The document discusses Kelly Hunt's process for creating a music video assignment. It describes choosing an unfamiliar song, "You Make Me Wanna Die" by The Pretty Reckless, brainstorming style and theme ideas, and planning the shoot. Filming was fun since everything was planned out. Editing took the most time and effort, involving syncing footage, shots, and lip syncing to the song lyrics. The document thanks others who helped, including Emily Goodwin who starred and hosted filming, and Charlotte Jobling and Tom McLaughlin who also contributed footage.
These flashcards introduce the hiragana characters for ya, yu and yo. Each card shows a hiragana character and its pronunciation. The flashcards are teaching the basic hiragana for students learning Japanese as a foreign language.
The document discusses how the media product uses conventions of real music videos. It analyzes shots that establish relationships between the visuals and lyrics or music. Close-ups of the artist are used to develop a connection with the audience, as seen in many music videos. Conventions like candles, roses, and alcohol contribute to creating the style of a typical rock chick bedroom and music video.
This document provides Japanese terms for various family members including father (otousan), mother (okaasan), older brother (oniisan), older sister (oneesan), younger brother (otouto), younger sister (imouto), grandmother (obaasan), and grandfather (ojiisan). It explains how to introduce family members using the particle "to" between names to mean "and". Examples are given of asking questions about specific family members using the verb "imasu/imasuka" meaning "to have/do you have". The document concludes by assigning a task to create a PowerPoint presentation introducing one's own family tree using these terms.
This document provides a revision list of the hiragana characters for ka, ko. It lists the hiragana characters for ka, ki, ku, ke, and ko in Japanese syllabary order along with their hiragana character.
The student conducted extensive audience research before and during the creation of their music video project to ensure it met audience expectations. They created questionnaires to determine preferred styles, distributed mood boards to choose costumes and aesthetics, and gathered feedback on drafts. The final video received mostly high scores from reviewers in areas like camerawork, editing, costumes, and achieving the intended rock genre style. The student was pleased with the positive feedback and feels their thorough research process was key to the video's success.
The document discusses how the author effectively connected their main product (a digital pack) to ancillary texts (an advertisement and music video) through consistent visual elements.
The author maintained similarities in hair, makeup, color scheme, and positioning of the artist across the three texts to create a cohesive brand identity. Font, clothing, and motifs like roses were also kept consistent.
Locations and dark, moody aesthetics were replicated between the digital pack, advertisement, and music video to further tie the texts together and represent the intended rock genre.
The document discusses Kelly Hunt's process for creating a music video assignment. It describes choosing an unfamiliar song, "You Make Me Wanna Die" by The Pretty Reckless, brainstorming style and theme ideas, and planning the shoot. Filming was fun since everything was planned out. Editing took the most time and effort, involving syncing footage, shots, and lip syncing to the song lyrics. The document thanks others who helped, including Emily Goodwin who starred and hosted filming, and Charlotte Jobling and Tom McLaughlin who also contributed footage.
These flashcards introduce the hiragana characters for ya, yu and yo. Each card shows a hiragana character and its pronunciation. The flashcards are teaching the basic hiragana for students learning Japanese as a foreign language.
The document discusses how the media product uses conventions of real music videos. It analyzes shots that establish relationships between the visuals and lyrics or music. Close-ups of the artist are used to develop a connection with the audience, as seen in many music videos. Conventions like candles, roses, and alcohol contribute to creating the style of a typical rock chick bedroom and music video.
This document provides Japanese terms for various family members including father (otousan), mother (okaasan), older brother (oniisan), older sister (oneesan), younger brother (otouto), younger sister (imouto), grandmother (obaasan), and grandfather (ojiisan). It explains how to introduce family members using the particle "to" between names to mean "and". Examples are given of asking questions about specific family members using the verb "imasu/imasuka" meaning "to have/do you have". The document concludes by assigning a task to create a PowerPoint presentation introducing one's own family tree using these terms.
This document provides a revision list of the hiragana characters for ka, ko. It lists the hiragana characters for ka, ki, ku, ke, and ko in Japanese syllabary order along with their hiragana character.
The student conducted extensive audience research before and during the creation of their music video project to ensure it met audience expectations. They created questionnaires to determine preferred styles, distributed mood boards to choose costumes and aesthetics, and gathered feedback on drafts. The final video received mostly high scores from reviewers in areas like camerawork, editing, costumes, and achieving the intended rock genre style. The student was pleased with the positive feedback and feels their thorough research process was key to the video's success.
