Dubbing More Fun in Creativoices
•
1 like•142 views
The document discusses a dubbing session for the sixth batch of CreativVoices Productions' VoiceWorx program. The batch was asked to dub scenes from two different animation series, going through the full dubbing process from script-writing to recording. This gave the participants hands-on experience dubbing like professionals and a chance to learn more about the dubbing process.
Report
Share
Report
Share
Download to read offline
Recommended
Present v2-ginny
The document summarizes a study that investigated the effects of three different glossing approaches on vocabulary learning: glossing followed by meaning retrieval ("gloss-retrieval-gloss"), glossing preceded by inference ("inference-gloss-gloss"), and full glossing without inference or retrieval. The study found that the gloss-retrieval-gloss approach led to the greatest vocabulary learning and retention, as measured by form and meaning recall tests. Inference-gloss-gloss also had a positive effect on delayed form recall and immediate meaning recall, but full glossing generated the least learning. The findings support an approach that emphasizes establishing correct form-meaning connections initially and verifying meanings through retrieval.
Present#1
This document summarizes a presentation on three approaches to glossing and their effects on vocabulary learning. The presentation discusses a study that compared glossing preceded by inference, glossing followed by retrieval, and full glossing. The study examined whether these three approaches affected vocabulary learning differently and whether response accuracy of inference and retrieval predicted vocabulary learning differently. The presentation includes sections on the introduction, literature review, methodology, results, discussion and conclusion.
More lessons on translation and dubbing
The students learned more concepts about translation and dubbing on the fifth day of VoiceWorx 22. They were first taught different language concepts and terms used in dubbing to understand how to approach different materials. Then, the students participated in hands-on activities where they drafted translations of scripts and practiced using the scripts.
Translations and dubbing
In this presentation there is some translations and a dubbed video. this is very helpful for the school and college presentations. i will happy to help others.
21st century trends in translation (SIDRA HAROON)
This is an academic presentation which can be helpful for those who want to understand the 21st century trends in translation.
The Long-Term Effects of Dubbing and Subtitling as a Translation Method
The document discusses a study on the long-term effects of dubbing versus subtitling as translation methods for media. Some subjects preferred subtitling and found dubbed media upsetting, while others preferred dubbing over subtitled media that was hard to follow. Some subjects had no preference, finding dubbed media easier to understand but subtitled media retaining the original natural voices.
Final Dubbing America vs Japan
This document provides a summary of differences between dubbing in America and Japan. It discusses four main reasons for substandard American dubbing work: lower pay for voice actors, less training opportunities, tight time constraints in recording sessions, and limitations of using a specific voice. Japanese voice actors generally have more stable careers, higher pay, and more specialized training opportunities compared to American voice actors. Directors also face pressure to find and cast voices quickly for dubs, which can result in poor character voice matches.
Audiovisual Translation for Foreign Language Learning: New Multimodal Approaches
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Recommended
Present v2-ginny
The document summarizes a study that investigated the effects of three different glossing approaches on vocabulary learning: glossing followed by meaning retrieval ("gloss-retrieval-gloss"), glossing preceded by inference ("inference-gloss-gloss"), and full glossing without inference or retrieval. The study found that the gloss-retrieval-gloss approach led to the greatest vocabulary learning and retention, as measured by form and meaning recall tests. Inference-gloss-gloss also had a positive effect on delayed form recall and immediate meaning recall, but full glossing generated the least learning. The findings support an approach that emphasizes establishing correct form-meaning connections initially and verifying meanings through retrieval.
Present#1
This document summarizes a presentation on three approaches to glossing and their effects on vocabulary learning. The presentation discusses a study that compared glossing preceded by inference, glossing followed by retrieval, and full glossing. The study examined whether these three approaches affected vocabulary learning differently and whether response accuracy of inference and retrieval predicted vocabulary learning differently. The presentation includes sections on the introduction, literature review, methodology, results, discussion and conclusion.
More lessons on translation and dubbing
The students learned more concepts about translation and dubbing on the fifth day of VoiceWorx 22. They were first taught different language concepts and terms used in dubbing to understand how to approach different materials. Then, the students participated in hands-on activities where they drafted translations of scripts and practiced using the scripts.
Translations and dubbing
In this presentation there is some translations and a dubbed video. this is very helpful for the school and college presentations. i will happy to help others.
