M V intro
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This document provides an introduction to studying music videos as part of a media course. It outlines some key concepts that will be covered, such as media language, representation, and postmodernism. Example music videos are listed that will be analyzed in detail to examine their codes, conventions, and how they interpret the music. Structuralist approaches will also be applied, such as identifying binary oppositions present in the videos.
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This document discusses different theories and typologies of music videos. It begins by outlining some common conventions and techniques used in music videos such as illustrating or contradicting the lyrics, promoting the star's image, and using intertextuality.
It then summarizes Simon Frith's theory that there are three broad types of music videos: performance videos which feature the artist singing to fans, narrative videos which tell a story, and conceptual videos which rely more on metaphor and mood than narrative. Some examples of each type are provided.
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The document discusses various definitions and perspectives on music videos. It begins by defining music videos as short films that integrate song and imagery for promotional or artistic purposes. It then examines definitions from scholars on what constitutes a good music video. Technical aspects like editing, camerawork, and lighting are discussed. Different types of music videos like performance, narrative, and conceptual are outlined. The document also explores theoretical concepts like authenticity, stardom, and how music videos relate to postmodern culture. Experts provide insights on the production process and how music videos can effectively promote songs.WCC COMM 101 chapter #7 music and culture LUTHER
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The document outlines objectives and concepts for understanding music videos, including:
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The poem describes a group of islanders experiencing a powerful storm off the coast of Ireland. Through vivid imagery of the violent wind and waves, the poem conveys the islanders' feelings of fear and isolation as the natural world's forces are more powerful than what humans can control or protect themselves from. The title of the poem also hints at deeper symbolic meanings, as the storm could represent the violent political conflicts experienced in Ireland.Poppies
PoppiesNeill Ford
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The poem describes a mother's emotions as her son leaves home to join the army. In the first stanza, the mother remembers pinning a poppy to his lapel as she struggles to contain her emotions. After he has gone, she visits his bedroom overwhelmed with grief. The final stanza finds her at a war memorial, leaving it ambiguous whether her son has died or she simply misses and worries for him. Throughout, the mother is consumed by memories of her son as represented by the poppy.Kamikaze
KamikazeNeill Ford
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The poem is about a father who embarked on a kamikaze mission in World War 2 but changed his mind halfway through. He faced a choice between an honorable suicide or living in dishonor as he would be ostracized for not completing his mission. The daughter speculates on why her father turned back, leaving his decision ambiguous. When he returned, the family treated him as if he was dead due to the shame of not fulfilling his duty, and the daughter learned to remain silent like the rest of the family.ENG LANG 17
ENG LANG 17Neill Ford
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The document provides guidance for marking the GCSE English Language exam, including:
- An explanation of how the mark scheme was developed and how it should be applied consistently.
- Details on mark scheme levels and how to determine the correct level and mark for a response.
- Assessment objectives and skills assessed in different sections of the exam.
- Sample questions and answers with mark scheme guidance.ENG LIT 17
ENG LIT 17Neill Ford
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The document provides guidance for examiners on how to apply the mark scheme when assessing responses to GCSE English Literature exam questions. It outlines a six-level mark scheme and describes the typical features examiners should look for at each level to determine the appropriate mark. Examiners are instructed to use a 'best fit' approach and consider the overall quality of the response rather than small errors. The document emphasizes that the mark scheme is designed to assess comprehension of literary texts and exploration of ideas, contexts, language and structure.1 Literacy Challenge KS3: Apostrophes for plural nouns
1 Literacy Challenge KS3: Apostrophes for plural nounsNeill Ford
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This document provides instruction on using apostrophes with plural nouns. It explains that an apostrophe plus "s" is added to plural nouns not ending in "s", while an apostrophe alone is used with plural nouns already ending in "s". Examples are given such as "women's rights" and "The Capulets' household". Students are asked to practice adding apostrophes to phrases involving plural nouns belonging to other nouns. The answers are then provided to check their work. 1 literacy challenge ks4 apostrophes for possession
1 literacy challenge ks4 apostrophes for possessionNeill Ford
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This document provides an overview of using apostrophes to show possession in sentences. It explains that apostrophes are normally used with the letter s to show ownership or possession, and that for most singular nouns you simply add an apostrophe and s. It then provides examples of sentences with and without correct apostrophe usage, asking the reader to identify where apostrophes need to be added to show possession.Stone Cold starter lesson
Stone Cold starter lessonNeill Ford
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The lesson objectives are to:
1) Identify the novel's theme of homelessness and learn facts about homelessness.
2) Consider different attitudes towards homelessness.
3) Have students read statements about homelessness and decide which ones they agree with, comparing with a partner.Ad
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