Everything I Do I Do It For You Official Music Video
The official music video for the song was directed by Julien Temple.[14] It shows Adams and his band performing the song in a forest with a silk mill in the background, and Adams alone performing on a rocky beachside, intercut with scenes from Robin Hood: Prince of Thieves. The video was filmed in a forest with the derelict silk mill near Holford in the Quantock Hills and on a beach with geological cliff formations near Kilve, Somerset.[15][16] A video was also commissioned for a live version of the song, directed by Andy Morahan.[17]
Everything I Do I Do It For You Official Music Video
6. Create a storyboard. Build a storyboard that involves shot-by-shot sketches for the entirety of your music video. Consider the camera angles and the types of shots you want, such as full-length shots or closeups of the actors or band members.
Acknowledging the results and reacting with this knowledge in the form of further creative synthesis, by combining my prior responses into a single music video containing still photography from my synthesis of Episode 1, visual imagery of my response to Episode 2, and the song written for Episode 3.
Oh, it was such a crazy time of incredible highs and incredible lows. Like, I would spend the morning reading everything that was being said about me on the internet, and then I would get picked up and driven to somewhere in the Valley to shoot the Katy Perry music video. Or win a Teen Choice Award, which as a 13-year-old is, like, the biggest achievement.
SMITH: When we first started doing video online, we followed the only heavy metal band around Baghdad. And, you know, while everyone was saying, oh, the war is over, everything's great, we were getting shot at in the Red Zone.
SMITH: Yeah, that's exactly right. I mean, look. when we started doing online - and especially with YouTube - you know, people would say young people don't care about international news. And, you know, they don't have an attention span, so keep it short. Of course, that was all wrong. We average about 28 minutes per video - time on-site versus, you know, two or three minutes is standard on YouTube. We have the highest video completion rate, the best like versus dislike ratio - all on our news stuff. So I think, you know, you have to look at it and say, everybody has their opinions about how everything should be or has to be. And generally, if everybody else is doing it that way, we do it another way because everybody else is already doing it that way. And we're not going to go in and fight CNN on, you know, the 24-hour news cycle because it's already been proven that's not necessarily the best way to do news.
THE PRESIDENT: Thank you, Mr. Porter. I think all of you know that we are being joined by several million students through various media outlets that are covering this, and so let me begin by saying I'm delighted to be here at T.C. William High School. Thank you, Mr. Porter. Our Superintendent, Herb Berg, is here, and I'm glad to be back in this school district again that has hosted me for so many important educational announcements. Senator Robb and Congressman Jim Moran are both here with us, along with Mayor Kerry Donley. I thank them for joining us, and our two teachers, Ellen Harmon and Barbara Finney. I want to spend most of my time today listening to you. I have a few questions I want to ask and I'm going to turn it over to the teachers as soon as I make a few opening remarks. But I got up this morning and I made some notes and worked over them again, and I'd like to say just a few things. First of all, we're here, obviously, because of the terrible tragedy in Littleton, Colorado, and because, even though it is the worst example of school violence we've seen, it is by no means the only one. And indeed, I think that some of the people joining us today are from Paducah, Kentucky, and Jonesboro, Arkansas -- at least those two communities which had examples of school violence last year. I think it's important that, all over America, students and teachers have a chance to discuss their feelings about this, their ideas about what we should do. And it's especially important for younger children, who might be quite traumatized, and wonder whether they are, in fact, safe at school. So I want to talk a little about all of that. There is really nothing more important than keeping our schools safe. And we've tried to do a lot of things in that regard over the last few years -- having a zero tolerance for guns and drugs policy, putting new community police officers in schools where they're needed, trying to support more counselors in schools, more after-school, more mentoring programs, more conflict resolution programs. We've tried to help school districts and students and teachers who wanted to do it to have -- for younger children, elementary and junior high school, using school uniform policies or dress code policies where they wanted to implement those things. But we know that there are things which have to be done sort of beyond the government and beyond anything government can do. I spent a lot of time thinking about this, but I want to say, last night and today I thought about the work that my wife has done on this for many years, and I went back and re-read the chapters in her book that deal with the problems that children have in coping with violence, and the responsibilities of parents and the larger society. I thought about the work that the Vice President's wife, Tipper Gore, started doing well over a decade ago on this whole issue. And I think we have to ask ourselves some pretty hard questions here: What are the responsibilities of students themselves? What are the responsibilities of schools? What are the responsibilities of parents? What is the role of the larger culture here? Is there a sense in which the fact that all of you are exposed to much higher levels of violence through television, through video games, that you can actually figure out how to make bombs on the Internet -- does that make a difference? Does it make these kinds of things more likely to happen? What are our responsibilities? But before I open it to you, I'd just like to make one other comment. I think, particularly for young people who may be quite frightened as a result of this, or for parents who may wonder about the safety of schools, I think it's worth restating two or three basic things. First of all, on balance, our schools are still the safest place our kids can be in most communities under most or all circumstances. Secondly, I think it's worth reminding everyone that in spite of these horrible