Multimedia Production - Assignment 1

B.Sc. (Hons.)

Internet & Multimedia Technology Programme

Module: Multimedia Production (G105660) Module Tutor: Dr. Mike Reddy

Assignment Title: Case Study Plan

David M. Lloyd | Student No.: 10156002 | Date: 24 November 2008 Intellectual Property Office, Room GB75, Concept House, Cardiff Road, Newport, NP10 8QQ. Mobile: 07803 905081

Contents

Contents 1

INTRODUCTION 1.1

1

Determining Client Requirements .......................................................................... 2

2

TEAM STRUCTURE AND ROLES

5

3

PLANNING

7

3.1 3.2

Initial Plan ............................................................................................................. 7 Current Plan ........................................................................................................ 15

4

SWOT ANALYSIS

17

5

CONCLUSIONS

18

6

REFERENCES

20

6.1

7

BIBLIOGRAPHY 7.1

8

Internet................................................................................................................ 20

21

Publications......................................................................................................... 21

APPENDICES 8.1 8.2

22

Client Brief .......................................................................................................... 22 Script 1................................................................................................................ 31

Word count of main text: 2634 words

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List Of Figures

List Of Figures Figure 1 - IDL Website .................................................................................................. 3

Figure 2 - Launch Date Screenshot .............................................................................. 4

Figure 3 - Multimedia Production Workflow ................................................................. 10

Figure 4 - Pre Production Workflow ............................................................................ 11

Figure 5 - BCD Production Logo ................................................................................. 12

Figure 6 - Dave and Ben In The Recording Studio ...................................................... 13

Figure 7 - Rough Characterisations ............................................................................ 14

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List Of Tables

List Of Tables Table 1 - SWOT Analysis ............................................................................................ 17

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Declaration Of Originality

Declaration Of Originality Plagiarism and unfair practice

It is dishonest not to acknowledge the work of other people and you open yourself up to the accusation of plagiarism. All content of this assignment must be your own independent work. No text, code, diagram, or other content (not even a sentence or phrase) should be taken from another source unless this source is referenced.

Referenced phrases should be placed in quotes. Each item should be referenced separately.

For more information in respect of plagiarism please refer to the University Assessment Regulations at the following web address: http://quality.newport.ac.uk Plagiarism Statement

I have read and understood the statement above concerning plagiarism. I confirm that the work attached is my own and that I will follow the College and University Regulations in respect of plagiarism or any other examination offence.

Signed:

________________________________________________

Name:

David M. Lloyd

Student ID No:

10156002

Module:

Multimedia Production (G105660)

Assignment:

Case Study Plan

Pathway:

Internet & Multimedia Technology Programme

Date:

24 November 2008

Lecturer:

Dr. Mike Reddy

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Abstract

Abstract Assessment Requirements This assignment will test the following learning outcomes (No.s relate to the Module Description available on the mLE): (1)

Describe the associated multimedia systems in multimedia productions, in the context of Digital Static Image, Sound, and Video;

(2)

Incorporate Virtual reality, interaction within computer generated multimedia systems;

(4)

Interrogate and investigate components of, new Hardware/ Software components and system requirements in multimedia production systems

digital

Students should ensure that, where appropriate, in the written document they: 1.

Use primary and secondary research methods, cite all sources correctly

2.

Not rely on web encyclopedias, such as wikipedia as more than introductory, and certainly not as sole sources of information

3.

Apply referencing techniques, using the Harvard method, to images as well as text from books, journals, magazines and web sites

4.

Present information effectively in a written format

This assignment is worth 50% of the final module grade, and must be passed to provide evidence of competence in the learning outcomes identified above.

The written report must:

    

include a title page, contents page, appropriate referencing and appendices be approximately 2,500 words excluding appendices and be word processed, double spaced , Arial 11 and word counted on the text be secured with pages numbered but not presented one page per clear wallet An electronic copy must also be provided on floppy, CD or via email; for the latter case, an email will be sent by the tutor to confirm readability. If a non-working file is submitted you will be informed and expected to produce one within 24 hours of receipt of notification.

Assignments which are not appropriately submitted will be returned unmarked and will incur the penalties for late submission.

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Abstract

Introduction The first assignment consists of practical preparatory work on a work base learning case study. Details will be provided in class tutorials and in site visits to discuss client requirements with a commissioning employer for multimedia assets – video and animations suitable for web based delivery. Students should research into the physical and training resources needed for developing assets for the client. Portfolio materials with initial design ideas can also be incorporated. Some background research into the applicability of multimedia technology in distance learning materials would be a desirable addition, to set a context for the case study.

