Sep
26
2007
1

Episode 35 - Pop Culture

Script: VoiceBox Episode 35 Culture.doc

We have a very cool episode for you this week, because we’re talking about culture. Sound boring? Think again, because we’re talking about pop culture and subcultures. Our special guest this week actually has his own music show  on UBS. His name is Lkhagva Erdena and we talk to him about music videos, pop music and the independent music scenes, both international and Mongolian. Don’t miss all the fun.

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As usual, you can now go and check out this week’s exercises and activities and use them at home or with your class. They’re all about pop culture and sub cultures, so check them out:

http://voiceboxtv.org/index.php/2007/09/26/episode-35-pop-culture-activities/

Download:  Episode 35 Fun with Culture Activities.doc

Written by Seb in: This Week |
Sep
26
2007
0

Episode 35 - Pop Culture - Activities

Episode 35 Fun with Culture Activities.doc

EXERCISE 1 – FUN WITH SUBCULTURES – GUESS THE SUBCULTURE
Read these descriptions of different subcultures and then see if you can guess which subculture each of the pictures represents. To make it harder, you’ll only be able to see a portion of each picture.

HIPPY
Similar to the beat movement preceding them and the punk movement that followed soon after, hippie symbols and iconography were of low social status, with hippie fashion reflecting a disorderly, often vagrant style. As with other adolescent, white middle-class movements, deviant behaviour of the hippies involved challenging the prevailing gender differences of their time: both men and women in the hippie movement wore jeans and maintained long hair, and both genders wore sandals or went barefoot. Men often wore beards, while women wore little or no makeup, with many going braless.
Hippies often chose brightly coloured clothing and wore unusual styles, such as bell-bottom pants, vests, tie-dyed garments, dashikis, peasant blouses, and long, full skirts; non-Western inspired clothing with Native American, African and Latin American motifs were also popular. Much of hippie clothing was self-made in defiance of corporate culture, and hippies often purchased their clothes from flea markets and second-hand shops. Favoured accessories for both men and women included Native American jewellery, head scarves, headbands and long beaded necklaces.

PUNK
Punks seek to outrage propriety with the highly theatrical use of clothing, hairstyles, cosmetics, tattoos, jewelry and body modification. Early punk fashion adapted existing objects for aesthetic effect: ripped clothing is held together by safety pins or wrapped with tape; ordinary clothing is customized by embellishing it with marker or adorning it with paint; a black bin liner becomes a dress, shirt or skirt; safety pins and razor blades are used as jewelry. Leather, rubber, and vinyl clothing are also popular, possibly due in part to the fact that the general public associates it with transgressive sexual practices like bondage and S&M. Punks also sometimes wear tight “drainpipe” jeans, T-shirts with risqué images, rocker jackets (which are often decorated by painting on band logos, adorning the lapels and pocket flaps with pins and buttons, and covering sections of the jacket, especially the back and sleeves of the jacket, in large numbers of carefully placed studs or spikes), and footwear such as Converse sneakers, skate shoes, brothel creepers, or Dr. Martens boots.
Some punks style their hair to stand in spikes, cut it into Mohawks or other dramatic shapes, often coloring it with vibrant, unnatural hues. Punks tend to adorn their favorite jacket or vest with pin-back buttons and patches of bands they love and ideas they believe in, telling the world around them a little bit about who they are. They sometimes flaunt taboo symbols such as the Iron Cross. Some early punks occasionally wore clothes displaying a Nazi swastika for shock-value, but most modern punks are staunchly anti-racist and are more likely to wear a crossed-out swastika symbol.

HIPHOP
After the influx of the hip-pop influence, hip hop fashion became less based in actual street wear and more in an idealization of such. Hip hop clothing is often produced by popular and successful designers, who charge significant amounts for their products.
The main elements of modern male hip hop fashion are baggy or sagging jeans, gold or platinum chains, boots or a fresh pair of kicks (sneakers), and a bandana or do-rag tied around the head (often with a fitted cap on top). Large T-Shirts are also standard street wear.
In the 1990s and 2000s, many hip hop artists and executives started their own fashion labels and clothing lines.[9] Notable examples include Wu-Tang Clan (Wu-Wear), Russell Simmons (Phat Farm), Kimora Lee Simmons (Baby Phat),Diddy (Sean John), Damon Dash and Jay-Z (Rocawear), 50 Cent (G-Unit Clothing), Eminem (Shady Limited),and OutKast (OutKast Clothing).