21st century trends in translation (SIDRA HAROON)
This is an academic presentation which can be helpful for those who want to understand the 21st century trends in translation.
The Long-Term Effects of Dubbing and Subtitling as a Translation Method
The document discusses a study on the long-term effects of dubbing versus subtitling as translation methods for media. Some subjects preferred subtitling and found dubbed media upsetting, while others preferred dubbing over subtitled media that was hard to follow. Some subjects had no preference, finding dubbed media easier to understand but subtitled media retaining the original natural voices.
Final Dubbing America vs Japan
This document provides a summary of differences between dubbing in America and Japan. It discusses four main reasons for substandard American dubbing work: lower pay for voice actors, less training opportunities, tight time constraints in recording sessions, and limitations of using a specific voice. Japanese voice actors generally have more stable careers, higher pay, and more specialized training opportunities compared to American voice actors. Directors also face pressure to find and cast voices quickly for dubs, which can result in poor character voice matches.
Audiovisual Translation for Foreign Language Learning: New Multimodal Approaches
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Screen translation
Diachronic and synchronic view of screen translation from intertitles to surtitles going through the phase of most popular and extensively used subtitles...
TRANSLATOR'S TOOLS, by Dr. Shadia Y. BAnjar
The document discusses various tools that translators use, including dictionaries, encyclopedias, computers, and electronic tools. It describes different types of dictionaries and their uses. Encyclopedias provide more details than dictionaries. Computers and the internet allow easy access to multiple reference tools through websites and software. Electronic tools discussed include word processors, online dictionaries and encyclopedias, translation software programs, and online translation services.
The Importance of Audio & Video Translation
http://www.jbistudios.com | Learn how Audio & Video Translation can extend your media reach into the global marketplace by improving user experience, building brand loyalty, and growing ROI. Get familiar with the various A/V translation services.
Careers in dubbing voice over
The document discusses careers in dubbing and voice over work. It describes dubbing as a post-production process that mixes supplementary recordings with original sound to create the finished soundtrack. New TV channels and more English programs being dubbed into Indian languages have opened up jobs for dubbing artists and voice over work in areas like e-learning, documentaries, advertising, and dubbing films into regional languages. A few institutes that provide training for such careers are listed.
Subtitle Translation
* What is subtitling?
* Constraints
* The Advantages and Disadvantages of Subtitling
* The Countries Using Subtitling, Dubbing, Voice-over
Conversis - Audio Dubbing and Subtitling
We offer Audio Dubbing and Subtitling as part of our services and this guide aims to provide more insight on what are the different stages of the process.
The role of dubbing in foreign language learning
This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
Introduction to the TOEFLiBT Writing
The document discusses the TOEFL iBT exam. It covers the exam's structure and scoring, the sections of the exam including reading, listening, speaking and writing, UCF's score requirements for admission, and strategies for the writing portion. The writing section contains two tasks - a reading-listening-writing integrated task and an independent writing task. Students in the class are required to take three timed writing practices that will be scored according to a 5-point rubric. The document provides advice on planning and outlining for the timed writing assignments which will be completed on the class's Webcourses site.
Translation in the 21st Century Webinar
This session shares insights on the future of the translation industry. Its content is based on a number of market and collective intelligence exercises undertaken by TAUS during 2010. This includes continuous review of the market, ideation sessions with major translation decision makers, and discussion with leading scientists, amongst others.
How to teach listening
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
RISD Inferencing Lesson
This document provides details about an inferencing lesson plan that uses various technologies. The goal is for students to improve their ability to make inferences by coding texts, annotating, and communicating their inferences. Students will engage in inferencing activities using apps on their iPads both individually and in small groups. They will code and annotate short texts, then use apps like ShowMe, Corkulous, and Google Drive to answer inferencing questions and document their inferences from reading passages.
AUDIO VISUAL TRANSLATION
Audiovisual translation involves translating material in audio, visual, or audiovisual formats through techniques like dubbing, subtitling, localization, and audio description. It is a growing field that ranges from dubbing voices to subtitling. Software localization similarly requires translating and adapting software and documentation for other languages and cultures, often starting during product development to allow simultaneous releases. Both audiovisual translation and software localization thus involve oral or written translation of various multimedia elements.