Report is to include: This research should consist of determining the client requirements, agreeing a timescale and deliverable timetable, identification of required resources, such as AV camera equipment and software, and the allocation of roles within the development team. Finally, SWOT (Strength, Weakness, Opportunity, Threat) analysis of the project should be provided. NOTE: A draft can be submitted for informal feedback from both the client and the tutor; it is recommended that this be considered to improve student work.

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Abstract

Assignment Grading Criteria The overall Grade for the Assignment will be awarded as follows: A16-14

B13-11

C10-8

D7-5

E4-F1

The assignment (as evidenced by informed discussion) shows clear evidence that all learning outcomes have been met, with additional research and application evident. Additional notes have been added which demonstrate that the student has an understanding of many of the implications of and can make qualitative judgments about the appropriateness of multimedia production techniques. Evidence provided that the student can apply the knowledge in novel situations, as evidenced by a relevant case study. High standard of grammar, structure, and presentation. Includes information from primary and secondary sources and correct application of Harvard referencing The assignment shows clear evidence that all learning outcomes have been met, with additional research evident. Additional notes have been added which demonstrate that the student has an understanding of many of the implications of using various multimedia production techiques. This may be provided by analysing appropriate usage in research for the case study.

Tasks completed to good standard demonstrating good level of reflection and critical evaluation. Good standard of grammar, structure, and presentation.

Includes some information from primary and/or secondary sources and applies Harvard referencing The assignment shows clear evidence that all learning outcomes have been met, with some additional research evident. Additional notes have been added, which discuss appropriate multimedia production techniques. Tasks completed to satisfactory standard demonstrating satisfactory level of reflection and critical evaluation. Standard of grammar, structure, and presentation needs attention. Some evidence of research and Harvard partly applied The assignment provides evidence that all learning outcomes have been met. An attempt at discussing multimedia production techniques is made.

Tasks completed to adequate standard demonstrating adequate reflection and evaluation. Standard of grammar, structure, and presentation needs attention. Little evidence of research with Harvard referencing not applied correctly if at all; NOTE This does not include the absence of referencing, which is an academic offence.

Assignment shows insufficient evidence that all learning outcomes met.

Tasks not completed to adequate standard with inadequate reflection and evaluation. Inadequate standard of grammar, structure, and presentation. No evidence of research.

Assignment Briefing Video A video file (http://staff.newport.ac.uk/mreddy01/mmprod08.wmv - 48MB) amending and clarifying some points of the assignment was posted on 18th November 2008.

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Section 1 | INTRODUCTION

1 INTRODUCTION The project being worked on is part of a collaboration between three parties, namely:

1.

Centre for Community and Lifelong Learning (CCLL) – the clients;

2.

Institute of Digital Learning (IDL);

3.

Multimedia Production module.

The project is to develop a website and content to deliver lectures as part of a distance learning package via the Internet. The client is responsible for developing the content of the lectures but have drawn up a brief so that aspects that are relevant to multimedia production can be developed by students on the Multimedia Production module. The website design and construction is being done by members of the IDL staff.

The client brief for the multimedia content is detailed in Appendix 8.1. It is a requirement for three pieces of work. They are:

1.

Left and Right Characters;

2.

Chartism Interview;

3.

Historical Narration.

Due to the size of the Multimedia Production module class only options 1 and 2 were undertaken to be developed. This assignment deals solely with the development of multimedia content for option 1 – which has become known as ‘The Talking Heads’ project. The ‘Talking Heads’ project was to produce an animation for a number of short scripts that were to be supplied by the client.

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Section 1 | INTRODUCTION

1.1

1.1.1

Determining Client Requirements

Audience and Style

Initial discussions with the client defined the audience as trade union representatives and the purpose of the lectures to provide historical background and context for the roots of the trade union movement.

They were quite specific that the ‘Talking Heads’ should be light-hearted and act as summary and aide-memoire to the topic discussed in the lecture to which it is linked.

The style of the characters was defined as ‘cartoon like’. Other rough ideas about the characters’ appearance were discussed but nothing concrete was specified.

1.1.2

Content Placement

Although the CCLL is the client it is worth noting that the IDL also have a major input into the development of the multimedia content. The multimedia content we are creating has to fit in with their design of the website that will act as the front end for the whole of the lecture content. The website style and layout, though still under development, was fairly well defined at the outset of our creative process.

