Asking for permission to use song
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I requested permission from OWSLA Records to use one of their songs in a music video but received no reply, yet still used the song anyway. OWSLA Records is one of sub Focus' record labels. The other label is Ram Records who did not provide an email, so a call will be made instead to request permission.
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Product work log 3
Trey Garrison worked on creating an EP over several sessions in December 2011. He began by writing the intro and first verse of the second song on December 1st. On December 6th, he finished the chorus and second verse. By December 12th, Trey had written the third verse and outro. Finally, on December 17th, he completed the second song by putting all the pieces together.
expression of asking permission
The document discusses expressions used to ask permission, including "can", "could", "would", and "do you mind". It provides examples of asking permission to borrow a pen, lend money, share cake, and use shoes. It encourages practicing dialogues where one might ask to borrow a pencil from a friend, get help finding a lost wallet, or get assistance with a flat tire on a motorcycle.
Asking and getting permission
The document discusses vocabulary and grammar related to expressing permission in English. It provides examples of asking for and granting permission using modal verbs like "can", "may", "allow" as well as expressions like "do you mind if". It also gives examples of denying permission with responses like "no, you may not". The document concludes with examples of dialogues where one person asks for permission and the other grants or denies it, such as asking to borrow a ruler.
Asking for permission and Making a Request ESL
The document provides examples of asking for permission and making requests in English. It gives common phrases used for asking permission, such as "Can I borrow your pen?" and responses like "Sure." Examples of making requests are also given, such as "Could you please get me some coffee?" along with potential responses like "Yes, of course." The document then provides practice conversations and activities to help readers learn how to properly ask for permission and make requests in English.
Asking and giving permission
This document discusses various structures that can be used when asking for permission in different situations, from informal to formal. It notes that "Can I..." is considered incorrect by some but commonly used, while "May I..." is more formal. Additional structures presented are "Could I please...", "Do you think I could...", "Would you mind if...", and "Would it be possible for me...". Examples are provided for each. The document also offers phrases for giving and refusing permission in response.
Asking Permission
The document contains examples of phrases used when asking for permission or expressing disbelief in English. It includes questions asking for permission to do various activities, statements of strong disbelief, and questions checking if someone minds a certain activity. The questions cover topics like marriage, meeting a celebrity, being an astronaut or president, speaking a language, taking money or food, and improbable weather or transportation.
Requests, can, could, will, would, would you mind
This document discusses making polite requests in English using modal verbs like "can", "could", "will", and "would". It provides examples of formal and informal requests and how adding "please" makes requests more polite. Students are given practice transforming statements into requests and providing positive and negative responses. The document also covers using "would you mind" followed by a gerund to politely ask someone to do something.
Question 3 of Evaluation
The document discusses how the creator collected audience feedback throughout the process of creating a music video, advertisement, and album packaging. Feedback was gathered through surveys, showing work-in-progress to others, and asking specific questions. This feedback resulted in many changes and improvements to better suit the target audience of 16-25 year olds. Key changes included adding black and white scenes to the music video, choosing a different title sequence, and selecting a consistent color theme for the album packaging.
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Product work log 3
Trey Garrison worked on creating an EP over several sessions in December 2011. He began by writing the intro and first verse of the second song on December 1st. On December 6th, he finished the chorus and second verse. By December 12th, Trey had written the third verse and outro. Finally, on December 17th, he completed the second song by putting all the pieces together.
expression of asking permission
The document discusses expressions used to ask permission, including "can", "could", "would", and "do you mind". It provides examples of asking permission to borrow a pen, lend money, share cake, and use shoes. It encourages practicing dialogues where one might ask to borrow a pencil from a friend, get help finding a lost wallet, or get assistance with a flat tire on a motorcycle.
Asking and getting permission
The document discusses vocabulary and grammar related to expressing permission in English. It provides examples of asking for and granting permission using modal verbs like "can", "may", "allow" as well as expressions like "do you mind if". It also gives examples of denying permission with responses like "no, you may not". The document concludes with examples of dialogues where one person asks for permission and the other grants or denies it, such as asking to borrow a ruler.