GOTH
The goth subculture has associated tastes in music and fashion, whether or not all individuals who share those tastes are in fact members of the goth subculture. Gothic music encompasses a number of different styles. Common to all is a tendency towards a lugubrious, mystical sound and outlook. Styles of dress within the subculture range from death rock, punk, androgynous, medieval, some Renaissance and Victorian style clothes, or combinations of the above, most often with black attire, makeup and hair.
Goth fashion is stereotyped as a dark, sometimes morbid, eroticized fashion and style of dress. Typical gothic fashion includes dyed black hair, dark eyeliner, black fingernails, black period styled clothing; goths may or may not have piercings. Styles are often borrowed from the Elizabethan, Victorian or medieval period and often express Catholic or other religious imagery such as crucifixes or ankhs.[6][5] The extent to which goths hold to this style varies amongst individuals as well as geographical locality, though virtually all Goths wear some of these elements.

hiphop.jpg punk.jpg goth.jpg hippy.jpg
1. ____________ 2. ____________ 3. ____________ 4. ____________

All the above quotes are from http://wikipedia.org and the images are from Wiki Commons, http://commons.wikimedia.org.

EXERCISE 2 – FUN WITH POP CULTURE – WHO AM I?

Read the following biographical information and guess who the pop star is.

1. I was born August 29, 1958, in Indiana, USA. I have five brothers and I showed a talent for music and dance from an very young age. I had quite a strict upbringing. My father organized a family musical group with my three brothers in 1962, and I joined them the following year. I became the main focus of the group because of my dynamic stage presence, exciting dance moves, strong vocals and young age.
I was unquestionably the biggest pop star of the ’80s, and certainly one of the most popular recording artists of all time. In my prime, I was an unstoppable juggernaut, possessed of all the tools to dominate the charts seemingly at will: an instantly identifiable voice, eye-popping dance moves, stunning musical versatility, and loads of sheer star power. My 1982 blockbuster Thriller became the biggest-selling album of all time… Who am I? ________________

2. My ethnic childhood and upbringing helped me to become a creative and inspiring female musician. I was born and raised in British Columbia, Canada by working class, Portuguese descended parents, who instilled a hardcore work ethic during my upbringing.
My second album, Folklore appeared in November 2003, nearly two months after I gave birth to my first child, a daughter named Nevis.
When my 3rd album, Loose was released in the summer of 2006, I returned to the limelight. Hot hiphop producer Timbaland helped to make the album a success by giving the album a more modern, timely sound. The single “Promiscuous” became an instant hit, and I reached number one on the Billboard top 100 chart. Loose also topped the Billboard Top 200 album chart during its first week of release in later June 2006, becoming my first-ever number one album… Who am I?____________

3. We never intended to become England’s favourite rock & roll sons when our signature rock melodies ruled the charts throughout 2000. We had all been playing instruments since our early teens and have been influenced by the likes of Bob Dylan, the Stone Roses, Neil Young, and My Bloody Valentine.
When we first became noticed, it was for our fresh, passionate and beautiful music. We had played our first gig at a festival for unsigned bands in Manchester. We have been compared to Travis, Oasis and Jeff Buckley, among others.
We landed a U.K. deal with Parlophone records in April 1999, and released a limited edition EP soon after. The media loved us because of our simplistic acoustic melodies, swooning lyrics and charming personas. Two more EPs, Shiver and Yellow, arrived in spring 2000… Who are we? ___________

4. I am one of Mongolia’s modern shining musical stars, a new step forward in Mongolia’s string musical heritage.
I began as so many do, playing basic scales on a violin too large for my seven-year-old arms at the Music College in Ulaanbaatar.
I, like so many Mongolians, was a musical child. In my first year of school, Mongolian talent scouts visited my classroom looking for talent to be trained; they found little me, and I was whisked away to train in music.
In August 2003 I released my first solo CD, called High in the Hentii Mountains. It has seven tracks, with a number of popular old Mongolian tunes, which were rearranged in a more modern style, with a range of feelings and moods.
I have also appeared on VoiceBox… Who am I? ___________

All of the above passages are adapted from biographies on the website http://www.allmusic.com, except the last, which is credited in the answers document accompanying this.

EXERCISE 3 – DISCUSSION QUESTIONS
Either discuss these questions with your friends or in a classroom, or write at least one full sentence answer to each question/topic, preferably a whole paragraph.

  • What do you think is the most popular subculture in Mongolia?
  • Which subculture do you most identify with?
  • Do you think that popular Western culture is having a positive or negative on Mongolian culture?
  • What are the best and worst parts of Western culture’s influence on Mongolia?
  • Who is your favourite singer or band? Are they Mongolian or Western? Why do you like them.