Inferencing 2
This document provides a series of photograph prompts asking the reader to make inferences about the people, places, and events depicted based on visual clues and context. Questions include asking where children in a photo are located, what the weather is based on evidence in another photo, why a picture is titled "Cinderella", what people are watching and how their team is doing, and if a boy and girl in another photo are related and where they are based on visual clues.
Inference
This document summarizes a literature review on effective teaching of inference skills for reading. The review explores different types of inferences, how pupils can best be taught inference skills, and strategies for teaching inference to pupils of different ages and abilities. The review found that the ability to draw inferences is crucial for reading comprehension. While researchers have proposed various taxonomies of inferences, there is no consensus on types. Common distinctions include coherence/text-connecting inferences versus elaborative/gap-filling inferences. The review summarizes research on factors that help pupils make inferences and strategies for teaching inference, such as teacher modeling, questioning techniques, and activating prior knowledge. It notes limited research directly answering how to teach inference skills most effectively.
Academic Writting
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
Reading and Vocabulary: Knowing, Guessing and Looking It Up
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
Asl glossing
This document discusses how to gloss American Sign Language (ASL) in writing. It explains that glossing is a way to write ASL since it does not have a true written form. It shows an example of an ASL sentence glossed as "MY NAME fs-B-A-R-B-A-R-A t" and explains what each part of the gloss represents, such as that "fs" indicates fingerspelling and "t" signifies eyebrow movement. It notes that ASL glossing is written in all capital letters with each sentence on its own line and no English punctuation. Finally, it provides example sentences for the reader to practice glossing.
TEFL- Teaching Vocabulary
This document discusses different approaches to teaching vocabulary, including both explicit and implicit methods. It outlines key principles of explicit vocabulary instruction, such as building a large word bank and providing multiple exposures. A variety of teaching techniques are presented, like using words in context, games, and strategies for independent learning. Specific strategies covered include guessing meanings, using mnemonic devices, notebooks, teaching collocations and idioms. Guidelines emphasize teaching words in communicative contexts and encouraging learner strategies over dictionary use.
Functional approaches
This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
Lexical and functional word
Lexical words are the basic building blocks of a language's vocabulary and have clear meanings that can be described. They include single words like "cat" as well as phrases used as single concepts, like "traffic light". Functional or grammatical words are harder to define but have grammatical functions in sentences, such as articles like "the" and prepositions like "on". Examples of functional words include auxiliaries, conjunctions, determiners, particles, prepositions and pronouns.
Professional resume pocholo gonzales
Pocholo Gonzales has experience in motivational speaking, radio broadcasting, personal branding, and guerrilla marketing. He holds a Bachelor's degree in Speech Communication and a Master's degree in Broadcast Communication from the University of the Philippines Diliman. Currently, he is the CEO and Managing Director of Creativoices Productions, and also works as a broadcaster and producer at Trans-Radio Broadcasting Corporation.
Professional portfolio pocholo gonzales
The document appears to be a portfolio listing speaking engagements and motivational talks given by Pocholo Gonzales over several years to thousands of students and youth across the Philippines. It mentions talks on topics like guerrilla marketing, personal branding, voice acting, entrepreneurship, technology, and motivation. The portfolio spans over a decade of engaging youth audiences ranging from 3000 to 18,000 people in cities like Manila, Cebu, Davao, and international events.
More Related Content
Viewers also liked
Screen translation
Diachronic and synchronic view of screen translation from intertitles to surtitles going through the phase of most popular and extensively used subtitles...
TRANSLATOR'S TOOLS, by Dr. Shadia Y. BAnjar
The document discusses various tools that translators use, including dictionaries, encyclopedias, computers, and electronic tools. It describes different types of dictionaries and their uses. Encyclopedias provide more details than dictionaries. Computers and the internet allow easy access to multiple reference tools through websites and software. Electronic tools discussed include word processors, online dictionaries and encyclopedias, translation software programs, and online translation services.
The Importance of Audio & Video Translation
http://www.jbistudios.com | Learn how Audio & Video Translation can extend your media reach into the global marketplace by improving user experience, building brand loyalty, and growing ROI. Get familiar with the various A/V translation services.
Careers in dubbing voice over
The document discusses careers in dubbing and voice over work. It describes dubbing as a post-production process that mixes supplementary recordings with original sound to create the finished soundtrack. New TV channels and more English programs being dubbed into Indian languages have opened up jobs for dubbing artists and voice over work in areas like e-learning, documentaries, advertising, and dubbing films into regional languages. A few institutes that provide training for such careers are listed.