The document discusses how the author effectively connected their main product (a digital pack) to ancillary texts (an advertisement and music video) through consistent visual elements.
The author maintained similarities in hair, makeup, color scheme, and positioning of the artist across the three texts to create a cohesive brand identity. Font, clothing, and motifs like roses were also kept consistent.
Locations and dark, moody aesthetics were replicated between the digital pack, advertisement, and music video to further tie the texts together and represent the intended rock genre.
The document discusses family vocabulary terms in Japanese that can be used to ask and answer questions about family members. It provides example sentences for talking about having a father, mother, older brother, younger sister, and the total number of people in one's family. It also demonstrates how to list specific family members using the particle "to".
This document provides flashcards and practice questions for learning Japanese words for different animals and asking about pets. It includes flashcards with animals like "dog", "snake", "cat", "rabbit", "horse", and "bird". It then gives examples of asking if someone has a pet using the question structure of adding "ka" to the end of a sentence, and sample responses like "Yes, I have a dog" or "No, I don't have any". It concludes with listening practice questions about the pets owned by characters Akio and Yoshi.
This document discusses counting people in Japanese. It explains that Japanese uses counters like "hitori" and "futari" for 1 and 2 people. For numbers 3 and above, you add "nin" or "hito" after the number. Some examples of counting people are san-nin, yon-nin, go-nin. It also provides a song to help remember the numbers and counting people. The document teaches how to ask "how many people are in your family" in Japanese, which is "nan-nin kazoku desu ka". It gives examples of answering with numbers like "yon-nin kazoku desu" or "go-nin kazoku desu".
These flashcards introduce the hiragana characters for Ra, Ri, Ru, Re, and Ro. Each character is shown with its hiragana writing and pronunciation. The flashcards provide a concise way to learn the basic hiragana syllabary used in written Japanese.
は is a hiragana character that can be pronounced as either "HA" or "WA" depending on its use, with "WA" used when functioning as a particle between words and "HA" used when part of a word. The document also introduces the hiragana characters ひ, ふ, へ, and ほ.
7. http://www.h-lasalle.ed.jp/jhs/j_club.htm The above site leads to a real high school website, outlining about their club activities. Nearly 70% of the club attendees choose sports club, 17% choose culture club and the rest do not participate in any club activities (きたくぶ)きたくmeaning going home.
9. Sporting clubs うんどうぶ Sporting clubs usually have training after school until about 5pm. Games and tournaments are held on Saturdays. Severe consequences for members who miss training sessions. Older grades are referred to as せんぱい and younger year levels follow what せんぱい tell them to do.
10. Culture clubs ぶんかぶ Not as strict as sport clubs. Apart from すいそうがくぶ(wind symphony) せんぱい authority are not as obvious. ゆうれいぶいん (ghost member) are members who are registered but hardly turn up to meetings and gatherings. Students choose this type of club to avoid being bullied from older grades.
13. Grammar pattern ~なければなりません。 In the previous short introduction, you noticed a new grammar pattern. This grammar pattern indicates “(you) must do ~” Before going any further, you must know how to change the verbs to plain negative form (~ない)
14. Quick revision on changing to negative If the verb is Group 1 verb (verbs that have い vowel before ます), you need to change the いvowel to あvowel of the hiragana chart and replace ます with ない 行きますー>行かない Group 2 verbs (えvowel before ます or ONE letter before ます), simply cross out ます and replace it with ない しますー>しない 食べますー>食べない
15. Once you know your negative.. Step 1. Prepare a sentence ending with ます 学校に行きます。 Step 2.Change the verb to negative学校に行かない。 Step 3.Replace い with ければなりません。 学校に行かなければなりません。You must go to school. (or literal meaning is more like “you don’t not go to school”)
16. A bit more info… Instead of using なければなりません。Underlined section can be replaced with いけません、だめです しゅくだいをしなければいけません。 しけんの前には、べんきょうしなければだめです。 You can also use なくてはなりません。
18. While you are on negative…. Since the last grammar pattern consist of 2 negatives made it positive (you MUST), having only ONE negative would stay as negative (you MUST NOT) You probably remember ~てくださいたってください This grammar pattern works in a similar manner, where you replace the てform verb with negative +で 行かないでください。