Answers.txt

Written by Seb in: Lessons |
Sep
21
2007
1

Episode 34 – Sign Language/Deaf Activities

Episode 34 - Sign Language/Deaf Activities.doc

EXERCISE 1 – WHAT ARE THEY DOING?
Using the present continuous tense, write what the person/people in each picture is/are doing. Be sure to include the object too. Eg. He is eating buuz. She is riding a bicycle.

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3.playingbball.jpg4.buying.jpg

 

5.teachingmaths.jpg6.walkingdog.jpg

 

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EXERCISE 2 – LISTENING
Now it’s your turn to draw. In the classroom, read out these instructions to the class and compare their pictures. If completing these on your own, follow the instructions below and check your picture against the one at the end of this document.

  1. Draw a ger.
  2. Draw some mountains behind the ger.
  3. Draw a motorbike next to the ger, on the right hand side, leaning against it.
  4. Draw a horse on the left. It’s a happy horse.
  5. Draw a person in the picture. They are doing something; you choose what. Show your picture to someone else and see if they can guess what the person is doing.

EXERCISE 3 – DEBATE TOPICS
Should disabled children go to regular schools or special schools for disabled children?

This is a big issue in Mongolia at the moment. What do you think?
-If you’re using this for a class, split the class into two debating teams, one team FOR disabled children in regular schools and the other team AGAINST. Each team takes it in turn to put forth their arguments, one speaker at a time. Then judge the winning team by who argued their points the best. The best speakers are the ones who are the most convincing; using tools such as facts, humour and charisma.
-If you’re doing this on your own, write a short essay outlining your point of view. Make sure your arguments are well reasoned and backed up by facts.
Some things to think about: Would ordinary teachers be able to properly handle disabled children in a classroom? Does having disabled children in separate schools isolate them from the rest of society? How hard would it be to train regular teachers to deal with disabled children effectively?

answers34.txt

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Written by Seb in: Lessons |
Sep
19
2007
0

Episode 34 - Sign Language/Deaf

Hello Ladies and Gentlemen. In the studio this week, our special guest is Yumjir, who is deaf. “How do you interview someone who can’t hear?” you ask? Well, I’m sure you already know that deaf people use sign language and we got Soyolmaa, her wonderful translator to help us out. It’s a fascinating interview and it will help you learn not only English, but sign language too!

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We also headed out of the studio and find out about a whole family of deaf people. There were three generations of deaf people in the family; grandparents, parents and children.

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Saratitsleg brought the two children to UB to go to school and she helped us meet them and tell their stories. Their names are deaf names (in sign language), so they’re hard to explain, but the boy’s name looks like combing your hair and the girl’s name is laying your forearms on top of each other in front of you and lifting one up and down from the elbow. It represents school, because she’s been to school.

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Dave and Bolor also got given deaf names. Dave’s means Big-nosed Cameraman and Bolor’s is Wavy B, because of her wavy/curly hair.

This week’s Activities are now online, so try them out with your class or at home.

http://voiceboxtv.org/index.php/2007/09/21/episode-34-%e2%80%93-sign-languagedeaf-activities/

And, as usual, here is this week’s script: voicebox-episode-34-deaf.doc

Hope you enjoy it, it’s a fascinating show!

Written by Seb in: This Week |
Sep
14
2007
0

Episode 33 - Adventures in the Gobi - Activities

Download/Print: Episode 33 Gobi Activities.doc

EXERCISE 1 – HAVE YOU EVER?
This is a special game to play in the classroom. It is a game that helps students learn the present perfect tense.
The Present Perfect Tense are for an action or event that is not yet finished. It is structured like this:

have + past participle

Affirmative: I/you/we/they + have + past participle
He/she/it + has + past participle

Negative: I/you/we/they + haven’t + past participle
He/she/it + hasn’t + past participle

Questions: Have + I/you/we/they + past participle ?
Has + he/she/it + past participle ?

Cut out these cards (or write your own) and give one to each student. The student then has to find someone who has…

Been to the Gobi

Ridden a camel

Watched VoiceBox

Seen sand dunes

Driven a car

Seen the ocean

Been to KharKhorin

Tasted camel airag

Climbed a mountain

Swam in a river

Been to a concert

Played basketball

They must go around the classroom and ask their classmates questions to find someone who has done what is on their card. When they have found someone, they must write that person’s name next to the question in a table like the one below. Once they have done this, they can get a new card. Whoever completes their table first wins.

Find someone who…

Name

Has been to the Gobi

Batbold

   
   

EXERCISE 2 – TRAVEL DIARY
Match the pictures to the correct text. Each destination has 3 pictures. Once you have done this, match the pictures and text to the destination names.

