DOCSLIB.ORG

Lesson Plan 2 Born This Way: Developing a Positive Identity Summary LGBTQ Students Often Struggle with Issues of Identity in Ways Their Heterosexual Classmates Do Not

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lesson Plan 2 Born This Way: Developing a Positive Identity Summary LGBTQ Students Often Struggle with Issues of Identity in Ways Their Heterosexual Classmates Do Not Live Out Loud is a nonprofit organization committed to connecting LGBTQ students with positive role models from our community. For more in- formation about our resources and programs, visit us online at www.LiveOutLoud.info or email [email protected] Lesson Plan 2 Born This Way: Developing a Positive Identity Summary LGBTQ students often struggle with issues of identity in ways their heterosexual classmates do not. Students may feel that they have to conform to a certain image to “fit” within the LGBTQ community. These youth need role models to help them develop a positive identity and love themselves fully. This lesson will help students both explore their identity and find community with their peers. Goals • Students will be encouraged to find role models to help them develop a positive identity. • Students will realize that the LGBTQ community is extremely diverse – there is a place for everyone to “fit.” • Students will be challenged to both discover and accept their own identity. Objectives • Students will identify ways in which they both identify with the LGBTQ community and are unique within it. • Students will hear a role model talk about his/her experience discovering and accepting their LGBTQ identity. • Students will be encouraged to build relationships with people who can help them build a positive identity. Supplies Needed • “Born This Way” activity sheet (see “Resources” on page 5) • “I have, I like, I am” activity sheet (see “Resources” on page 6) • “Who Are Your Role Models” worksheet (see “Resources” page 7) Session Outline As always, start the session by reinforcing the ground rules of your group – boundaries you have set to ensure that youth feel safe to talk openly with each other. For example: • Keep the conversation door closed – everything said in this room stays in this room. • Respect the person who is talking – listen to what they say until they’re done saying it. • Understand that everyone’s opinion is valid – we don’t all have to think the same things. • Don’t dump on people’s ideas – it’s fine to disagree, as long as you disagree respectfully. WWW.LIVEOUTLOUD.INFO PAGE 1 Warm Up (option 1): Born This Way (15 minutes) Print the “Born This Way” activity provided on page 5. Divide students into groups of 2-3. Give each team a copy of the “Born This Way” activity. Tell the group that the team who can correctly complete the lyrics to Lady Gaga’s “Born This Way” first wins! If students don’t know what words correctly fill the blanks, tell them to guess! Check students’ answers and briefly discuss the song’s lyrics. Their answers may help start an interesting discussion about identity. Use the “Born This Way” lyrics as a way to encourage students to both love themselves and accept others. Discussion Questions: Born This Way • Has anyone ever told you that being LGBTQ is a choice, not the way you were born? How did you answer? • What are the main messages of this song? Which phrases “speak” to you? Why? • Did you add lines to the song that you like better than Lady Gaga’s? Which ones? Warm Up (option 2): Cross the Room (15 minutes) Print the “I have, I like, I am” activity provided on page 6. Ask students to complete the questions and give them to the facilitator. The answers to these questions will be used during the “Cross The Room” activity. Separate students into two groups according to something they have in common. Instruct these groups to stand on opposite sides of the room (for example, everyone who enjoys action movies stand on one side of the room; everyone who enjoys comedies stand on the opposite side). The facilitator will read students’ answers from the “I have, I like, I am” activity (if you need additional state- ments, use supplementary statements below.) Every time a statement is read that applies to a student, that student should cross to the other side of the room (for example, if the facilitator says “I like rap music, every- one who likes rap music crosses to the other side of the room). Do not tell students whose answer is being read. This activity should challenge youth to see both how they are like each other and how they are different from each other. Help students to feel “safe” during this activity by reading the following: “There is no pressure to cross the room! Anyone who chooses not to cross the room is not necessarily making a statement about their identity. For example, if a person does not cross the room for “I am ‘straight,’” they are not necessarily