Month: May 2015

I do not claim to be the best graph maker, indeed far from it but this exercise was useful in allowing me to think about my progress in the Media program in my first semester of Uni by mapping it out visually. On that note, this post details my 500 Word Reflection on the selected blog post and includes a scanned copy (below) of my ‘Learning Graph’. I have explained in brief detail my justifictaions for my graph plot points also.

Question 1

• How much have I learnt about making media objects/stories?

In terms of making media objects, what I have learnt has come from directly making the product. By stepping out of the comfort zone of having lengthy deadlines and being made to create within tight time frames, although this was challenging I was able to do so by learning to trust my ideas and just go for it really. By not being able to second guess myself I was able to create and then think about how I might improve for next time, not the other way round.

Question 2

• What is my ability to work independently in unfamiliar ways or with new systems and tools?

 I can’t say I had a problem working independently before commencing the course, however this skill was built upon, particularly when it came to editing and collating the first few project briefs. Admittedly I felt that I stuck to a particular “safe space” in using programs such as iMovie instead of Premiere, for example which is relatively more complex to use. As depicted on the graph, I felt this only increased with doing the project briefs.

Question 3

• How much do I understand and think critically and creatively about what I make?

The skills of critical analysis and creativity, I can see through completing this semester will be carried with me throughout the degree progressively, and also when I continue to develop my skills as a media maker.

Question 4

• What is my understanding of the role/value of the blog

 The role and value of the blog differed, in my opinion throughout the blog. In the first few weeks of class I found it a tedious and confusing task (particularly in relation to what exactly I was meant to be posting. However as the semester moved along I did find the blog useful in ensuring I was ‘digesting’ the ideas put forth in the readings and ideas discussed in the tutorials. A secondary, but equally important function of this blog has been making it a place where I can present my work online and share the links to it with friends and family, although at times I have felt uncomfortable with this forum being public.

Links to Blog Posts

Wk 12: Technology

http://www.mediafactory.org.au/rebecca-maakasa/2015/05/27/wk-12-media-lectorial-readings-technology-takeover/

Wk 11: Remixes

http://www.mediafactory.org.au/rebecca-maakasa/2015/05/20/wk11-remixes-post-broadcast-postmodern-poststructural/

Wk 9: Audiences

http://www.mediafactory.org.au/rebecca-maakasa/2015/05/08/wk-10-lectorial/

Wk 8: Narrative

http://www.mediafactory.org.au/rebecca-maakasa/2015/05/01/week-8-narrative/

Wk 3: Reading on media and public engagement

http://www.mediafactory.org.au/rebecca-maakasa/wp-admin/post.php?post=36&action=edit

500 Word Reflection 

Within this semester what I feel I have learnt relates to an increase in technical competence as well as building upon existing skills. Specifically the process of working independently and with others to produce informed yet creative pieces of work. To summarise essentially what I have taken from this semester I would say that I have been introduced and have been able to interrogate some of the “umbrella” terms that form under the multi-faceted concept of “Media”.
Although I recognise I still have a long way to go in terms of investigating and reconciling how I understand media to operate (not just in terms technical competence but also the philosophy of media). I feel that this semester has allowed me to get a taste of a dozen different aspects of the media. by focusing on a concept each week I found the readings and information about each topic summarised and consolidated by needing to write up a blog post about it. I also felt that the topics learned in class and lectorial allowed the theory to inform my media practice, most notably through the project briefs.

So how exactly did I come to reach this? Ultimately my learning was improved by three main factors: research, responding, and reflection (and alliteration, obviously). Dealing with research in both the assigned readings (usually academic articles) and in conducting my own research (particularly with later project briefs) allowed me to further explore in-depth topics such as audiences, mediums and technology. Responding to these ideas was achieved through completing blog posts and further drawing upon researched information in project briefs, especially Project Brief 4 which involved creating an annotated bibliography to summarise concisely the main ideas informed by a particular aspect of research. This information triggered responses within projects as I was able to draw on this information to build my work from a well informed base. Finally, the process of reflection was consistently drawn upon after completing projects and also on a more regular basis following readings, lectorials and tutorial classes. Reflections were posted via personal blogs, as were projects, allowing them to be shared with peers and staff.

