advertising creators block.

Creators Block is an online social media platform that was created ad a social and digital innovation to assist creators in their moments of creative struggle by providing a collaborative platform where imaginative thinking can flourish into inspiration. AS a group we decided to create such a platform as we ourselves often find the only way out of a creative slump, is a creative discussion. We wanted to creative a place online for fellow artists to discuss and gain feedback on their projects. For my DA I chose to visually show the reasons why a platform like Creators Block is important to exist, and what the marketing of the app in our modern day would look like. The virtual community my group has spend all semester conceptualizing, needed to be visualised through my advertisements. 

The point I’ve illustrated in my DA is the struggle many creative minds may encounter when creating and developing their art. I was inspired to creative these four short TikTok style advertisements, as I am bombarded by similar advertisements when I open my social media accounts, and what better way to advertise a “new social media platform” than on another one. “Young people crave micro-entertainment and short bursts of distraction. This is one of the main appeals of TikTok. Videos are fun, short and trendy. “, (Romero S, 2021), following this mindset and being inspired by other “parody” style advertisements, I decided to storyboard, shoot and edit my own advertisements that were both informative, fun and easy to understand. 

Inspired by the TikTok I see every day, I wanted my advertisements to be comedic instead of just a marketing ply advertisement. Three out of my four videos show a “problem” that would need a solution, and my fourth and last video advertisement shows the solution: our platform Creators Block. My idea is that if Creators Block were to exist it would be advertised to our target audience through social media advertising, which has seen a growth in media messages with the customizable appeal to specific characteristics of an identified target demographic or group. (Dodoo, NA & Padovano, CM 2020)

Overall, the innovation I have spent the whole semester crafting with my group is a virtual community where creative people who struggle with creativity can lean on one another and share and cultivate projects. “People in virtual communities do just about everything people do in real life, but we leave our bodies behind…” (Rheingold, H 2000) What I chose to highlight in my videos is that fact that an artist can work independently while still needing help, this is where they can turn to Creators Block, online, and not have to work alone through their struggle. 

References:
Dodoo, NA & Padovano, CM 2020, ‘Personality-Based Engagement: An Examination of Personality and Message Factors on Consumer Responses to Social Media Advertisements’, Journal of promotion management, vol. 26, no. 4, pp. 481–503.
Rheingold, H 2000, The virtual community: homesteading on the electronic frontier  Rev. ed., MIT Press, Cambridge, Mass.
Romero, S 2021 (Adapted by Burt, K), “Why is TikTok so Popular?”, Mega Interesting, https://www.megainteresting.com/techno/article/why-is-tiktok-so-popular-901581513204

a reflection on bcm212

From doing BCM241 (media ethnographies) in a previous semester I had the idea that qualitative research was quite hard and time consuming. When it came to taking on this subject at first, I want at all enthused. But after getting told I was allowed to work in a partnership, my worries eased. As well as finding a topic I was actually interested in, and cared about really actually helped me move along this seamster through all the assessments. If I didn’t choose a topic that I could relate too, I really wouldn’t have been as involved in BCM212 as I was.

What was challenging about the work itself was pushing surveys on the BCM212 cohort, everyone needed their survey done, and it felt like even if I was doing survey after survey, I still wasn’t getting traction on my own (in our final tally we only has 35 people do our survey), even if i was posting day after day about it.

What was beneficial about starting with the risk matrix was being able to recognize all these “failure” or problems beforehand, before the research actually began. Doing that made it easy on me to say, “hey, i knew this might be coming, and thats ok.”

The biggest hurdle of all through BCM214 was this final assessment, I don’t know if I feel confident about the direction of my opinion piece, as well as not knowing if i “assessed” my final research correctly. But overall I did find this subject really beneficial for researching audiences and social media patterns, I know that I will have to use what i’ve learnt here in my future careers.

my final thoughts; does fashion influence academic performance?