In discussion with both the CCLL and IDL they had a rigid requirement that the content was to be Flash video and would be accessible via a button (labelled ‘Click here to go to the Summary’ in Figure 1).

This rigid requirement (and the target audience) effectively rules out any innovative or creative interaction with the multimedia – standard Flash video controls such as pause, play, full screen mode, volume level, mute – will be available.

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Section 1 | INTRODUCTION

Figure 1 - IDL Website

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Section 1 | INTRODUCTION

1.1.3

Timescale

Figure 2 - Launch Date Screenshot

The content was originally required to be delivered in mid-December 2008. However, due to circumstances beyond the control of the class it has since been agreed that the content is presented to the client on Monday, 15th. January, 2009.

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Section 2 | TEAM STRUCTURE AND ROLES

2 TEAM STRUCTURE AND ROLES The Talking Heads team consists of:



David Lloyd



Benjamin Walsh



Christopher Goodwin

When the team was put together the lecturer declared that I was to be the overseer for the team, though this title / role was never fully explained.

The original team consisted of other people who left during the first week.

None of the existing team had met previously despite all being in their final academic year. In discussion on personal background and skills no-one considered themselves as particularly artistic or creative. Ben and Chris claimed previous experience, albeit limited, with Macromedia Flash.

As a team we decided to operate as a democracy – i.e. no team leader or one with overall control and where everyone had an equal voice. From experience this is not something I would normally recommend for team based project work, but as the team was small, would only be in existence for a short period, had no reporting structure requirements and there was no commercial, financial or employment concerns it seemed a realistic way to approach the project.

Our initial aim was to share the workload as evenly as possible and for us all to work on any tasks we identified – thereby gaining as much experience of the various

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Section 2 | TEAM STRUCTURE AND ROLES

processes as possible. This was to be tempered with the proviso that tasks we identified would be assessed and workloads / timescales agreed for suitability to this approach. If this approach was unsuitable for a task we would discuss other options available and decide the way forward.

It was agreed that we would take turns to record minutes in meetings and any decisions made in discussions.

So far this approach has been successful and has lent itself well to creating a team spirit and a cooperative attitude.

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Section 3 | PLANNING

3 PLANNING 3.1

Initial Plan

The initial plan we devised was split into a number of relatively simple and straightforward tasks. Namely:

1.

Clarify and ensure understanding of the client brief;

2.

Investigate and consider the options for delivering the end product to the client;

3.1.1

3.

Produce rough drafts for client review;

4.

Review the situation.

Clarify And Ensure Understanding Of The Client Brief

Early discussions with the client and IDL helped to clarify and ensure understanding of the brief. Their considerations, comments and general ideas were noted. At this stage it was agreed we had a reasonable idea of what was required and this would be further enhanced with scripts that were due to be supplied.

As there were to be a number of scripts – one per chapter – we decided that whatever characterisations we produced would have to be fairly generic and able to be placed in a variety of situations. With that in mind (and other factors such as timescales and skill set) when we discussed the overall strategy we decided to keep things as simple as possible.

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Section 3 | PLANNING

‘Stress was put on the point that these characters needed to be original and they may be used elsewhere on the IDL website.’ (Minutes of Talking Heads group meeting with client and IDL, 20th. October 2008)

Note: there were issues in obtaining scripts from the client despite the fact that the brief clearly states they would be supplied. At this time only one script has been supplied even though the client has claimed, on more than one occasion, that the scripts have been written and are available for presentation to the development team.

3.1.2

Investigate And Consider The Options For Delivering The End Product To The Client (Software)

The following software products were considered as options for producing the video element of the multimedia:

1.

Fireworks

http://www.adobe.com/products/fireworks/

2.

Toon Boom http://www.toonboom.com/main/

3.

Flash

http://www.adobe.com/products/flash/

4.

Xtranormal

http://www.xtranormal.com/

5.

Blender

http://www.blender.org/

6.

Poser

http://my.smithmicro.com/win/poser/index.html

7.

3ds max (3d studio max) http://usa.autodesk.com/adsk/servlet/index?id=5659302&siteID=123112;

8.

WiiMii.

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Section 3 | PLANNING

Having looked at the products listed we decided that Flash would be used as the development tool. It was decided for the following reasons:

1.

Two of the team were already familiar with Flash;

2.