This semester was not without its challenges. My first hurdle I discovered was access to equipment was limited. In regards to my own equipment I found it a challenge to work without hindrance as I did not have access to a suitable laptop for some course work (specifically video editing for PB1 and PB2). Hiring microphones and video cameras was restricted at university and times needed to be negotiated to hire and use them due to their being in high demand from all within the course. When situations like this arose I needed to rely on being organised and flexible in when I could work on assignments whilst respecting deadlines.

My creative practice, I have discovered works best when I let go of inhibitions such as doubting my ideas and start a task, even with just a faint inkling of what I want to achieve and building upon it from that point. It is also further improved by taking the extra time and initiative to try and learn skills that will compliment my work. For example, cosulting “Lynda Online” for tutorials on how to use computer editing software (Premiere, iMovie) so that I build confidence and competence in using these programs both improving my skills and ability to complete video based assignments.

Technology is an inherently vital part of society, with an absence of technology a society would cease to function entirely as it would not be able to make and create, communicate ideas particularly on a global scale, or go about our daily 9-5 lives as we know it. This week’s lecture was presented by Dan and was entitled “Hell in a handbasket” a title that at first confused me until I bothered to look up it’s meaning following the presentation. Wikipedia suggested that the allegorical term refereed to an imminent but confined disaster, a pessimistic perspective I initially thought for a topic that I would think to excite us as the “future generation of media makers” we are so often told to be… Dan reassured us later on, particularly when we got to the “Dust” theory that all hope should not be lost as we should take on a positive perspective reassured that we can use technology for good and not evil !

Media materialism is a way of grounding our understanding of media technology. To do so we need to look at the history of how technology has developed. Further, we need to critique and analyse how technology has both moved forward or hindered the human race. Both perspectives which were discussed this week.

So what is technology?
Murphy and Potts suggested that “Technology is the constellation of knowledge, processes, skills and products which aims to transform” this abandons the idea of technology being a new idea or product. It’s not just a tool, rather an idea it involves ethical concerns but also framed by politics and the economy. I took to this definition as I felt it highlighted the complex and multifaceted way in which technology is inherently evident within our lives today. We simply do not “email” we subscribe to a system of the internet which is for the most part intangible, then we use a keyboard which is a physical product of design to communicate in a verbal language what we want to say to another, or indeed a mass amount of people. When we undertake such an analysis of a task most of us would perform daily we begin to appreciate how much human thought and experimentation has gone before us to guide us to such a development in communications. Communications, that are not only an overarching theme of our course but the very way in which humans can have relationships.

Extending from the root word ‘tech’ what then, do we consider “Techniques” ? Techniques encompass processes that are uniquely human, such as brain fiction, for examples performing algebra. Techniques are both effective (works) and traditional (can be taught and passed on). This notion can be extended and seen in physical technologies also. For example, a computer is programmed to function by a set of patterns embedded in its coding systems.

As mentioned earlier, technology forms a society. With this in mind, we need to understand what a “culture” is exactly …

1. Firstly, the term may refer to identifying subgroups … “pop-culture” “haute couture” “youth culture”

2. Secondly, Humankind as a sum demonstrates a “human” culture.

3. Thirdly, in reference to the arts such as Art theatre, cinema, or simply creative expression.

In summary, culture is multiple as it contains different subgroups. It can be messy and unpredictable.It is everything we do not have to do (we need to eat, but we don’t need cuisines). Vulnerable to market culture and tastes, influenced by economical climate. Culture is something we do, but something we are. I never thought of culture like this, as I immediate think of pepper and groups and their customs within culture often ignoring their artistic traditions and interactions on technology.

Of course, no media lecture would be complete without some theoretical perspectives …

Technological determinism
The view that technology defines it’s own path that is preconceived. This idea is encoded by language when we talk about things such as “the Information Age”or ” the steam age” and often represented within culture. Dan alluded to the transition of the “Walkman > IPod”. With these specific devices we were able to craft our own soundtrack by blocking out aural cues. Media can also be an extension of man’s ability. I related to Dgiza Vertov’s perspective of seeing (haha, no pun intended) the camera as an extension of the eye and it’s function being able to capture what we see.

Social constructivism
A competing view to technological determinism suggests that Technology is insentient therefore we as humans have control over the invention. Reassures us when we think of potentially dangerous technologies (ie nuclear weapons) . Also associated with policies dictating technological development can be seen as a hindrance to development. It is a multidirectional model, arguing that successful developments are the not the only ones that count. In other words mistakes in history can help development.