saying that they are LGBTQ. This student might simply be choosing not to answer.” Supplementary Cross The Room statements • I enjoy school • I am a good dancer • I have never failed a class • I don’t care what people think of me • I plan to be the first in my family • I am proud of who I am to go to college • I feel like my family supports me • English is not my first language • My family doesn’t understand me • Sometimes I feel like I don’t fit in • Teachers and students at school • I am funny don’t understand me • I am serious • I like to read • I enjoy art • I am happy with my life • I enjoy music • I like Lady Gaga • I enjoy science • I enjoy fashion • I take care of younger brothers and sisters • I am good at sports WWW.LIVEOUTLOUD.INFO PAGE 2 Discussion Questions: Cross the Room • Did you ever feel pressure to move with the group? During which questions? Why do you think you felt this way? • Did you ever change sides of the room to distinguish yourself and highlight something that is unique about your personality, talents, interests, etc.? • Did you ever feel vulnerable during the activity? Were you ever afraid to cross to the other side of the room? Why? Do you think others felt that way, too? • Were there times during this activity when you felt pride about your identity? Why? When? • Was there ever a time when people’s reaction to a statement surprised you? • Was there ever a time when every student was standing on the same side of the room? Do you think this is significant? Why? Reflection: Living Beyond the Stereotypes (5 minutes) (This statement can be read by a student or facilitator to close the “Cross The Room” activity.) As you moved through this activity, there were probably very few times when everyone was standing at the same wall. You were likely forced to stand at different walls because we all have different interests, abilities, and histories. High School is a time when a lot of people try to define their identity and decide where they “fit.” Some people want to blend in with a group. Some people like to stand out. Especially in the LGBTQ community, it’s helpful to remember that we are all unique… but we all also have some things in common. We must learn to band together over what we have in common, but also celebrate our differences. Whether you’re LGBTQ or “straight,” you shouldn’t have to conform to a certain image to fit into your community! If we want to bring awareness to issues facing the LGBTQ community we must first be clear about who we are. It is important for us to work on “self” before we reach out to others! “If you don’t love yourself, how in the hell you gonna love somebody else?” (Rupaul, from Rupaul’s Drag Race). Role Model (20 minutes) Live Out Loud connects LGBTQ youth and their allies with role models from the LGBTQ community. All of our role models were once teenagers. Each of them went through the same process of searching to define their own identity as current teenagers do. Members of the LGBTQ community often face unique struggles as they discover and explore their identity. The following questions will help this lesson’s role model address issues of identity and stereotypes in the LG- BTQ community. 1. What role model taught you that your own identity was unique and important? How did they teach you to value your identity? 2. Were you aware of your LGBTQ identity when you were in high school? If so, how did you feel about yourself during high school? How is that different from the way you feel about your identity now? 3. What was it like for you to “come out” to your family and friends? If you “came out” during high school, what was that like for you? 4. Was there a defining moment or struggle in your life that really defined who you are (or want to be) today? 5. How do you think stereotypes – either within the LGBTQ community or about the LGBTQ community – affect how LGBTQ people see themselves? How do they affect you? 6. What would you say to an LGBTQ youth who was facing a real identity crisis? How would you convince them that the struggles they are facing today may ultimately define who they are and one day strengthen them? WWW.LIVEOUTLOUD.INFO PAGE 3 7. It’s important that students don’t simply listen to the role model’s story, but also become engaged in the conversation. Suggest that the role model ask the students these questions to get the con- versation started: • Today we’ve been talking a lot about identity. Is it easy or hard for you to be proud of who you are? Why? • Oscar Wilde – a gay author – once said “I am my own masterpiece.” What do you think of this quote? Do we build ourselves, or should our community be given “credit,” too? Action: Interview a Role Model (5 minutes) Close today’s session by encouraging youth to find a role model with whom they can relate – someone who can help them explore both who they are and who they want to be.
