Media Studies · Year 12 · Media Industries and Audiences · 2.º Período

Ownership and Control

Students investigate the impact of media conglomerates and monopolies on content production. They will analyse Curran and Seaton's power and media industries theory.

TL;DR:Ownership and Control introduces students to the 'big picture' of the media industry, focusing on how money and power dictate what we see. Students explore the rise of global conglomerates and the impact of horizontal and vertical integration. A key focus is Curran and Seaton's theory, which suggests that media concentration limits variety and creativity, favouring profit over public interest.

• National Curriculum Attainment Targets
• A-Level Media Studies (Ofqual): Understand the significance of ownership and funding in the media.
• A-Level Media Studies (Ofqual): Evaluate the impact of regulatory frameworks on media production.

About This Topic

Ownership and Control introduces students to the 'big picture' of the media industry, focusing on how money and power dictate what we see. Students explore the rise of global conglomerates and the impact of horizontal and vertical integration. A key focus is Curran and Seaton's theory, which suggests that media concentration limits variety and creativity, favouring profit over public interest.

This topic is essential for understanding the institutional context of media production. Students learn to trace the links between a parent company and its subsidiaries, discovering how a single corporation can control everything from film studios to news outlets. This knowledge is crucial for evaluating the health of a democracy. Students grasp this concept faster through structured discussion and peer explanation, where they can map out the complex webs of corporate ownership.

Key Questions

1. How does media ownership affect the variety of content produced?
2. What are the risks of media monopolies?
3. How do independent producers compete with conglomerates?

Watch Out for These Misconceptions

Common Misconception

More channels mean more choice.

What to Teach Instead

While there are more platforms, many are owned by the same few companies. Active mapping of ownership helps students see that 'choice' is often an illusion created by a small number of conglomerates.

Common Misconception

Conglomerates only care about movies.

What to Teach Instead

Media giants often have interests in theme parks, news, and technology. A 'synergy hunt' activity helps students identify how a single brand is monetised across multiple diverse sectors.

Active Learning Ideas

Simulation Game

The Conglomerate Boardroom

Groups act as executives for a major media conglomerate. They must decide which 'independent' projects to fund based on profit potential and synergy, then justify their choices to the 'shareholders' (the rest of the class).

50 min·Small Groups

Inquiry Circle

Ownership Mapping

Using large sheets of paper, pairs trace the ownership of a specific media product (e.g., a Marvel film) back to its parent company, identifying all the subsidiaries involved in its production and promotion.

40 min·Pairs

Think-Pair-Share

The Independent Challenge

Students brainstorm the advantages and disadvantages of being an independent producer. They then pair up to compare their lists and share one strategy an indie producer might use to compete with a giant like Disney.

20 min·Pairs

Frequently Asked Questions

What is the difference between horizontal and vertical integration?

Vertical integration is when a company owns every stage of a product's life (production, distribution, exhibition). Horizontal integration is when a company buys out competitors in the same sector. Using a 'business simulation' activity helps students see how these strategies increase market power and reduce competition.

How does media ownership affect the news we consume?

Owners can influence the political leaning and editorial priorities of their news outlets. In the UK, this is often discussed in relation to 'press barons.' Students can investigate this by comparing how different newspapers owned by the same or different companies cover the same event.

Why do we study Curran and Seaton in Year 12?

Curran and Seaton provide the theoretical backbone for the argument that media concentration is bad for democracy. Their theory helps students evaluate whether the drive for profit inevitably leads to repetitive, 'safe' content that avoids challenging the status quo.

What are the best active learning strategies for teaching media industries?

Simulations and collaborative mapping are excellent. When students have to 'act' as owners or 'trace' corporate connections, the abstract concepts of power and profit become much more concrete. These activities encourage critical thinking about the economic forces that shape our culture.