The other products were too difficult to learn to a sufficient standard – especially the 3d modelling packages.

I was happy to go along with the team decision (as it was based on good common sense) but in my opinion Toon Boom looked a very interesting package ideally suited for the task in hand. I would have liked to explore using it more fully, though this would have meant a learning curve for all of the team members and without any familiarity in its use this would have been a bit of a gamble with little time to correct matters or revert to another product if things had gone awry.

Subsequently I discovered a product called Flash Designer on a PC Plus magazine cover disk so this could have been used to develop the content on my home computer if need be rather than relying on the Flash equipped PCs in the university.

Chris also emailed the WiiMii website to request permission to use any characters drawn using their software. This was a preemptive action in case we resorted to using the software as a basis for characterisation before invoking Flash editing.

The following software product was considered as the only option for producing the audio element of the multimedia:

1.

Audacity

http://audacity.sourceforge.net/

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Section 3 | PLANNING

Audacity, it was decided, was good enough to be used for editing any home recordings we may do. Also, as open source software it was free to use as a fully functional program. We could also access the recording studio to do a more professional audio editing job should the need arise. We spoke with the recording studio technician, Rob Hyde, and he agreed we could that and he would provide any support and training we required in that aspect.

3.1.3

Investigate And Consider The Options For Delivering The End Product To The Client (Process and Methodology)

Learning from earlier multimedia modules I suggested we follow the tried and tested route of multimedia production as shown in Figure 3 (Cawthorne & Chatrand, 2007. p29).

Figure 3 - Multimedia Production Workflow

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Section 3 | PLANNING

Following on from that as we were clearly in the ‘Pre-Production’ stage I suggested, and it was agreed, that we conduct this stage in line with the breakdown described in the same document and shown in Figure 4 (Cawthorne & Chatrand, 2007. p30)

Figure 4 - Pre Production Workflow

Having obtained the first script we discussed storyboarding though we never actually formally produced a storyboard – the directions for the action were clearly defined in the script anyway.

Audio recording was done as detailed in 3.1.4.

Character, Prop & Location Design was discussed and we agreed to keep things as simple as possible. So at this point there would be no background or props. This may well change as we become more proficient in developing the multimedia for the scripts, but initially we decided to ‘play safe’.

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Section 3 | PLANNING

I suggested that we use PRINCE2 methodology as a basis for some of our documents (as opposed to development lifecycle and control) to be produced as part of the development. So we put together the following document types:

1.

Development Log;

2.

Issues Log;

3.

Minutes;

4.

Project Brief (supplied by IDL);

5.

Risk Log;

I created a Yahoo group at http://uk.groups.yahoo.com/group/TheTalkingHeadsGroup/ to act as a central repository for all the assets (documents, video and audio clips, etc.) produced in the development lifecycle.

I also created a simple logo to be used on all documents produced by the team – i.e. as a standard.

Figure 5 - BCD Production Logo

3.1.4

Produce Rough Drafts For Client Review

Some rough audio tracks of the script were recorded on my home PC. This was to ensure the ability to record at a suitable quality, to assist in timings and storyboards as well as for practising using Audacity.

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Section 3 | PLANNING

A session was arranged in the recording studio to produce a high quality set of audio recordings of the first script. This was done quickly and efficiently with the help of Rob Hyde, the recording studio technician.

Figure 6 - Dave and Ben In The Recording Studio

Rough characterisations were also developed for consideration by the client. Some examples are shown here:

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Section 3 | PLANNING

Figure 7 - Rough Characterisations

The client was happy with the audio recording and confirmed it was acceptable for Ben and myself to do any further recordings of scripts as necessary.

They were reasonably happy with the characterisations but we could do more work to make them more suitable – i.e. into more archetypal ‘left’ and ‘right’ wing characters.

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Section 3 | PLANNING

3.1.5

Review The Situation

Most of the work has progressed satisfactorily so far. There have been issues trying to get scripts from the client and this is of major concern. However, we have done some work in the Pre-Production phase and need to consolidate on that and progress to the Production phase and subsequent Post-Production and delivery of the end product. In particular the aspects that need to be addressed are:

6.

Animatic (already discussed but not formally agreed);

7.

Sound breakdown;

8.

Character style.

I shall be pushing to get the character style agreed and finalised as a matter of the highest priority in order that we can start to develop the associated animations such as movement and facial expressions for a clear set of a characters.

We have been hampered by other factors such as work and other module assignments but have taken them into account and scheduled tasks accordingly.

