Convergence Fall 2016: The World of Harry Potter: Transmedia Storytelling

Friday, November 18, 2016

The World of Harry Potter: Transmedia Storytelling

Transmedia storytelling “unfolds across multiple platforms, with each creating new text distinctive and valuable contribution to the whole.” Within media convergence culture, transmedia storytelling allows for innovative and collaborative content that brings people together. Multimedia possesses similar qualities but is duplicate content that is distributed or reproduced on different platforms. Through transmedia storytelling, the story on each platforms is individualized for content consumer. Therefore, individuals do not have to know the content across all platforms in transmedia storytelling in order to engage with a story. A transmedia entertainment has become an ideal model for many brands like Harry Potter that have become a global franchise.

Harry Potter, a series of fantasy novels created by J.K. Rowling has expanded into a worldwide franchise because of the successful use of transmedia storytelling. Harry Potter originally a published series, consist of 7 novels and was eventually was produced into movies.This is a conventional path in transmedia storytelling within the entertainment industry as the traditional media like print are produced into movies. However, Harry Potter successful created a synergy “integrating multiple texts to create a narrative so large that it cannot be contained within one medium.”

As Henry Jenkins states, “franchises offers a new level of insight and experience refreshes the franchise and sustains consumer loyalty.” Over the decades, the Harry Potter franchise has unlocked a world of new secrets and mysteries for Potter fans on different platforms. From merchandise like wizardry wands and cloaks to Harry Potter video games, the Harry Potter has taken consumers in various industries and markets. For example, Universal Studios, a major theme park has created The Wizarding World of Harry Potter that has become an extension of the book yet park visitors can still enjoy the attractions without previous knowledge of the series. The theme park incorporates an interactive experience as visitors can purchase a wizard wands that allow visitors to unlock secrets throughout the theme park with the use of the wand.

Pottermore

Pottermore is a prime example of transmedia storytelling through interactivity within the Potter franchise. Pottermore is a digital platform and the official website of Harry Potter that was launched in April 2012. This digital platform has “exclusive Potter-related content, including behind-the-scenes information about the books from J.K. Rowling, as well as interactive games that allocate house points and spells to its users.” (Huffington Post, http://huff.to/2g5m9tc ) Pottermore provides Potter fans the ability to immerse themselves in the wizardry world and interact and influence the development of the story. The emphasis on user-generated content within the transmedia culture for Pottermore demonstrates the importance of fan participation. Within a convergent culture, consumers are now using new media technologies to engage with old media content like the Harry Potter books on Pottermore (Jenkins, Convergence Culture, pg.175).

In addition to the Pottermore, the site reaches fans on their social media platforms like their Youtube channel, which provides additional videos from J.K. Rowling and their Twitter page that post the high scores of Pottermore users. As a result, the interactivity on Pottermore and within the entire Harry Potter franchise allows for endless points of entry for potential consumers.

The Daily Prophet

The Harry Potter series is unique as its growing success was at the time when convergent culture was beginning to emerge in the beginning of 20th century. For example, the chapter, Why Heather Can Write in Henry Jenkin’s textbook, Convergence Culture examines how the Harry Potter series has changed the life of young Heather Lewer and her successful launch of The Daily Prophet, a Web-based newspaper. Heather created The Daily Prophet in the late 1990’s to help kids want to read through the world of Harry Potter. The online newspaper created articles about the Potter world as though it was real life to encourage readers “to open their minds to exploring books, explore the characters and analyze the literature.”
Fan participation was an important aspect of The Daily Prophet, as Heather allowed fans to be columnist for the newspaper and create articles and content. As fans would create articles, Heather would serve as an editor and critique the work of writers to help them improve their reading and writing skills. This platform provided kids and young adults a space to explore their imagination through the world of Harry Potter while improving grammar skills. Despite the backlash from conservatives and religious organization on the issue of dark magic in Harry Potter, this site demonstrates how active participation changed the landscape of active participation and transmedia storytelling.

Work Cited

Jenkins, Henry. "Searching for the Origami Unicorn." Convergence Culture: Where Old and New Media Collide. New York: New York UP, 2006. 95-134. Print.

Jenkins, Henry. "Why Heather Can Write." Convergence Culture: Where Old and New Media Collide. New York: New York UP, 2006. 175-216. Print.

Losowsky, Andrew. "Pottermore, The Harry Potter Official Website, Is Finally Open To Muggles." The Huffington Post. TheHuffingtonPost.com, 14 Apr. 2012. Web. 17 Nov. 2016.

