1 an arrangement of intersecting horizontal and vertical lines. a spider constructs a complex network of several different kinds of threads.
2 a group or system of interconnected people or things: the company has a network of 326 branches | a trade network.
- a complex system of railways, roads, or other routes: the railway network.
- a group of people who exchange information and contacts for professional or social purposes: a support network.
- a group of broadcasting stations that connect for the simultaneous broadcast of a programme: [ as modifier ] : network television.
- a number of interconnected computers, machines, or operations. a computer network.
- a system of connected electrical conductors.
1 [ with obj. ] connect as or operate with a network: compared with the railways the canals were less effectively networked.
- Brit. broadcast (a programme) on a network: the Spurs match which ITV had networked.
- link (computers or other machines) to operate interactively. more and more PCs are networked together. (as adj. networked) : networked workstations.
2 [ no obj. ] (often as nounnetworking) interact with others to exchange information and develop professional or social contacts. the skills of networking, bargaining, and negotiation.
Before we began discussing our first lecture, our tutor introduced the basis of what we were going to learn over the course of the term. Our first exercise was to visualize what a network looked like to us. We had a minute to draw it out and then discuss and compare what we came up with across the class. This was really interesting as even though we all had different drawings, we all had the main fact in common: all our shapes and lines were somehow connected; and that is exactly what a network is.
a division of a society based on social and economic status: people from different social classes and walks of life | her social class excluded her from training at an art school | [ mass noun ] : Austen was a keen observer of social class.
The next task was to draw and visualize a social class or a hierarchy. I drew mine like a circular tornado, where the top of it was larger and it gradually got smaller, as that is what I see a social class as being; yet again, everyone is still connected in a way as we make the whole human race and existence together.
Henry Jenkins is a media scholar who is currently still a professor of Journalism, Communication and various Cinematic Arts at various renowned institutions across America. He came up with the main debate of the whole idea of what Transmedia is, what it does, who does it and why. He makes the point of using networks to create movements that would subsequently change the network world. In 2007 he quoted: ‘integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience’. This relates and defends a slide we were shown all about political satire. Examples that we can relate to this today to are cartoons such as Family Guy and South Park who bring light to current affairs and issues in the world. This is a perfect example to reach out and connect to societies who might find the truths too heavy, thus backing up Jenkins quote as a whole.
(source: YouTube,. ‘Tedxnyed – Henry Jenkins – 03/06/10’. N.p., 2015. Web. 18 Nov. 2015. https://www.youtube.com/watch?v=AFCLKa0XRlw )
I watched Jenkins’ TEDxNYED talk and here are my notes that I made while watching it as I’d like to highlight some of the interesting facts that Jenkins has taught me about the history of transmedia storytelling: He draws the distinction between participatory culture and participatory media and starts off with an example of a man from NY called Peter who has access to the internet, thus is known as ‘a master of the web’ (and this can apply to anyone who has access to this ‘privileage’ that we find everywhere today. He makes the analogy that Peter is known as ‘Peter Parker’, otherwise Spiderman, as he is all powerful and all knowing now; ‘great power comes great responsibility… through the internet’. Here he insinuates how young people and adults can meet on a balanced platform through common interests, i.e. participatory culture. He bridges the relationship and similarities that an everyday being has to a superhero through the power and knowledge of the internet. He ends his introduction with how today, 65% of American teens share things on the internet, resulting in them becoming instant participants of society.
The next phase is the history of participatory culture and where it derived from: It has always been around and a main turning point of it was the late 1800’s when print presses were used for zine’s as means to express ideas and creativity shared by a society or community. This transformed into varied comics in the 1900s, hippy countercultures through music and art in the 60s/70s and as another example, the indie counterculture in the early 2000s through radio and media. Subsequently, the people are the one’s who engaged with the world, through the use of growing technology. When someone throws an idea out into the world, it can come back in an improved way due to participation through communities.
Relating to the rest of the slides in our lecture, the use of Games become an enormous platform for various amounts of civic and political activism. Big examples are things such as The World of Warcraft and other games such as Arkham Assylum, which was one of the top grossing comic book games that came from Batman. This implies how activism and political views can take place in a virtual environment.
Other examples are tv shows such as Family Guy, South Park and Saturday Night Live, as they are communicating current views and affairs through satirical play, rather than traditional journalism. This is the perfect example or alternative views as it has the ability to engage to a larger audience, and brings a light to heavy situations. ‘Play’ is now one of the most powerful forms of teaching, and examples of this goes back to centuries ago that exist today in activities such as playing dress up or having tea parties as infants.
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He concludes with an important question that he asks his audience: (When it comes to social media and the play of transmedia storytelling) ‘shouldn’t we bring it to the classroom?’ Surely it is varied and educational enough to be the best resources. Continuity Vs. Multiplicity is to thank for this. Fan participation (in relation to activism and to express views) has changed the world, and the power of social media is one of the key ingredients as to why.
(source: screenshot from TEDxNYED talk https://www.youtube.com/watch?v=AFCLKa0XRlw)
Answering the questions for this weeks lectures goes as follows:
- One of the main Contemporary transmedia worlds that fascinate and influence me would undeniably be Disney. Disney characters have such a large impact on the world, especially from a very young age. We are brought up with cartoons, and for example, Disney princesses and heroes become our idols. We create this distinct bond with them as they are personified as being independent, strong and beautiful. Many examples of how this has influenced the world is shown through characters at Disneyland, cosplay and through varying means of social activism and satirical variations of this.
- They continue to be transformed into many dfferent areas such as newer releases of the original stories and cartoons, turned into different movies, prequals, games and much more that can relate to a larger audience of many ages. Disney is designed to relate to the people. Not being too immature or too mature. If you look at some of the stories closely, the hold heavy issues (as they originally come from dark and twisted tales) that are displayed through light hearted and beautiful cartoons paired with music that is easy on the ears.
(source: http://www.comicvine.com/disney-comic-hits-7-pocahontasnatures-way/4000-141879/, source for featured image: http://www.comiccollectorlive.com/LiveData/Issue.aspx?id=f381cf00-1c4d-4b6f-a618-8da35345e3a1 )