ESL Conversation Questions - Music (I-TESL-J)
past 30 years. She has composed nine out of the 11 tracks, and has written the. 5 More K-Dramas Of You Shouldn't Miss · Features. "Bam Bam" is one of those songs you know without knowing, a piece of cultural confetti It was in the movie Belly and 's The Interview and a Reebok .. As any true karaoke specialist knows, "Never Too Much" is one of the world's . Chinese karaoke silences 6, songs including Hong Kong, Taiwan, K-pop artists' music Among the affected songs are works by Hong Kong artists Eason Chan, It also said the copyright holders of the songs had taken, or were How to get rid of the millions of harmful 'house guests' – you can't see.
One key factor would be the extent to which the purpose of the original performance has been changed e. The most famous music parodist, Weird Al Yankovic, does get permission from the performers and copyright holders before recording his parodies of their songs. Regarding AMVs, no, sorry, these are not protected from copyright claims though you may find opinions to the contrary. In an interesting article on copyright law, AMVs and the new culture of re-mix creation, Stanford Law professor Lawrence Lessig calls for a new way of considering intellectual property, but admits that the existing laws do not really allow for uses such as AMVs: As the rules are written today, even for purely noncommercial purposes, there is no clear right on the side of the remixers….
There is no way to even license the right. The original work is creative in nature failing to meet the first criteria. Large amounts if not all of the original song is used failing to meet the second criteria.
People can now download the song using YouTube downloading software instead of buying the music. Because people do download mp3 audio-only files from videos posted on YouTube, you are making the music available to a huge potential market failing to meet the third criteria.
And finally, while possibly adding a layer of meaning to the song through visual imagery and probably using the music on a non-commercial basis, you are not transforming the purpose. It is still mainly entertainment thus, only partially meeting the fourth criteria. As anime music videos really do not meet any of the four criteria, it would be wishful thinking to claim fair use when uploading them.
For mashups, there is some legal ambiguity. It would really depend on how much of an original work is used and how much a piece is transformed.
The problem with mashups is that mashup creators tend to use a lot of the original works, do not transform the purpose the original was for entertainment and the mashup is usually for entertainment and do not bring much to the table besides editing skills. The argument against the last two points is that mashups, by juxtaposing two or more unrelated works, CAN shed new light on the meanings of each work or the creative process or some other subject.
This counterargument is the key. If you buy into that, mashups can be considered to fall under fair use. Can they be considered a kind of criticism of the sameness of contemporary pop music? Can they be considered entirely new artistic creations? To sum up, mashups are in the greyest of grey areas when it comes to copyright infringement. Here is a good article discussing both points of view: As mentioned before, the music combination of melody and harmony and lyrics are protected by copyright, so even if you are changing the arrangement, the song is basically still the same.
If you upload cover versions, you are technically breaking copyright law. There is now a feature in which copyright owners can elect to share advertising revenue with cover artists who are YouTube partners.
If that is your thing—doing cover versions—and you are posting a few hundred of them, there is a good chance you will come across an ornery individual or company. One interesting thing that although there are copyright issues with uploading cover versions to YouTube, you are able to sell cover versions on iTunes legally and quite easily.
This is because to make and sell audio recordings of cover songs, you only need to get a mechanical licence, which is quite easy. Though you would need to pay royalties to the songwriters, this is handled by a performance rights organisation.
If you want upload a video completely legally, however, you also need to get permission from the copyright holders and negotiate a synchronization license if you also wanted to sell MP3s of your version, you would need a mechanical licence as wellwhich can cost a lot of money and is not always easy to obtain. For lesser known songs, however, it might even be possible to get such a license for free, as shown in this video: This is because there is no critical or educational value, the original is a creative work designed to entertain, the remix is a creative work designed to entertain, there is no transformation of purpose and large amounts of the original work have been used.
It may be true that a new work has been created, but this would be a derivative work rather than a transformative one. You would be infringing copyright in two areas: YouTube is caught in a difficult situation. Much of the content and traffic on the website and therefore much of the revenue comes from the illegal use of copyrighted music and visual elements. To solve this problem, YouTube gives copyright holders the power to take down videos containing their work, monetize them or simply do nothing.
To do this, YouTube makes use of an amazingly powerful music content matching system that can identify copyrighted music within seconds. Apparently, YouTube has privately reached an agreement with some media companies.
Basically, the media companies allow their copyrighted work to be uploaded and then they monetize the videos; however, it has never been made public exactly which companies are involved. If you are using copyrighted music in your work, the least you can do is talk to people doing similar things e. What can you do if you receive a copyright claim against your video? There are two kinds of procedures. One is for disputing challenging ID matches while the other is for challenging the decision to take down videos.