The choice someone comes too about their appearance when preparing to face the world matters. Even if someone doesn’t care for others’ opinions on their appearance, they still take their own opinions into account. If someone heavily takes the criticism of others to heart, they take that into account when choosing what to wear. When looking at fellow students, it’s important to be aware that each individual has an identity, some choose to reflect their personality visually through their clothes, but other might want you to try and know them through conversation rather than at first glance. This study was to show just that, for students to be aware of their own behaviour as well as their fellow students.

In early research of the project, my partner Chelsea and I looked at the effect of fashion on someone’s confidence in an article by Joanne Entwistle, “Fashion and the Fleshy Body: Dress as Embodied Practice”. Here I was able to define fashion as a “general term which can be used to refer to any kind of systematic changes run social life, in architecture or even academia: the fashion system as it pertains to dress refers to a particular set of arrangements for the production and distribution of clothing”. Fashion does not only protect one’s modesty and their body, but it has the ability to create an identity. An example of the “importance” of clothing is the “flasher”, it is illegal for someone to streak, to strip off their clothing garments, is defined as an ” indecent exposure”. This illustrated that there is a microsocial order when it comes to clothing. There is a mutual understanding of what is socially accepted and what isn’t. (Entwistle, J 2000) Therefore, when a student is preparing for a day at university, what they chose to wear matters.­

Looking solely at our interviews, it was amazing to see the depth that could be taken with the answers from our survey. We asked seven questions to each participant that mirrored questions from our survey to gain a deeper collection of understanding and data. We had a pool of 35 participants. Of those, 51% agreed that fashion does affect confidence in the classroom, 22% said no to the idea and 22% couldn’t say yes or no.  Therefore, there is a majority that believe what we sought to discover is true that it does affect students, but there is 8% who questioned the depth of how far it can affect a student. The wide range of answers from our survey allowed us to see this clash of opinions. 

When looking into our overall findings its clear to say the subjects we interviewed, differ from those who took the survey. Four participants from the survey agreed to an interview, which is 11% of our overall pool of participants in this study. Of those 4 all agreed that fashion was a part of their identity, where they could express themselves and enjoy doing so through their clothing. All also agree that confidence would be linked to one’s appearance and their ability to feel more confident in a classroom setting. “At best, the argument is made that because a range of individuals were tested, it was at least possible to identify a range of problems with the item – or to at least gain a comprehensive understanding of the manner in which it can be expected to function” (Willis, G. Boeije, H 2013), we didn’t end up with as large of a range as we hopes, but what was interesting about the range we did have was that though similar in mind sets, each individual has something different to say on the matter.

As an interviewer…

As an investigator I knew that I had to take an unbiased approach, I found that the positive reinforcement did allow me and my partner to not be limited in the data we were collecting if the interviewee felt more comfortable. Each interviewee had a different approach when asked why they dress the way they dress. Here I’ve used code names to decipher the different participants, BABS said they dress for self-expression, AN said they dress to inspire others as well as just for themselves but overall, it depended on their mood LM said something similar in stating that fashion is one’s identity for them, they feel the most themselves when they’re wearing what they love. While PEFF said they dress more socially, for instance and to quote, “I’m a fan of wearing like fan merchandise items because a lot of the friends I made through Uni are through fandom so if I’m wearing like cool shoes and a top someone might be able to come up to be and be like oh I like that”, which I find as a very interesting bundle of approaches to ones dress – each participant has a differing view. 

Our findings after each interview, we made sure were presented in a clear and systematic way. This made us thing logically about the way we presented our findings, which also included an overall summary. When looking at each data collection side by side it was interesting to see how similar, yet how difference the participants answered, also being allowed to speak more freely than clicking options in a survey allowed us as a research team to look at the spectrum of answers that could lie in one question. In our survey It showed that no one chose professionalism solely on its own for the influence it has on fashion choice, yet in our interviews it was chosen by 50% of our participants. It was explained that perhaps certain University disciplines have different styles of dress based on their concept of professionalism and how to best present themselves going towards their future careers.Do your fashion choices affect your academic performance? As a biased viewpoint of my study, I do believe fashion and the way someone choose to present themselves influences first their confidence which in turn influences the way they interact in class. No, I don’t believe it is a stand-alone factor, but it is a heavily influence, if you feel comfortable in your own skin, you’ll feel comfortable where you are. 

