Academic literature on the topic 'Film, television and digital media, n.e.c'

ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development. Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media References: Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah. An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar. Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta. Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. In A. Farrell (Ed.), In Ethical Research with Children (pp. 49–67). Maidenhead: Open University Press. Departemen Agama RI. (2007). Al-Qur’an dan Terjemahannya Al-Jumanatul’ali (pp. 1–1281). pp. 1–1281. Medinah Munawwarah: Mujamma’ Al Malik Fahd Li Thiba’ at Al Mush-haf. Ebrahimi, M., & Yusoff, K. (2017). Islamic Identity, Ethical Principles and Human Values. European Journal of Multidisciplinary Studies, 6(1), 325. https://doi.org/10.26417/ejms.v6i1.p325-336 Embong, R., Bioumy, N., Abdullah, N. A., & Nawi, M. A. A. (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences, 7(5). https://doi.org/10.6007/ijarbss/v7-i5/2980 Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. https://doi.org/10.1037/a0028044 Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109. Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International. Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage. Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press. McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat. Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications. Ramli. (2003). Menguak Karakter Bangsa. Jakarta: Grasindo. Rhodes, M. (2012). Naïve Theories of Social Groups. Child Development, 83(6), 1900–1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x Rossiter, G. (1996). Science, film and television: An introductory study of the “alternative” religious stories that shape the spirituality of children and adolescents. International Journal of Children’s Spirituality, 1(1), 52–67. https://doi.org/10.1080/1364436960010108 Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Sukardi, I. (2016). Character Education Based on Religious Values: an Islamic Perspective. Ta’dib, 21(1), 41. https://doi.org/10.19109/td.v21i1.744 Tamuri, A. H. (2007). Islamic Education teachers’ perceptions of the teaching of akhlāq in Malaysian secondary schools. Journal of Moral Education, 36(3), 371–386. https://doi.org/10.1080/03057240701553347 udir.no/rammeplan. (2017). Framework Plan for Kindergartens (p. 64). p. 64. Norwegian: Directorate for Education and Training. Walzer, R., & Gibb, H. A. R. (1960). Akhlak: (i) survey of ethics in Islam. In The encyclopaedia of Islam (H. A. R. G, p. 327). London, Luzac. Wonderly, M. (2009). Children’s film as an instrument of moral education. Journal of Moral Education, 38(1), 1–15. https://doi.org/10.1080/03057240802601466

Balleys C., Coll S. (2017). Being publicly intimate: Teenagers managing online privacy. Media, Culture &amp; Society, Vol. 39(6), pp. 885–901.<br /><br />Bond R. M., Fariss C. J., Jones J. J., Kramer A. D. I., Marlow C., Settle J. E., Fowler J. H. (2012). A 61-million-person experiment in social influence and political mobilization, Nature, Vol. 489, pp. 295–298.<br /><br />Dencik L., Jansen F., Metcalfe, P. (2018). A conceptual framework for approaching social justice in an age of datafication, DATAJUSTICE project, https://datajusticeproject.net/2018/08/30/aconceptual-framework-for-approaching-social-justice-in-an-age-of-datafication/, 01.02.2019.<br /><br />Fuchs C. (2011). The Political Economy of Privacy on Facebook. Television &amp; New Media, Vol. 13(2), pp. 139–159.<br /><br />Helmond A. (2015). The platformization of the web: Making web data platform ready. Social Media + Society, Vol. 1(2), pp. 1–11.<br /><br />Hillygus D. S., Shields T. G. (2009). The Persuadable Voter. 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The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers. Keywords: Early Childhood, Mother Perspective, Gadget Safeness References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2 Berlin, A., Törnkvist, L., & Barimani, M. (2016). Content and Presentation of Content in Parental Education Groups in Sweden. The Journal of Perinatal Education, 25(2), 87–96. https://doi.org/10.1891/1058-1243.25.2.87 Chapman, G., & Pellicane, A. (2014). Growing up social: Raising relational kids in a screen-driven world. Moody Publishers. Cho, K.-S., & Lee, J.-M. (2017). Influence of Smartphone Addiction Proneness of Young Children on Problematic Behaviors and Emotional Intelligence. Comput. Hum. Behav., 66(C), 303–311. https://doi.org/10.1016/j.chb.2016.09.063 Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 815–829. Crouch, A. (2017). Tech-Wise Family. Everyday Steps for Putting Technology in Its Proper Place. Baker Books. De Lima, L., & Castronuevo, E. (2016). Perception of parents on children’s use of gadgets. The Bedan Journal of Psychology, II, 26–34. Gani, S. A. (2017). Parenting Digital Natives: Cognitive, Emotional, and Social Developmental Challenges. Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. Jonathan, L. P., & Andrew, L. F. (2016). Depression in children and adolescents. University of Kansas, Clinical Child Psychology Program. Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001 Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar [School Policy on the Use of Gadgets in Elementary Schools]. Jurnal Tunas Pendidikan, 2(1), 72–81. Martin, D. J. (2001). Constructing Early Childhood Science. Delmar Thomson Learning, Inc,. Morrongiello, B. A., McArthur, B. A., Goodman, S., & Bell, M. M. (2015). Don’t touch the gadget because it’s hot! Mothers’ and children’s behavior in the presence of a contrived hazard at home: Implications for supervising children. Journal of Pediatric Psychology, 40 1, 85–95. Mueller, S., Remaud, H., & Chabin, Y. (2011). How strong and generalisable is the Generation Y effect? A cross‐cultural study for wine. International Journal of Wine Business Research, 23(2), 125–144. https://doi.org/10.1108/17511061111142990 NAEYC. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Institute for Educational Policy Research. (2014). Zenkoku Gakuryoku Gakusyu Jyokyo Cyosa [Japanese]. Nielsen Company. (2009). Television, Internet, and mobile usage in the U.S.: A2/M2 Three Screen Report. Nielsen Company. Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170–181. https://doi.org/10.1037/a0025168 Novianti, R., Febrialismanto, F., Puspitasari, E., & Hukmi, H. (2020). Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). 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Drawing from historical literary works and contemporary French literature, this study [1] explored the evolution of the meanings of ‘gourmandise’ as a concept, from its early characterisation as a cardinal sin to a contemporary notion merging with visual textualisation. Furthermore, it argues that the twentieth century paved the way for a transformation in the meaning of gourmandise: its definition now emphasises a visual refinement characteristic, while retaining the element of excess as part of its appeal, thus making ‘gourmandise’ symbolic, accessible and acceptable to the general public. Although the word ‘gourmandise’ appeared in written documents at the end of the Middle Ages, its history is much older since its use dates back to the early days of Christianity, to the first monastic communities of the third and fourth centuries. In addition, while the term still exists today, its significance has had many variations over the centuries. While contemporary lexicographers define it as “the aptitude to appreciate the quality and delicacy of dishes” and the “excessive taste for the pleasure of the table” [2], its meaning has varied over the centuries [3] and is still contested. Philosophical, spiritual and social debates exist over whether the word depicts excess or moderation. In Western society, gourmandise refers to three denotations roughly corresponding to three historical periods. The earliest meaning refers to the big eaters, the heavy drinkers, and all the excesses of the table. Strongly negative, the word ‘gourmandise’ qualifies a horrible vice, one of the seven deadly sins codified by the Christian Church. Gradually, gourmandise was enriched by a second, positive sense, which would triumph in France in the seventeenth and eighteenth centuries and introduce the word ‘gourmet’ into European languages. While still reprobated by the Christian Church and moralists, gourmandise became a respectable epithet characterising amateur appreciators of good food, good wines and good company. The eighteenth century brought about a redefinition of the notion of gourmandise, all the more so as the influence of the Christian Church declined considerably. The works of Grimod de la Reynière and, a few years later, Brillat-Savarin saw a semantic change in the meaning of gourmandise, which has been attributed to the transition of an economy of scarcity to one of abundance [4, 5]. The twentieth and twenty-first centuries brought a new era for gourmandise. With the advent of digital communication, people began to talk about their experiences more rapidly and to a wider audience. Eating out has become a social event, one which must be shared instantly. Gourmandise has become digital and focuses both on quality and quantity, retaining some of its original meaning but with a new visual dimension [5]. Gourmandise is now part of everyday and professional life. It still includes the implications of excess, sharing and exchange, but now denotes transference in an increasingly seductive and interactive way. This rediscovered gourmandise is now voyeuristic instead of the gourmandise of the stomach. The findings of this study suggest that, while the meaning of gourmandise has evolved over a period of two millennia, the aspect of excessive food consumption has been retained from its beginnings right through to the twenty-first century. Paralleling its growing prestige within popular culture and social media, the discourse on gourmandise is thriving. Amidst the ‘explosion’ of food-related blogs, vlogs, websites and television programmes, gourmandise has become an engaging form of entertainment, trying to satisfy the appetites of a contemporary ‘food-crazed’ culture. The original research on which this article is based is available here http://hdl.handle.net/10292/12964 Corresponding author Gilles Petit can be contacted at: gilles.petit@aut.ac.nz References (1) Petit, G. From Glutton to Gourmet: Is Gourmandise Still a Deadly Sin? Master’s Thesis, Auckland University of Technology, Jul 2019. http://hdl.handle.net/10292/12964 (accessed Apr 20, 2020). (2) Gourmandise. Dictionnaire de l'Académie Française [online], 9th ed. https://academie.atilf.fr/consulter/Gourmandise?page=1 (accessed May, 2018). (3) Bantreil-Voisin, N. Gourmandise: Histoire d'un péché capital [online]. La Cliothèque, Jan 3, 2011. http://clio-cr.clionautes.org/gourmandise-histoire-d-un-peche-capital.html (accessed May 1, 2016). (4) Meyzie, P., Ed. La gourmandise entre péché et plaisir. Lumières 2008, 11. https://www.fabula.org/actualites/lumieres-ndeg11-la-gourmandise-entre-peche-et-plaisir_28260.php (accessed April, 2018). (5) Greene, C. Gourmands & Gluttons: The Rhetoric of Food Excess; Peter Lang Publishing: New York, 2015.

