"Butcher's Hook is (or perhaps that should be will be) a three-member design studio and gallery based in an old butcher's shop in London's Portobello. The studio has been formed by Benio Urbanowicz, James Coltman, Josh Blanchett and Dan Jones, students from Kingston and LLC, all of whom graduate this summer. ...
In order to introduce themselves to the local populace, Butcher's Hook set up a digital display using an old Nintendo Wii remote, custom made Infa-Red yellow pencils, a wireless doorbell, a printer and a few extra ingredients.
'We gave away free art made by the user themselves, with the option to receive a digital copy sent to them,' they say. 'We had a great weekend, where over 150 people got involved, through their own choice... and every single one went home to find our business cards printed on the back of their own masterpiece.'
As well as launching their studio, Butcher's Hook has also entered the project into the D&AD Student Awards in response to the brief Make Your Mark."
Posted by Creative Review, 4 April 2012, 16:13
"I got a second place and a yellow pencil! I'm so pleased it's unreal.
The award ceremony was great fun, so much free wine and Pimms! And obviously the chance to meet loads of professionals.
I had an amazing opportunity to speak to the Disney guys that set the brief I did. And it turns out that I'll actually be working with them on a few projects. I really hope to show them the best of what I can do and someday soon be working with them on my own show, or anything really, I'm still in shock."
(Alex Card, 29 June 2011)
[Nottingham Trent University Multimedia BA (Honours) student Alex Card commenting on winning 2nd place in the Animation / Crafts section of the 2011 D&AD Awards.]
"Most public policy discussion of new media have centred on technologies-tools and their affordances. The computer is discussed as a magic black box with the potential to create a learning revolution (in the positive version) or a black hole that consumes resources that might better be devoted to traditional classroom activities (in the more critical version).Yet, as the quote above suggests, media operate in specific cultural and institutional contexts that determine how and why they are used. We may never know whether a tree makes a sound when it falls in a forest with no one around. But clearly, a computer does nothing in the absence of a user. The computer does not operate in a vacuum. Injecting digital technologies into the classroom necessarily affects our relationship with every other communications technology, changing how we feel about what can or should be done with pencils and paper, chalk and blackboard, books, films, and recordings.
Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among all of these different communication technologies, the cultural communities that grow up around them, and the activities they support. Media systems consist of communication technologies and the social, cultural, legal, political, and economic institutions, practices, and protocols that shape and surround them (Gitelman, 1999).The same task can be performed with a range of different technologies, and the same technology can be deployed toward a variety of different ends. Some tasks may be easier with some technologies than with others, and thus the introduction of a new technology may inspire certain uses. Yet, these activities become widespread only if the culture also supports them, if they fill recurring needs at a particular historical juncture. It matters what tools are available to a culture, but it matters more what that culture chooses to do with those tools."
(Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel, MacArthur Foundation)
 Jenkins, H., K. Clinton, et al. 'Confronting the Challenges of Participatory Culture: Media Education for the 21st Century', MacArthur Foundation.