Load more

Recommended publications
  • 1 Song Title
    Music Video Pack Vol. 5 Song Title No. Popularized By Composer /Lyricist Billie Joe Armstrong, 21ST CENTURY BREAKDOWN 329 GREEN DAY Green Day 24 HOURS 337 CUESHE ACCORDING TO YOU 330 ORIANTHI Steve Diamond IKAW LANG TALAGA 338 YENG CONSTANTINO JUMP THEN FALL 333 TAYLOR SWIFT Taylor Swift LOVE STORY 334 TAYLOR SWIFT Taylor Swift Kevin Jonas, Sr., Nicholas LOVEBUG 332 JONAS BROTHERS Jonas, Joe Jonas, Kevin Jonas MAHAL PA RIN 339 SAM MILBY MOMENT OF TRUTH 335 FM STATIC FM Static PAIN IN MY HEART 340 ARNEL PINEDA PANAGINIP 341 MAYONNAISE PUTIK 342 SANDWICH Sandwich SUNDOT 343 AEGIS Celso Abenoja Matthew Followill, Jared Followill, USE SOMEBODY 336 KINGS OF LEON Nathan Followill, Caleb Followill HARTZLER JOSHUA, HODGES WHAT ABOUT NOW 331 WESTLIFE DAVID, MOODY BEN, www.wowvideoke.com 1 Music Video Pack Vol. 5 Song Title No. Popularized By Composer /Lyricist James Harris, Janet AGAIN 9046 JANET JACKSON Jackson, Terry Lewis Jimi Jamison, Todd EVER SINCE THE WORLD BEGUN 9048 SURVIVOR Smallwood, Frankie Sullivan Kara DioGuardi, Leona HAPPY 9049 LEONA LEWIS Lewis, Salaam Remi I HAVE FALLEN IN LOVE (WITH THE SAME WOMAN THREE TIMES) 9052 JOSE MARI CHAN Jose Mari Chan (lyrics) MY LOVE IS HERE 9053 ERIK SANTOS SMITH DANDRE LEMONT, MILLER PYRAMID 9047 CHARICE CALVIN JERMEL, FRANK LAWRENCE SA AKING PUSO 9054 ARIEL RIVERA Vehnee Saturno SANA KAHIT MINSAN 9055 ARIEL RIVERA Vehnee Saturno Glen Burtnik, Shelly WE COULD BE IN LOVE 9050 LEA SALONGA AND BRAD KANE Peiken Walter Afanasieff, WHENEVER YOU CALL 9051 MARIAH CAREY AND BRIAN MCKNIGHT Mariah Carey 2 www.wowvideoke.com Music Video Pack Vol.
    [Show full text]
  • 1 Song Title
    Music Video Pack Vol. 6 Song Title No. Popularized By Composer/Lyricist Hillary Lindsey, Liz Rose, FEARLESS 344 TAYLOR SWIFT Taylor Swift Christina Aguilera; FIGHTER 345 CHRISTINA AGUILERA Scott Storch I. Dench/ A. Ghost/ E. Rogers/ GYPSY 346 SHAKIRA Shakira/ C. Sturken HEARTBREAK WARFARE 347 JOHN MAYER Mayer, John LAST OF THE AMERICAN GIRLS 351 GREENDAY Billie Joe Armstrong OPPOSITES ATTRACT 348 JURIS Jungee Marcelo SAMPIP 349 PAROKYA NI EDGAR SOMEDAY 352 MICHAEL LEARNS TO ROCK Jascha Richter SUNBURN 353 OWL CITY Adam Young Nasri Atweh, Justin Bieber, Luke THAT SHOULD BE ME 354 JUSTIN BIEBER Gottwald, Adam Messinger THE ONLY EXCEPTION 350 PARAMORE Farro, Hayley Williams Max Martin, Alicia WHAT DO YOU WANT FROM ME 355 ADAM LAMBERT Moore, Jonathan Karl Joseph Elliott, Rick WHEN LOVE AND HATE COLLIDE 356 DEF LEPPARD Savage Jason Michael Wade, YOU AND ME 357 LIFEHOUSE Jude Anthony Cole YOUR SMILING FACE 358 JAMES TAYLOR James Taylor www.wowvideoke.com 1 Music Video Pack Vol. 6 Song Title No. Popularized By Composer/Lyricist AFTER ALL THESE YEARS 9057 JOURNEY Jonathan Cain Michael Masser / Je!rey ALL AT ONCE 9064 WHITNEY HOUSTON L Osborne ALL MY LIFE 9058 AMERICA Foo Fighters ALL THIS TIME 9059 SIX PART INVENTION COULD'VE BEEN 9063 SARAH GERONIMO Richard Kerr (music) I'LL NEVER LOVE THIS WAY AGAIN 9065 DIONNE WARWICK and Will Jennings (lyrics) NOT LIKE THE MOVIES 9062 KC CONCEPCION Jaye Muller/Ben Patton THE ART OF LETTING GO 9061 MIKAILA Linda Creed, Michael UNPRETTY 9066 TLC Masser YOU WIN THE GAME 9060 MARK BAUTISTA 2 www.wowvideoke.com Music Video Pack Vol.
