The third music video analyzed is Lady Gaga's "Bad Romance". It is a conceptual music video where the scenes do not relate to the song. Throughout the video, Lady Gaga is seen in a giant bath, illustrating the conceptual nature. The video analyzes mise-en-scene, sound, editing, and camera techniques. Close-ups of Lady Gaga's face are used to show her emotions. Establishing shots set the plain white room setting. Low camera angles depict Lady Gaga looking upset and low. The video has jump cuts between Lady Gaga in a bath and dancing, further showing its conceptual nature unrelated to the music.
This is my evaluation of my A2 Media Products. In my evaluation I have compared my products to existing products and explained conventions in my chosen genre.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. The third music video I analysed is bad romance performed by Lady gaga. This video is a conceptual music video, as the video does not make any sense to the song. For example, throughout the video she is seen to be placed in a giant bath which illustrates the idea of being a conceptual music video. The majority of Lady Gaga’svideos are in fact conceptual and very rarely perfromance or narrative videos. I will analyse mise-en-scene, sound, editing and camera in this particular music video.
4. When I analysed the music video I identified different kinds of camera shots . The first one is a close up . This was used continuously throughout the video , mainly of Lady Gaga’s face to express her emotion . It also allowed the audience to see her and feel more close and personal with the artist. We can also closely see her eyes extremely clear in this shot so this suggests that the director wanted us to focus on these when watching that particular shot. Camera
5. The second shot I noticed was an establishing shot. This was viewed at the beginning to set the scene of the video and to allow the audience to feel as if they are not in the dark and can clearly see the location and gives the audience an insight where the video is placed and the surroundings of the location. The establishing shot showed a giant white room showing it to be quite plain and also clear as she was not hidden. It captures the audiences attention to focus on Lady Gaga. The establishing shot gives us the idea that it is a conceptual music video as it did not relate to the song in any way.
6. The third camera angle I analysed was a low angle. This showed the performer, Lady Gaga, singing to the camera looking upset and having tears down her face. This showed the audience that she was upset and showed her emotions. It also shows how she feels low as the camera is looking down on her which shows she is being looked down upon by somebody else. It expresses her emotions and the feeling of being upset and emotional that she is not thought highly of.
7. The costumes presented are very unusual and can be viewed as unique which the majority of her outfits are. She uses a soft look at the beginning using outfits with colours of white which shows her being innocent and not very confident in which you can tell in her body language. It then shows a ‘sparkly’ outfit with giant heels of her walking high with pride which shows her viewed as posh and confident. It also shows an outfit in the mirror of being dressed in black with dark shades on, this shows her being hidden as sunglasses are a sign of privacy and wanting to be unknown. At the end of the video it shows her with minimal clothe son in which can be seen as ‘sexy’. Also it shows her dressed in red, red symbolises rather sex or danger. Both of these can be related to the video as she is seen as dangerous as she is so unusual and many people have different opinions on her which also relates to being in a ‘BAD romance’, as bad can be a sign of danger. Furthermore, she can be seen as a sex symbol and a man is analysing her which shows a sign of sex and romance. She has many dancers copying her look and moves which shows she is the leader. There is a bath in the middle of the music video, it is unclear why this is which shows the video is a conceptual music video. Lady Gaga is shows with ‘fake’ features such as her eyes or her having an eating disorder when you see her spine clearly in her back. This is also unclear, this could relate t o the song of being in a ‘bad romance’ and the consequences that come with a bad relationship. However it is unclear why she has done this which is also evidence of a conceptual music video. Mise-en-scene
8. There is many instruments that play within the song for example the piano, drums and electric guitar. All these add to the element of the song and make it a successful music video. There is use of diegetic music as she sings which is he voice saying the words, ‘I’m in a bad romance’. Here she is expressing her feelings about her romance. Sound
9. AS in all music videos, there is continuity editing, this creates the video to be seen as ‘smooth’ and flows therefore is good to watch and attracts the audience. There is a jump cut of her in a bath then cuts to Lady Gaga dancing, this is viewed as a conceptual music video as it does not make sense why this happens as it is not in relation to the music video. Editing