3.2

Current Plan

Week Commencing

Description

Nov 10

Multimedia Development. Assignment

Nov 17

Multimedia Development. Assignment

Nov 24

Multimedia Production assignment due.

Ben on holiday Nov 26 – Dec 03.

Dec 01

Multimedia Development

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Section 3 | PLANNING

Week Commencing

Description

Dec 08

Network Security Assignment

Dec 15

Network Security Assignment due 18th.

Multimedia Development.

Dec 22

Multimedia Development.

Dec 29

Multimedia Development.

Jan 05

Multimedia Development.

Jan 12

Multimedia Presentation.

Jan 19

Multimedia written report.

We have yet to sit down and agree the tasks and schedules for delivery. As a matter of urgency we will need to agree characters and development styles in order to be able to work through them while we are apart for the Christmas break. We believe, and accept, that we have to do a certain amount of work over that time in order to produce something worthwhile that can be presented at the end of the module as part of assignment 2.

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Section 4 | SWOT ANALYSIS

4 SWOT ANALYSIS Table 1 - SWOT Analysis

STRENGTH

WEAKNESS

Good team spirit.

Lack of artistic or creative personality within the team.

Good communication.

Lack of experience production.

Pragmatic approach.

Low morale.

Open and honest.

Lack of depth of experience in using multimedia software.

OPPORTUNITY Chance to learn from experts recording studio technician).

Chance to equipment.

use

professional

in

multimedia

THREAT (e.g. Little or no engagement from client. quality Client fails to deliver material.

No contract with client or intermediary.

Only one scheduled meeting per week (and that is as a lecture – therefore little time together)

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Section 5 | CONCLUSIONS

5 CONCLUSIONS This has been an interesting module.

The initial team structure being changed was not conveyed in a controlled manner to those concerned resulting in a certain amount of trepidation on my part until the issue was clarified. This could have been easily avoided.

The lack of clearly defined deliverables and timeframes for those deliverables from external parties has resulted in frustration for the team as a whole. In particular the scripts were an essential step early on in the pre-production phase and it took some time and effort to get the one script so far delivered from the client despite the clients’ claim that ‘the scripts are already there’. (HALPIN, A. 16/10/2008).

This frustration continues as the client continues to fail to deliver material despite every reasonable effort being made on the part of those in the Talking Heads group and the lecturer to obtain the material. This has impacted on the morale of the team as a whole.

The matter with the non delivery of scripts highlights the need for proper contracts and is an object lesson in such. Real-world business is conducted with contracts to avoid such mishaps. Having said that had the client delivered the scripts appropriately then the mood of the team would have been completely different as we would have had a good amount of work to do with the possibility of a fruitful outcome if we did deliver suitable material. It is a shame that it appears that will now be missed.

Working with younger team members has been informative with the ‘generation gap’ in the approach and experience quite obvious.

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Section 5 | CONCLUSIONS

There is a lot of work still to do in order to finish the pre-production process and move towards completion and delivery. It will require further planning, development, cooperation, assessment and is something that I look forward to in the coming weeks.

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Section 6 | REFERENCES

6 REFERENCES 6.1

Internet

{Ref. 1}

CAWTHORNE, P. & CHARTRAND, M-E. 2007. Toon Boom Pro. Introduction

and

Basics

Guide.

Toon

Boom

Animation

Inc.

http://www.toonboom.com/pdf/product/digitalpro/digitalPro_Introduction_ Basics.pdf {Ref. 2}

HALPIN, A. 16 October 2008. RE: Request for Info. [E-mail]. Mailing to ‘Talking Heads’ group and other interested parties in response to a request for information. (16 October 2008).

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Section 7 | BIBLIOGRAPHY

7 BIBLIOGRAPHY 7.1

Publications

{Ref. 3}

ENGLAND, E. & FINNEY, A. 2007. Managing Interactive Media: Project Management for Web and Digital Media. 4th. edn. Dorset. Pearson Education Limited.