Febriartha Dwi Wahyu Safitra1, Ni Kadek Yuni Utami 2, Ni Wayan Ardiarani Utami3 1,2,2Sekolah Tinggi Desain Bali, Denpasar,Bali - Indonesia e-mail: febrisafitra97@gmail.com1 A B S T R A C T Movie theater is one of public entertainment designed to give a good quality audio-visual and services to people who would like to spend their time to watch a movie. The purpose of this redesign is to increasing the quality of services provided into movie theater, also to attracting public interest of Indonesian movie world by serving a good facilities and accommodation of watching movie activities. The process of collecting information data by doing an observation to site location at the movie theater, and do an interviewed with one of the staff, also one of customer at the movie theater. The result of those observation will be analyzed using qualitative analyses method and glass box method by listing what people’s demand as for services and facilities should be provide at movie theater, to figuring what rooms that needed, as well as theme and concept for the design. The conclusion is Futuristic Entertainment applied as theme and concept at theater’s interior redesign has a hope will become the new face of the Movie Theater as of facing high business competition among movie theater industry also to calibrate the Industry 4.0 era where internet based at most of life aspect, nowadays. Key words : movie theater, movie, watching, services, public, Futuristic, Entertainment, redesign, interior A B S T R A K Bioskop merupakan salah satu tempat sarana hiburan untuk menonton film yang dirancang memberikan kualitas audio-visual yang baik dan kegiatan pelayanan dalam meningkatkan kenyamanan dalam menonton film. Tujuan dari redesain interior ini untuk dapat meningkatkan kualitas pelayanan pada bioskop, serta meningkatkan minat masyarakat untuk menghargai perfilman di Indonesia dengan memberikan fasilitas dan sarana yang baik dalam kegiatan menonton film. Proses pengumpulan data dilakukan dengan observasi ke lokasi site bioskop tersebut dan melakukan wawancara pada salah satu pegawai bioskop, serta salah satu pengunjung dari bioskop. Hasil dari observasi tersebut kemudian di analisa menggunakan metode analisa kualitatif dan metode desain glass box, dengan mendata pelayanan yang harus disediakan pada area bioskop, untuk mengetahui kebutuhan ruang, serta tema dan konsep dalam redesain interior. Simpulan redesain pada interior bioskop menggunakan tema dan konsep Futuristic Entertainment, yang mana dari tema dan konsep tersebut akan memberikan wajah baru untuk menghadapi persaingan bisnis bioskop yang semakin tinggi dan sekaligus menyesuaikan era Industry 4.0 sekarang, dimana Internet based pada hampir segala aspek kehidupan. Kata Kunci: bioskop, film, menonton, pelayanan, masyarakat, Futuristic, Entertainment, redesain, interior. PENDAHULUAN Di digital era seperti sekarang ini, menonton film menjadi salah satu pilihan sarana hiburan bagi masyarakat untuk melepas penat maupun kebosanan akan rutinitas sehari-hari. Cerita-cerita dalam film dapat diadaptasi dari novel, dokumentasi ilmiah, autobiografi, sejarah dari sebuah peristiwa, maupun dari kisah nyata seseorang yang menarik untuk diangkat ke dalam sebuah film, sehingga sebuah film pun juga dapat menjadi media visual informasi bagi masyarakat luas. Sekarang ini bioskop sebagai tempat pemutaran film-film sudah banyak tersebar di seluruh wilayah Indonesia. Hal ini dilihat dari jumlah layar bioskop yang semakin bertambah, sekaligus berpengaruh pada pertambahan jumlah penonton Indonesia. Menurut data GPBSI (Gabungan Pengusaha Bioskop Indonesia), jumlah layar bioskop di Indonesia terus bertambah dalam dekade terakhir, pada tahun 2008 tercatat ada 574 layar, kemudian terus bertambah menjadi 1518 layar pada 2017, bertambah lagi menjadi 1774 pada 2018, dan hingga pada per 13 Mei 2019, bertambah 87 layar, sehingga total jumlah menjadi 1861 layar bioskop. Di Kota Madiun sendiri terdapat 2 bioskop yang beroperasi yaitu New Star Cineplex (NSC) Timbul Jaya Plaza dan CGV*Blitz, dari kedua bioskop terdapat perbedaan dari segi fasilitas, jumlah pengunjung bioskop, dan juga desain yang diterapkan. Berdasarkan data survey pengunjung pada Goggle Trend yang diambil dari bulan September – November 2019, menunjukkan perbedaan signifikan jumlah pengunjung antara bioskop NSC Timbul Jaya Plaza Madiun dengan bioskop CGV*Blitz, dimana jumlah pengunjung di bioskop NSC Timbul Jaya Plaza cenderung lebih rendah dari bioskop CGV*Blitz. Gambar 1. Data perbadingan jumlah pengunjung bioskop [Sumber : Google Trend, 2019] Kurang nya pembaharuan dari segi fasilitas dan desain pada interior bioskop NSC Timbul Jaya Plaza Madiun juga menjadi salah satu faktor sepinya pengunjung pada bioskop. Gambar 2. Keadaan eksisting bioskop NSC Timbul Jaya Plaza Madiun [Sumber : dokumentasi pribadi, 2020] Maka dari itu di dalam makalah ini akan dibahas redesain interior dari bioskop dengan menggunakan tema dan konsep Futuristic Entertainment yang bertujuan memberikan suasana baru pada bioskop untuk menghadapi persaingan bisnis bioskop yang semakin ketat seiring pertumbuhan jumlah layar bioskop yang semakin meningkat setiap bulannya dan era Industry 4.0 yang semakin canggih, selain itu pembaharuan dari segi desain dan hiburan dapat menarik perhatian pengunjung untuk datang ke bioskop NSC ini. METODE PENELITIAN 2.1 Metode Pengumpulan Data Terdapat dua data pada metode ini, yaitu Data Primer dengan dilakukan pengumpulan informasi-informasi melalui wawancara pada salah satu staff bioskop dan salah satu pengunjung bioskop. Data Sekunder dengan mengumpulkan data informasi dari berbagai sumber referensi akurat. Metode ini diyakini dapat memberikan data yang akurat, dan dapat memberikan gambaran jelas permasalahan pada bioskop. 2.2 Metode Analisa Data Metode Analisa Data pada redesain ini menggunakan metode kualitatif. Metode dengan pendekatan kualitatif merupakan metode penelitian yang di gunakan untuk meneliti pada populasi atau sampel tertentu, pengumpulan data menggunakan instrument penelitian, analisis data bersifat deskripsi. Metode penelitian kualitatif sering disebut metode penelitian naturalistik karena penelitianya di lakukan pada kondisi yang alamiah (natural setting). Dimana untuk hasil desainnya lebih bersifat umum, fleksibel serta berkembang dan muncul dalam proses penelitian. Kesimpulannya desain hanya digunakan sebagai asumsi untuk melakukan penelitian sehingga desain harus bersifat fleksibel dan terbuka. 2.3 Metode Desain Metode yang digunakan pada redesain ini yaitu metode glass box, dimana metode yang menggunakan parameter yang terukur, sesuai dengan fakta dan telah dianalisisa secara mendalam serta sistematis. Sehingga metode desain menggunakan sistem ini hasilnya diharapkan mampu rasional sehingga memenuhi standar kenyamanan. HASIL DAN PEMBAHASAN 3.1 Lokasi Site Bioskop ini berlokasi di Jalan Pahlawan Kav. 46 – 48, Mangu Harjo, Kota Madiun. Untuk akses ke bioskop tersebut sangatlah mudah, karena bangunan Timbul Jaya Plaza sendiri berada tepat dipinggir jalan raya dan berada di tengah kota Madiun sebagai pusat perekonomian kota tersebut sehingga mudah untuk ditemukan. Dari lokasi tersebut dapat dihasilkan data berupa eksisting dari bioskop tersebut. 3.2 Tema dan Konsep Menentukan tema dan konsep merupakan langkah awal dalam meredesain suatu interior. Hal ini akan memberikan gambaran yang jelas suatu ruangan dari segi bentuk, warna, dan material yang akan digunakan, sehingga memiliki visual yang menarik. Tema yang diaplikasikan pada redesain ini adalah Futuristic, Futuristik sendiri merupakan tema desain yang berorientasi pada masa depan, dengan banyak menggunakan bentukan yang tidak lazim, dan jarang diterapkan pada furniture pada umumnya. Dalam tema futuristik yang akan diterapkan pada redesain ini memiliki karakteristik dan ciri-ciri tersendiri, seperti tampilan artistik namun memiliki bentuk sederhana, elegant modern, dan dengan nuansa ruangan yang penuh dengan permainan lampu. (a) (b) Gambar 3. (a) Ruangan tema futuristic (b) aksen garis lampu pada garis pada furniture futuristic [Sumber : pinterest, 2020] Konsep yang diplikasikan pada redesain ini adalah Entertainment. Konsep ini mengambil elemen dari bioskop ini sendiri yaitu sebagai tempat hiburan yang sekaligus memberikan kesan dan pengalaman terbaik untuk menonton film bagi pengunjungnya. Dari tema dan konsep akan muncul suatu skema warna yang akan banyak diterapkan pada interior, yaitu cyan, hitam dan putih. Untuk material, banyak akan diterapkan menggunakan bahan stainless steel, aluminium, dan kaca tempered glass. 3.3 Scheme Color Dalam setiap konsep desain ruangan, terdapat warna-warna yang akan secara dominan muncul dalam pengaplikasiannya. Pada tema ini akan memiliki skema warna : Gambar 4. Scheme Color Redesain Bioskop New Star Cineplex Timbul Jaya Plaza Madiun [Sumber : dokumentasi pribadi, 2020] 3.4 Visualisasi tema dan konsep Tema dan konsep yang akan diterapkan pada interior adalah Futuristic Entertainment pada bagian lantai, dinding, ceiling/plafond, furniture, ruangan, dan fasilitas pada bioskop. Lantai Area lantai bioskop yang akan diterapkan adalah lobby bioskop dan area ruang teater. a) Lobby Gambar 5. Lantai Karpet [Sumber : dokumentasi pribadi, 2020] Pada bagian lobby bioskop, diaplikasikan karpet sebagai lapisan penutup lantai, dan aksen garis lampu untuk futuristic look yang mengelilingi area ruangan lobby, selain sebagai aksen, penggunaan garis ini berfungsi sebagai garis emergency ketika keadaan darurat terjadi, yang akan menyala untuk menuntun pengunjung ke arah pintu keluar. b) Ruang Teater Gambar 6. Lantai Ruang Teater [Sumber : dokumentasi pribadi, 2020] Area ruang teater diberikan lapisan karpet tile, dengan hidden lamp pada bagian tangga teater. Hidden lamp pada tangga selain berfungsi sebagai penunjuk jalan bagi penonton, sekaligus sebagai lampu emergency, penunjuk jalan ketika dalam keadaan darurat. Dinding Area yang akan diterapkan yaitu pada dinding lobby, ruang tunggu dan ruang teater. a) Lobby Gambar 7. Dinding Lobby [Sumber : dokumentasi pribadi, 2020] Dinding lobby menggunakan bentuk yang simetris, asimetris dan banyak menggunakan permainan hidden lamp untuk menyesuaikan konsep futuristik pada ruangan. b) Ruang Tunggu Gambar 8. Dinding Ruang Tunggu [Sumber : dokumentasi pribadi, 2020] Pada area dinding ini di aplikasikan bentuk simetris organic berbentuk honeycomb, bentuk ini menjadi focal point di salah satu sudut area