    [Show full text]
  • Strut, Sing, Slay: Diva Camp Praxis and Queer Audiences in the Arena Tour Spectacle
    Strut, Sing, Slay: Diva Camp Praxis and Queer Audiences in the Arena Tour Spectacle by Konstantinos Chatzipapatheodoridis A dissertation submitted to the Department of American Literature and Culture, School of English in fulfillment of the requirement for the degree of Doctor of Philosophy Faculty of Philosophy Aristotle University of Thessaloniki Konstantinos Chatzipapatheodoridis Strut, Sing, Slay: Diva Camp Praxis and Queer Audiences in the Arena Tour Spectacle Supervising Committee Zoe Detsi, supervisor _____________ Christina Dokou, co-adviser _____________ Konstantinos Blatanis, co-adviser _____________ This doctoral dissertation has been conducted on a SSF (IKY) scholarship via the “Postgraduate Studies Funding Program” Act which draws from the EP “Human Resources Development, Education and Lifelong Learning” 2014-2020, co-financed by European Social Fund (ESF) and the Greek State. Aristotle University of Thessaloniki I dress to kill, but tastefully. —Freddie Mercury Table of Contents Acknowledgements...................................................................................i Introduction..............................................................................................1 The Camp of Diva: Theory and Praxis.............................................6 Queer Audiences: Global Gay Culture, the Arena Tour Spectacle, and Fandom....................................................................................24 Methodology and Chapters............................................................38 Chapter 1 Times
    [Show full text]
  • Women Singer-Songwriters As Exemplary Actors: the Music of Rape and Domestic Violence
    Women Singer-Songwriters as Exemplary Actors: The Music of Rape and Domestic Violence KATHANNE W. GREENE At the 2016 Oscars, Lady Gaga, joined onstage by fifty rape survivors, performed the song “Til It Happens to You.” The Oscar-nominated song by Lady Gaga and Diane Warren was written for The Hunting Ground, a documentary film about campus sexual assault. Over thirty-one million people viewed the Oscar performance, which brought some in the audience to tears, and the video on Vevo has received over twenty-nine million views with another twenty-eight million views on YouTube. The film, video, and performance are the result of a growing political and social movement by young high school and college women to force schools, universities, and colleges to vigorously respond to rape and sexual harassment on campus. In response to complaints filed by more and more young women, the Obama Administration and the Office of Civil Rights (OCR) in the Department Education began investigating claims that schools, colleges, and universities were not actively and adequately responding to claims of sexual assault and harassment despite passage of the Clery Act of 1990. The Clery Act requires colleges and universities to report data on crime on campus, provide support and accommodations to survivors, and establish written policies and procedures for the handling of campus crime.1 Since 2011, the OCR has expanded its efforts to address sexual assault on campuses as violations of Title IX of the Education Amendments of 1972 that prohibits sex discrimination
    [Show full text]
  • Lady Gaga and the Possibilities of Postessentialist Feminisms
    Journal of Popular Music Studies, Volume 26, Issue 1, Pages 28–46 “Same DNA, but Born this Way”: Lady Gaga and the Possibilities of Postessentialist Feminisms Dr. Juliet Williams UCLA Department of Gender Studies, Los Angeles Since bursting on the scene in 2008 with her first studio album, The Fame, Lady Gaga has enjoyed the devotion of an unusually dedicated cadre of fans, affectionately dubbed her “little monsters.” Lady Gaga also has attracted the attention of scholars, leading to numerous tongue-in-cheek media reports documenting the rise of Gaga Studies as a field of academic inquiry (Corona, 2010; Eby, 2010).1 Required reading now includes J. Jack Halberstam’s recent book, Gaga Feminism: Sex, Gender, and the End of Normal (2012). In the opening pages, Halberstam offers up Lady Gaga as “a symbol for a new kind of feminism” (xii). This new feminism, which Halberstam dubs gaga feminism, “ . is simultaneously a monstrous outgrowth of the unstable category of ‘woman’ in feminist theory, a celebration of the joining of femininity to artifice, and a refusal of the mushy sentimentalism that has been siphoned into the category of womanhood” (xiii). As Halberstam explains, gaga feminism rejects the “fixity of roles for males and females” (5) and celebrates “the withering away of old social models of desire, gender, and sexuality” (25). It is a feminism that “recognizes multiple genders, that contributes to the collapse of our current sex-gender systems” (25). In its wake, gaga feminism creates an opening for “new forms of relation, intimacy, technology, and embodiment” (25). Halberstam insists that gaga feminism “derives from Lady Gaga and has everything to do with Lady Gaga,” but quickly adds that gaga feminism “is not limited to Lady Gaga” (xii).
