The Royal Society of Edinburgh the 2015 RSE Christmas Lecture

Total Page:16

File Type:pdf, Size:1020Kb

The Royal Society of Edinburgh the 2015 RSE Christmas Lecture The Royal Society of Edinburgh The 2015 RSE Christmas Lecture Stampy's Christmas Cake Caper (An Adventure in YouTubing) Stampy Cat (aka Joseph Garrett) Monday 30 November 2015 Report by Peter Barr How to have your cake and eat it – virtually The most popular storytellers have always used the most popular media of their own era – from Shakespeare and Dickens to Dylan and Spielberg – and now Stampy Cat. The Internet phenomenon (aka Joseph Garrett) also delivered the most popular RSE Christmas Lecture in history, with 2,000 young fans packing the Caird Hall in Dundee to see their hero 'live’, using Minecraft (a best-selling video game) to create a special video for YouTube – and millions of other fans all over the world... Joseph Garrett does a bit of everything on YouTube – he's an actor, commentator, storyteller, director, producer, designer and builder for his popular video channel, working in an industry which didn't exist just a few years ago, using tools which may be past their sell-by date before some people even find out where to buy them. His alter ego, Stampy Cat, is a digital character in a virtual world created from imaginary building blocks, with about 6.8 million subscribers. And the 24-year-old YouTube sensation makes his living telling zany stories using a video game to create cartoon-like “programmes” which he uploads to YouTube, where they have attracted billions of views since his personal channel was launched three and a half years ago. Most people at Stampy Cat's Christmas Cake Caper were probably not even teenagers yet, but the person who conceived the cast of digital performers – who himself was a teenager five years ago – has much to teach people of all ages, as well as other Internet entrepreneurs, about the importance of hard work and how to make money online. After his rock star-like entrance, Stampy (wearing a Santa hat) asked his fans to help him make a special Christmas episode of Let's Play which would later go online. In the video, Stampy had to go to the North Pole to find the ingredients to bake a cake for Christmas, exploring an environment created in Minecraft, complete with Santa's workshop – and a few pesky monsters (called Creepers and Zombies) who tried to spoil Christmas and threw lots of digital snowballs at Stampy. Joining in the fun was Stampy's helper, Sqaishey. Introduced by Chris van der Kuyl, Convenor of the RSE's Young People's Committee and Chairman of 4J Studios (the studio which created Minecraft), Stampy also answered questions about his rapid rise to fame and how he copes with fame, as well as how he sets about his job. Even though he's based in England, Stampy said he could be living “anywhere,” thanks to the power of the Internet. “I always wanted to be a storyteller,” he added, and Minecraft and YouTube had enabled him to turn his hobby into a career – and a highly successful new business. “I was savvy about the potential of YouTube,” said Stampy, “but I didn't think it would happen to me. I had made videos for years, and my first experience with Minecraft was making a video which I uploaded to YouTube.” The Christmas Cake Caper In his latest video, The Christmas Cake Caper, Stampy went to the virtual North Pole, where he met Mrs Claus and the Sugar Plum Fairy as he gathered the ingredients (wheat, sugar, eggs and milk) scattered around. The graphical environment had been prepared beforehand by artists at 4J Studios, and for Stampy it was full of surprises, just the way he likes it. Stampy also demonstrated how he interacted with the other characters he met in the game, acting out different emotions such as 'happy' and 'sad.' He then asked all the audience to vote on a number of options, screaming as loud as they could to decide if he looked for the sugar on top of the Christmas tree or Santa's workshop, then swim or use a boat to travel through a river of egg-nog. “The good thing about collaboration,” said Stampy, “is that you don't need to make all the decisions – other people help you.” He also acknowledged the role of his “supporting cast,” who appear as other characters and help build the digital fantasy world where the stories take place. Stampy also commented that Minecraft is a very complex game that wasn't designed to do all sorts of things – for example, make boats. But “glitches” like this can be cool, he continued, because they can be used in unintended ways. Stampy also revealed how he designs things in advance, including buildings – making sure they are the perfect size to build in 20 minutes. The trick is to make sure that people don't think about how things are done, he revealed. “The ending is the most important part of making videos,” Stampy explained. It's a good idea to start by thinking how it will end, not try to work out the end half-way through. Another tip was how to synchronise the video and audio, and how he makes funny noises before he starts playing so he feels energetic and happy as soon as recording begins. Finally, after he had gathered the ingredients and Mrs Claus had helped him bake the cake, Stampy did the most important thing – he ate the cake. And Christmas was saved, after all. Van der Kuyl described the lecture as the biggest event in the RSE's history, featuring the youngest-ever lecturer, and said the queues for tickets were the longest in Dundee since Led Zeppelin played the Caird Hall in 1973. Writing in the Dundee Courier the following day, John Price said it felt like Beatlemania in 1964. But the final word goes