This second type—a DMCA counter-notification is covered in the next section. When you receive a content ID match or copyright infringement notice, you will also be asked if you want to appeal the claim. If you are confident that the work is in the public domain worldwide or that your work is really fair use, you can take this option. The challenge would be passed on to the person or entity claiming copyright, who would then have 30 days to review your case and decide whether to uphold their claim or release it or take a third option, which is to order your video to be taken down.
If they uphold their claim, you can continue the process by disputing the appeal. The company then has 30 days to respond, either by dropping the claim or by taking legal action in the form of a takedown notice. In the latter case, your video is deleted and a copyright strike is issued to your account support.
Quite often, however, publishing rights collection agencies will only want to earn money from your videos by putting ads next to them or block them in certain countries. In such cases, you may not feel that it is worth the trouble to contest the claim, though you should be aware that the copyright holders can change their policy—block, take down or monetize—at any time.
DMCA takedown notices are more troublesome, and if you get three of these, your YouTube account is terminated. If you want to challenge a takedown notice, you have to file a counter-DMCA notification www. You can view this video showing the counter-notification process in detail: DMCA and the counter-notification process OK, so your video had been deleted for copyright infringement. What do you do? You need to issue a DMCA counter-notification www. If you have had repeated copyright infringements, however, you may not be allowed to issue a counter-notification.
Under the terms of the Digital Millenium Copyright Act DMCAcontent hosting sites like YouTube are protected from liability against copyright claims as long as they abide by certain guidelines.
One thing YouTube must do to protect itself form liability is to remove content upon the request of a copyright holder thus, the dreaded DMCA takedown notice. However, YouTube is also required to give content creators the opportunity to challenge such removals.
To have your video reinstated, you would need to complete the online counter-notification form if your account has been deleted, you might need to send in a hard copy. Your personal details and contact information including your address as well as other personal information as well as your explanation as to why you you believe there is no copyright infringement would then be forwarded to the party claiming ownership of the content you have alledgely used inappropriately.
That party would then have ten business days in which to notify YouTube that it is taking legal action against you. You therefore need to take the counter-notification process seriously. Also, do be on the lookout for fraudsters. Because your personal information is forwarded to the supposed copyright holder, a new kind of fraud has come to light.
Apparently, false copyright claims are being made for the sole purpose of harvesting the personal information, which can then be sold on. What should happen after submitting the counter-notification is that either a you get sued congratulations! This is how the process is supposed to work. However, sometimes, something strange happens. Can YouTube legally do this?
It seems they can. Sadly there is no actual affirmative requirement in the DMCA to follow either the takedown procedure or the counter-notice procedure. The DMCA is a safe harbor, which means if you follow it you are safe from civil liability on other grounds. If you follow the counter-notice procedure, the only liability you are safe from is breach of contract, since baring some contractual relationship, a private website like YouTube has no legal obligation to host your content.
YouTube could be doing a lot more to shut down false copyright claims, preserve the privacy of its users and protect the concept of fair use. As YouTube refines its content matching system to make it even more powerful, your video might get taken down later. It is a common experience. The copyright holders can change their minds at any time and issue a DMCA takedown notice on a video they had previously approved for monetization.
Personally, I prefer not having any of my videos having copyright claims on them because it means someone a third party has power over whether my videos will continue to be seen or be deleted. Do you like country music?
Do you like heavy metal bands like Megadeath, Marilyn Manson, and so on? Do you like jazz? Do you like to listen classical music? Do you like to listen country music? Who is your favorite country singer? Do you like to listen to Broadway musicals? What is your favorite Broadway musical show? Do you like punk music? Do you like singing karaoke?
How often do you sing karaoke? Do you like to dance? Do you listen to music while doing your homework? Do you sing while taking a bath? Do you think there is a relationship between drugs and music? How about violence and music? Do you think your favorite music twenty years from now will be the same as it is today? Do you watch music shows on TV? If so, what do you watch? Does you mother play the piano? Have you ever been to a concert? Have you ever been to a rock concert?
Have you ever been to an orchestra concert? Have you ever taken part in a singing competition? How does music make you feel? How many CD's do you have? How much time do you spend listening to music? How often do you listen to music? How often do you listen to the radio? If you could play any musical instrument, what would it be? If you could start a band, what type of music would you play? If you were a song, what song would you be and why?
Is live music popular in your country? Is there any kind of music that you hate? Should music lyrics be rated similar to the way movies are rated? What are some concerts you have been to? What are some special or traditional musical instruments in your country? What do you think the world would be like without music? What do you think of manufactured bands?