ruang tunggu sebagai futuristic look. c) Ruang Teater Gambar 9. Dinding Ruang Teater [Sumber : dokumentasi pribadi, 2020] Dinding pada ruang teater, diterapkan backdrop untuk menambah kesan futuristik dalam ruangan, dan sebagai menambah pencahayaan ruangan. Ceiling/Plafond Area yang diterapkan yaitu pada lobby, ruang teater, dan lorong Exit Ruang Teater 2. a) Lobby Gambar 10. Plafond Ruang Lobby [Sumber : dokumentasi pribadi, 2020] Pada area lobby menggunakan drop ceiling yang terdapat hidden lamp di dalamnya mengelilingi lampu gantung. Penggunaan ceiling ini untuk memberikan tambahan pencahayaan dan menambah estetika futuristik pada ruangan. b) Ruang Teater Gambar 11. Plafond Ruang Teater [Sumber : dokumentasi pribadi, 2020] Ceiling pada area bioskop terdapat lampu pada setiap garis nya untuk memberikan futuristic look pada ruangan. Selain itu ceiling pada area ini sedikit diberikan bentuk lengkungan sebagai pengatur akustik audio ruangan. c) Lorong Exit Teater 2 Gambar 12. Plafond area lorong exit teater 2 [Sumber : dokumentasi pribadi, 2020] Area lorong exit diaplikasikan plafon kaca dengan ceiling yang tinggi, ukuran ruang lorong yang sempit, tidak ingin memberikan kesan claustrophobic pada pengunjung sehingga penggunaan plafond kaca memberikan kesan ruang yang lebih lapang, dan banyak penggunaan permainan lampu untuk memberikan daya tarik pada pengunjung. Furniture Gambar 13. Bentuk Desain [sumber : dokumentasi pribadi, 2020] Furniture pada area lobby memiliki bentuk yang berbeda dan memiliki bentukan yang simple. Furniture pada konsep ini banyak menggunakan LED strip yang mengikuti garis bentuknya, selain sebagai penambahan pencahayaan pada ruangan, sekaligus menambah estetika pada ruangan. Ruangan Bioskop Salah satu ruangan yang diterapkan tema dan konsep ini yaitu area lorong exit teater 2. Gambar 14. Area Lorong Exit Teater 2 [sumber : dokumentasi pribadi, 2020] Permainan lampu dan penempatan permainan cermin pada ruangan, untuk memberikan suasana fun dan eye catching pada para pengunjung, sehingga menjadi daya tarik tersendiri bagi pengunjung. Fasilitas Bioskop Fasilitas ini sebagai pelayanan yang diberikan oleh bioskop kepada pengunjung yang datang. a) Penggunaan teknologi terbaru pada bioskop. (Proyektor NEC NC3200S) Pengaplikasian proyektor versi ini akan memberikan kualitas gambar video 2K – 4K dan kontras warna yang jernih, sehingga akan memanjakan mata para penonton film. b) Audio berkualitas Dolby Atmos Pengaplikasian audio berkualitas Dolby Atmos akan memberikan kualitas suara yang lebih jernih, dan tampak realistis, sehingga memberikan pengalaman menonton yang menyenangkan. c) Fasilitas pendukung yang berbasis Smart Technology Pengaplikasian fasilitas yang telah mendukung Smart Technology selain mempermudah aktivitas agar lebih efisien, juga akan menarik pengunjung untuk datang, mencoba fasilitas baru yang belum pernah mereka coba. d) Online Based and Self-Service activity Pada era industry 4.0 sekarang ini, hampir segala aspek kegiatan sehari-hari barbasis pada internet, dan online dimana hal ini dimaksudkan untuk mempermudah kegiatan masyarakat agar lebih efisien. Dari keunggulan tersebut juga dapat diterapkan pada fasilitas hiburan publik seperti pada bioskop. Pemesanan tiket film tidak perlu lagi harus datang mengantri ke bioskop, cukup memesan tiketnya via online. Jika pun tidak sempat memesan tiket online bisa langsung memesan tiket on the spot, dengan self-service pada ticket box, yang telah disediakan layanan pemesanan tiket. Selain pelayanan pemesanan tiket film, kegiatan ini juga akan diterapkan pada pemesanan makanan di cinema café. Pengunjung dapat memesan makanan secara online melalui aplikasi sebelum menonton, ataupun on the spot. Sistem pembelian on the spot memiliki 2 cara, yaitu memesan sebelum menonton, atau ketika sedang menonton film. Pesan makanan sebelum menonton dapat dilakukan di cinema café dengan sistem self-service, pemesanan ketika sedang menonton dapat dilakukan melalui layanan customer service yang di install pada setiap kursi penonton, layanan ini terhubung langsung pada cinema café yang nantinya akan dibawakan makanan/minuman nya ke dalam ruang teater oleh pegawai cinema café. Material Bahan Material yang digunakan disesuaikan dengan tema dan konsep yang akan diterapkan pada bioskop. Penggunaan material logam seperti stainless steel, aluminum, dan besi banyak digunakan pada ruang interior, hal ini untuk memberikan kesan glossy pada ruangan. (a) (b) (c) Gambar 15. (a) Aluminum (b) Stainless Steel (c) Besi [Sumber : google, 2020] Selain itu penggunaan bahan kaca tempered glass dan cermin untuk memberikan reflective, bersih, sederhana, dan elegan. (a) (b) Gambar 16. (a) Kaca Tempered Glass (b) Kaca Cermin [Sumber : google, 2020] Lalu adanya penambahan material akustik, seperti rockwool dan gypsum digunakan pada area ruang teater sebagai pengaturan akustik pada ruangan. (a) (b) Gambar 17. (a) Kaca Tempered Glass (b) Kaca Cermin [Sumber : google, 2020] 3.5 Branding Branding pada New Star Cineplex ini bertujuan untuk mengenalkan desain logo baru pada bioskop ini, dengan tampilan yang berbeda dengan dengan sebelumnya menyesuaikan dengan konsep baru pada bioskop. Logo (a) (b) Gambar 18. (a) Logo Before (b) Logo After [Sumber : dokumentasi pribadi, 2020] Desain dari logo baru ini menyesuaikan dengan tema yang diterapkan pada ruang bioskop, yaitu futuristik dengan skema warna hitam, putih dan cyan. Font pada “New Star” dan “Cineplex” dirubah untuk mendukung tema menjadi lebih modern. Bentuk bintang dari logo sebelumnya masih tetap dipertahankan dan sedikit diberikan pembaharuan dari segi warna logo, untuk identitas diri dari bioskop tersebut. Tiket Film Gambar 19. Desain tiket bioskop [Sumber : dokumentasi pribadi, 2020] Desain tiket film ini terinspirasi oleh desain tiket film yang ada di Korea Selatan. Setiap tiket film terdapat gambar poster dari film yang ingin ditonton, bertujuan sebagai kenang-kenangan dan menambah daya tarik pecinta film bioskop yang gemar mengoleksi tiket film yang sudah ditonton. Interface pada aplikasi online Gambar 20. Interface pada aplikasi online [Sumber : dokumentasi pribadi, 2020] Pada desain aplikasi bioskop ini menyesuaikan dengan tema pada bioskop, sehingga dibuat simple agar mudah pengoperasian nya oleh masyarakat. 3.6 Hasil Desain Berikut beberapa hasil desain penerapan dari tema dan konsep pada bioskop Façade Gambar 21. Façade bioskop [Sumber : dokumentasi pribadi, 2020] Lobby Gambar 22. Lobby bioskop [Sumber : dokumentasi pribadi, 2020] Ruang Teater Gambar 23. Ruang Teater [Sumber : dokumentasi pribadi, 2020] Lorong Exit Teater 2 Gambar 24. Ruang Teater [Sumber : dokumentasi pribadi, 2020] SIMPULAN Bioskop New Star Cineplex (NSC) Timbul Jaya Plaza kota Madiun, bioskop ini berada di area pusat perbelanjaan (mall), dimana NSC merupakan salah satu tenant yang menjadi pendukung perputaran ekonomi pada area mall tersebut. Sayang, kurangnya minat pengunjung untuk datang ke bioskop, sedikit menghambat perputaran tersebut. Persaingan akan bisnis tempat pemutaran film semakin ketat, dimana setiap bulannya jumlah bioskop semakin bertambah dan hal ini menjadi tantangan bagi pengusaha bisnis bioskop untuk tetap mempertahankan usahanya. Maka dari itu, dari pihak pengelola harus tetap terus melakukan inovasi, perawatan, dan peningkatan fasilitas yang terdapat pada bioskop. Selain itu penerapan konsep Futuristic Entertainment ini bertujuan memberikan fasilitas hiburan yang bernuansa masa depan, sehingga dapat mengimbangi persaingan bisnis tempat bioskop yang semakin berkembang setiap bulannya. Apalagi di era Industry 4.0 sekarang ini dimana segala aspek didasari oleh teknologi internet dan online harus dapat diterapkan dalam segala hal, termasuk pada bioskop sebagai media hiburan masyarakat untuk memperluas jangkauan nya. DAFTAR PUSTAKA A. Wicaksono, D. Kharisma, dan S. Sastra. Ragam Desain Interior Modern. Cibubur, Jakarta Timur: Griya Kreasi (Penebar Swadaya Grup). 2014. A. Wicaksono, dan E. Tisnawati. Teori Interior. Cibubur, Jakarta Timur: Griya Kreasi (Penebar Swadaya Grup). 2014. P. Satwiko. Fisika Bangunan 1. Yogyakarta: CV Andi Offset. 2004. L. Doelle. 1972. Environmental Acoustics. New York, NY: Reprinted with permission from McGraw-Hill Book Company. 1972. W. Swasty. A-Z Warna Interior: Rumah Tinggal. Cibubur, Jakarta Timur: Griya Kreasi (Penebar Swadaya Grup). 2010. V. Leiwakabessy. 2013. “LANDASAN KONSEPTUAL PERENCANAAN DAN PERANCANGAN CINEMA AND FILM LIBRARY DI YOGYAKARTA, no. 3, http://e-journal.uajy.ac.id/3395/3/2TA13281.pdf, (Diakses pada 11 Desember 2019) Tim CNN Indonesia. 2019. “Jumlah Layar Bioskop Indonesia Mulai Kejar Korea Selatan”, Jakarta, 16 Mei. https://www.cnnindonesia.com/hiburan/20190516152929-220-395469/jumlah-layar-bioskop-indonesia-mulai-kejar-korea-selatan, Diakses pada 11 Desember 2019) Dekoruma, Kania. 2018. “8 Ciri Desain Futuristik, Gaya Desain Interior Masa Depan” Jakarta, 27 April. https://www.dekoruma.com/artikel/66939/gaya-desain-futuristik, (Diakses pada 11 Desember 2019) D. Agasbrama. 2014. “Konsep Desain Interior Futuristik” Jakarta, 15 Mei, https://interiorudayana14.wordpress.com/2014/05/15/konsep-desain-interior-futuristik/, (Diakses pada 11 Desember 2019) N. Khmairah, S. Wahyuning. 2017. “KAJIAN KARAKTERISTIK PENCAHAYAAN BUATAN PADA BIOSKOP (STUDI KASUS : CINEMACITRA XXI,MALL CIPUTRA,KOTA SEMARANG)” MODUL 17, no. 1(2017): 75-77. http://dx.doi.org/10.14710/mdl.17.2.2017.75-77, (Diakses pada 11 Januari 2020

“Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 212 NOTICIAS / NEWS (“transfer”, 2017) 1) CONGRESOS / CONFERENCES: 1. 8th Asian Translation Traditions Conference: Conflicting Ideologies and Cultural Mediation – Hearing, Interpreting, Translating Global Voices SOAS, University of London, UK (5-7 July 2017) www.translationstudies.net/joomla3/index.php 2. 8th International Conference of the Iberian Association of Translation and Interpreting (AIETI8), Universidad de Alcalá, Madrid, Spain (8-10 March 2017) www.aieti8.com/es/presentation 3. MultiMeDialecTranslation 7 – Dialect translation in multimedia University of Southern Denmark, Odense, Denmark (17-20 May 2017) https://mmdtgroup.org 4. Texts and Contexts: The Phenomenon of Boundaries Vilnius University, Lithuania (27-28 April 2017) www.khf.vu.lt/aktualijos/skelbimai/220-renginiai/1853-texts-andcontexts- the-phenomenon-of-boundaries 5. 21st FIT World Congress: Disruption and Diversification Australian Institute of Interpreters and Translators (AUSIT), Brisbane, Australia (3-5 August 2017) www.fit2017.org/call-for-papers 6. 6th International Conference on PSIT (PSIT6) - Beyond Limits in Public Service Interpreting and Translating: Community Interpreting & Translation University of Alcalá, Spain (6-8 March 2017) www.tisp2017.com “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 213 7. International Conference: What Grammar Should Be Taught to Translators-to-be? University of Mons, Belgium (9-10 March 2017) Contact: gudrun.vanderbauwhede@umons.ac.be; indra.noel@umons.ac.be; adrien.kefer@umons.ac.be 8. The Australia Institute of Interpreters and Translators (AUSIT) 2016 National Conference Monash University, Melbourne, Australia (18-19 November 2017) www.ausit.org/AUSIT/Events/National_Miniconference_2016_Call_ for_Papers.aspx 9. 1st Congrès Mondial de la Traductologie – La traductologie : une discipline autonome Société Française de Traductologie, Université de Paris Ouest- Nanterre-La Défense, France (10-14 April 2017) www.societe-francaise-traductologie.com/congr-s-mondial 10. Working Our Core: for a Strong(er) Translation and Interpreting Profession Institute of Translation & Interpreting, Mercure Holland House Hotel, Cardiff (19-20 May 2017) www.iti-conference.org.uk 11. International conference T&R5 – Écrire, traduire le voyage / Writing, translating travel Antwerp , Belgium (31 May - 1 June 2018) winibert.segers@kuleuven.be 12. Retranslation in Context III - An international conference on retranslation Ghent University, Belgium (7-8 February 2017) www.cliv.be/en/retranslationincontext3 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 214 13. 11th International Conference on Translation and Interpreting: Justice and Minorized Languages under a Postmonolingual Order Universitat Jaume I, Castelló de la Plana, Spain (10-12 May 2017) http://blogs.uji.es/itic11 14. 31è Congrès international d’études francophones (CIÉF) : Session de Traductologie – La francophonie à l’épreuve de l’étranger du dedans Martinique, France (26 June – 2 July 2017) https://secure.cief.org/wp/?page_id=913 15. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page 16. 1st International Conference on Dis/Ability Communication (ICDC): Perspectives & Challenges in 21st Century Mumbai University, India (9-11 January 2017) www.icdc2016-universityofmumbai.org 17. Lost and Found in Transcultural and Interlinguistic Translation Université de Moncton, Canada (2-4 November 2017) gillian lane-mercier@mcgill.ca; michel.mallet@umoncton.ca; denise.merkle@umoncton.ca 18. Translation and Cultural Memory (Conference Panel) American Comparative Literature Association's 2017 Annual Meeting University of Utrecht, The Netherlands (6-9 July 2017) www.acla.org/translation-and-cultural-memory 19. Media for All 7 – A Place in Between Hamad bin Khalifa University, Doha, Qatar (23-25 October 2017) http://tii.qa/en/7th-media-all-international-conference “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 215 20. Justice and Minorized Languages in a Postmonolingual Order. XI International Conference on Translation and Interpreting Universitat Jaume I, Castellón, Spain (10-12 May 2017) monzo@uji.es http://blogs.uji.es/itic11/ 21. On the Unit(y) of Translation/Des unités de traduction à l'unité de la traduction Paris Diderot University, Université libre de Bruxelles and University of Geneva (7 July 2017 (Paris) / 21 October 2017 (Brussels) / 9 December 2017 (Geneva) www.eila.univ-paris-diderot.fr/recherche/conf/ciel/traductologieplein- champ/index?s[]=traductologie&s[]=plein&s[]=champ 22. The Translator Made Corporeal: Translation History and the Archive British Library Conference Centre, London, UK (8 May 2017) deborah.dawkin@bl.uk 23. V International Conference Translating Voices Translating Regions - Minority Languages, Risks, Disasters and Regional Crises Europe House and University College London, UK (13-15 December 2017) www.ucl.ac.uk/centras/translation-news-and-events/vtranslatingvoices 24. 8th Annual International Translation Conference - 21st Century Demands: Translators and Interpreters towards Human and Social Responsibilities Qatar National Convention Centre, Doha, Qatar (27-28 March 2017) http://tii.qa/en/8th-annual-international-translation-conference 25. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 216 26. 15th International Pragmatics Conference (IPrA 2017) – Films in Translation – All is Lost: Pragmatics and Audiovisual Translation as Cross-cultural Mediation (Guillot, Desilla, Pavesi). Conference Panel. Belfast, Northern Ireland, UK (16-21 July 2017) http://ipra.ua.ac.be/main.aspx?c=*CONFERENCE2006&n=1296 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MA PROGRAMMES: 1. MA in Intercultural Communication in the Creative Industries University of Roehampton, London, UK www.roehampton.ac.uk/postgraduate-courses/Intercultural- Communication-in-the-Creative-Industries 2. Máster Universitario en Comunicación Intercultural, Interpretación y Traducción en los Servicios Públicos Universidad de Alcalá, Spain www3.uah.es/master-tisp-uah 3. Máster Universitario de Traducción Profesional Universidad de Granada, Spain http://masteres.ugr.es/traduccionprofesional/pages/master 4. Workshop: History of the Reception of Scientific Texts in Translation – Congrès mondial de traductologie Paris West University Nanterre-La Défense, France (10-14 April 2017) https://cmt.u-paris10.fr/submissions 5. MA programme: Traduzione audiovisiva, 2016-2017 University of Parma, Italy www.unipr.it/node/13980 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 217 6. MA in the Politics of Translation Cairo University, Egypt http://edcu.edu.eg 7. Research Methods in Translation and Interpreting Studies University of Geneva, Switzerland (Online course) www.unige.ch/formcont/researchmethods-distance1 www.unige.ch/formcont/researchmethods-distance2 8. MA programme: Investigación en Traducción e Interpretation, 2016-2017 Universitat Jaume I, Castellón, Spain monzo@uji.es www.mastertraduccion.uji.es 9. MA programme: Traduzione Giuridica - Master di Secondo Livello University of Trieste, Italy Italy http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS /Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web &lingua=15 10. Process-oriented Methods in Translation Studies and L2 Writing Research University of Giessen, Germany (3-4 April 2017) www.uni-giessen.de/gal-research-school-2017 11. Research Methods in Translation and Interpreting Studies (I): Foundations and Data Analysis (Distance Learning) www.unige.ch/formcont/researchmethods-distance1 Research Methods in Translation and Interpreting Studies (II): Specific Research and Scientific Communication Skills (Distance Learning) www.unige.ch/formcont/researchmethods-distance2 University of Geneva, Switzerland “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 218 3) LIBROS / BOOKS: 1. Carl, Michael, Srinivas Bangalore and Moritz Schaeffer (eds) 2016. New Directions in Empirical Translation Process Research: Exploring the CRITT TPR-DB. Cham: Springer. http://link.springer.com/book/10.1007/978-3-319-20358-4 2. Antoni Oliver. 2016. Herramientas tecnológicas para traductores. Barcelona: UOC. www.editorialuoc.com/herramientas-tecnologicas-para-traductores 3. Rica Peromingo, Juan Pedro. 2016. Aspectos lingüísticos y técnicos de la traducción audiovisual (TAV). Frakfurt am Main: Peter Lang. www.peterlang.com?432055 4.Takeda, Kayoko and Jesús Baigorri-Jalón (eds). 2016. New Insights in the History of Interpreting. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.122/main 5. Esser, Andrea, Iain Robert Smith & Miguel Á. Bernal-Merino (eds). 2016. Media across Borders: Localising TV, Film and Video Games. London: Routledge. www.routledge.com/products/9781138809451 6. Del Pozo Triviño, M., C. Toledano Buendía, D. Casado-Neira and D. Fernandes del Pozo (eds) 2015. Construir puentes de comunicación en el ámbito de la violencia de género/ Building Communication Bridges in Gender Violence. Granada: Comares. http://cuautla.uvigo.es/sos-vics/entradas/veruno.php?id=216 7. Ramos Caro, Marina. 2016. La traducción de los sentidos: audiodescripción y emociones. Munich: Lincom Academic Publishers. http://lincom-shop.eu/epages/57709feb-b889-4707-b2cec666fc88085d. sf/de_DE/?ObjectPath=%2FShops%2F57709feb“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 219 b889-4707-b2cec666fc88085d% 2FProducts%2F%22ISBN+9783862886616%22 8. Horváth , Ildikó (ed.) 216. The Modern Translator and Interpreter. Budapest: Eötvös University Press. www.eltereader.hu/media/2016/04/HorvathTheModernTranslator. pdf 9. Ye, Xin. 2016. Educated Youth. Translated by Jing Han. Artarmon: Giramondo. www.giramondopublishing.com/forthcoming/educated-youth 10. Martín de León, Celia and Víctor González-Ruiz (eds). 2016. From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Oxford: Peter Lang. www.peterlang.com?431985 11. FITISPos International Journal, 2016 vol.3: A Retrospective View on Public Service Translation and Interpreting over the Last Decade as well as the Progress and Challenges that Lie Ahead www3.uah.es/fitispos_ij 12. Dore, Margherita (ed.) 2016. Achieving Consilience. Translation Theories and Practice. Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/achieving-consilience 13. Antonini, Rachele & Chiara Bucaria (eds). 2016. Nonprofessional Interpreting and Translation in the Media. Frankfurt am Main: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detai lseiten&seitentyp=produkt&pk=82359&cid=5&concordeid=265483 14. Álvarez de Morales, Cristina & Catalina Jiménez (eds). 2016. Patrimonio cultural para todos. Investigación aplicada en traducción accesible. Granada: Tragacanto. www.tragacanto.es/?stropcion=catalogo&CATALOGO_ID=22 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 220 15. Poznan Studies in Contemporary Linguistics, special issue on Language Processing in Translation, Volume 52, Issue 2, Jun 2016. www.degruyter.com/view/j/psicl.2016.52.issue-2/issuefiles/ psicl.2016.52.issue-2.xml?rskey=z4L1sf&result=6 16. Translation and Conflict: Narratives of the Spanish Civil War and the Dictatorship Contact: alicia.castillovillanueva@dcu.ie; lucia.pintado@dcu.ie 17. Cerezo Merchán, Beatriz, Frederic Chaume, Ximo Granell, José Luis Martí Ferriol, Juan José Martínez Sierra, Anna Marzà y Gloria Torralba Miralles. 2016. La traducción para el doblaje. Mapa de convenciones. Castelló de la Plana: Publicacions de la Universitat Jaume I. www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=97 8-84-16356-00-3 18. Martínez Tejerina, Anjana. 