to the “rock star” himself. Asked by van der Kuyl about his plans for the future, including new channels on YouTube, a new Stampy jigsaw and books, Stampy said his passion was for videos – that's what he really enjoys. “I have to jump on every opportunity,” Stampy said. “This is my time.” Questions & Answers Where do your ideas come from? “Don't wait until you need an idea,” said Stampy. “Take notes as soon as you get an idea, and then you have a catalogue of ideas to choose from.” How do you cope with popularity? “I don't do anything differently,” Stampy replied. “But I didn't expect it.” Who inspires you? “Kid's cartoons,” said Sqaishey. “It's great you can make your own cartoons in Minecraft,” she added. What is your top tip for start-ups? “Focus on the videos, not YouTube,” said Stampy, “and people will watch.” It's nice to get paid to play video games, but how hard do you work? “ I don't play games,” said Stampy. “I use Minecraft to make videos.” The planning, he added, takes several days, and you need a good work ethic. Sqaishey said she never wakes up in the morning not feeling like work – every day is different. What's your advice to young people today? “Don't worry,” said Sqaishey. Don't agonise over what subjects you do – “life will decide for you.” Stampy said that when you're young, you worry about lots of small things. But later on, you realise it didn't really matter. New technology is being developed all the time, so how do you keep up to date? “Don't focus on technology too much,” said Stampy. “Technology is constantly changing.” It's better to focus on self-improvement and building your self-confidence. “You never stop learning,” he added. “You have to have the confidence to say 'yes' to opportunities,” said Sqaishey. What are your ambitions? What next? Would you like to develop new games? “In five years, what we do may not be relevant,” said Stampy. “It's hard to plan ahead, and keep up with stuff – new ways of storytelling and new media.” This is my dream job, he added – using Minecraft to make videos. “I like playing games, so if I got the opportunity, I'd love it.” Opinions expressed here do not necessarily represent the views of the RSE, nor of its Fellows The Royal Society of Edinburgh, Scotland’s National Academy, is Scottish Charity No. SC000470 .
Recommended publications
  • UNIVERSITÀ CATTOLICA DEL SACRO CUORE DI MILANO Interfacoltà Di Lettere E Filosofia – Economia
    UNIVERSITÀ CATTOLICA DEL SACRO CUORE DI MILANO Interfacoltà di Lettere e Filosofia – Economia Corso di Laurea in Comunicazione per l’Impresa, i Media e le Organizzazioni Complesse VIDEOGIOCHI E COMUNICAZIONE AMBIENTALE: IL CASO DELLA CAMPAGNA "TO THE LAST TREE STANDING" PER GREENPEACE Relatore: Chiar.mo Prof. Matteo TARANTINO Tesi di Laurea di: Gaia AMADORI Matr. N. 4703939 Anno Accademico 2018/2019 INDICE INTRODUZIONE 5 CAPITOLO 1: RASSEGNA BIBLIOGRAFICA 11 Introduzione 11 1.1 La Comunicazione Ambientale: una sfida complessa 11 1.1.1 Origine e definizione 12 1.1.2 L’importanza della dimensione cognitiva ed emotiva nel messaggio ambientale 18 1.1.3 L’impatto dei social media sulla comunicazione ambientale 21 1.1.4 I nuovi cittadini: nativi ecologici e nativi digitali 24 1.2 La scena videoludica: di cosa parliamo quando parliamo di videogiochi? 27 1.2.1 Serious games per il cambiamento politico e la comunicazione ambientale 32 1.2.2 L’affermazione delle culture partecipative 36 1.2.3 Gioco Video: come gli streamer, Youtube e Twitch hanno conquistato il mercato 38 1.2.4 L’emergere della scena indie e la nostalgia dei pixel 41 1.3 Il fenomeno Minecraft 43 1.3.1 La cultura open source e il valore della community 46 1.3.2 Minecraft come terzo luogo per i Gen-Zers 50 1.3.3 Minecraft e la sostenibilità ambientale: quando l’educazione passa attraverso i pixel 52 Conclusione 55 CAPITOLO 2: ANALISI ESTENSIVA 57 Introduzione 57 2.1 L’evoluzione dei serious game per l’ambiente: Playing for the Planet 57 2.2 La metodologia 60 2.3 L’analisi 61 2.4.
    [Show full text]
  • The Minecraft Generation How a Clunky Swedish Computer Game Is Teaching Millions of Children to Master the Digital World
    www.nytimes.com/2016/04/17/magazine/the-minecraft-generation.html The New York Times Illustrations by CHRISTOPH NIEMANN The Minecraft Generation How a clunky Swedish computer game is teaching millions of children to master the digital world. By CLIVE THOMPSON Jordan wanted to build an unpredictable trap. An 11-year-old in dark horn-rimmed glasses, Jordan is a devotee of Minecraft, the computer game in which you make things out of virtual blocks, from dizzying towers to entire cities. He recently read “The Maze Runner,” a sci-fi thriller in which teenagers live inside a booby-trapped labyrinth, and was inspired to concoct his own version — something he then would challenge his friends to navigate. Jordan built a variety of obstacles, including a deluge of water and walls that collapsed inward, Indiana Jones-style. But what he really wanted was a trap that behaved unpredictably. That would really throw his friends off guard. How to do it, though? He obsessed over the problem. Then it hit him: the animals! Minecraft contains a menagerie of virtual creatures, some of which players can kill and eat (or tame, if they want pets). One, a red-and-white cowlike critter called a mooshroom, is known for moseying about aimlessly. Jordan realized he could harness the animal’s movement to produce randomness. He built a pen out of gray stones and installed “pressure plates” on the floor that triggered a trap inside the maze. He stuck the mooshroom inside, where it would totter on and off the plates in an irregular pattern.