    [Show full text]
  • STP Plus-160812.Hwp
    Song Transfer Pack Plus A Song Transfer Pack Plus SONG LIST Song Title No. Popularized By Composer/Lyricist 1,2 STEP 15240 CIARA 7DAYS 15241 CRAIG DAVID A A BA KA DA 3753 FLORANTE Florante de Leon A SONG FOR YOU 13394 THE CARPENTERS Thyro Alfarro / Yumi ABA BAKIT HINDI 4208 NADINE LUSTRE Lacsamana ABI KO'G ABAT 3376 MAX SURBAN ADLAW UG GABI~I 2779 PILITA CORRALES ADTO TA SA NGITNGIT 3447 THE AGADIERS AFTER ALL 2879 GARY V. AGBABAKET 2781 JR ABELLA AGKO LABAY YA PANKASALAN 2782 LOCAL SONG AIN'T IT FUNNY 15242 JENNIFER LOPEZ AIR FORCE ONES 15243 NELLY AKO ANG NAMUNIT 3377 PIROT AKO ANG NASAWI, AKO ANG NAGWAGI 4003 DULCE AKO SI VIRGINIO 3299 PIROT AKONG GUGMA 2959 SHAKE AKONG KALIPAY 2923 KABOBO AKONG ROSING 3249 MAX SURBAN & YOYOY VILLAME AKO'Y SAYO, IKA'Y AKIN 3630 DANIEL PADILLA Jeremias B. Bunda, Jr. ALAS KWATRO 3448 MISSING FILEMON ALL BY MYSELF 15244 ERIC CARMEN ALL OF MY LIFE 14997 BARBRA STREISAND Gary Barlow ALL THE WAY 15245 CRAIG DAVID ALMOST HOME 14065 MARIAH CAREY ALWAYS ON TIME 13688 JA RULE FT. ASHANTI AMATYOR AWOR 3378 MAX SURBAN Mamai Baron AMERICAN IDIOT 15246 GREEN DAY AMONG KANTA 3366 MISSING FILEMON AMPINGAN MO BA 3522 PILITA CORRALES Mario Jadraque AMPINGING MGA BULAK 3450 PILITA CORRALES Domingo Rosal ANALYSE 15247 THE CRANBERRIES ANG AKONG VALENTINA 3301 MAX SURBAN www.grandvideoke.com 1 A-B Song Transfer Pack Plus Song Title No. Popularized By Composer/Lyricist ANG AMING BATI AY MAGANDANG PASKO 3878 NOEL TRINIDAD & SUBAS HERERRO MARTINA SAN DIEGO & KYLE ANG BALAY NI MAYANG 3189 WONG ANG KALIBUTAN KARON 3190 ROOTS ANG LANGIT DAY NAHIBALO 3452 JAIME U.