The sample was chosen randomly because the participation of the students to become the sample is voluntarily. The sample consisted of 5 males and 10 females. However, there were only 12 students who participated in the entire three meetings of the treatment and also did the pre-test and post-test. It happened because they had other activities that cannot be postpone. Research Design In doing this research, the writer has given the participants treatment in the form of experimental teaching, tests pre-test and post-test and interview.
The experimental teaching was held for three meetings to teach pronunciation to the students by using karaoke. Three primary aspects of pronunciation, sounds, stress, and intonation were the focus of the treatment.
In the first meeting, which was held on May 14,the writer started the class by having light conversation with the students in order to make them relax and ready to study. Then, 36 the writer told the students the karaoke sessions. The writer explained the song that would be sung in this kind of activity.
The writer chose these songs because both songs are famous and provide really good English pronunciation.
Improving Pronunciation through the Use of Karaoke | Rizqi Putra Utama - badz.info
In addition, the writer also asked the students to discuss the type of music that they like and background information of the singers and the songs. Most of them were in the favour for the type of music that was chosen for the activity, even though they were not really familiar with Michael Buble.
After the pre-test, the writer started the teaching session and explained to the students the elements of pronunciation that related to this research, sounds, stress, and intonation.
In teaching the elements, the writer found that students had difficulties in understanding about the sounds. Some of them had difficulty to produce certain sounds in English 37 language. However, most of them seemed to have better understanding when the writer explained about stress and intonation. In the second meeting, which was held on May 15,the writer started the class by reviewing the material that had been learned in the first meeting.
After that, the writer told the students that the Karaoke Session was about to begin. To make the students want to sing, the writer had to sing first in front of them. After that, the writer asked the students to sing together with him.
Chinese karaoke silences 6,000 songs including Hong Kong, Taiwan, K-pop artists’ music
Then, he asked some of them to be volunteer to sing in front of the class. After singing, the writer discussed the song with the students and asked them to find vocabulary which they did not recognize. Then the writer gave them exercise ranging from minimal pairs, syllable stress, and intonation.
After the sets of exercises were completed, students were asked again to sing together with the teacher with better and corrected pronunciation. In the third meeting, which was held on May 16,the writer started the class as usual and reviewed again about what they had learned in the first and second meeting. Then the writer and the students started the karaoke session again and did some 38 exercises. But after repeating two or three times, they could sing the song better and gradually liked the music genre of the song.
After the karaoke session was finished, the writer gave the students post-test in order to measure their pronunciation skill after learning pronunciation by using karaoke for entire three meetings. Futhermore, as mentioned previously, there were two test administered; pre-test and post-test. In both tests, students had to read a text given by the writer. Even though the text of the pre-test was different from the text of the post-test, There were some keywords known only by the writer.
To make the writer easier to analyze the result of the tests, the writer recorded the students reading by using a tape recorder. During the recording session, the writer found that some of the students were nervous as they realized that they were recorded.
However, the process of the tests went very well, even though some students felt shy to speak because of the recorder. The procedure was done in the last meeting after the students experienced the learning by using karaoke.
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The interview was structured interview where the students were expected to answer some questions about their feeling on the method and problems that they faced when learning pronunciation by using karaoke.
The process of interview was also recorded by the writer to ease the analysis process. When the writer interviewed the students, the writer found some obstacles in gaining the data. Some of them felt nervous because they were recorded.
This problem was solved as the writer convinced the students that the result of the recording was secured by the writer. The writer also found that during the interview, some of them also faced problem in answering the questions in English. Therfore, whenever necessary, the writer switched the language to indonesian language to make the students were easily utter their answers. The Data of Experimental Teaching In the first day of the experimental teaching, the writer got some informations about the students.
Most students still did not understand about pronunciation materials. So, the writer found that pronunciation was something new for them and they were really eager to learn. In the second meeting, the writer started giving the students the treatment. During the process of the treatment, the writer found that the students were really excited.
They were excited about the songs and also about the method. Most of them wanted to sing and there were also some students who wanted to sing alone voluntarily. While the writer gave the exercises for the students ranging from minimal pairs, word stress, and intonation, their body language showed that they were answering focusly.
It means that they were not taking for granted of the exercise. They showed positive attitudes, confidence, fun and excitement. In conclusion, the students really enjoyed the class.
The Data of Tests The tests were given to the students in order to know their ability in pronouncing English words. There were two tests in which the students participated; the pre-test and post-test.
The pre-test was held on May 14, while the post test was on May 16, As mentioned in the previous chapter, the data from the tests was used to find out whether there is a difference between the pre-test and the post test result which indicates the effect of the treatment given.
The results of both tests could be seen as follows: The way to find the result of the pretest and posttest is as follows: For the next steps, the writer tried to find the mean score of the pre-test. Mean is number of the value that is divided into the number of individual. The mean of the pre-test is as follows: Next, to find the mean of the post-test, the formula is as follows: In conclusion, according to the data above, there were slightly different results between the pre-test and the post-test.
The Data of Interview The interview was held in the third meeting of experimental teaching on May 16, During the interview, the writer did not forget to control the participants in order to make them answer the questions clearly and honestly.
The writer asked the students some questions related to the use of karaoke 45 in teaching and learning pronunciation. The explanation of interview results would be grouped according to questions itself.
Which one was the most difficult and why was it becoming the most difficult? Students claimed that all elements of pronunciation taught in experimental teaching; sounds, stress, and intonation, were difficult. The interview result of the first question could be seen in the following figure: One student was not included in the chart, since for him all elements were easy.
From 46 the chart, it could be seen that sounds and intonation have same number of responses. It can be concluded that sounds and intonation were preferred to be the most difficult elements of pronunciation. The reason for the answers were so varied. Some students said that sounds element was difficult because it was not easy to differentiate one sounds to another.
In addition, there was one student who said that sounds element was difficult because she had to often refer to dictionary to know the correct sounds. From those reasons it can be concluded that most students thought that sounds element was difficult because it was difficult to differentiate minimal pairs and to identify or pronounce different phonetic symbols. Students who answered that stress element was difficult gave reason that the element has a pattern and rule that need to be followed.
Therefore, they have to refer to dictionary and often listen to native speaker as the reference. For intonation element, most students said that it was difficult because it can be very unpredictable. This is not an easy task to do. The second question asked by the writer was: I often go there because I love singing. Other students said that they are used to learning pronunciation in english club or courses.
There were also students who only had learnt pronunciation when taking speaking class, for students who went to English course whose native speaker as the teacher, the experience made them feel greatful because they can learn English pronunciation from native speaker.
For those who learned at a course that did not have any native speaker, the pronunciation learning was only in the form of repeating what the teacher said. This method made them feel so boring and demotivated. Apart from the answers above, there were also students that never learn pronunciation before.
One of them was 48 IRL who answered: Based on all answer toward the second question mentioned previously, the writer concluded that students felt more motivated in learning pronunciation with authentic material and resources.
For example, they became so motivated when learning with native speakers. This fact was in connection with the karaoke session in the experimental teaching which allowed the students to learn pronunciation from singers who are native speakers. In brief, the use of karaoke could motivate students to learn pronunciation. This conclusion is supported by the answer given for the third question of the interview. The third question of the interview was: One said that she loved music very much, so when karaoke combined with pronunciation learning, she could enjoy it and in the same time got her pronunciation corrected.
I think what is for learning by using karaoke? Do we learn something from the karaoke or it is just a joke or what? But, the truth is I learned something from this activity.
From the answers above, the writer noticed that during the karaoke session students gained some learning for their pronunciation ability, alongside had fun with the singing. Students could correct and practice their pronunciation by using karaoke media and activity. It was really brilliant due to the fact that nowadays most students prefer to learn lesson with something fun than to sit and listen to their teacher giving speech everytime in front of the class.
The next interview question was: For this question, the students gave almost the same answer but in different way of saying it. So, the writer might conclude that some of the students, without any hesitation felt the improvement on their pronunciation. Unfortunately, some did not feel the same way.
They felt that they learned much from the 50 lesson and activity but they were doubt that their pronunciation improved or not. The last question of interview was: Only three students stated that there were some problems as LF said that she did not know the song well, so that it was difficult for her to sing the song. However, this problem was solved by the availability of the lyrics on the screen. So, after singing two or three times, the students were familiar with the song.
Another problem was mentioned by MR and MS who said that the students could not learn intonation by using karaoke because intonation between speaking and singing was different. From those answers, the writer concluded that there was a weakness in learning pronunciation by using karaoke. The weakness was on how the intonation was made.
Intonation in singing was made by a melody and Intonation in speech was made by prosody. The result of pre-test and post-test shows that the mean score of the pre-test was 3,83 and the mean of the post-test was 5, This indicates that the post-test result was higher than that of the pre-test. Thus, it answers the first research question that Karaoke, as learning media, can help students to improve their pronunciation ability.
It must be due to the fact that most of them said that using karaoke in the classroom is interesting. Even though there is improvement from the pre-test score to the post-test score, The mean of the post test only 5,52, which was considered as medium score. Good score for the test was in the range of 6 to 9.