References
Entwistle, J 2000, ‘Fashion and the Fleshy Body: Dress as Embodied Practice’, Fashion theory, vol. 4, no. 3, pp. 323–347.
Willis, G & Boeije, H 2013, ‘Reflections on the Cognitive Interviewing Reporting Framework: Efficacy, Expectations, and Promise for the Future’, Methodology, vol. 9, no. 3, pp. 123–128.

do fashion choices affect academic performance?

BCM212 | Pitch

How does fashion…

  • Affect a student’s classroom potential?
  • Change one’s perception of themselves to the outside world?
  • Influence the potential of friendships and relationships?
  • Change the way a student performs academically?

My partner, Chelsea, and I have chosen to investigate the topic of fashion choices in the learning environment. More specifically how does outer appearance affect a students classroom potential in the way they approach University.

Fashion is everywhere. Whether it’s done with intention or in an accidental way – we’re surrounded by it. People actively choose what to wear or what not to wear, to stand out or to blend in, to spend a lot or spend very little on what they wear. Fashion as defined by Entwistle, is a “general term which can be used to refer to any kind of systematic changes run social life, in architecture or even academia: the fashion system as it pertains to dress refers to a particular set of arrangements for the production and distribution of clothing” in which she goes on to say was born out of historical and technological developments in Europe. (Entwistle, J 2000) To speak broadly, young people can use fashion to discover who they are or who they are not. The teenage years, and early twenties have the potential for experimental fashion choices to be made before entering the “real world” and establishing ones self in society. González says, “On the stage of everyday life, the performer declares what he is… to do this, he provides himself with complex equipment ranging from the furniture of his home to his clothes Among all other objects, what fits to our body – the dress and its accessories – has, however, a status“. Fashion in clothing could mean everything to someone, but it could mean absolutely nothing to someone else.

Do students choose to focus on what they wear as to suggest their personality through their fashion, are they dressing to attract relationships and friendships or does practically influence their decision for example by the weather report for the day or how much walking they have to do. We are not going down the path of dress codes and their effects, because our University doesn’t have one for attending students – but investigating perhaps if there is an unspoken “dress code” and what factors contribute to this.

When quickly running some simple Twitter Polls to find out if there would even be a topic to research – we found a bag of mixed responses from our fellow students. The idea of dressing practically was a majority of those who replied with answers, but we had a lot of people sitting on the fence about how much their clothing choices mattered to them.

Our research methodologies will be both qualitative and qualitative, using surveys and questionaries to support our interview focus group. We will be following the guide provided by Rosanna Breen to accurately and appropriately construct our focus group. We are aware of the risk of a focus group research approach as we are in “Covid-19 times’ ‘, as researchers we’ll have to rely on everyone showing, through further investigation we will see if we conduct these groups virtually or in-person. Throughout all it is important to be sure our participants are going to give us what we want.(Breen, R L, 2007) Focus groups will be useful to reveal through interaction the beliefs, attitudes, experiences and feelings of participants, together opposed to if we just do individual interviews alone. (Litosseliti, L 2003) Because this is our approach we will need to revisit our knowledge in ethics to appropriately record our answers. After all this preparation we will carefully instruct questions and surveys for University students who go to campus, particularly those of the BCM212 cohort, to answer and participate in.

Fashion means something to my partner Chelsea and I. I’ve always had an interest in fashion, and how it makes me feel about myself, and how that then projects out to the world. To me, my fashion choices really do matter, particularly if i’m attending a place where I’m given the chance to openly be who I want to be, dress how I want to with like minded people in my classroom. I wanted to participate in this research study to know what my fellow students think, is it similar to my mindset or is it completely different?

