the VTs for this production. The graphics revolve around a theme of Easter, and they all have a easter basket with a moving bunny inside to hopefully not make the VTs too boring. I decided on the name and the logo, which my group were quite happy to use.

I only knew how to make visual graphics, so my group decided to leave the audio aspect of the VTs to the sound mixer, who might know a bit about making music for the VTs.

Below are links to the VTs that I have made, without any audio.

Learning about the cameras

For this production., I was going to need to learn how to use specialised cameras that were capable of streaming a live feed. After a quick session with my school's media technician, I was able to familiarise myself with the cameras quite quickly, and I didn't run into many issues on the final day.

Rehearsing for the make

This was the first time I would ever be doing a livestream, so it was a very new experience for me. It took a while for me to get used to the feel of doing a livestream and what I needed to be able to do, but when I did get used to it, I was able to do my part well. As a whole group we were able to get four recordings done.

Me on the studio floor

Reflection on the make

This was my first experience of doing something live, or in a format that would have been live. Things were slightly easier to organise than the Horror Film Project, since doing this 'live' stream didn't involve organising anything outside school, and we didn't need to find an actor. However, making this came with its own challenges. Before the day, I had to be very organised, and our team had to pressure anyone who was severely behind to the point that it would affect the group. On the day, I had to be very aware of what is going on on set. I learned that although the intercom system was rather reliable, it would still be important for me to look at what was happening on set and what was showing on a screen behind the set (this screen showed the live feed that would have been broadcast, or in our case, recorded.

Taking part in this 'live' stream gave me an experience of what it is like to do an actual livestream. Overall, we were able to make a very successful recording, with very few hiccups. Most of these hiccups were not caused by me, which was a good thing. If we were to do the livestream again, I would probably memorise the shots I need to do, and rely a bit more on the set, along with the intercom system.

Created By
Max Yuen
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