Asking for permission and Making a Request ESL
The document provides examples of asking for permission and making requests in English. It gives common phrases used for asking permission, such as "Can I borrow your pen?" and responses like "Sure." Examples of making requests are also given, such as "Could you please get me some coffee?" along with potential responses like "Yes, of course." The document then provides practice conversations and activities to help readers learn how to properly ask for permission and make requests in English.
Asking and giving permission
This document discusses various structures that can be used when asking for permission in different situations, from informal to formal. It notes that "Can I..." is considered incorrect by some but commonly used, while "May I..." is more formal. Additional structures presented are "Could I please...", "Do you think I could...", "Would you mind if...", and "Would it be possible for me...". Examples are provided for each. The document also offers phrases for giving and refusing permission in response.
Asking Permission
The document contains examples of phrases used when asking for permission or expressing disbelief in English. It includes questions asking for permission to do various activities, statements of strong disbelief, and questions checking if someone minds a certain activity. The questions cover topics like marriage, meeting a celebrity, being an astronaut or president, speaking a language, taking money or food, and improbable weather or transportation.
Requests, can, could, will, would, would you mind
This document discusses making polite requests in English using modal verbs like "can", "could", "will", and "would". It provides examples of formal and informal requests and how adding "please" makes requests more polite. Students are given practice transforming statements into requests and providing positive and negative responses. The document also covers using "would you mind" followed by a gerund to politely ask someone to do something.
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The document discusses how the creator collected audience feedback throughout the process of creating a music video, advertisement, and album packaging. Feedback was gathered through surveys, showing work-in-progress to others, and asking specific questions. This feedback resulted in many changes and improvements to better suit the target audience of 16-25 year olds. Key changes included adding black and white scenes to the music video, choosing a different title sequence, and selecting a consistent color theme for the album packaging.
Evalutation Question 3
The audience feedback helped the creator improve their music video, advert, and digipak targeted towards 16-25 year olds. Based on feedback, they changed scenes to black and white to better convey emotions, selected a different title sequence that looked more professional, and improved the narrative clarity and mood through additional editing techniques. Feedback also helped determine the best advert design that clearly related to the digipak. The creator incorporated various suggested edits to better represent the feelings of the song to their intended audience.
Evaluation Q3
The feedback the student received from their audience helped improve their music video, advert, and digipak in several ways. Audience feedback confirmed that including black and white scenes in the music video better conveyed the intended emotions. Feedback also indicated that one title sequence for the music video looked more professional than the other. For the advert, feedback showed that using an image inconsistent with the digipak cover seemed unprofessional. And feedback on initial digipak photos suggested a color theme would better match the intended genre of drum and bass/house music.
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This document contains an audience feedback survey asking respondents to choose their favorite advert, comment on whether a music video should change between black and white or stay one color, if a digipak fits the genre of music in the video, what kind of music they listen to, where they shop for music, and how they spend their spare time. It also asks them to provide two things they liked about the music video and two things they would change.
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This document summarizes the design choices for a mock CD package. It discusses using overlapping photos on the front and back covers to link the images and theme. Audience research showed the most popular band name was "Sub Zero" and song title was "Youth". The booklet will include song lyrics. The CD and CD holder background will feature the same camouflage image so the CD blends in. The spine uses a cutout from the holder image for visual interest when the case is closed.
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Audience Feedback
The document contains an audience feedback survey asking respondents to: 1) Circle their favorite advert shown; 2) Explain why they chose that advert; 3) State if they prefer a black and white to color transition or a single effect in a music video; 4) Indicate if they feel the packaging fits the music genre; 5) Select the genres of music they typically listen to; 6) Identify where they shop to buy music; 7) List their spare time activities; and 8) Provide two things they like and would change about a music video.
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The document summarizes research from a questionnaire given to the target audience for a music video. Key findings include:
- The primary target audience is 12-17 year olds, but the video is also being shown to college students.
- Most respondents were female, so the research is more specific to females, but secondary research will account for both.
- Consideration is being given to removing dialogue from the beginning based on the research.
- Pop music is most popular but the chosen song has a pop sound and did well on music charts.
- The story aims to challenge stereotypes about teenagers.