References;
– Breen, R.L, 2007, ‘A Practical Guide to Focus-Group Research’, Journal of Geography in Higher Education, vol 30, Issue 3, pp. 463-475
– Entwistle, J 2000, ‘Fashion and the Fleshy Body: Dress as Embodied Practice’, Fashion theory, vol. 4, no. 3, pp. 323–347.
– González, AM, & Bovone, L (des) 2012, Identities Through Fashion: A Multidisciplinary Approach, Bloomsbury Publishing Plc, London
– Litosseliti, L 2003, Using focus groups in research, Continuum, London ; pp 16

introducing me

BCM212

Hi! I’m Hannah.

I’m in the third year of my degree, but I still have one more year after this one to go as I did my first year part time. I’m from South-West Sydney and I like to drive to campus as driving is my “music therapy” time.

One idea I had about uni before I got here, is i’d be getting the experience I saw in the movies – the bustling hub of young like-minded people, an independent education experience. Not so much the party experience you see from Hollywoods idea of college but more the aspect of getting to be uniquely me and be an individual in a learning environment where I got to choose what area to study.

I asked someone who hasn’t yet gone to Uni their thoughts about the image of a “uni student”, and they believed the student would be excited transitioning from high school. Anticipating because it would be a place to meet new people and learn about real life issues that affect current affairs. – which was exactly my thoughts before I started. I was so excited to label myself as a University student, maybe that just the quirky girl in me.

Until next time!
Hannah 🤗

chàe media contextual essay

CHÀE MEDIA
Contextual Essay

Chàe Media is a multi-media company that produces content for students, from the voice of students. Started in BCM214 in 2019, Chàe Media has expanded from a small team of three to a big group of young women who are passionate about the content we create. We share content across multi-platforms of social media websites, as well as our own website. We wanted to continue this project because we want to offer help and advice to make student life easier and create content we love to see and make. This semester we wanted to expand this Digital Artefact by creating extra additions of our magazines as well as adding even more content across our social media accounts – we hoped to add a new brand of the brand with an additional podcast but after early recordings and testings we didn’t feel we we’re about to give that side project the effort it deserved, so we focused our energy on our magazines. Our biggest inspiration for our brand is frankie magazine from there aesthetic voice and platform for fun creatives! We also look up to a lot of influencers, and the YouTube channel Buzzfeed who are able to add different branches to their brand – this is why we planned for more outlets and branches of content for our audience. 

With the second magazine released this semester (just over a week ago) we had our creators submit their articles early and we completed more “hype posts” to create excitement with the issue and got the girls to also share to their private social medias using different photographs to create a range of content for people to view – this is a technique we haven’t tried before but will be using again as it created also of buss for us and gained us a couple followers. We want to be trending one day, that’s our dream, so we have to keep ourselves in check and not fall off posting online or our hashtags will be lost, we wont be lost, keeping up with the concept of a hashtag narrative, to utilise current stories and events whilst educating our audience. (Goubin, Y 2016)

Something we mentioned in our Beta was working on the “Gabbing with the Gorls” podcast as a brand of Chàe but unfortunately with the stresses of this semester of University, that goal faded out of reach and we were only able to focus on our magazines. One thing we did improve on was out social media presence, something we kind of slacked off from in the last half of the semester but our loyal audience was happy to interact with us when we FINALLY returned. An as mentioned in the BETA we finally did give the reigns to the team members involved giving them responsibilities in the social media accounts, a chance to be more involved. We focus on a lot of planning for the future this semester, we did loose time in creating and monetising our product, something we’ve talked about earlier in the semester. With future networks being our focus, we wanted to continue to better out brand with plans for series, an Esty sticker shop and actually moving forward with the podcast. We know the attention economy is the driving force of what keeps out company running, as the most valuable resource we need to keep out audience hooked. (Kane, L 2019)

Sources

Guobin Y (2016) Narrative Agency In Hashtag Activism: The Case of #blacklivesmatterUniversity of Pennsylvania. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1500&context=asc_papers

frankie magazine 2020, Home, http://www.frankie.com.au

Kane, Lexie 2019, The Attention Economy, Neilson Normal Grouphttps://www.nngroup.com/articles/attention-economy/

the internet of things

BCM206 | Week 11

Computers are everywhere, on everyone. There are computers in our pockets and on our fridges. They surround us everyday – evolution of the internet isn’t stopping any time soon. The term, the Internet of Things originated in 1999, with the work of two Massachusetts Institute of Technology [MIT] research labs, Kevin Ashton and Neil Gershenfeld argued for “the enfolding of things into the internet in an active role – either in terms of making the world comprehensible for things, or adding things to the internet” (Mattern & Florkemeier, 2010). The IoT was seen as a paradigmatic shift from the internet of single desktop and mobile computers, to a broadly defined large connectivity spread through material artefacts, therefore making them visible to humans. (Mitew, T 2014)

An object connected to the Internet of Things involved a network of simple capabilities and has a unique network ID. It has sensors, storage and processing, actuation, remote access and a semantic interface. An example of this is a Google Home or an Amazon Echo and even Tesla Cars. Data can be access anywhere, on nearly every object as the internet evolves. Thats where we’re heading so can any object become part of the internet of things? Only time will tell.

References:
– Mitew, T 2014, Do objects dream of the an internet of things?, https://moodle.uowplatform.edu.au/mod/resource/view.php?id=1661679
– Mitew, T, 2020, The internet of things: from networked objects to anticipatory spaces, https://www.youtube.com/watch?v=VCktdyl8Lss&feature=emb_title

no computer, it’s not corona, its botnets.

BCM206 | Week 10

“A botnet is a network of computers infected with malware that responds to an attacker to perform any activity they want”

Botnet’s allow cyber criminals to control different computers from any location, after infecting them. (Covid-19 is real quiet all of a sudden). Some of these hidden virus carriers com in the from of safety software or trendy apps that improve your computing experience.. but under neath they’re just trying to get onto your computer to plant their seed. This modern day Trojan horse can become self-morphing, self-defending, self-replicating and self clocking. They can run on anything form 20 to 115 computers. (Scherier, F 2015). These hackers can use the “zombies computers” to commit crimes like collapsing websites, identity theft, financial fraud, malware distribution, mass mailing of spam. I’m always worried about getting hacker, I’m so scared to block content from my emails because i’m afraid opening them form my spam with infect me. I’m always conscious of how my online activity and clicks will actually affect my computer.

I’m the part of the percent of society that sticks a Post-it note to the camera on my laptop…. just to be safe….

References
– Scherier, F 2015, On Cyberware, https://www.dcaf.ch/sites/default/files/publications/documents/OnCyberwarfare-Schreier.pdf
– ESET, 2015, What is botnet and how does it spread?, https://www.youtube.com/watch?v=s0sgiY93w9c

chàe media | beta

BCM206

This semester, so far, the Chàe has been working very hard! With the continuing challenged of the pandemic, we’ve been inconstant communication with our team in planning and executing whats happening with Chàe. We’ve released our first issue of the semester, Issue 4 of Chàe Magazine, “Through the Screen“. In this issue we incorporated what we’ve been learning throughout BCM206, about future networks and our digital world. With zoom being the new classroom we wanted to include relevant topics that students would be interested in and find helpful.

The outcome of this release was positive, though our impressions have been good from the release of the magazine, our reads are leaking as they are only 20% of the impressions. This is something that we as a team need to work on. Whether it be pre-advertising a week before or more or contenting our blog – which we’ve sort of dropped this semester.

What we’ve been doing as a group (Emma, Chelsea and I) with our DA Chàe Media is a lot of planning and behind the scenes work. But as we’ve been looking to the future we forgot about the present. Our social media activity and interaction has dropped dramatically as we’ve been sidetracked with our two releases this semester, instead of just one. This again could be due to the lack of blog posts, making us feel like we have no content curation to share but we are going to get on top of that in the latter part of the semester.

Behind the scenes elements we’ve been working hard on is our visual communication within our magazine. We’ve given ourselves as an executive more time to consolidate the articles and elements in the magazine, so everything looks perfect and aesthetically pleasing. There are some marketing strategies that we are working to implement in order to enhance Chàe’s effectiveness and popularity. As well as working on a podcast that we hope to become a series throughout the second half of the semester.

Thank you for following along, and supporting the Chàe family x