Audience: How has the internet changed audiences?

This week's work has explored audience power and whether the internet has given audiences more or less power in the media.

This is a crucial media debate and over the course of the GCSE you need to develop your own opinions on these questions. We will be using this particular topic to start developing our essay writing skills in preparation for the longer, high-mark exam questions.

Blog task: audience power essay

Create a new blogpost called 'Audience power essay'. Then, use the following guidance to help you write the essay on your blog:

Essay question: “The internet has given audiences much more power than ever before.” To what extent do you agree with this statement?

Word count: 500-800 words

Optional essay plan
You may find the following useful. However, you do not have to follow it exactly and will be credited for alternative or original responses that are convincing and highly effective.

Introduction (50 words): Thesis Statement (setting out your argument)

• Introduce the question and how it will be answered. Summarise how the internet has changed the position of the audience (consumer) in relation to the producer. 
• Explain what your own argument is: do you think that the internet makes the audience more powerful or less powerful and why? 

Music Industry: (150-250 words)
What changes have happened to the music industry since the rise of the internet?

Advantages for audiences:

• What are some examples of how audiences have benefited from the rise of digital media in the way that they access and consume music? Think about downloading and what platforms users are using to access music. 
• Think about ‘bedroom bands’ and subscription services such as Spotify and Apple Music. How do these services and opportunities help the audience? 

Disadvantages for audiences:

• What are the benefits of word of mouth advertising (and re-tweets, shares etc) for the producers? 
• What might happen to music artists if audiences are unwilling to pay for their music?
• What are the issues for audiences in having so much content available to them?

Film and TV Industry (150-250 words)
What changes have happened to the film and television industry since the rise of the internet?

Advantages for audiences:

• What are some examples of how audiences have benefited from the rise of digital media in the way that they access television and film? Think about downloading and new platforms for film and television.  
• Think about piracy and Apps such as Showbox: what do they offer to the consumer? 
• What about subscription services such as Netflix and Amazon Prime. How do these services and opportunities help the audience? What content is available to them? What about when they can watch?

Disadvantages for audiences:

• What potential issues are there with ‘binge-watching’ TV series?
• How might watching TV shows and films on a small screen (e.g. phone) affect the viewing experience?
• Why are companies producing less interesting films and TV shows? (E.g. sequels and reboots)

Newspaper Industry (150-250 words)
What changes have happened to the news industry since the rise of the internet?

Advantages for audiences:

• How has the internet changed the way audiences can access news?
• What is Citizen Journalism and how has it given the audience more power over reporting and receiving the news?

Disadvantages for audiences: 

• What is fake news? Why is this a problem for audiences?
• Are there any problems or concerns with citizen journalism? 

Conclusion (50 words)

• Have you answered the question with a clear conclusion? Have you demonstrated that the internet makes the audience more powerful or less powerful and why?

Complete this essay for homework - due Thursday 7 December. Remember: the word count MINIMUM is 500 words. 

Audience theory

As well as studying target audience demographics and psychographics, we also need to explore WHY audiences use the media.

Audience theory: key notes and terminology

Passive & Active

Passive: This is the view that audiences passively take in information from the media and that these messages have the same effect on everyone.

Active: This is the more modern and generally accepted view that audiences interact with and make conscious choices regarding the media they consume.

Hypodermic Needle Theory

This is the suggestion that audiences are always passive and therefore take the intended message from the producer as if it was injected into their minds. This assumes no individual difference in audience members. 

Uses and Gratifications - Blumler & Katz

INFORMATION/SURVEILLANCE: learning information that you did not already know or that is useful for living (e.g. documentaries; weather or traffic). 

IDENTITY: personally relating to something - seeing your lifestyle on screen.

DIVERSION/ENTERTAINMENT: escapism and being entertained away from your normal life.

RELATIONSHIPS: social interaction, caring about characters or celebrities, forming relationships e.g watching a soap opera for a long time because you care about what happens to long-standing characters.