Subtitle Translation
* What is subtitling?
* Constraints
* The Advantages and Disadvantages of Subtitling
* The Countries Using Subtitling, Dubbing, Voice-over
Conversis - Audio Dubbing and Subtitling
We offer Audio Dubbing and Subtitling as part of our services and this guide aims to provide more insight on what are the different stages of the process.
The role of dubbing in foreign language learning
This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
Introduction to the TOEFLiBT Writing
The document discusses the TOEFL iBT exam. It covers the exam's structure and scoring, the sections of the exam including reading, listening, speaking and writing, UCF's score requirements for admission, and strategies for the writing portion. The writing section contains two tasks - a reading-listening-writing integrated task and an independent writing task. Students in the class are required to take three timed writing practices that will be scored according to a 5-point rubric. The document provides advice on planning and outlining for the timed writing assignments which will be completed on the class's Webcourses site.
Translation in the 21st Century Webinar
This session shares insights on the future of the translation industry. Its content is based on a number of market and collective intelligence exercises undertaken by TAUS during 2010. This includes continuous review of the market, ideation sessions with major translation decision makers, and discussion with leading scientists, amongst others.
How to teach listening
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
RISD Inferencing Lesson
This document provides details about an inferencing lesson plan that uses various technologies. The goal is for students to improve their ability to make inferences by coding texts, annotating, and communicating their inferences. Students will engage in inferencing activities using apps on their iPads both individually and in small groups. They will code and annotate short texts, then use apps like ShowMe, Corkulous, and Google Drive to answer inferencing questions and document their inferences from reading passages.
AUDIO VISUAL TRANSLATION
Audiovisual translation involves translating material in audio, visual, or audiovisual formats through techniques like dubbing, subtitling, localization, and audio description. It is a growing field that ranges from dubbing voices to subtitling. Software localization similarly requires translating and adapting software and documentation for other languages and cultures, often starting during product development to allow simultaneous releases. Both audiovisual translation and software localization thus involve oral or written translation of various multimedia elements.
Inferencing 2
This document provides a series of photograph prompts asking the reader to make inferences about the people, places, and events depicted based on visual clues and context. Questions include asking where children in a photo are located, what the weather is based on evidence in another photo, why a picture is titled "Cinderella", what people are watching and how their team is doing, and if a boy and girl in another photo are related and where they are based on visual clues.
Inference
This document summarizes a literature review on effective teaching of inference skills for reading. The review explores different types of inferences, how pupils can best be taught inference skills, and strategies for teaching inference to pupils of different ages and abilities. The review found that the ability to draw inferences is crucial for reading comprehension. While researchers have proposed various taxonomies of inferences, there is no consensus on types. Common distinctions include coherence/text-connecting inferences versus elaborative/gap-filling inferences. The review summarizes research on factors that help pupils make inferences and strategies for teaching inference, such as teacher modeling, questioning techniques, and activating prior knowledge. It notes limited research directly answering how to teach inference skills most effectively.
Academic Writting
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
Reading and Vocabulary: Knowing, Guessing and Looking It Up
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
Asl glossing
This document discusses how to gloss American Sign Language (ASL) in writing. It explains that glossing is a way to write ASL since it does not have a true written form. It shows an example of an ASL sentence glossed as "MY NAME fs-B-A-R-B-A-R-A t" and explains what each part of the gloss represents, such as that "fs" indicates fingerspelling and "t" signifies eyebrow movement. It notes that ASL glossing is written in all capital letters with each sentence on its own line and no English punctuation. Finally, it provides example sentences for the reader to practice glossing.
TEFL- Teaching Vocabulary
This document discusses different approaches to teaching vocabulary, including both explicit and implicit methods. It outlines key principles of explicit vocabulary instruction, such as building a large word bank and providing multiple exposures. A variety of teaching techniques are presented, like using words in context, games, and strategies for independent learning. Specific strategies covered include guessing meanings, using mnemonic devices, notebooks, teaching collocations and idioms. Guidelines emphasize teaching words in communicative contexts and encouraging learner strategies over dictionary use.
Functional approaches
This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
Lexical and functional word
Lexical words are the basic building blocks of a language's vocabulary and have clear meanings that can be described. They include single words like "cat" as well as phrases used as single concepts, like "traffic light". Functional or grammatical words are harder to define but have grammatical functions in sentences, such as articles like "the" and prepositions like "on". Examples of functional words include auxiliaries, conjunctions, determiners, particles, prepositions and pronouns.