    [Show full text]
  • The Fame Download Album Lady Gaga the Fame Monster Free
    the fame download album Lady Gaga The Fame Monster Free. Download mp3. Full album tracks: Lady Gaga The Fame Monster Direct. | MP3 Songs iTunes, mobile, pc Lady Gaga The Fame Monster Download zip. The decision was also because Gaga believed the re-release was too expensive and that the albums were conceptually different, describing them as yin and yang. The deluxe edition is a double album featuring the eight new songs on the first disc and The Fame on the second disc. A super deluxe edition released on December 15, 2009 holds additional merchandise, including a lock from Gaga's wig. A pop record, The Fame Monster has influences of disco, glam rock, and synthpop music of the 1970s and 1980s, as wellas industrial and gothic music. The album was also inspired by fashion shows and runways. DOWNLOAD ALBUM: Polo G – Hall of Fame ZIP. DOWNLOAD Polo G Hall of Fame ZIP & MP3 File. Ever Trending Star drops this amazing song titled “Polo G Hall of Fame Album“, its available for your listening pleasure and free download to your mobile devices or computer. You can Easily Stream & listen to this new “ FULL ALBUM: Polo G Hall of Fame Zip File” free mp3 download” 320kbps, cdq, itunes, datafilehost, zip, torrent, flac, rar zippyshare fakaza Song below. DOWNLOAD ZIP/MP3. Full Album Tracklist. 1. Painting Pictures 2. RAPSTAR 3. No Return ft. Kid Laroi & Lil Durk 4. Toxic 5. Epidemic 6. GANG GANG ft. Lil Wayne 7. Boom 8. Black Hearted 9. Broken Guitars ft. Scorey 10. GNF (OKOKOK) 11. Go Part 1 ft.
    [Show full text]
  • Diversity of K-Pop: a Focus on Race, Language, and Musical Genre
    DIVERSITY OF K-POP: A FOCUS ON RACE, LANGUAGE, AND MUSICAL GENRE Wonseok Lee A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2018 Committee: Jeremy Wallach, Advisor Esther Clinton Kristen Rudisill © 2018 Wonseok Lee All Rights Reserved iii ABSTRACT Jeremy Wallach, Advisor Since the end of the 1990s, Korean popular culture, known as Hallyu, has spread to the world. As the most significant part of Hallyu, Korean popular music, K-pop, captivates global audiences. From a typical K-pop artist, Psy, to a recent sensation of global popular music, BTS, K-pop enthusiasts all around the world prove that K-pop is an ongoing global cultural flow. Despite the fact that the term K-pop explicitly indicates a certain ethnicity and language, as K- pop expanded and became influential to the world, it developed distinct features that did not exist in it before. This thesis examines these distinct features of K-pop focusing on race, language, and musical genre: it reveals how K-pop groups today consist of non-Korean musicians, what makes K-pop groups consisting of all Korean musicians sing in non-Korean languages, what kind of diverse musical genres exists in the K-pop field with two case studies, and what these features mean in terms of the discourse of K-pop today. By looking at the diversity of K-pop, I emphasize that K-pop is not merely a dance- oriented musical genre sung by Koreans in the Korean language.
    [Show full text]
  • Lady Lady Full Zip Album Download Lady Lady Full Zip Album Download
    lady lady full zip album download Lady lady full zip album download. Completing the CAPTCHA proves you are a human and gives you temporary access to the web property. What can I do to prevent this in the future? If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware. If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices. Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store. Cloudflare Ray ID: 66a9113e7b9a7b87 • Your IP : 188.246.226.140 • Performance & security by Cloudflare. Lady lady full zip album download. 2020 Update Full Lady Gaga Born This Way Download Direct. Album zip. Born This Way is the second studio album by American singer Lady Gaga, released by Interscope Records on May 23, 2011. It was co-written and co-produced by Gaga with several producers, including RedOne and Fernando Garibay, with whom she had previously worked. She also worked with artists such as E Street Band saxophonist Clarence Clemons and Queen guitarist Brian May. Artist: Lady Gaga Album: Born This Way Year: 2011 Genre: Pop. Track list: 1. Lady GaGa – Marry The Night [04:23] 2. Lady GaGa – Born This Way [04:19] 3. Lady GaGa – Government Hooker [04:13] 4. Lady GaGa – Judas [04:08] 5.