Frankenstein gathered different parts of cadavers to make a “monster” who is judged by society. A blind man (who can’t judge him) allowing the monster to find his unique place in the world.
Nano science and research with stem cells (remains debated). These bring about the idea of technology being able to develop itself (and the possibilities of doing so). Intelligent machines intended to serve humans turn against them.

Narratives of late have been obsessed with resources,natural weapons. A group conflict will arise by what the group has access to. It is a naturally encoded obsession (mad max, the last of us). The material history of some technologies can be traced. (An iphone deconstructed is made from real materials, most likely put together by people not paid a lot) all Technologies have a commercial aspect (sold for $1000). Holocene is a warning of the planet, following the ice age, but also a rise of the impact it has on us. New research suggests we may be at a new era, granted previous cyclical elements, a sort of “reset”. These natural processes have been impacted, stunted. Therefore some believe “the age of humans” or anthropocene meaning natural materials are impacted. McKenzie Wark writes about the rise and fall of diff empires, he suggests this mundane view should open up different views of the world asking us to organise the surplus of time and info still available to begin the task in good cheer of working and experimenting. Relating this back to us, we should experiment with form, with technology. Think about what has been done, and what can be done.

Blog Prompts and Responses

Technological determinism is a valid way of looking at the world…
I am more in line to believe that the truth about technology draws upon both of these views. Technology will evolve “naturally” with each development leaving room for change and improvement in the future, however this is unlikely to occur without the assistance of human input and innovation.

Humanity is in charge of it’s own future…
I agree with this statement to an extent, we are self aware and capable of leading the future but must not ignore naturally occurring processes that can also impact our actions and vise-versa.

Innovation and progress is hindered by scientific regulation…
Perhaps, but maybe this controls (in a positive and responsible manner) what humans are allowed to do with technology. By operating within these boundaries, we do not ignore ethical concerns and minimise individuals or groups becoming too powerful or dominant in this field. Rules should ensure safe practice but should not completely block progress, rather help it along.

Machines are becoming too intuitive / intelligent…
I would agree that machines are becoming intelligent (the ‘smart’ phone etc) but not without human input. Also these ‘smart’ machines are not without flaws, they need the guidance and direction of human instruction to function. I don’t think they are to be feared if we can control how much we rely and depend on them to function.

Dust has negligible matter but also great power…
The idea of dust to me, communicates that technology can have a tangibles and quantifiable input on society. From it’s development and adaptations we can see how it may inform future improvements. For the most part, I see technology as tool for good and to improve society.

Tutorial
Today Dyy and I went over our drafting of the script for our final video product, after making some minor adjustments we went about filming. After collecting equipment (tripods, video cameras) we searched for an appropriate location to film in. Here we encountered some difficulty in locating a vacant and quiet space (building 80, building 9). For the next time we are to film around campus, we have learned to book ahead. We managed to secure a booking in building 9 (design studio). We used the two cameras that were hired to have two different angles focused on us (the subjects discussing the how-to-guide). We monitored sound levels on both cameras and will delete the audio from one camera when editing. A third camera was also employed to have a third “side angle”. The style of filming was limited as we only had one another to direct, film and coordinate therefore we shot in “one take” meaning we kept all three cameras rolling at once, not pausing in between shots. A benefit of this style, we hope is that our scripting will look a bit more naturalistic. Another positive to this was we didn’t have to waste time setting up again and again when we needed another shot.

wk11 Remixes: post-broadcast, postmodern, poststructural

Readings & Lectorial
The main ideas that emerged from this week’s readings were that each media form evolves its from other influences. In this sense media is informed from history. The idea of a remix deems this media “transferred, referenced, appropriated and subverted” to evolve a novel creation.
In all artistic creations, originality is hard to find. With regard to the cinema, all are formed with genre classification. Genres navigate the film’s overall form with conventions and audience expectations that set up audience expectations. For example “The Western,” “horror,” “comedy” yet these genres have multiple sub-genres which are a more specific version of a genre. As well as this films are influenced by pop culture, song

Although it is argued that there is no such thing as an original idea but we can deliver things in different engaging ways. Walter Benjamin did a lot of investigation in this area. His background is that he wrote On Hashish went to Italy and back to Paris after being chased by Nazis. Anticipating Nazi capture he committed suicide. Despite his tragic demise, he was able to provide first hand experience of military command and how this power can oppress people. In this time, art referenced dark and surrealist worlds reflecting a general attitude of pessimism amongst society. Prior to this, the invention of the Gutenberg Printing Press popularised mass media meaning that ideas could spread quickly.