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Section 8 | APPENDICES

8 APPENDICES 8.1

Client Brief

SWCHIR student team brief 03.10.08 Team1 ‘Left and Right characters’ Create two generic characters that will present each chapter with left and right or opposing arguments that will lead into the material. Characters can be as basic or sophisticated as student has time or ability to create, ranging from an animated gif to a 3D character with range of movement Content duration: 24 x 30secs-1min = 12-24 mins Skills needed: 2D/3D animation skills Resources: A script, character descriptions Location: Work on a computer in a darkened room, café or on top of the Brecon Beacons – if you can get a signal. IDL can provide a computer with Flash 8 - situated in IDL dept

Team2 ‘Chartism Interview’ Film and edit a video interview between Trade Union tutors (Paul and Angharad) and professors and experts specialising in Chartism. Extra footage of historical Newport Chartist sites may be gathered around Newport and/or utilised from IDL bank of existing footage.

Content duration: 3-15mins Skills needed: Camera operation and audio capture, editing, formatting. *Please note that the IDL can give students some training Resources: Camera, boom mic, green screen, autocue software. IDL can provide a computer with Final cut pro/Adobe premiere - situated in IDL dept Location: Option to film in studio in Allt – yr – yn using either IDL cams and boom mic or broadcast quality cams – we will make sure Rob (studio technician) is on hand to train / supervise.

Availability of interviewees: To be confirmed

Team3 ‘Historical narration’ Create one character based on a written quote. Starting with a script, students may either record their own audio or liaise with Tom/Jo to arrange a voice actor / willing volunteer and then either record the audio themselves or have audio supplied. The team will then create an animation (animated gif, 2d or 3D character) based on that historical character. It is preferred that text also appears in some form, whether it be rolling,

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Section 8 | APPENDICES

static or speech bubbles. A combination of team 1 and 2’s approaches can be utilised – N.B this is the most flexible brief in execution.

Content duration: 2-4 mins Skills needed: 2d/3d animation skills - Essential. Audio recording, editing - Optional Resources: Audio recording device, a script, character descriptions, pic of character Location: Option to record audio in studio at Allt – yr – yn using IDL boom mic, (IDL can provide a computer with Flash 8 - situated in IDL dept if necessary)

Characters and scripts will be confirmed and handed over to students to work with over the next weeks, with as much additional material feed, such as photos, as possible.

Based on discussions in meeting today, if assessment methodology allows, the IDL and students feel it will be of benefit to keep the teams flexible to allow for cross fertilisation and skill sharing

It is stressed that the projects are meant to enable both the project and students to gain from this collaboration

Some background information for team 1 and 2 appear on the following pages

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Section 8 | APPENDICES

Chartism

The Rebecca Riots 1839-43 In the past, the Welsh people never took to laws and rules that were made in England and then enforced in Wales, and in the mid 19th century what became known as the Rebecca Riots began because of an English law. The many toll-gates on the roads in South Wales were one such English law that the Welsh did not like at all! The introduction of these ‘Turnpike trusts’ particularly hit hard the small farmers in the west of Wales, and it was here that the disturbances known as the ‘Rebecca Riots’ broke out in 1839 and again in the winter of 1842. These toll-gate laws imposed an additional financial burden on this poor farming community and people decided that enough was enough. The people took the law into their own hands and gangs were formed to destroy the toll-gates. These gangs became known as the 'Rebecca Gangs'. They took their name from a piece in the Bible, Genesis XXIV verse 60 - 'And they blessed Rebekah and said unto her, Let thy seed possess the gate of those which hate them'. Usually at night, men dressed as women with blackened faces attacked the hated toll-gates and destroyed them. By 1843 Rebecca had marched into Carmarthen, the old capital of South Wales. What began as a protest against toll roads resulted in the 4th Light Dragoon Guards making the last cavalry charge in Britain. Over 300 horsemen were sent to crush the ‘Daughters of Rebecca’.

A huge man, named Thomas Rees was the first 'Rebecca' and he destroyed the toll-gates at Yr Efail Wen in Carmarthenshire. Sometimes it would be an old blind woman who would stop at a toll-gate and say "My children, something is in my way", at which the Rebecca gang would appear and tear down the gates. Many gates were destroyed and as soon as the

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Section 8 | APPENDICES

authorities replaced them, a 'Rebecca' and his gang would tear them down again!

Eventually the authorities had to concede defeat and most of the hated toll-gates were legally removed in 1844. These toll-gates never appeared in South Wales again

Chartism was the world's first mass working class movement.

There had been protests involving workers before, strikes are as old as capitalism, and 'riots' had been a frequent response to food shortages.

Machine breaking was also considered a legitimate way of reacting to the wage cuts and job losses that often accompanied the introduction of new technology.

Workers were also involved in all the great uprisings of the French Revolution and the popular movements in Britain after the Napoleonic Wars.