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Last Class 12/22 11:45pm - 2:45pm

Remainder of Final Project Presentations - Attendance mandatory

Please bring snacks to share *if you can.

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Due 12/8 and 12/22 Project Presentations

12/15 No Class - Reading Day

FINAL PROJECTS!! (due on the blog on 12/7 before 8pm)

Checklist:

-project summary on the blog along with images

-a link to your project including written projects which must be published somewhere or linked as pdfs. Some projects can be included in the post itself ex: videos embedded.

-presentations will be from your blog post or linked directly from the post PLEASE TEST THIS BEFORE ARRIVING IN CLASS - 5 minutes MAX.

-written projects (research papers, essays, zines or other projects that will be distributed in print) must be handed in to me in print.

-all students must included in your blog post a final resources list/bibliography

-I have invited guests to attend our final presentations.

Extra Credit Post +5% (due on blog by 12/15) Selfie: Us and Them exhibition at Living Incubator Performance Space - Gateway Projects at 2 Gateway Center

Please look closely at the pieces in the art exhibition Selfie: Us and Them. Form a ~500 word response to the experience of seeing this exhibition. Please be sure to address the following questions:

What are some themes of the exhibition? How do the artists address identity and the selfie? What are some critiques of self, identity and media? Describe at least two of the projects in detail and explain how the projects are or can be activist in their messages? How does the exhibition use and address media in order to critique identity and self portraiture? What are the artists and curators telling the gallery audience?

NOTE **All outstanding posts due 12/15 for partial credit** If you missed an assignment and would like to complete it for partial credit(as much as half) this is your chance. You must email the link to your assignment to the professor and let her know that you would like the LATE assignment considered toward your final grade.

TWEET! twitter counts as extra participation credit!

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HAPPY THANKSGIVING! No Class 11/24

Due 12/1

READINGS: Jenkins, Conclusion pg. 251- 270. Afterword pg. 271-294 and pdf on Blackboard called Sleeper Curve (was not appearing last week but is available now)

WORK ON YOUR SEMESTER PROJECTS!!! check your proposal posts for comments from your fellow students and from me. I will be adding more comments all week.

Group 7 presents

2 Tweets #convergcult

COMMENTS ON 3 PROJECT PROPOSALS (if you have not done so already) please comment with helpful criticism, resources, adjacent projects or ideas on 3 fellow student project proposals. Be helpful!

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Due 11/17

We are meeting in the classroom and then walking to 2 Gateway Center together. We will be visiting Gateway Projects Space and specifically an exhibition in the Living Incubator Performance Space called Selfie. Please be here on time.

READINGS: pdf on Blackboard called Sleeper Curve

Post 4 - Transmedia storytelling Analysis

What is the difference between multimedia and transmedia?Choose a message/story/product that uses multiple platforms to expand the reach and experience of a story (idea.) Choose an example that has not been discussed in class. Use the readings from class and additional readings to analyze how this story is told using various platforms (including ARG, games, social media, traditional media, etc.) How does this strategy engage participation? How does the use of various platforms benefit or change the story or the audience?

Challenge Media and the Presidential Election: If you choose to please try to use the presidential election (2016 or previous) as an example to illustrate the strategy of splitting the narrative onto multiple platforms. Does this happen? Can this happen? How? Please use examples and research to back up your claim.

Find research to back up your argument. Use various essays/articles to speak to your points. Cite your research. 7+ paragraphs, with images and citations.

No group presentation

COMMENTS ON 3 PROJECT PROPOSALS please comment with helpful criticism, resources, adjacent projects or ideas on 3 fellow student project proposals. Be helpful!

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Due 11/10

READINGS: Pavlik/McIntosh, Chapter 5 and Jenkins, Searching for the Origami Unicorn pg.95-134

Group 6 presents

2 Tweets #convergcult

COMMENTS ON 3 PROJECT PROPOSALS please comment with helpful criticism, resources, adjacent projects or ideas on 3 fellow student project proposals. Be helpful!