2016. El doblaje de los juegos de palabras. Barcelona: Editorial UOC. www.editorialuoc.com/el-doblaje-de-los-juegos-de-palabras 19. Chica Núñez, Antonio Javier. 2016. La traducción de la imagen dinámica en contextos multimodales. Granada: Ediciones Tragacanto. www.tragacanto.es 20. Valero Garcés, Carmen (ed.) 2016. Public Service Interpreting and Translation (PSIT): Training, Testing and Accreditation. Alcalá: Universidad de Alcalá. www1.uah.es/publicaciones/novedades.asp 21. Rodríguez Muñoz, María Luisa and María Azahara Veroz González (Eds) 2016. Languages and Texts Translation and Interpreting in Cross Cultural Environments. Córdoba: Universidad de Córdoba. www.uco.es/ucopress/index.php/es/catalogo/materias- 3/product/548-languages-and-texts-translation-and-interpreting“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 221 in-cross-cultural-environments 22. Mereu, Carla. 2016. The Politics of Dubbing. Film Censorship and State Intervention in the Translation of Foreign Cinema in Fascist Italy. Oxford: Peter Lang. www.peterlang.com/view/product/46916 23. Venuti, Lawrence (ed.) 2017. Teaching Translation: Programs, Courses, Pedagogies. New York: Routledge. www.routledge.com/Teaching-Translation-Programs-coursespedagogies/ VENUTI/p/book/9781138654617 24. Jankowska, Anna. 2015. Translating Audio Description Scripts. Translation as a New Strategy of Creating Audio Description. Frankfurt: Peter Lang. www.peterlang.com/view/product/21517 25. Cadwell, Patrick and Sharon O'Brien. 2016. Language, culture, and translation in disaster ICT: an ecosystemic model of understanding. Perspectives: Studies in Translatology. www.tandfonline.com/doi/full/10.1080/0907676X. 2016.1142588 26. Baumgarten, Stefan and Chantal Gagnon (eds). 2016. Translating the European House - Discourse, Ideology and Politics (Selected Papers by Christina Schäffner). Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/translating-the-european-house 27. Gambier, Yves and Luc van Doorslaer (eds) 2016. Border Crossings – Translation Studies and other disciplines. Amsterdam: John Benjamins. www.benjamins.com/#catalog/books/btl.126/main 28. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Complete Course. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.120/main “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 222 29. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Trainer’s Guide. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.121/main 5) REVISTAS / JOURNALS: 1. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies 13(3) Contact: Nike Pokorn (nike.pokorn@ff.uni-lj.si) & Christopher Mellinger (cmellin2@kent.edu) www.atisa.org/tis-style-sheet 2. Translator Quality – Translation Quality: Empirical Approaches to Assessment and Evaluation, special issue of Linguistica Antverpiensia, New Series (16/2017) Contact: Geoffrey S. Koby (gkoby@kent.edu); Isabel Lacruz (ilacruz@kent.edu) https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement 3. Special Issue of the Journal of Internationalization and Localization on Video Game Localisation: Ludic Landscapes in the Digital Age of Translation Studies Contacts: Xiaochun Zhang (xiaochun.zhang@univie.ac.at) and Samuel Strong (samuel.strong.13@ucl.ac.uk) 4. mTm Translation Journal: Non-thematic issue, Vol. 8, 2017 www.mtmjournal.gr Contacts: Anastasia Parianou (parianou@gmail.com) and Panayotis Kelandrias (kelandrias@ionio.gr) “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 223 5. CLINA - An Interdisciplinary Journal of Translation, Interpreting and Intercultural Communication, Special Issue on Interpreting in International Organisations. Research, Training and Practice, 2017 (2) revistaclina@usal.es http://diarium.usal.es/revistaclina/home/call-for-papers 6. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies, 2018, 13(3) www.atisa.org/call-for-papers 7. Literatura: teoría, historia, crítica, special issue on Literature and Translation www.literaturathc.unal.edu.co 8. Tradumàtica: Journal of Translation Technologies Issue 14 (2016): Translation and mobile devices www.tradumatica.net/revista/cfp.pdf 9. Ticontre. Teoria Testo Traduzione. Special issue on Narrating the Self in Self-translation www.ticontre.org/files/selftranslation-it_en.pdf 10. Terminology, International Journal of Theoretical and Applied Issues in Specialized Communication Thematic issue on Food and Terminology, 23(1), 2017 www.benjamins.com/series/term/call_for_papers_special_issue_23 -1.pdf 11. Cultus: the Journal of Intercultural Communication and Mediation. Thematic issue on Multilinguilism, Translation, ELF or What?, Vol. 10, 2017 www.cultusjournal.com/index.php/call-for-papers 12. Translation Spaces Special issue on No Hard Feelings? Exploring Translation as an Emotional Phenomenon “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 224 Contact: severine.hubscher-davidson@open.ac.uk 13. Revista electrónica de didáctica de la traducción y la interpretación (redit), Vol. 10 www.redit.uma.es/Proximo.php 14. Social Translation: New Roles, New Actors Special issue of Translation Studies 12(2) http://explore.tandfonline.com/cfp/ah/rtrs-si-cfp 15. Translation in the Creative Industries, special issue of The Journal of Specialised Translation 29, 2018 www.jostrans.org/Translation_creative_industries_Jostrans29.pdf 16. Translation and the Production of Knowledge(s), special issue of Alif 38, 2018 Contact: mona@monabaker.com,alifecl@aucegypt.edu, www.auceg ypt.edu/huss/eclt/alif/Pages/default.aspx 17. Revista de Llengua i Dret http://revistes.eapc.gencat.cat/index.php/rld/index 18. Call for proposals for thematic issues, Linguistica Antverpiensia New Series https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement/view/8 19. Journal On Corpus-based Dialogue Interpreting Studies, special issue of The Interpreters’ Newsletter 22, 2017 www.openstarts.units.it/dspace/handle/10077/2119 20. Díaz Cintas, Jorge, Ilaria Parini and Irene Ranzato (eds) 2016. Ideological Manipulation in Audiovisual Translation, special issue of “Altre Modernità”. http://riviste.unimi.it/index.php/AMonline/issue/view/888/show Toc “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 225 21. PUNCTUM- International Journal of Semiotics, special issue on Semiotics of Translation, Translation in Semiotics. Volume 1, Issue 2 (2015) http://punctum.gr 22. The Interpreters' Newsletter, Special Issue on Dialogue Interpreting, 2015, Vol. 20 www.openstarts.units.it/dspace/handle/10077/11848 23. Gallego-Hernández, Daniel & Patricia Rodríguez-Inés (eds.) 2016. Corpus Use and Learning to Translate, almost 20 Years on. Special Issue of Cadernos de Tradução 36(1). https://periodicos.ufsc.br/index.php/traducao/issue/view/2383/s howToc 24. 2015. Special Issue of IberoSlavica on Translation in Iberian- Slavonic Cultural Exchange and beyond. https://issuu.com/clepul/docs/iberoslavica_special_issue 26. The AALITRA Review: A Journal of Literary Translation, 2016 (11) www.lib.latrobe.edu.au/ojs/index.php/AALITRA/index 27. Transcultural: A Journal of Translation and Cultural Studies 8.1 (2016): "Translation and Memory" https://ejournals.library.ualberta.ca/index.php/TC/issue/view/18 77/showToc 28. JoSTrans, The Journal of Specialised Translation, issue 26 www.jostrans.org 29. L’Écran traduit, 5 http://ataa.fr/revue/archives/4518

My thesis is that new media, starting with analog broadcast and going through digital convergence, blur the line between work time and free time. The technology that we are adopting has transformed free time into potential and actual labour time. At the dawn of the modern age, work shifted from tasked time to measured time. Previously, tasked time intermingled work and leisure according to the vagaries of nature. All this was banished when industrial capitalism instituted the work clock (Mumford 12-8). But now, many have noticed how post-industrial capitalism features a new intermingling captured in such expressions as "24/7" and "multi-tasking." Yet, we are only beginning to understand that media are driving a return to the pre-modern where the hour and the space are both ambiguous, available for either work or leisure. This may be the unfortunate side effect of the much vaunted "interactivity." Do you remember the old American TV show Dobie Gillis (1959-63) which featured the character Maynard G. Krebs? He always shuddered at the mention of the four-letter word "work." Now, American television shows makes it a point that everyone works (even if just barely). Seinfeld was a bold exception in featuring the work-free Kramer; a deliberate homage to the 1940s team of Abbott and Costello. Today, as welfare is turned into workfare, The New York Times scolds even the idle rich to adopt the work ethic (Yazigi). The Forms of Broadcast and Digital Media Are Driving the Merger of Work and Leisure More than the Content It is not just the content of television and other media that is undermining the leisured life; it is the social structure within which we use the media. Broadcast advertisements were the first mode/media combinations that began to recolonise free time for the new consumer economy. There had been a previous buildup in the volume and the ubiquity of advertising particularly in billboards and print. However, the attention of the reader to the printed commercial message could not be controlled and measured. Radio was the first to appropriate and measure its audience's time for the purposes of advertising. Nineteenth century media had promoted a middle class lifestyle based on spending money on home to create a refuge from work. Twentieth century broadcasting was now planting commercial messages within that refuge in the sacred moments of repose. Subsequent to broadcast, home video and cable facilitated flexible work by offering entertainment on a 24 hour basis. Finally, the computer, which juxtaposes image/sound/text within a single machine, offers the user the same proto-interactive blend of entertainment and commercial messages that broadcasting pioneered. It also fulfills the earlier promise of interactive TV by allowing us to work and to shop, in all parts of the day and night. We need to theorise this movement. The theory of media as work needs an institutional perspective. Therefore, I begin with Dallas Smythe's blindspot argument, which gave scholarly gravitas to the structural relationship of work and media (263-299). Horkheimer and Adorno had already noticed that capitalism was extending work into free time (137). Dallas Smythe went on to dissect the precise means by which late capitalism was extending work. Smythe restates the Marxist definition of capitalist labour as that human activity which creates exchange value. Then he considered the advertising industry, which currently approaches200 billion in the USA and realised that a great deal of exchange value has been created. The audience is one element of the labour that creates this exchange value. The appropriation of people's time creates advertising value. The time we spend listening to commercials on radio or viewing them on TV can be measured and is the unit of production for the value of advertising. Our viewing time ipso facto has been changed into work time. We may not experience it subjectively as work time although pundits such as Marie Winn and Jerry Mander suggest that TV viewing contributes to the same physical stresses as actual work. Nonetheless, Smythe sees commercial broadcasting as expanding the realm of capitalism into time that was otherwise set aside for private uses. Smythe's essay created a certain degree of excitement among political economists of media. Sut Jhally used Smythe to explain aspects of US broadcast history such as the innovations of William Paley in creating the CBS network (Jhally 70-9). In 1927, as Paley contemplated winning market share from his rival NBC, he realised that selling audience time was far more profitable than selling programs. Therefore, he paid affiliated stations to air his network's programs while NBC was still charging them for the privilege. It was more lucrative to Paley to turn around and sell the stations' guaranteed time to advertisers, than to collect direct payments for supplying programs. NBC switched to his business model within a year. Smythe/Jhally's model explains the superiority of Paley's model and is a historical proof of Smythe's thesis. Nonetheless, many economists and media theorists have responded with a "so what?" to Smythe's thesis that watching TV as work. Everyone knows that the basis of network television is the sale of "eyeballs" to the advertisers. However, Smythe's thesis remains suggestive. Perhaps he arrived at it after working at the U.S. Federal Communications Commission from 1943 to 1948 (Smythe 2). He was part of a team that made one last futile attempt to force radio to embrace public interest programming. This effort failed because the tide of consumerism was too strong. Radio and television were the leading edge of recapturing the home for work, setting the stage for the Internet and a postmodern replication of the cottage industries of pre and proto-industrial worlds. The consequences have been immense. The Depression and the crisis of over-production Cultural studies recognises that social values have shifted from production to consumption (Lash and Urry). The shift has a crystallising moment in the Great Depression of 1929 through 1940. One proposal at the time was to reduce individual work hours in order to create more jobs (see Hunnicut). This proposal of "share the work" was not adopted. From the point of view of the producer, sharing the work would make little difference to productivity. However, from the retailer's perspective each individual worker would accumulate less money to buy products. Overall sales would stagnate or decline. Prominent American economists at the time argued that sharing the work would mean sharing the unemployment. They warned the US government this was a fundamental threat to an economy based on consumption. Only a fully employed laborer could have enough money to buy down the national inventory. In 1932, N. A. Weston told the American Economic Association that: " ...[the labourers'] function in society as a consumer is of equal importance as the part he plays as a producer." (Weston 11). If the defeat of the share the work movement is the negative manifestation of consumerism, then the invasion by broadcast of our leisure time is its positive materialisation. We can trace this understanding by looking at Herbert Hoover. When he was the Secretary of Commerce in 1924 he warned station executives that: "I have never believed that it was possible to advertise through broadcasting without ruining the [radio] industry" (Radio's Big Issue). He had not recognised that broadcast advertising would be qualitatively more powerful for the economy than print advertising. By 1929, Hoover, now President Hoover, approved an economics committee recommendation in the traumatic year of 1929 that leisure time be made "consumable " (Committee on Recent Economic Changes xvi). His administration supported the growth of commercial radio because broadcasting was a new efficient answer to the economists' question of how to motivate consumption. Not so coincidentally network radio became a profitable industry during the great Depression. The economic power that pre-war radio hinted at flourished in the proliferation of post-war television. Advertisers switched their dollars from magazines to TV, causing the demise of such general interest magazines as Life, The Saturday Evening Postet al. Western Europe quickly followed the American broadcasting model. Great Britain was the first, allowing television to advertise the consumer revolution in 1955. Japan and many others started to permit advertising on television. During the era of television, the nature of work changed from manufacturing to servicing (Preston 148-9). Two working parents also became the norm as a greater percentage of the population took salaried employment, mostly women (International Labour Office). Many of the service jobs are to monitor the new global division of labour that allows industrialised nations to consume while emerging nations produce. (Chapter seven of Preston is the most current discussion of the shift of jobs within information economies and between industrialised and emerging nations.) Flexible Time/ Flexible Media Film and television has responded by depicting these shifts. The Mary Tyler Moore Show debuted in September of 1970 (see http://www.transparencynow.com/mary.htm). In this show nurturing and emotional attachments were centered in the work place, not in an actual biological family. It started a trend that continues to this day. However, media representations of the changing nature of work are merely symptomatic of the relationship between media and work. Broadcast advertising has a more causal relationship. As people worked more to buy more, they found that they wanted time-saving media. It is in this time period that the Internet started (1968), that the video cassette recorder was introduced (1975) and that the cable industry grew. Each of these ultimately enhanced the flexibility of work time. The VCR allowed time shifting programs. This is the media answer to the work concept of flexible time. The tired worker can now see her/his favourite TV show according to his/her own flex schedule (Wasser 2001). Cable programming, with its repeats and staggered starting times, also accommodates the new 24/7 work day. These machines, offering greater choice of programming and scheduling, are the first prototypes of interactivity. The Internet goes further in expanding flexible time by adding actual shopping to the vicarious enjoyment of consumerist products on television. The Internet user continues to perform the labour of watching advertising and, in addition, now has the opportunity to do actual work tasks at any time of the day or night. The computer enters the home as an all-purpose machine. Its purchase is motivated by several simultaneous factors. The rhetoric often stresses the recreational and work aspects of the computer in the same breath (Reed 173, Friedrich 16-7). Games drove the early computer programmers to find more "user-friendly" interfaces in order to entice young consumers. Entertainment continues to be the main driving force behind visual and audio improvements. This has been true ever since the introduction of the Apple II, Radio Shack's TRS 80 and Atari 400 personal computers in the 1977-1978 time frame (see http://www.atari-history.com/computers/8bits/400.html). The current ubiquity of colour monitors, and the standard package of speakers with PC computers are strong indications that entertainment and leisure pursuits continue to drive the marketing of computers. However, once the computer is in place in the study or bedroom, its uses fully integrates the user with world of work in both the sense of consuming and creating value. This is a specific instance of what Philip Graham calls the analytical convergence of production, consumption and circulation in hypercapitalism. The streaming video and audio not only captures the action of the game, they lend sensual appeal to the banner advertising and the power point downloads from work. In one regard, the advent of Internet advertising is a regression to the pre-broadcast era. The passive web site ad runs the same risk of being ignored as does print advertising. The measure of a successful web ad is interactivity that most often necessitates a click through on the part of the viewer. Ads often show up on separate windows that necessitate a click from the viewer if only to close down the program. In the words of Bolter and Grusin, click-through advertising is a hypermediation of television. In other words, it makes apparent the transparent relationship television forged between work and leisure. We do not sit passively through Internet advertising, we click to either eliminate them or to go on and buy the advertised products. Just as broadcasting facilitated consumable leisure, new media combines consumable leisure with flexible portable work. The new media landscape has had consequences, although the price of consumable leisure took awhile to become visible. The average work week declined from 1945 to 1982. After that point in the US, it has been edging up, continuously (United States Bureau of Labor Statistics). There is some question whether the computer has improved productivity (Kim), there is little question that the computer is colonising leisure time for multi-tasking. In a population that goes online from home almost twice as much as those who go online from work, almost half use their online time for work based activities other than email. Undoubtedly, email activity would account for even more work time (Horrigan). On the other side of the blur between work and leisure, the Pew Institute estimates that fifty percent use work Internet time for personal pleasure ("Wired Workers"). Media theory has to reengage the problem that Horkheimer/Adorno/Smythe raised. The contemporary problem of leisure is not so much the lack of leisure, but its fractured, non-contemplative, unfulfilling nature. A media critique will demonstrate the contribution of the TV and the Internet to this erosion of free time. References Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge, MA: MIT Press, 2000. Committee on Recent Economic Changes. Recent Economic Changes. Vol. 1. New York: no publisher listed, 1929. Friedrich, Otto. "The Computer Moves In." Time 3 Jan. 1983: 14-24. Graham, Philip. Hypercapitalism: A Political Economy of Informational Idealism. In press for New Media and Society2.2 (2000). Horkheimer, Max, and Theodor W. Adorno. Dialectic of Enlightenment. New York: Continuum Publishing, 1944/1987. Horrigan, John B. "New Internet Users: What They Do Online, What They Don't and Implications for the 'Net's Future." Pew Internet and American Life Project. 