Viewers also liked (20)
Reading and Vocabulary: Knowing, Guessing and Looking It Up
Reading and Vocabulary: Knowing, Guessing and Looking It Up
More from Pochology Gonzales
Professional resume pocholo gonzales
Pocholo Gonzales has experience in motivational speaking, radio broadcasting, personal branding, and guerrilla marketing. He holds a Bachelor's degree in Speech Communication and a Master's degree in Broadcast Communication from the University of the Philippines Diliman. Currently, he is the CEO and Managing Director of Creativoices Productions, and also works as a broadcaster and producer at Trans-Radio Broadcasting Corporation.
Professional portfolio pocholo gonzales
The document appears to be a portfolio listing speaking engagements and motivational talks given by Pocholo Gonzales over several years to thousands of students and youth across the Philippines. It mentions talks on topics like guerrilla marketing, personal branding, voice acting, entrepreneurship, technology, and motivation. The portfolio spans over a decade of engaging youth audiences ranging from 3000 to 18,000 people in cities like Manila, Cebu, Davao, and international events.
Professional portfolio pocholo gonzales 3 radio broadcaster
VoiceoftheYouthNetwork and Creativoices productions produced radio dramas for BNK and other shows involving youth. They give Filipino youth and students a voice to affect change through programs that also give talented youth opportunities. The organizations work together to expand their reach and provide vital, relevant information and services to Filipino youth.
POCHOLOGY
The document discusses the history and current state of renewable energy in the United States. It notes that while renewable energy sources like solar and wind power are growing, they still only account for around 11% of the country's total energy production. The document calls for continued policy support and investment to make renewable energy more affordable and accessible to more Americans to address the risks of climate change.
Character copy presentation voiceworx 9
This document provides exercises and techniques for relaxing the body and voice, as well as improving enunciation, breath control, and developing character voices. It includes exercises for specific parts of the body and vocal range, as well as tips for understanding characters and maintaining consistent voices for animation work. The overall goal is to help actors develop a versatile voice that can be used and modified for different characters.
Cagayan de oro youth summit
Pocholo Gonzales is a personal branding advocate and voice actor who has voiced characters in video games, animation, and audiobooks. He discusses personal branding and provides tips for how to brand yourself, including updating online profiles, blogging, writing a book, public speaking, and community involvement. Gonzales emphasizes self-reflection, reinvention, and being helpful to others as part of developing a strong personal brand.
Taking care of your voice
This document provides tips for taking care of your voice and avoiding hoarseness. It recommends staying hydrated, getting enough rest, avoiding overuse of the voice outside of work, and not smoking. For best voice production when teaching, it suggests using good posture and breath support while speaking, and warming up the voice each day. It also offers strategies for being heard in a noisy classroom, such as using sound makers, amplification, or improving acoustics.
Certificates of Pocholo Gonzales
This document appears to be a resume or CV that lists the speaker's educational background and professional experience. It includes:
- Various educational certificates from 1995-2002 from institutions like Polytechnic University of the Philippines and University of the Philippines Diliman.
- Numerous certificates of participation in conferences, summits, workshops from 1998-2012 related to youth leadership, broadcasting, marketing, entrepreneurship.
- Guest speaking roles at universities and professional events from 2003-2012 on topics like voice acting, personal branding, and information technology.
- Awards and recognitions from organizations like JCI Manila, Philippine Marketing Association, and Advertising Suppliers Association of the Philippines.
The document serves to highlight the
Plaques of Pocholo Gonzales
Pocholo Gonzales is an award-winning speaker who has given talks at numerous youth conferences, business seminars, and technology conventions. Some of the awards and honors he has received include plaques for his speaking performances, scholarships for voice acting excellence, and recognition as an inspiring entrepreneur and top youth achiever.
Voice master stuns his audience at the 2012 y4it
Pocholo Gonzales, known as the "VoiceMaster", stunned his audience at the 2012 Youth for IT event held from September 10-15 at the University of the Philippines Diliman. He discussed the importance of voice acting in information technology and used his youthful and approachable style to wow the participants, as he has done successfully in past years at this event.