This discussion leads the debate …
How does reproducing something change it ?
Can they still be authentic ?
Any copy is dependent on its source. Without it, we lose it’s history and context.

The idea of an aura was also addressed. Using the anecdote of social media, although criticised heavily Dan argued it might can aid in socialisation. Can
gain a sense of someone’s person / aura through their engagement with social media?
You never physically capture a whole moment (argued)
Back to anecdote – 1:1 ratio how much of original moment is captured ?

Is it authentic ?
It becoming a more authentic space than irl ?

Art can be based on ritual (for example history artworks commissioned on church) however when this source of authority is removed art becomes based on politics and naturally, opinions.

Navas work attended to the issues surrounding sampling and mashup work in music industry. This part of remixing contends that “Copying and pasting” is the foundation of sampling. A dynamic process, which is acessible to all content makers. To gain some context, the Modern Dj evolved from calm and subdued radio announcer as a god-like figure employed by Parties / clubs by industries would hire moonlighting Djs to pick and mix music.As Discotechques became popular became more responsible for a seemless experience. Francis Grass popularised beat matching with similar beats and this practice has formed the simple basis of all music mixing. Music began to be released specifically for clubs (such as Madonna) as they were known as “mixes” A Mashup is at least two songs combined. Legal ones might be used for promotion. The regenerative remix becomes it’s own “discourse” linked with new media culture but usually not endorsed by artist or label. This in itself has become a new media issue. The portion of the documentary we viewed demonstrated the concept of “Copyright vs copy left” that is the two sides of this debate, with the “copyRIGHT” holding conservative perspectives regarding the preservation and legality of reproducing artwork. However the “copyLEFT” man gains the remixer’s manifesto that the past will try and control the future but should not interfere with trying to make new creative material.

The lectorial activity asked us to identify as many songs within GrlTalk’s super mashup. Our understating of samples is reliant on previous experience and a chance to revisit the original. Inter textually can is enjoyable, we have an increased awareness and like being able to recognise texts within the remix as was the case with this activity, although it was challenging to do so.

In this week’s tutorial each group presented their ideas for an artefact. Ideas included videos to websites and art installations. In keeping with this creative flow, Dyy and I presented the idea that we would like to collate our research into a step by step guide on making a digital narrative in a relatively short video. Some constructive feedback we received from the class was to be conscious of the timing of the video. We are thinking it will be around 10 minutes in length, but other videos we have seen in this style are most engaging when 3-7 minutes in length. Also, we see the opportunity for this film to be informational but also humourous which may work to engage an audience.

We plotted out parts to be scripted, based on our research and our collaborative mind map which assisted in visually mapping out common threads in areas we have researched and that may inform the chapters we divide the video into. When then divided who will script which parts with the intention of filming next week, having also booked the appropriate equipment with the AV dept. A timeline for calendar of important dates to develop artefact was also created

Our draft script outline is as follows:

Introduction – “How to make a successful online series?”

Video Montage both need to find links to videos to download/include

History/Background – over the last decade, Types of digital narrative, Japan

Purpose / Role – entertainment, communication, reporting

Production –

Challenges –

Briefly talk about a chosen series ?

What we need to do:
> collate research
> develop a script & rough running time of film
> book equipment
> record one another speaking (so each has a turn at using the camera/directing)
> upload footage (might need to book editing suite)
> arrange for Wk 11, present, get feed back from class.

This week we focused on the idea of “institutions” and some ways of looking at the term institutions. An institution is a term from sociology and is concerned with the organisation structures of society. They can have Social, cultural, political, or economic relations. All institutions have a set of principles, values, rules that underlie these.

Individuals can struggle under constraints imposed by institutions. Types of institutions we encounter include the police, the education system and the government.

Marriage is a social institution. Reasons it is considered so include:
– it is a part of a cultural
experience and differs for each society.
– it comes with a set of expectations for each person involved.
– Forms a part of a cultural narrative.

Institutions can share historical continuities. Ie The Church, who may not have as much power as they did previously are still considered a source of authority for religious people.