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Due 11/3

READINGS: Pavlik/McIntosh, Chapter 7

2 Tweets #convergcult

Group 5 presents

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Due 10/27

MIDTERM PRESENTATIONS in class on 10/27**Please arrive in class 5 minutes before class begins at 2:25pm

Proposal of final semester project. In a two page (700+ word description printed and handed in to me) please explain: the topic, the form your project will take, the scope of your research, intended message of your piece, the audience you would like to reach (be specific - of course you may want it to reach the broadest audience possible - but who are you directing it towards specifically), the way(s) you intend to distribute or publish your work, how it will involve your audience, how do you intend it to "make change", why are you making this project, why is it important to you, how does this project fit in to your portfolio or career ambitions, how will you produce this project, how are you taking advantage of convergence in the project or in the distribution of the project, how do you plan to make something amazing.

Please include a Bibliography and/or Resource List for semester project (so far) in addition to your 2+ page description. Please use proper MLA or Chicago style. Include any academic research/scholarship, literature, inspirational projects, media works you are looking to, any resources you plan to use in order to create the project, expertise you plan to employ, help you will be seeking to accomplish your ambitious goals, all materials and information you hope to access to complete the project.

HAND IN TO ME YOUR PRINTED 2+ PAGE midterm proposal and bibliography/resource list as you enter the classroom on 10/27

Then you will give a 2 minute presentation to the class.On the blog create a NEW extensive summary post, a "pitch" to the class of your project proposal. This must be posted on or before 10/26 at 11:59pm. Presentations will be from your blog post and should explain where you are in your research and production of your project and how and where you plan to be at the final presentation. What are you making, why and how? Please concise, clear and impressive! Practice your presentations for clarity and for time. Use visuals (images in your post) if appropriate. Be sure the class and I will fully understand exactly what you plan to make and why.

You will be graded on the proposal you hand in, on your blog post and on your presentation "pitch" to the class.

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Due 10/20

READINGS: Pavlik/McIntosh, Chapter 9 and Chapter 10

Group 4 presents

2 Tweets with #convergcult

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Due 10/13

READINGS: Pavlik/McIntosh, Chapter 8 Jenkins, Spoiling Survivor pg. 25-58 and

ONLINE: David Carr's Last Word on Journalism, Aimed at Students, New York Times, February 2015http://www.nytimes.com/2015/02/16/business/media/david-carr-as-a-passionate-professor-shaping-the-future-of-journalism.html

Clay Shirky, Newspapers and Thinking the Unthinkable, March 2009 http://www.shirky.com/weblog/2009/03/newspapers-and-thinking-the-unthinkable/

Two short articles from Brain Pickings by Maria Popova:

The Life of Trailblazing Journalist Nellie Bly, Who Paved the Way for Women in Media https://www.brainpickings.org/2015/07/17/the-daring-nellie-bly-bonnie-christensen/

Addiction to Truth: David Carr, the Measure of a Person, and the Uncommon Art of Elevating the Common Recordhttps://www.brainpickings.org/2015/02/13/david-carr-night-of-the-gun/

POST 3 Mass Amateurization

In the readings Everyone is a Media Outlet and Publish, Then Filter, Clay Shirky describes "mass amateurization." Explain what he means by this and give a clear example from your experience that illustrates his argument. What does Shirky argue is the outcome of this? How has media publishing and consumption changed as a result of this? Similarly Jenkins in Why Heather Can Write describes fan fiction culture and the amateurization of the author. Please use examples to explain this development.

What do you feel is the future of the media professional? What do these two readings suggest may be shifting, if anything, and what may come of these new authors/storytellers, journalists and producers?

Feel free to use other essays/articles as well to speak to this points. ~800 words, with several images (with captions), citations from the readings and works cited.

Important note on Post 3:

The post should be a strong analysis of the readings. Be sure to convey an understanding of the readings and cite them extensively. Use media examples to illustrate your points from these readings and those of your own choosing. These should be titled (create a strong title), carefully written, well edited and properly cited with bibliographic information at the bottom of each post. All posts should include illustrative images with captions and links that are clear and introduced in your text.

*Please be sure that your published post is formatted correctly with spacing, alignment, paragraphs, images and captions of images lined up as best as possible. Fonts and images should be sized correctly. Please remember these are on the web. Format them to reflect your best published writing for the web with images and text appearing as polished as possible. This is a good part of the writing grade. EDIT!

2 Tweets #convergcult

Group 3 presents

Group presentations must also have a summary posted to the blog. One post per group. Best to complete this before your presentation in class. For those who have presented please do this immediately. This post is part of your presentation grade.

2 Comments on project proposals. Read through student project proposals. Choose two or more to give feedback and help with/give additional resources, advice or references. Be constructive and thoughtful.