Audience theory: blog tasks

Create a new blogpost called ‘Audience Theory’ and complete the following tasks:

1) Write a definition of a passive audience: 

2) Write a definition of an active audience: 

3) Write a definition of the hypodermic needle theory: 

4) Write down a media text for each category of Blumler and Katz's Uses and Gratifications theory and WHY it fits that particular audience use/gratification: 

INFORMATION/SURVEILLANCE:  
 > Why:

IDENTITY:
 > Why:  

DIVERSION/ENTERTAINMENT: 
 > Why:

RELATIONSHIPS:
 > Why: 

5) Re-watch the clip from Blue Planet above and write a paragraph analysing how elements of the clip offer the audience pleasures (use media terminology from Uses and Gratifications theory - notes outlined above). 

Extension: To take this further, select a media text of your own choice, embed it in your blog and write another detailed paragraph analysing the audience pleasures in that product.

Finish for homework if you don't complete it in the lesson - due next Thursday.

Audience: Psychographics

Media institutions are always looking for more detailed audience profiling – so they can target their product more successfully. 

This means they need more than just demographic details - they also want to know about their lifestyles, values and attitudes. One way of classifying these additional details is psychographic profiling.

Psychographics

Young and Rubicam invented a successful psychographic profile known as their 4Cs Marketing Model: Cross Cultural Consumer Characterisation.

Resigned

Rigid, strict, authoritarian and chauvinist values, oriented to the past and to Resigned roles. Brand choice stresses safety, familiarity and economy. (Older)

Strugglers

Alienated, Struggler, disorganised - with few resources apart from physical/mechanical skills (e.g. car repair). Heavy consumers of alcohol, junk food and lotteries, also trainers. Brand choice involves impact and sensation.

Mainstreamers

Domestic, conformist, conventional, sentimental, passive, habitual. Part of the mass, favouring big and well-known value for money 'family' brands. Almost invariably the largest 4Cs group.

Aspirers

Materialistic, acquisitive, affiliative, oriented to extrinsics ... image, appearance, charisma, persona and fashion. Attractive packaging more important than quality of contents. (Younger, clerical/sales type occupation)

Succeeders

Strong goal orientation, confidence, work ethic, organisation ... support status quo, stability. Brand choice based on reward, prestige - the very best . Also attracted to 'caring' and protective brands ... stress relief. (Top management)

Explorers

Energy - autonomy, experience, challenge, new frontiers. Brand choice highlights difference, sensation, adventure, indulgence and instant effect - the first to try new brands. (Younger - student)

Reformers

Freedom from restriction, personal growth, social awareness, value for time, independent judgement, tolerance of complexity, anti-materialistic but intolerant of bad taste. Curious and enquiring, support growth of new product categories. Select brands for intrinsic quality, favouring natural simplicity, small is beautiful. (Higher Education).

Photoshop task: Audience Profile

1) Open your Photoshop Audience Profile document and finish the demographic details. 

2) Find images that represent the psychographics (hobbies and interests) of your audience and add these to your document.

3) Add at least 50 words of TEXT to show you understand what categories your target audience falls under e.g. Reformer =

4) Save as a JPEG and upload to a new blog post called ‘My Audience Profile’.

GCSE Media assessment: learner response

Well done on completing your first GCSE Media Studies assessment - it's an important first step in identifying our strengths and weaknesses in the subject so far.

The first part of your learner response is to look carefully at your mark, grade and comments from your teacher. If anything doesn't make sense, ask your teacher - that's why we're here! 

Your learner response is as follows:

Create a new blog post called 'October assessment learner response' and complete the following tasks:

1) Type up your feedback in full (you don't need to write the mark and grade if you want to keep this confidential).

2) Read the mark scheme for this assessment carefully. Write down the mark you achieved for each question:

Q1:
Q2:
Q3: etc.

Where you didn't achieve full marks, write WHY you think you missed out on the extra marks. Use the indicative content suggestions in the mark scheme to help with this.

3) Did you get any media terminology wrong in the assessment? Make a note of it here for future revision:

4) Identify one of your stronger questions. Why did you do better on this question?

5) Identify one of your weaker questions. Why did you score lower on this particular question?

6) Re-draft your answer to Q9 and type it out in full. Use the mark scheme to identify anticipated content you can add to your response and make sure your typed re-draft is a top-level answer of at least three paragraphs. 

If you do not finish your learner response in the lesson your work is returned, this needs to be completed at home by your next lesson.