Examples of Media Institutions:
ABC
Journalism
The news
PSB
Community Radio
News Corp
Broadcast Television

each of the above:
– have an enduring system.
– Regulate and structure activity
– Are collectivist.
-Develop working practices
-Employees and people associated are expected to share values
-Public is aware of this status
(from the media student’s handbook)

When these expectations are not upheld controversy can arise. Recent examples include:
Controversies:
-SBS journo fired for Anzac Day comments.
-New York Times investigated for journalists.
-The Church and sex abuse scandals.

This week, our group was assigned the task of researching our topics and documenting this process in the form of an annotated bibliography. The concept of an annotated bibliography was an entirely novel concept to me, however I located 5 different sources (primarily academic documents) to analyse all broadly relating back to our topic of digital media and the creation of narratives.

What has been done ?
So far our group has narrowed our topic of focus down on mediums to exploring the concept of digital portable media and the construction of narratives. We have also conducted research onto our topic, summarising and analysing in our initial annotated bibliographies. We have also created brainstorm maps to compliment our discussion and findings so far.

What needs to be done ?

Short Term Tasks:
By next week we need to find a few examples of successful digital narratives that we might be able to analyse further. We also need to develop a running order of our presentation (likely to be filmed). Need also to read one another’s respective annotated bibliographies. So we can have an understanding of areas each other has focused on.

Long Term Tasks:
I imagine we will need to organise times to arrange hire and pick of equipment. Gathering what we have researched into a script format and arraigning who will read what.

Roles assigned:
Not too many so far. We have both conducted individual research and are completing similar tasks. Will delegate further by end of week.

What’s worked well ?
Level of research. Listening to one another’s ideas and appreciating each other’s work. So far it’s been a positive experience working with my partner.

What could be improved ?
Some feed back we received from our tutor is that our ideas so far is that our topic might still be broad a focus.

Wk 10 Lectorial
This week’s lecture focused on the audience. Granted that as media practioners we are constantly drilled with idea of “considering the audience” when devising media products it was important for us to break down several terms and move beyond a shallow division of audiences into “passive” or “active” groups.

Referring to history, the 1980s saw the feminist influence of analysing texts. Madonna was influential in constructing and reconstructing ideas about this. Focusing on (1991) film Simple Men there existed a problem raised of only people of privilege analysing media, this conflicted with audiences who were young teenage girls, unlike the predominantly white older males conducting research into the nature and extent of the media’s influence.

The lectorial also acknowledge the stakeholders who share an interest in audiences.
These included:
Advertisers

Comm. broadcasters

Production houses & individual program makers

Govt. Policy makers

Social scientists/psychologist

Cultural theorists / media scholars

The digitalisation of technology imagines the audience differently.
The Media Effects Theory is drawn to the idea that “Real life is becoming indistinguishable from the movies”. We looked at the case of Adorno and Horkheimer, who saw the mobilisation of the country for war by hitler’s propaganda. When they went to Hollywood they noticed similar effects, the believed that media suppresses political dissent. The same was thought by R. Williams who explores the idea of “mass culture” and “mass audiences.” However, “there are infact no masses; there are only ways of seeing people as masses”

The term “Taste” relates to identity, we can express our taste(s), what we like to watch. Sets up distinction between you and others that don’t share that taste.
social distinctions ads maintained and identities forged.

When looking at the concept of Fandoms, here I considered my own reception of media texts. Particularly TVs hows that are easy to become so attached to. I recalled media that I had deep interests in over the years and found that my own behaviour, admittedly whilst not as extreme was not too dissimilar from the Fans stereotyped as culturally obsessive, freakish, hysterical and regressive social subjects” I would argue that the fandom in modern times has been embraced and as a result not seen as odd. In a general observation of social media platform Tumblr there a literally 100s of blogs devoted to “Fandoms” who take on their own indentities including so called ‘Whovians’, ‘Superwholocks’ a convergent breed of fan who share multiple tastes in Television shows (Supernatural,Dr.Who, Sherlock). I would also consider the idea that these forums enable discussion of the shows with heavy analysis of their content encouraging these behaviours. I would not doubt that these forums are watched by producers and writers of shows either, allowing for audiences to directly interact and influence with the persuasion of the Television narrative. This forming an unofficial “ratings system” not too dissimilar in result from the OzTam system employed for commercial television. This supports the idea that fan modes of engagement have indeed become more normalised and that the perceived boundaries between the producer and consumer are consistently blurred.