25 Sep. 2000. 24 Oct. 2001 <http://www.pewinternet.org/reports/toc.asp?Report=22>. Hunnicutt, Benjamin Kline. Work without End: Abandoning Shorter Hours for the Right to Work. Philadelphia: Temple UP, 1988. International Labour Office. Economically Active Populations: Estimates and Projections 1950-2025. Geneva: ILO, 1995. Jhally, Sut. The Codes of Advertising. New York: St. Martin's Press, 1987. Kim, Jane. "Computers and the Digital Economy." Digital Economy 1999. 8 June 1999. October 24, 2001 <http://www.digitaleconomy.gov/powerpoint/triplett/index.htm>. Lash, Scott, and John Urry. Economies of Signs and Space. London: Sage Publications, 1994. Mander, Jerry. Four Arguments for the Elimination of Television. New York: Morrow Press, 1978. Mumford, Lewis. Technics and Civilization. New York: Harcourt Brace, 1934. Preston, Paschal. Reshaping Communication: Technology, Information and Social Change. London: Sage, 2001. "Radio's Big Issue Who Is to Pay the Artist?" The New York Times 18 May 1924: Section 8, 3. Reed, Lori. "Domesticating the Personal Computer." Critical Studies in Media Communication17 (2000): 159-85. Smythe, Dallas. Counterclockwise: Perspectives on Communication. Boulder, CO: Westview Press, 1993. United States Bureau of Labor Statistics. Unpublished Data from the Current Population Survey. 2001. Wasser, Frederick A. Veni, Vidi, Video: The Hollywood Empire and the VCR. Austin, TX: U of Texas P, 2001. Weston, N.A., T.N. Carver, J.P. Frey, E.H. Johnson, T.R. Snavely and F.D. Tyson. "Shorter Working Time and Unemployment." American Economic Review Supplement 22.1 (March 1932): 8-15. <http://links.jstor.org/sici?sici=0002-8282%28193203%2922%3C8%3ASWTAU%3E2.0.CO%3B2-3>. Winn, Marie. The Plug-in Drug. New York: Viking Press, 1977. "Wired Workers: Who They Are, What They're Doing Online." Pew Internet Life Report 3 Sep. 2000. 24 Oct. 2000 <http://www.pewinternet.org/reports/toc.asp?Report=20>. Yazigi, Monique P. "Shocking Visits to the Real World." The New York Times 21 Feb. 1990. Page unknown. Links http://www.pewinternet.org/reports/toc.asp?Report=20 http://www.pewinternet.org/reports/toc.asp?Report=22 http://www.atari-history.com/computers/8bits/400.html http://www.transparencynow.com/mary.htm http://www.digitaleconomy.gov/powerpoint/triplett/index.htm http://links.jstor.org/sici?sici=0002-8282%28193203%2922%3C8%3ASWTAU%3 E2.0.CO%3B2-3 Citation reference for this article MLA Style Wasser, Frederick. "Media Is Driving Work" M/C: A Journal of Media and Culture 4.5 (2001). [your date of access] < http://www.media-culture.org.au/0111/Wasser.xml >. Chicago Style Wasser, Frederick, "Media Is Driving Work" M/C: A Journal of Media and Culture 4, no. 5 (2001), < http://www.media-culture.org.au/0111/Wasser.xml > ([your date of access]). APA Style Wasser, Frederick. (2001) Media Is Driving Work. M/C: A Journal of Media and Culture 4(5). < http://www.media-culture.org.au/0111/Wasser.xml > ([your date of access]).

As one of the more visible manifestations of the boom in new media, computer games have attracted a great deal of attention, both from the popular press, and from academics. In the case of the former, much of this coverage has focussed on the perceived danger games pose to the young mind, whether that danger be physical (in terms of bodily atrophy due to inactivity) or social (in terms of anti-social and even violent behaviour, caused by exposure to specific types of content). The massacre at Columbine High School in the United States seems to have further fuelled these fears, with several stories focusing on the fact that the killers were both players of violent video games (Dickinson 1999; Hansen 1999). These concerns have also found their way into political circles, promoting a seemingly endless cycle of inquiries and reports (for example, see Durkin 1995; Durkin and Aisbett 1999). Academic discourse on the subject has, perhaps somewhat surprisingly, tended to adopt a similar line, tracing out a return to the dark days of media effects theory. This is especially true of those studies that focus on the psychological aspects of computer game usage. For example, Scott (1995) conducted a study specifically aimed at investigating "to what extent, if any, aggressive computer game playing would have on individuals of different personality composition, and in which particular aspects of aggressiveness this might be experienced" (Scott 1995, 122). Similarly, Ballard (1999) examined the relationship between gender and violent computer games arguing that the level of violence depicted in a game directly affects the interaction between players of different genders. Almost without exception, these studies come from the experimental tradition of media research, often employing laboratory experiments in order to test their hypotheses. As the problems with this methodology have been covered extensively elsewhere (for example, see Hall 1982; Murdock and Golding 1977; Lowery and DeFleur 1983) I will not go into detail here, except to point out that most experimental research underestimates the importance of physical context in media use. Other studies have attempted to approach the subject from a more qualitative perspective, often utilising theories derived from post-structuralism to examine the construction of identity in games. For example, Alloway and Gilbert (1998) explore relationship between computer games and notions of masculinity, arguing that simplistic notions of effects dramatically underestimate the sophistication of the readers. Similarly, Beavis (1998) argues that it is necessary to more fully explore the relationship between games players and games before engaging in debates about the social benefits or dangers of the medium. According to Beavis: Other studies have attempted to approach the subject from a more qualitative perspective, often utilising theories derived from post-structuralism to examine the construction of identity in games. For example, Alloway and Gilbert (1998) explore relationship between computer games and notions of masculinity, arguing that simplistic notions of effects dramatically underestimate the sophistication of the readers. Similarly, Beavis (1998) argues that it is necessary to more fully explore the relationship between games players and games before engaging in debates about the social benefits or dangers of the medium. According to Beavis: However, while arguments like that of Beavis clearly take the debate in another direction, in many cases the writers find themselves mired in the same ideological paradigm as the effects theorists. While stressing the need for a more nuanced conceptualisation of the game-player relationship, Beavis also implies that games are potentially destructive, stating that "young people need to be helped to critique and resist the subject positions and ideologies of video games" (Beavis, 1998). In response, the games industry itself has launched several attacks on the academic community, many of which, ironically, are framed in the kind of aggressive terminology the researchers are themselves concerned about. For example, Green argues, But for a group of academics to draw sweeping conclusions about an industry they are so obviously clueless about, based on a ludicrous, half-assed experiment that sounds like something out of a Simpsons episode, adds absolutely nothing to the discussion. (136) While it could be argued that Green's "from the hip" response itself adds little to the dialogue, it does serve to highlight one of the more surprising aspects of the computer games debate. As Green asserts, it is apparent that many of the scholars conducting research into computer games seem to know very little about the subject they are studying, a situation analogous to television researchers watching only cinematic films. Indeed, given the descriptions some researchers give of particular games, it is doubtful that they have actually played the game themselves, raising questions about the extent to which they are authorities in the area. This paper is, at least in part, aimed at rectifying this situation, by providing some broad commentary on the specific characteristics of the game medium. For the sake of convenience, I will be focussing mainly on games available on home consoles such as the Sony Playstation, and will restrict my argument to single-player games. Computer games are clearly a distinct form of media; while many are played through established technology like televisions and computers, there would seem to be something intrinsically different about their mode of address. This is primarily a function of their interactivity; unlike most forms of media, computer games respond to direct input from their audience. However, at the same time, games also display characteristics that are, at least superficially, similar to existing media forms. While games are often categorised according to the type of action required of the player (eg shooting, driving, puzzle-solving etc), they can also readily be categorised into the same genres used for other entertainment media such as films and video cassettes. Games can be based on sports, action, drama, comedy and even music, although admittedly the broad category of "simulation" game has no direct counterpart in film and video, except, perhaps