- Most effective advertising will be online, specifically YouTube which the target audience uses to
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The document discusses targeting a music video at 16-25 year old males, as research found that genre of the music (house/drum & bass) appeals most to males. While the target is young males, the music video will feature three girls to attract female viewers by representing female teenagers, not to appeal to "male gaze."
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This document discusses the history and characteristics of drum and bass music. It is a genre that artists like Sub Focus, David Guetta, and Basement Jaxx fit under. Drum and bass is perceived as rebellious and is often played at raves, where it is common to have large DJ stations and flashing lights.
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This music video for Kesha's "We R Who We R" was directed by Hype Williams and relates closely to the lyrics through visual cues. It promotes partying and drinking through scenes set at a rave. The video uses techniques like the male gaze to appeal to both male and female audiences. Close-ups are used to focus on Kesha and other girls in revealing outfits dancing to the upbeat electro-pop song.
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Evalutation Question 3
The audience feedback helped the creator improve their music video, advert, and digipak targeted towards 16-25 year olds. Based on feedback, they changed scenes to black and white to better convey emotions, selected a different title sequence that looked more professional, and improved the narrative clarity and mood through additional editing techniques. Feedback also helped determine the best advert design that clearly related to the digipak. The creator incorporated various suggested edits to better represent the feelings of the song to their intended audience.
Evaluation Q3
The feedback the student received from their audience helped improve their music video, advert, and digipak in several ways. Audience feedback confirmed that including black and white scenes in the music video better conveyed the intended emotions. Feedback also indicated that one title sequence for the music video looked more professional than the other. For the advert, feedback showed that using an image inconsistent with the digipak cover seemed unprofessional. And feedback on initial digipak photos suggested a color theme would better match the intended genre of drum and bass/house music.
Evaluation Q3
The document discusses how feedback from an audience helped improve the creator's music video, advert, and digipak. Changes were made such as adding black and white scenes to the video to better convey emotions, selecting a title sequence preferred by viewers, and choosing advert and digipak designs that related better to the genre of music. Feedback revealed preferences that led to a more professional and coherent final product tailored for the target audience of 16-25 year olds.
Audience feedback
This document contains an audience feedback survey asking respondents to choose their favorite advert, comment on whether a music video should change between black and white or stay one color, if a digipak fits the genre of music in the video, what kind of music they listen to, where they shop for music, and how they spend their spare time. It also asks them to provide two things they liked about the music video and two things they would change.
Digipack
This document summarizes the design choices for a mock CD package. It discusses using overlapping photos on the front and back covers to link the images and theme. Audience research showed the most popular band name was "Sub Zero" and song title was "Youth". The booklet will include song lyrics. The CD and CD holder background will feature the same camouflage image so the CD blends in. The spine uses a cutout from the holder image for visual interest when the case is closed.
Gant Chart
The Gant chart is a type of bar chart that illustrates a project schedule. It shows the tasks involved in a project arranged in their sequence over time, with dependencies between tasks visually displayed. The Gant chart is useful for project planning and management as it allows managers to see the timeline and dependencies at a glance.
Shooting Script
The shooting script outlines 29 scenes depicting three performers - a Punk Girl, Upper Class Girl, and Lower Class Girl - over the course of a day and night. It begins with establishing shots of the countryside and the performers going about their morning routines. As night falls, the Lower Class Girl walks alone through town drinking at a pub with little money, while the Upper Class Girl rides her horse miserably. The next day, the three girls' paths converge as Punk Girl bikes across the field and bumps into the other two, reuniting smiling and laughing while flashbacks depict their time together the night before.
Evaluation Q2
The document provides an evaluation of the effectiveness of combining a music video with ancillary texts like a CD cover and album advert.
The music video represents different social classes through three girls aged 17-19 engaged in various activities. It uses black and white to convey its narrative about stereotypes of teenagers.
The CD cover features layered photos and genre-related fonts to represent the house music genre while also including pop elements. An initial proposed album advert was revised to avoid singling out one girl and focusing attention on her.
The final album advert and layout follows conventions through its positioning of the image, ratings, release date, and inclusion of social media and purchase information, along with a fake band website.