Incidentally, as I type this a group of teenage boys on the train are enthusiastically debating over which video game Call of Duty series is their favourite. Within this discussion. I observe the fans analysing features of the game and it’s form making several suggestions regarding changes and developments the makers of the game should make.

The reading this week complimented the idea of reimagining conventional ideas regarding audiences. Audiences are no longer reduced to viewers or listeners. Audiences also merge into the category of producers. This has been enabled by the ease of accessibility of content production. For example audio service “SoundCloud” has allowed local producers to stream their soundscapes online.

READINGS
Defining a the notion of “cult”, the article refers to the (now classic) Casablanca. This film is referred to as an artefact that embodies how audiences typically might react to a piece of cinema that might not be elaborately ‘decorated’ or considered a masterpiece of its cinematic elements, however it becomes well known and loved by its audiences.

The reading introduces the idea of “frames” and “magic” that work to build this model of cult cinema. Frames referring to recognisable textual conventions that encompass typical situations, events, and actions informed by previous viewing. The latter acknowledges females which appear, separated from the “whole”. This idea informs myself and my peers of the way our current works might be informed by media texts we consume in our leisure time or whilst studying.

The idea that cult texts need not be perfect or constructed to exact detail (as with Hamlet being the result of other versions and Casablanca appearing inconsistent with character types) adds to their appeal to audiences who appreciate that elements of narrative can be deconstructed.

LECTORIAL
The lectorial centered around the idea of what narrative is, how narrative is constructed and presented. I was drawn to the idea that “Story is a way of structuring existence” as it amplifies aspects of life not just entertain us. As Dan said “Everything is story. Story is everything”
and is therefore a way of conveying the human experience. To work, narratives rely on causality which is a process of cause & effect and a logical progression.

During this lectorial I spotted an acrostic to remember three elements of narrative, CPR:
Character, plot & resolution
C Need to present situations to which character can react. How does character operate ?
P Plot is the chronological sequence of a narrative. It involves Person –> action –> person to whom it is directed (not always needed).
R Resolution “the stuff of story is alive but intangible ” – Robert McKee

I also learnt about:
Aristotle, who first critiqued literature through Greek tragedy and comedy and, Joseph Campbel who developed the notion of the hero’s journey.Heroes are not only evident in pop culture, but also in religion (prophet of Muhammad, Buddah
Overcoming the monster) who have a the quest, rebirth, voyage & return.

Additionally, narratives also consist of:

Tropes and conventions…
Which aid to identify genre and set up recurring set of patterns within texts.
Craft narrative representations which set up expectations.
Subversion is a process which defies expectations of what audiences are used to seeing. When conventions are altered we are challenged as an audience.
Adaptions – convert mediums.
The example of Red Riding Hood Cartoon demonstrated a traditional story that had been converted for the purposes of humor. The caricature was made humorous most likely due to our own familiarity with the story of Red Riding Hood.

The lecture also raised the idea of “Non narrative”, is there such a thing ? Does every film, lit, media tell a story ? The Andy Warhol clips and short film “We Have Decided Not To Die”
challenged us with the idea.

As the ideas surrounding narrative form were debunked. My mind thought of films which fit this altered medium. In my cinema studies class we have viewed and analysed several experimental films including Playtime. 

Another experimental film that definitely challenged me as an audience member is Samsara. This film is classified as an “experimental non-narrative” as it lacks dialogue and entirely focuses on visual landscaped of barely touched parts of countries. With the term “non-narrartive” in mind, I thought back to Dan’ s argument that their is no such thing as “non-narrative”. I then thought how this concept might apply to something like Samsara … it did tell a story, just not  a conventional one. It told me about nature and how beautiful it can remain if it is untouched by humans. It conveyed spirituality of the Hindu and Bhuddist traditions emphasised by ghostly and an uplifting soundtrack. Visually striking, it did not need “conventions” such as dialogue and plot-line to mould a narrative.

TUTE
In this week’s tute I was introduced (and others, reacquainted) with the concept of an annotated bibliography. My assignment partner and myself have narrowed down our topic of focus on mediums, to investigate Television that is made for digital portable media (tablets and smartphones). Following the areas I have gathered to research are: