Consider the “university lipdub.” A large group of students lip-synchs the performance of a popular song. A moving camera follows the action in a single, uninterrupted take. Because the law chases innovation and popular culture, student filmmakers and record company executives are asking “are such performances – often uploaded to the internet and seen by thousands – flattering homages to bands and performers or abuses of copyright?”
Brian Fuller is an educator and media professional.
01 May 2010
Lipdub & Copyright
Consider the “university lipdub.” A large group of students lip-synchs the performance of a popular song. A moving camera follows the action in a single, uninterrupted take. Because the law chases innovation and popular culture, student filmmakers and record company executives are asking “are such performances – often uploaded to the internet and seen by thousands – flattering homages to bands and performers or abuses of copyright?”
19 March 2010
Process & Product
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| A ProTools session -- or a life lesson? |
Not long ago, I met with a frustrated student. "Your teaching style is a poor fit with my learning style," he told me. I think he means he wants direct answers to simple questions. I think he wants me to tell him which buttons will work ProTools' magic on tracks of recorded music in the hour before his assignment is due. The pressures of deadlines and grades are heavy. He needs a thing to turn in.
But
neither his product nor even his mastery of a program is my chief
concern. The thing and the software are as fleeting as musical tastes
and computer operating systems. How do I insulate the student from the
same obsolescence? I teach him process. I teach him how to learn. Such teaching is painful, for it often resembles this exchange:
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