    [Show full text]
  • Hoofdblad IE Nummer 49/19 4 December
    Nummer 49/19 04 december 2019 Nummer 49/19 2 04 december 2019 Inleiding Introduction Hoofdblad Patent Bulletin Het Blad de Industriële Eigendom verschijnt The Patent Bulletin appears on the 3rd working op de derde werkdag van een week. Indien day of each week. If the Netherlands Patent Office Octrooicentrum Nederland op deze dag is is closed to the public on the above mentioned gesloten, wordt de verschijningsdag van het blad day, the date of issue of the Bulletin is the first verschoven naar de eerstvolgende werkdag, working day thereafter, on which the Office is waarop Octrooicentrum Nederland is geopend. Het open. Each issue of the Bulletin consists of 14 blad verschijnt alleen in elektronische vorm. Elk headings. nummer van het blad bestaat uit 14 rubrieken. Bijblad Official Journal Verschijnt vier keer per jaar (januari, april, juli, Appears four times a year (January, April, July, oktober) in elektronische vorm via www.rvo.nl/ October) in electronic form on the www.rvo.nl/ octrooien. Het Bijblad bevat officiële mededelingen octrooien. The Official Journal contains en andere wetenswaardigheden waarmee announcements and other things worth knowing Octrooicentrum Nederland en zijn klanten te for the benefit of the Netherlands Patent Office and maken hebben. its customers. Abonnementsprijzen per (kalender)jaar: Subscription rates per calendar year: Hoofdblad en Bijblad: verschijnt gratis Patent Bulletin and Official Journal: free of in elektronische vorm op de website van charge in electronic form on the website of the Octrooicentrum
    [Show full text]
  • Who's Writing the Hits? Q3-2011
    Hit Songs Deconstructed Deconstructing Today's Hits for Songwriting Success http://reports.hitsongsdeconstructed.com Who’s Writing the Hits? Q3-2011 The Top Songwriter of Q3-2011 The Max Martin & Lukasz Gottwald Connection The #1 Hit Club of Q3-2011 The Top Pop Songwriters of Q3-2011 Hit Songwriter Connections – Who Worked With Who Breakdown By Songwriter Breakdown By Song During the third quarter of 2011 (July – September), there were a total of 95 credited songwriters involved in writing the 22 top 10 Hit Pop songs that passed through the Billboard Pop Songs Chart during the period. Of those songwriters, 13 were involved in co-writing two or more hits, with one of them reigning supreme as the “undisputed champion of hit songwriting” for a second quarter in a row. That champion is Max Martin, who co-wrote four top 10 hits, three of which hit #1 on the Billboard Pop Songs chart. Below we give recognition to all of the songwriters who were involved in writing the top 10 Pop hits of Q3-2011, spotlighting the top collaborative partnerships, hit songwriter connections (who was writing with who), the #1 hit club of Q3, the top 13 songwriters and the songs they were involved with, and a breakdown of all 22 top 10 hit Pop songs showcasing the songwriters who worked together in making them a hit. Back to Top Max Martin was a credited songwriter on 4 top 10 hit Pop songs during Q3-2011 1 / 10 Hit Songs Deconstructed Deconstructing Today's Hits for Songwriting Success http://reports.hitsongsdeconstructed.com Back to Top Max Martin & Lukasz
    [Show full text]
  • Through the Night Los Angeles Is One Big Laboratory for the Dance-Floor Sounds of the Future
    newsroom Scene and Passion Sep 7, 2018 Through the night Los Angeles is one big laboratory for the dance-floor sounds of the future. We join German star DJ Moguai on a nocturnal expedition to the coolest clubs in the city. The heavy iron door on Melrose Avenue opens as if by magic. Muffled beats pound through the night. A sign in the courtyard promises “Paradise” while cushioned seating outside a white bungalow evokes a lounge-like atmosphere. This studio complex is a hot address in Los Angeles. It belongs to Fernando Garibay, a music producer with Mexican roots whose clients include Kylie Minogue, Shakira, and U2. He also produced the album Born This Way with Lady Gaga. A creator of both electronic tracks and international chart hits, his work has been nominated for numerous Grammys. Sitting at the mixer in the rear of the studio is Moguai. His real name is André Tegeler, and he comes from the German city of Marl in the Ruhr District. At one time he was the youngest journeyman butcher in Germany’s most densely populated state, North Rhine- Westphalia. Since the mid-1990s he has been traveling the world as a DJ. And now he’s a star. His “Punx” sound is sought after the world over, and he takes part in all the major electro festivals around the globe. His productions for the Sugababes, Girls Aloud, and 2raumwohnung have gone gold and double platinum. In 2014 he received the “Song of the Year” award for his club productions from the largest online music store.
    [Show full text]