DESTINATION 1 –
The trip started off wonderfully, as we camped among some rocks. In the morning, I got up early to enjoy the view, then we had a great breakfast to keep us fuelled for the next leg of travel. Before we left, we had just enough time to fly Dave’s kite.

DESTINATION 2 –
We arrived at the White Stupor late in the afternoon, the got headed out hiking in the morning to see it better. It was an amazing place and Dave thought it looked like the planet Mars.
On the way out, heading to our next destination, we saw a herd of camels.

DESTINATION 3 –
After camping overnight in the beautiful, green mountains, where we had a singalong, we he went for a hike along the bottom of a big gorge. Of course, Dave and I had some work to do, but it was all good fun. I even got lucky and spotted an ibex. Afterwards, we drove out through a steep, rocky gorge.

DESTINATION 4 –
Dave drove all day to our next stop and we set up camp at the base of a huge sand dune. The next morning we climbed all 700 meters of it! It was very hot and hard to get up there, but the view was spectacular, so it was well worth it.
Dave and I filmed some VoiceBox at the top, then had lots of fun jumping off the dune and being silly.

DESTINATION 5 –
Dave had to fly back to UB because he had important things to do, but the rest of us kept travelling, on to the ancient capital. I was amazed by the size and history of the monastery. I also met a scruffy dog outside.
So, our journey at an end, there was not much to do but enjoy the last view of the mountains before driving back. What a trip!

DESTINATIONS:
Khongoryn Els - Kharkhorin - Yolyn Am - Tsagaan Suvraga - Baga Gazariin Chuluu

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Answers_33.txt

Written by Seb in: Lessons |
Sep
13
2007
0

Episode 33 - Adventures in the Gobi

So, earlier we mentioned a special trip to Dungov and Omngov aimags and an episode we were filming there. Well, this week is the one! It was an amazing trip and we learned a lot about those parts of the Gobi… and of course had lots of fun too! Our guest is Urunga, who was our great, knowledgeable and friendly guide, so really we were her guests on the trip.

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This week’s exercises and activities are up right now, and they should be very useful.
http://voiceboxtv.org/index.php/2007/09/14/episode-33-adventures-in-the-gobi-activities/
There will be no script this week, because we were having too much fun to use one! We just “winged it” as the saying goes. It just means we improvised, or made it up as we went. I hope you had a great summer holiday and are enjoying being back at school.
If you’d like to tell us about what you did on your holidays, log on to the VoiceBox forum and tell us all about it.

Written by Seb in: This Week |
Sep
07
2007
0

This week

This week’s show is about Rotaract, the youth part of Rotary International. Our special guest is Uyanga from Rotaract Mongolia and she tells us all about the club and what they do.

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This week’s exercises are now online, so check them out here! We even give you tips on how to start your own English Speaking Club with your friends.
http://voiceboxtv.org/index.php/2007/09/07/episode-32-clubs-activities/

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Episode32_Clubs_Activities.doc

The Street Karaoke song for this week is Satisfaction, by the Rolling Stones.
And you can download this week’s script right here: VoiceBox Episode_32_Clubs.doc

Written by Seb in: This Week |
Sep
07
2007
0

Satisfaction

By the Rolling Stones

I can’t get no satisfaction
I can’t get no satisfaction
’cause i try and i try and i try and i try
I can’t get no, i can’t get no

When i’m drivin’ in my car
And that man comes on the radio
He’s tellin’ me more and more
About some useless information
Supposed to fire my imagination
I can’t get no, oh no no no
Hey hey hey, that’s what i say

I can’t get no satisfaction
I can’t get no satisfaction
’cause i try and i try and i try and i try
I can’t get no, i can’t get no

When i’m watchin’ my tv
And that man comes on to tell me
How white my shirts can be
But he can’t be a man ’cause he doesn’t smoke
The same cigarrettes as me
I can’t get no, oh no no no
Hey hey hey, that’s what i say

I can’t get no satisfaction
I can’t get no girl reaction
’cause i try and i try and i try and i try
I can’t get no, i can’t get no

When i’m ridin’ round the world
And i’m doin’ this and i’m signing that
And i’m tryin’ to make some girl
Who tells me baby better come back later next week
’cause you see i’m on losing streak
I can’t get no, oh no no no
Hey hey hey, that’s what i say

I can’t get no, i can’t get no
I can’t get no satisfaction
No satisfaction, no satisfaction, no satisfaction

Written by Seb in: Street Karaoke |

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