philosophically, for documentary. Film and television genres are traditionally defined in terms of a set of key textual characteristics, with iconography, setting and narrative being perhaps the most obvious. Applying these notions to computer games it soon becomes clear why the generic classifications used for other media have been so easily adapted to the new medium. For example, the iconography of an action film like Face Off (explosions, guns, corpses etc) can all be found in an action game such as Syphon Filter. Similarly, the settings of horror films like I Know What You Did Last Summer (old houses, dark alleys etc) are all faithfully reproduced in horror games like Resident Evil. These correlations are true of most filmic genres and computer games, to such an extent that there is a growing trend in crossover production of "game of the film" (eg. Tomorrow Never Dies, Die Hard, Independence Day) and "film of the game" (Pokémon, Mortal Kombat) texts. When we turn our attention to narrative, however, the situation becomes somewhat more complex. Like films and television programs, games usually have definite beginning and end points, but what happens between these points seems, at least superficially, to be dramatically different. Regardless of their genre, films and television programs are self-propelling entities; the actions of the characters drive the narrative forward toward some kind of resolution. In the case of a television series, this resolution might only be partial, but at the end of the program's duration there is still some kind of finality to the narrative process, albeit temporary. Games, on the other hand, are designed for extended and often repeated playing, and as such necessarily resist narrative closure, and therefore have to provide pleasure for the player in other ways. In some cases, games adopt a strategy that is similar in many ways to episodic television; the game is divided in into several "sub-games", with overall narrative resolution only being achieved through the successful completion of the sub-games. A good example of this is Dreamworks' Medal of Honor, a first-person action game set is World War Two. In order to complete the game, players must successfully carry out a series of missions, which are themselves divided into several tasks. In keeping with the action orientation of the genre, these tasks usually involve destroying some piece of military equipment, and players are rewarded based upon their proficiency in carrying them out. What is especially interesting about games like Medal of Honor is their ability to create an illusion of narrative freedom; players can effectively dictate the course the narrative takes depending on how they perform certain tasks. Resident Evil and its sequels take this concept one step further, creating a virtual gaming environment in which the player is seemingly free to go wherever they want. However, while the players are free to dictate the narrative flow at the level of what I have termed the sub-game, completion of the overall game (and therefore narrative closure) requires the player to follow a rigidly pre-established path through the game's levels. Players could in theory spend days wandering the desolate landscape of Resident Evil 2, but they just wouldn't get anywhere. Other genres of game present different problems in terms of narrative progression, and indeed some would argue that certain games progress without possessing a narrative at all. Racing games are the most obvious example of this; driving around the same track for up to 80 laps does not constitute a narrative as it is traditionally conceptualised. However, racing games are increasingly adopting narrative conventions in order to deepen the gaming experience. Formula One 99, for example, allows the player to take the place of any of the drivers from the 1999 Formula One season, accruing points depending on finishing position in the same way as the real championship. In this context, each race operates as a sub-game, and the successful completion of each race allows the game as a whole to be completed. A slightly different take on the idea of a racing narrative is taken by Gran Turismo, a game that quickly became the most successful title from Sony's Polyphony Digital. Over the traditional racing format, Polyphony superimposed a narrative based on the game's own fictional economy. Players begin the game with enough credits to purchase a low-performance vehicle, which can then be upgraded as players win races and earn enough credits to afford the necessary parts. In this way, Gran Turismo generates a narrative that is described by the player's quest to constantly purchase faster and better cars, a narrative which, given the game's 400-car menu, can take months to reach its conclusion. One aspect of computer game narratives that has surprisingly received little attention to this point is the introductory video: the short animated sequence used to set the scene for the game that follows. Typically, these sequences are created entirely from computer generated images, and in terms of genre, perform a similar function to film trailers. As well as introducing the main characters, introductory videos inform the player about the type of game they're about to play, whether it be a racing game like Gran Turismo or a sports simulation like Cricket 2000. More importantly, introductory videos also work to discursively position the player within the narrative, providing them with information about the subject positions they are permitted to assume. For fighting-based action games like Tekken and its sequels, the introductory video provides information about all the characters in the game, telling the player that they can assume any one of the multiple identities the game offers. Other games, like Medal of Honor, are much more restrictive in terms of their subject possibilities, allowing the player to adopt only one role in the single-player version. In fact, the introductory video for Medal of Honor explicitly positions the player in a very narrowly-defined role, using a first person voice over to instruct the player that they will be acting as a particular American soldier, "Jimmy Patterson". However, even games that offer very limited latitude in terms of subject positioning can still be open to radical interpretation. The very interactivity that differentiates games from other forms of audio-visual media means that players can actively "read against" the narrative provided for them, driving the game toward new (but still inherently limited) conclusions. For example, players of Medal of Honor can attempt to achieve the game's goals through stealth rather than violence, a tactic which, interestingly, always results in a lower score. Similarly, players of some racing games can usurp the game's internal logic, substituting the goal of a race win with one of vehicular destruction. The key here is that pleasure seems to be derived through a complex relationship between the player-driven narrative and the narrative imposed by the game engine. This notion of the "resistant" reading of game narratives serves to demonstrate that the relationship between the player and game text is more complex than it at first appears; certainly it is more complex than simple media effects studies imply. What is needed now is a more rigorous investigation of both the textual characteristics of the game medium, and of how players interact with those characteristics. It is only after such an investigation has been carried out that a more constructive dialogue on the socio-cultural implications of game playing can be begun. References Alloway, N., and P. Gilbert. "Video Game Culture: Playing with Masculinity, Violence and Pleasure." Wired-up: Young People and the Electronic Media. Ed. S. Howard. London: UCL Press, 1996. Ballard, M. E. "Video Game Violence and Confederate Gender: Effects on Reward and Punishment Given." Sex Roles: A Journal of Research Oct. 1999: 541. Beavis, C. "Computer Games: Youth Culture, Resistant Readers and Consuming Passions." 1998. 23 Mar. 2000 <http://www.swin.edu.au/aare/98pap/bea98139.php>. Dickinson, A. "Where Were the Parents?" Time 153.17 (1999): 40. Durkin, K., and K. Aisbett. Computer Games and Australians Today. Sydney: Office of Film and Literature Classification, 1999. Durkin, K. Computer Games: Their Effects on Young People. Sydney: Office of Film and Literature Classification, 1995. Green, J. "The Violence Problem -- And My Humble Solution: Kill the Academics." Computer Gaming World July 2000: 136. Hall, S. "The Rediscovery of Ideology; The Return of the Repressed in Media Studies." Culture, Society and The Media. Ed. M. Gurevitch et al. London: Methuen, 1982. Hansen, G. "The Violent World of Video Games." Insight on the News 15.24: 14. Lowery, S., and M. L. DeFleur. Milestones in Mass Communications Research: Media Effects. New York: Longman, 1983. Murdock, G., and P. Golding. "Capitalism, Communication and Class Relations." Mass Communication and Society. Ed. J. Curran et al. London: Edward Arnold, 1977. Scott, D. "The Effect of Video Games on Feelings of Aggression." The Journal of Psychology 129.2 (1995): 121-134. Games and Films Cited Face Off. Film. Paramount Pictures, 1997. Formula One 99. Sony Playstation Game. Psygnosis, 1999. Gran Turismo. Sony Playstation Game. Polyphony Digital, 1999. I Know What You Did Last Summer. Film. Sony Pictures, 1997. Independence Day. Sony Playstation Game. Fox Interactive, 1998. Mortal Kombat. New Line Pictures, 1995. Pokémon. Film. Warner Brothers, 1999. Resident Evil. Sony Playstation Game. Capcom, 1997. Resident Evil 2. Sony Playstation Game. Capcom, 1998. Syphon Filter. Sony Playstation Game. Sony Interactive, 1999. Tekken. Sony Playstation Game. Namco, 1997. Tomorrow Never Dies. Sony Playstation Game. Electronic Arts, 1999. Citation reference for this article MLA style: Mark Finn. "Computer Games and Narrative Progression." M/C: A Journal of Media and Culture 3.5 (2000). [your date of access] <http://www.api-network.com/mc/0010/narrative.php>. Chicago style: Mark Finn, "Computer Games and Narrative Progression," M/C: A Journal of Media and Culture 3, no. 5 (2000), <http://www.api-network.com/mc/0010/narrative.php> ([your date of access]). APA style: Mark Finn. (2000) Computer games and narrative progression. M/C: A Journal of Media and Culture 3(5). <http://www.api-network.com/mc/0010/narrative.php> ([your date of access]).