    [Show full text]
  • Ofcom Children's Media Lives – Year 3 Findings
    Ofcom Children’s Media Lives – Year 3 Findings CLIENT OFCOM DATE 15 November 16 VERSION FINAL Contents 1. About this Report 3 2. Executive Summary 4 3. Background and Introduction 9 4. Introducing the Sample 12 4.1 SAMPLE CHANGES & NEW CHILDREN 12 4.2 YEAR THREE SAMPLE 12 4.3 AN EVOLVING DIGITAL LANDSCAPE 13 5. Context Matters 18 5.1 EXTERNAL AND INTERNAL CHANGES 18 5.2 EXPLORING SOCIAL MEDIA 20 6. New Preferences in Content 23 6.1 NEW WAYS OF WATCHING TV ERROR! BOOKMARK NOT DEFINED.3 6.2 THE ROLE OF YOUTUBE AND VLOGGING 25 6.3 FAVOURITE CHARACTERS 27 7.Changes in Parental Regulation 29 7.1 NEW PRIORITIES 29 8. Changes in Critical Thinking 33 8.1 SEARCHING ONLINE 33 8.2 COMMERCIAL AWARENESS 36 9. New Social Possibilities Online 40 9.1 GORUP CHATS 40 9.2 PUBLIC AND PRIVATE 41 9.3 BANTER AND BULLYING 43 10. Creativity is present, but is more common offline 46 10.1 DIGITAL CREATIVITY 46 11. Next Steps 50 12.Glossary 51 Page 2 of 52 1. About this report This document provides analysis of the findings from the third year of Ofcom’s Children’s Media Lives study. This research began in 2014 as a way of providing a small-scale, rich and detailed qualitative complement to Ofcom’s quantitative surveys of media literacy. Media literacy enables people to have the skills, knowledge and understanding they need to make full use of the opportunities presented both by traditional and by new communications services. Media literacy also helps people manage content and communications, and protect themselves and their families from the potential risks associated with using these services.
    [Show full text]
  • The Gameful Museum: Developing a Location-Based Game Design Framework for Engagement and Motivation Sofia Romualdo De Carvalho
    The Gameful Museum: Developing a Location-Based Game Design Framework for Engagement and Motivation Sofia Romualdo de Carvalho Doctor of Philosophy in English January 2019 1 The Gameful Museum: Developing a Location-Based Game Design Framework for Engagement and Motivation Submitted by Sofia Romualdo de Carvalho to the University of Exeter as a thesis for the degree of Doctor of Philosophy in English In January 2019 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that any material that has previously been submitted and approved for the award of a degree by this or any other University has been acknowledged. (Signature) ……………………………………………………………………………… 2 Abstract The popularity of location-based games, which blend digital and physical gameplay in specific real-world locations, has been rising in recent years. Research in museum studies looking into these games as engagement tools has so far been limited to individual case studies or sporadic overviews of play and games that do not explore the relationship between game design, location, gameplay and the museum experience. This practice-led thesis addresses this gap through the development of a game design framework and guidelines to create location-based games in museums, combined with a study of the impact of the designed experiences on audiences’ motivation to visit and engage with museum content. The findings and framework proposed are relevant for museum professionals and game designers who are interested in developing this practice while benefiting from guidance grounded in real-world research.
    [Show full text]
  • Cmf-Yearbook-2014-Pdf.Pdf
    1 The Children’s Media Yearbook is a publication of The Children’s Media Foundation Director, Greg Childs Administrator, Jacqui Wells The Children’s Media Foundation P.O. Box 56614 London W13 0XS [email protected] First published 2014 © Lynn Whitaker for editorial material and selection © Individual authors and contributors for their contributions All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of The Children’s Media Foundation, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organisation. You must not circulate this book in any other binding or cover. ISBN 978-0-9575518-2-4 Paperback ISBN 978-0-9575518-3-1 E-book Book design by Craig Taylor Cover illustration by Stuart Harrison Previous page illustration by CBeebies/Beakus The Children’s Media Yearbook 2014 Edited by Lynn Whitaker THE CHILDREN’S MEDIA FOUNDATION INTRODUCTION 1. Editorial Lynn Whitaker 8 2. The Children’s Media Foundation: Year Two Anna Home 12 3. A Founder Patron’s View Brian Jameson 15 INDUSTRY NEWS AND VIEWS 4 BBC Children’s Joe Godwin, Kay Benbow and Cheryl Taylor 20 5 Disney Channels UK Louise Bucknole 27 6 In at the Deep End: Multi-tasking at Beakus Animation Studio Steve Smith 31 7 Writing for Kids Danny Stack 36 8 LIMA UK: The Good News About Licensing Kelvyn Gardner 39 9 The British Toy and Hobby Association: Natasha Crookes 42 10 Gender Skewing in Children’s
    [Show full text]