Props List
This props list provides details of the items needed for the film "Turn it Around" directed by Jessica Goldsmith. It outlines the props required for three main characters - Emily Goldsmith, Ibby Hearn, and Sian Teasdale - across various scenes. Emily, portrayed as punk, will wear dark colored tartan leggings, boots, and jumper. Ibby, from the upper class, wears riding attire including boots and a jacket at the stables. Sian, depicted as working class, is dressed in a grey hoodie, black leggings, and Nike sneakers, drawing on stereotypes of that demographic.
Props list
This document contains a props list for the film "Turn it Around" directed by Jessica Goldsmith. It lists various props needed for scenes involving three main characters - Emily Goldsmith, Ibby Hearn, and Sian Teasdale. For each prop, it specifies the scene numbers and pages where the prop will be used, the character associated with the prop, and locations where it will appear. The props include clothing items, accessories, household items, riding equipment, and vehicles that will be needed over the course of filming.
Cast list
This document lists 4 people involved in a production including their names, roles, addresses, and mobile phone numbers. Emily Louise Goldsmith, Isabella Annie Hearn, and Sian Annie Teasdale are listed as performers while Jessica Anne Goldsmith is listed as the director and producer.
Audience Feedback
The document contains an audience feedback survey asking respondents to: 1) Circle their favorite advert shown; 2) Explain why they chose that advert; 3) State if they prefer a black and white to color transition or a single effect in a music video; 4) Indicate if they feel the packaging fits the music genre; 5) Select the genres of music they typically listen to; 6) Identify where they shop to buy music; 7) List their spare time activities; and 8) Provide two things they like and would change about a music video.
Audience Questionnairre
The document summarizes research from a questionnaire given to the target audience for a music video. Key findings include:
- The primary target audience is 12-17 year olds, but the video is also being shown to college students.
- Most respondents were female, so the research is more specific to females, but secondary research will account for both.
- Consideration is being given to removing dialogue from the beginning based on the research.
- Pop music is most popular but the chosen song has a pop sound and did well on music charts.
- The story aims to challenge stereotypes about teenagers.
- Most effective advertising will be online, specifically YouTube which the target audience uses to
My target audience for my music video are 16
The document discusses targeting a music video at 16-25 year old males, as research found that genre of the music (house/drum & bass) appeals most to males. While the target is young males, the music video will feature three girls to attract female viewers by representing female teenagers, not to appeal to "male gaze."
Drum and Bass Timeline
This document discusses the history and characteristics of drum and bass music. It is a genre that artists like Sub Focus, David Guetta, and Basement Jaxx fit under. Drum and bass is perceived as rebellious and is often played at raves, where it is common to have large DJ stations and flashing lights.
Analysing six music videos
This music video for Kesha's "We R Who We R" was directed by Hype Williams and relates closely to the lyrics through visual cues. It promotes partying and drinking through scenes set at a rave. The video uses techniques like the male gaze to appeal to both male and female audiences. Close-ups are used to focus on Kesha and other girls in revealing outfits dancing to the upbeat electro-pop song.
Evaluation Q3
The audience feedback that the document's author collected informed significant changes to their music video, advert, and digipak. Feedback revealed that audiences preferred scenes in the music video to be in black and white to convey feelings of confinement, and they selected one title sequence over another. A survey also found that audiences did not like music videos with long introductions before the song starts. Feedback on potential adverts indicated audiences expected the advert and digipak cover to match, and they felt some initial photos for the digipak did not fit the drum and bass genre. This feedback helped the author finalize their work to better match audience expectations.
Evaluation Q3
The audience feedback that the student collected made significant contributions to improving their music video, advertisement, and digipak. By continuously gathering feedback throughout the process, the student was able to make changes that better suited their target audience of 16-25 year olds. For example, based on feedback, the student added black and white scenes to their music video to convey feelings of confinement and added a strip of color to their advertisement to link it to their music video. Overall, incorporating audience perspectives helped the student recognize what their target audience prefers and create higher quality final products.
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Asking for permission to use song
- 2. I sent a request to OWSLA Records to ask permission if I could use their song. So far I have had no reply; however, I still used the music video. This is one of sub Focus’ record labels. The other record label is Ram Records. They did not supply an email address so I could not email them. Therefore, I am going to call them.