instances, our country is still fundamentally a good and decent place, and our people are good and decent people. And we have see the way the community of Littleton responded to this -- people standing in line for hours to give blood; people showing up to volunteer their services as counselors and in other ways; with the way people have reached out to each other. We see a kind of microcosm of how America has reacted to this. And I think it's important that the young people of our country know this and that the parents know this, that they should remember we -- as horrible as this is, we have seen once again what is basically decent and good about America. And we should remember that most schools are more nearly represented by the kind of conversation we're having around here today than by the horrible incident we saw in Colorado. So I think that's enough for me to say. But I'm interested in what you think about it -- what your reactions are, what you've done here to try to avoid this, and what you think the responsibilities of the rest of us are, starting at home and going all the way up to the President, and also the cultural issues I mentioned. You know, we have to acknowledge, as Hillary does in this book -- and I went back and read some of the things we talked about over the last 20 years -- that we do have more violence among younger people in America than other cultures do. And everyone has to take a hard look at what all the elements of our society are that contribute to that and what we can do to diminish it. I also would like to say -- let me just mention one other thing. I think it's important because of the action in which we're involved in Kosovo today. We don't know all the facts about what happened in Littleton, but one of the things that's come out of this that's really made an impression on me is that the young men who were involved in this horrible act apparently felt that they were subject to ridicule and ostracism and they were kind of social outcasts at the school. But their reaction to it was to find someone else to look down on. And, apparently, they were very prejudiced against African Americans and Hispanics, and observed Adolf Hitler's birthday, and otherwise reacted to that. This is something that you see a lot, around the world and throughout human history, that people who themselves feel disrespected, instead of developing an enormous sympathy for other people who have been subject to discrimination, instead look for someone else to look down on; so they can always say, well, I may be dissed at school, or I may be subject to disrespect in some other environment, but at least I'm not them. And I think that's a larger problem we really have to fight, because you look around this room -- of course, we're in perhaps the most diverse school district in America today -- but this is a great opportunity for us, as long as we lift other people up, and recognize the inherent dignity and worth of all individuals and all ethnic, religious and cultural groups. And so I think that's another point that needs to be made here -- they had the wrong reaction to the fact that they were dissed. Hey, look, everybody gets dissed sometime in life. Even the President -- (laughter) -- sometimes, especially the President. So these are some of the things that I was thinking about that I hope will spark your thoughts. And I think I'll turn it back to you and to the teachers to discuss this in any way you'd like. MS. HARMON: Okay, maybe I'll start us off, here. I'm a government teacher here at T.C., and many of these students are government students. We've been discussing this quite a bit between yesterday and today. We also have some peer mediators here with us today, and I believe some other students. Goodness knows, adults have enough to say about this, so this is really your time to have a conversation and to share your thoughts with the President on this and with each other. So I'd like to just open it up to the students. And is there somebody who has a question or a comment that they'd like to share right away? Who wants the mike? THE PRESIDENT: Yes, pass the mike. MS. FINNEY: Mr. President, I would like for one of my mediators to tell you how mediation works in this school, and it definitely works. I respect the mediators, they are models of respectful behavior, and mediation really is based on respect for human dignity. Now, I have some very good mediators in this building. Unfortunately, I could not bring them all in here and I was very limited. So I got some of my veterans. And I would like to hear from Zori (phonetic) first. Zori is one of our veterans who is a senior who will be going off to college, and I will miss her. STUDENT: Hello. Well, first of all, I think that because of the peer mediation program in this school, it has helped a lot of students. And I think that if they had that in maybe Littleton or if they had a type of setting where students could just basically talk and release, and it seemed like -- it really did seem like a tragedy in Littleton, from a buildup of anger or aggression that really should have been let out. And I think that works with programs like peer mediation. MS. FINNEY: I'm sorry, I'm Mrs. Finney, the peer mediator advisor. Q Hello, my name is Tomika Barber (phonetic). A mediation works where there are two students -- sometimes even more -- Ms. Finney gets a complaint. It can come from an administrator; it can come from students, themselves; teachers. And we have a circle table where we sit, two mediators, and let's say, for example, myself and Zori, and we sit at the table and the people that's are getting mediated, they come in and they're seated down also. We have four basic ground rules that we tell them that they agree to follow. One is no name-calling, no interruptions, to be honest, and to work hard to solve the problem. And we get into the mediation that way. And we ask who would like to go first. We hear both sides of the story. We then recount it to them, asking them, well, this is what you're saying to us. And once we come to agreement that this is what happened with the problem, the situation, then they try to, themselves, find a solution for it. And we, as mediators, we help them find solutions for their problem. And they have an option of going through with this, following through, being able to calm down, sit down and talk this problem out with us. And it's a good program. THE PRESIDENT: I wanted to ask this question -- because I honestly believe that young people can help each other -- particularly at this age -- maybe more than adults can, maybe in some cases, more than their parents can, if things get out of hand. But what I want to ask you is, how do they get there, if they're really angry? What if they're too embarrassed about what they think is being done to them to talk about it? Do they get there only when they come to you, or do other kids say, hey, these two people are having trouble, or these two groups are having trouble. You need to go to them. Can you all talk to me about that? STUDENT: Yes, Mr. President. My name's Jenny Dennis. I'm also a peer mediator here at T.C. And just as Tamika said, people can be referred to mediation. Students themselves can come and let Ms. Finney know privately and confidentially that they would like to be mediated with other students -- they feel threatened, or embarrassed, like you said, and they just need to get things off their chests. And one of the things that Zori did say was that the problem in Littleton appeared to be anger that had built up, and the action that was taken could have been prevented, I think. But one of the things that we do do, in mediation, is we let the students vent out their problems. Each side gets a turn to talk, and sometimes there can be confrontations right at the table, but Ms. Finney and an administrator are there to take care of the problem. And I've noticed a lot of times that the more they talk about the situation, the more the real story comes out. It's hearsay that goes by, and the venting out, letting them talk about it, and talk to each other really helps them to get the anger out that it appears it built up in these few teenagers in Littleton. THE PRESIDENT: Go ahead. STUDENT: Another good thing that this school has is, we have a safety hotline that's been instituted. And then that safety hotline, they can reach peer mediation, and it's confidential. It should be instituted in all the schools across the country, I feel. And this really could have been prevented if they had something like this, because a lot of people said they were threatened by the people in this crew. And a lot of people said that they'd seen it on the Internet. Somebody could have called the safety hotline, if this school had one instituted. THE PRESIDENT: So you're saying if they had a hotline, as opposed to a peer mediation group, then someone who was afraid -- STUDENT: No, they work together -- they work together. THE PRESIDENT: That's what I mean. In addition to. So, if someone were afraid, they could call the hotline and say, here's what I think is going on. STUDENT: Yes. And it's confidential, you just -- THE PRESIDENT: Okay. Suppose I call the hotline and say, listen, I just talked to one of these people, and they're talking about getting guns and shooting people -- then what happens? I called the hotline, here. What happens? STUDENT: Peer mediation can be contacted with that. Because you have given us a name, or Mr. Porter can talk to them or something. THE PRESIDENT: I think this is good. That's wonderful. Okay. STUDENT: Hello. I'm a peer mediator, and what's so wonderful about peer mediation is that peers can talk to other peers without them being punished. So it's more like they feel more confident when they come to peer mediation, because you don't have to worry about getting punished, or teachers bringing attitudes toward you or anything, you feel more comfortable. And the peer mediators, they learn more, too, because as you help others, you see that other problems, or you could handle them in a simpler way because you see what the teacher sees it through. Like, if you're doing a teacher's job, then you could see what they're going through and how petty everything looks. That's what I got out of it. STUDENT: And prevention is better than cure, and it prevents all of that from happening beforehand. STUDENT: Mr. President, as you noted earlier, this is a very diverse school. And one of the problems in Littleton was perhaps that that school was not as diverse, and the people who were feeling ridiculed felt that they maybe didn't have a place to go, like a group that they fit in with. And here at T.C. Williams, being so diverse, everyone really has a group they can be with. There really is no way a person cannot have a group they can go to, because there are so many different types of people here at T.C. Williams. It's really stunning, if you look down the halls how many different people we have, how many cliques, how many social groups, racial groups, national groups. It's really amazing. STUDENT: May I just comment on that? I'd love to tell you all the great things that makes T.C., makes all of us feel so safe, and makes T.C. such a great place. But the fact is that I think the kids in Littleton also felt that their school was just as safe as we all do. And the thing is, is that I don't know if it could have been prevented, you know, and if there are things. But the thing that I'd like to say is that what's so great about T.C. is our administrators in T.C. We're all -- I feel -- personally, I feel like we're all able to come to the administrators, and the administrators and teachers in some way are all connected in the community, and we all know each other pretty well. And they're very -- they know what's going on, some way or another. Before the kids find out I think the administrators just jump on it. And I think that's really important, to have a real keen administration. But, you know, I don't think that Littleton's administration was any less than that. THE PRESIDENT: First of all, I think that's a very brave thing for you to say. But there's no doubt that those people are very good people, that they have a good school, that they thought things were rocking along -- which is why -- that's why what you said I think is very important, that there needs to be some organized outlet that people can access privately. Because nearly everybody in America believes this couldn't happen in their school. So I think having this way to call and say, this is going on -- we all need warning systems. STUDENT: But, see, the problem is -- what I feel is, I feel the administrators knew about this because a lot of people say, like, on the news and stuff, the students seemed to know about this crew already and seemed to not have done nothing about it. They didn't bother to prevent it -- because they had a page in the yearbook for this crew and everything already. THE PRESIDENT: Yes, but the point I'm trying to make is that -- a lot of people seemed to have known in general, but most people didn't -- a lot of the people who knew, I think, didn't know that they might do what they did. And that's why it's important to feed all this stuff in someplace, because there are people who do