Voice master
Pocholo "The VoiceMaster" Gonzales, a recognized voice actor in the Philippines, was a panelist at the VOICE 2012 conference in Anaheim, California, which brought together over 1,000 professionals in the voice acting industry. As the first Filipino to participate in such a major international event, Gonzales hopes to use the knowledge and connections he gained to further advance the voice acting industry in the Philippines.
Character voice and life lessons from the voice master
The VoiceWorx workshop teaches life lessons and motivational skills in addition to voice acting techniques. During a session led by VoiceMaster Pocholo Gonzales, attendees received inspiration and advice that could help them both professionally and personally. The workshop aims to develop students' personalities through simple daily lessons and engaging activities. It teaches communication skills like listening that are important for voice artists and people in general. Students leave feeling inspired and equipped with lessons that can benefit them in various aspects of life.
Voicemaster teaches character voicing on voiceworx 22
VoiceMaster taught a session on character voicing at VoiceWorx 22, where participants learned how to play with their voices and develop different characters from the expert VoiceMaster Pocholo Gonzales.
Voice worx students 22 learn about dubbing
The students learned about the basics of dubbing from Danny "Ama" Mandia, including how to create characters using their voices and the differences between dubbing anime and real people. They had a lecture on dubbing and hands-on exercises, where they dubbed a scene from a Japanese animated series to experience the process.
Creativoices congratulates voiceworx 21 graduates
CreatiVoices Productions congratulated the 22 graduates of VoiceWorx Batch 21 who completed a two-month intensive voice acting workshop taught by experts in the industry. The graduates, who came from various backgrounds, received their diplomas after gaining the necessary skills and principles of voice acting through the workshop. CreatiVoices will begin its next voice acting workshop on October 6 to inspire and train more people.
Déjà vu at the rizal shrine
The VoiceMaster visited the birthplace of Jose Rizal, the Philippines' national hero, in Calamba City after giving a talk. He felt a sense of déjà vu at Rizal's home, as if he had been there before despite it being his first visit, and described having always felt a strong connection to Rizal.
Watch the voicemaster on kapuso mo, jessica soho
The VoiceMaster will be featured on the Kapuso Mo Jessica Soho show tomorrow, November 12 at 8pm. The show will feature VoiceMaster and other voice artists from around the country. Viewers can watch the VoiceMaster on the Kapuso Mo Jessica Soho program this Saturday evening.
Voice acting for games
Pocholo "The VoiceMaster" Gonzales will give a talk called "Voice Acting for Games" at the Philippine Game Development Festival on December 10th. As a pioneer in voice acting for games in the Philippines, Gonzales and his company CreatiVoices Productions have provided voices for many acclaimed international games, especially those produced by SEGA. Their latest voice acting project was for the new game Operation GHOST.
The voice master talks about freelancing in student
The article summarizes Pocholo "The VoiceMaster" Gonzales' piece in the September-October issue of Student's Digest about freelancing. Gonzales emphasized that freelancing allows people to do what they love and work on multiple projects simultaneously. He also advised freelancers to consider entrepreneurship to expand opportunities. The Student's Digest is approved by the Department of Education.
The VoiceMaster supports sseayp 2011
Pocholo "The VoiceMaster" Gonzales, an alumnus of the Southeast Asian Youth Program (SSEAYP), is supporting the 2011 SSEAYP. He will participate in the Homestay program, which is part of SSEAYP's emphasis on intensive intercultural interaction, by hosting delegates from participating countries in his home.
More from Pochology Gonzales (20)
Professional portfolio pocholo gonzales 3 radio broadcaster
Professional portfolio pocholo gonzales 3 radio broadcaster
Character voice and life lessons from the voice master
Character voice and life lessons from the voice master
Voicemaster teaches character voicing on voiceworx 22
Voicemaster teaches character voicing on voiceworx 22
The voice master talks about freelancing in student
The voice master talks about freelancing in student
Dubbing More Fun in Creativoices
- 1. November 10, 2012 Dubbing. More fun in CreatiVoices B y : Mina Deocareza In CreativVoices Productions’ VoiceWorx, you don’t just get to listen to how things are done. You actually get the chance to do them the way pros do. And sure, it was what VoiceWorx Batch 22 has just experienced on their sixth session. That day, they were asked to dub a particular scene in two different animation series. That means they had to deal with all the procedures, from the scrip- writing to the actual dubbing. Of course, they had a chance to learn more things and get more experiences through this task.