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Due 10/6

READINGS: Pavlik/McIntosh, Chapter 6, ON BLACKBOARD: Clay Shirky, Everyone is a Media Outlet and Publish, Then Filter

++Draft Proposal Due for Semester Project++

Please choose and describe the topic which you plan to research for your semester project. See the project description at the end of your syllabus for the guidelines of the project. Write up a description of the social issue, of the research you plan on undertaking and what you plan on creating to approach this topic (video, podcast, vlog, tumblr campaign, workshop, research paper, article, poster, art project etc). Please include as much information as possible at this stage. 1 page+ printed and handed in to me AND a post on the blog. You may include images and links to supporting material. This proposal will count towards your midterm grade. You will be presenting your topic in short presentations as your midterm on 10/27. Please dive into this proposal as it is crucial to your success on the midterm and final.

Group 2 presents

2 Tweets with #convergcult

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Due 9/29

READINGS: Pavlik/McIntosh, Chapter 3 and Clay Shirky, Everyone is a Media Outlet on Blackboard and Jenkins, Why Heather Can Write pg.175-216

Group 1 presents

2 Tweets with #convergcult

EDIT POST 2

Important note on Posts: The posts should be strong analyses of the readings. Be sure to convey an understanding of the readings and cite them extensively. Use media examples to illustrate your argument and points from the readings. These should be titled (create a strong title), carefully written, well edited and properly cited. All posts should include illustrative images (with captions) and useful links that are clear and introduced in your text. Be sure to include a bibliography/works cited at the end of your post. You may use MLA or any accepted style in order to cite, but please be sure to be consistent and check your format.

GROUP PRESENTATIONS must also have a summary posted to the blog. One post per group. Best to complete this before your presentation in class. Please summarize your presentation and include images and links to the most important examples and information. For those who have already presented please do this immediately. This post is part of your presentation grade.You might consider having your presentation online and linked from the post to make it easier to present in class. You may bring your presentation with you but be sure to have a back up way of accessing the presentation as there is always room for a technical problem.

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Due 9/22

POST 2 DUE Society of the Spectacle

What is the society of the spectacle? How does Debord describe the spectacle and its impact? Discuss the theme of commodity as described by Debord in this chapter specifically. What is the commodity as spectacle? Please use your readings about the media, convergence and spectacle to help illustrate your descriptions and your points. Use clear examples from contemporary mediated culture to help explain your interpretations of this text.

You must cite from your sources (in body citation) and use images (at least 2) to illustrate your examples. Feel free to also link to additional resources and information.

500+ words posted on this blog: well-developed, edited, and formatted correctly. Please make sure to include a short works cited list at the bottom of the blog.

READINGS:

Jenkins, Introduction to Convergence Culture pgs.1-24

Pavlik/McIntosh, Chapter 1+2

From Guy Debord's Society of the Spectacle (first published 1967):

Debord, The Commodity as Spectacle (1977 translation)OR(2002 translation)

2 Tweets with #convergcult

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DUE Thursday 9/15

Introduce yourself on the blog - MINI POST

Please post 1 paragraph about yourself and your professional and academic goals. How do media, media consumption and media studies fit into your life, your academic goals and your interests? You must include one image and one link.

READINGS:

Jenkins, Introduction to Convergence Culture pgs.1-24

Pavlik/McIntosh, Chapter 1+2

From Guy Debord's Society of the Spectacle (first published 1967):

Debord, The Commodity as Spectacle (1977 translation)OR(2002 translation)

2 Tweets with #convergcult

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Link to Syllabus

Link to online videos (links) from class screenings

Readings on the syllabus refer to chapters in your texts:

John V. Pavlik and Shawn McIntosh's Converging Media and

Henry Jenkins' Convergence Culture: Where Old and New Media Collide

**Additional readings can be found on the Blackboard site or linked here and will be specified here for each class. Please check here each week for additional readings.

CLASS DISCUSSIONS:

The course material and discussions can often be provocative and challenging. We must therefore be careful to be respectful of each other and all of our viewpoints. No student shall ever be made to feel uncomfortable because of race, gender, sexual orientation or religious beliefs.

We must come to class prepared and ready to discuss the readings!! Please keep discussions focused on the readings and class materials and keep examples relevant and appropriate. If you have not done the readings you are not to participate in the discussion.

Please see this great list of classroom discussion guidelines for guidance on classroom discussion. It is also helpful that everyone in the course reviews several key terms that are often important to the class discussion. Please review this important list of terms.