But the Chartist movement that sprang up in 1837-8 and lasted through until at least 1850 was the first in which workers identified themselves as a class fighting to transform society in their own interests.

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Section 8 | APPENDICES

Historical narration Eric Hobsbawm was born in 1917 in Alexandria, Egypt. He joined the Socialist Schoolboys in 1931 and the Communist party in 1936.

Hobsbawm was the first to recognize and put in place an understanding of the early 19th century, and indeed the whole process of modernization thereafter, using what he calls the twin (or dual) revolution thesis.

This thesis recognized the dual importance of the French Revolution and the Industrial Revolution as mid-wives of modern European history - and through the connections of colonialism and imperialism - world history.

He insisted that throughout the period of the Industrial Revolution: “…there is no doubt that at the very moment the poor were at the end of their tether…was the moment when the middle class dripped with excess capital, to be widely invested in railways and spent on the bulging opulent household furnishings displayed at The Great Exhibition of 1851, and on the palatial municipal constructions…in the smoky northern cities.”

There can be no doubt about which class paid the highest social costs during the process of industrialisation. The harshness of such social conditions generated a whole host of rescue organisations just as the factory Acts had tried to rescue slave children in the first half of the century “…In every poor street there were those who could make other people frightened and

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unhappy. There were men who abused their wives and children. There was cruelty. But there was also compassion. There was conflict. But there was also dignity.

As Robert Roberts put it, most people were not slumped in despair. Parents brought up their children to be decent, kindly and honourable, and ‘very many families even in our low district remained awesomely respectable over a lifetime’.

No greater tribute could be paid to the majority of the urban poor, who fought to live with pride. They bonded together to form neighbourhoods. They clung to each other against an inhospitable environment. They supported each other, when the state and the wealthy ignored them. They asserted values, when the upper and middle classes deemed them valueless. And in their everyday lives they adhered to the principles of duty, loyalty and comradeship”.

What they say about Politics Politics have no relation to morals Niccolo Machiavelli Italian writer & Statesman (14691527)

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In Politics, Stupidity is not a handicap Napolean Bonaparte (French General, politician & Emporer (1769-1821)

“Political power, properly so called, is merely the organised power of one class for oppressing another�

Freiderich Engels German social & political philosopher (1820-95)

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Politics is ‌.A strife of interests masquerading as a contest of principles.

The conduct of public affairs for private advantage.

Ambrose Bierce American author of the Devils Dictionary (1842-1914)

The important thing for government is not to do things which individuals are doing already, and to do them a little better or a little worse; but to do those things which at present are not done at all John Maynard Keynes English economist (1883-1946)

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I remain just one thing, and one only – and that is a clown. It places me on a far higher plane than any politician Charlie Chaplin actor, director, writer, composer (18891977)

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8.2

Script 1

------------------------------------------From: Angharad Halpin Sent: 21 October 2008 14:27:01 To: (s) David Lloyd2; Mike Reddy; Paul Trippier Cc: (s) Benjamin Walsh; (s) Christopher Goodwin; Matthew Chilcott; Johana Hartwig; Tom Hadfield; (s) Claire Styler; (s) Christopher Altree; (s) Sarah Davies Subject: RE: Request for Info Auto forwarded by a Rule

Hi David...

Just a quickie script for you to get on with for your development of our Left/Right characters. A joke (!)............

Both characters just looking around..looking bored....

R- character suddenly looks enlightened and amused....like he's just recalled a funny story.

R- character begins to chuckle R-character turns to L and says..

I say, I say, I say......... looks at L character with eyes widened...encouraging a response L character rolls his eyes, sighs and says with despair...What?

R- character snorts a laugh and says...Whats the difference between Tragedy, Comedy and Socialism? grins and nudges left character to antagonise him.

L- Character shakes his head and reluctantly replies.. I dont know, what is the difference between Tragedy, Comedy and Socialism. still not looking at him.

R- character proudly booms...Tragedy is having a bed but no lover....Comedy is having a lover but no bed and Socialism is having a lover and a bed and a party meeting to go to!

R- character guffaws while L- character rolls his eyes in dispair, waiting for him to finish laughing.

R- character finishes laughing and L - character says...Tragedy is having to listen to you mate!

L- character turns his back on R and folds his arms in indignance.

A little quickie to get on with.

David, can you also remind me when and where we arranged to catch up this week? Ring my mobile...

Cheers....

Angharad. xx

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