Copyright+Scenarios

Cappy Right, a multimedia technology instructor, would like to create an educational multimedia program entitled, "Copyright: What It Is and How Not to Infringe." He plans to present it to his fellow educators at seminars and conferences. He also plans to keep it, and update it as needed, for his own personal use. If possible, he would like to place it on the Internet for use by other educators across the United States. He would like to see a least five copies placed on reserve in the university library. In the production itself he plans to use a summary of the text of the Copyright Law and guidelines, a brief overview of some key court cases, some clip art, some background music throughout and a few quick video segments of courtroom scenes from //Trial by Jury// and //Runaway Jury// for effect. He found this great collection of photographs that he would like to use, but he only intends to use about fifteen of them.
 * Scenario 1:**

Doc T. Know, a middle school Spanish and French teacher, would like to create two slide presentations depicting Spanish and French culture, architecture and lifestyle, respectively. He intends to obtain his resources from books and magazines. He plans to copy at least five pictures from each source he finds. (He knows that two of the sources he has found are no longer in print.) In addition, he found some old damaged filmstrip and he plans to save what he can and make individual slides from as many frames as possible. He will intersperse these slides with the copies from the books and magazines. While the teacher is showing the slides, he plans to play an audiocassette of instrumental music. He taped this music from two CDs produced and purchased in Spain and France. He has no CD player in his classroom so he will use the cassette player.
 * Scenario 2:**

Darma King, a theatre and drama instructor at the university, would like to give her students a novel assignment. A group of her students must write a parody of the script to //Singing In The Rain//. A second group of her students must write a parody of the lyrics to the songs therein. A third group must perform the parody of the script and lyrics and a fourth group will play the instrumental accompaniment ("the orchestra"). The instructor purchases enough copies of the original script and lyrics for the students to use in writing their parody. She also purchases enough copies of the instrument parts for each student in the orchestra. She purchases one CD of the original musical production for use by the students during class time and on their own time. The instructor is also considering videotaping the final production on the first night of a two-week performance schedule. If possible, she would like to put it on DVD, as well. She would also like to make numerous CDs and audiocassettes. All four media would be for personal evaluation by the students and teaching faculty. However, the instructor would like to make a few copies of the entire production available to anyone interested.
 * Scenario 3:**

===Ed U. Cator, a middle school teacher, gives his students a geography assignment. Each student must pick a state within the United States to research. (No two students will be able to choose the same state.) The students must then create a brochure highlighting the various points of interest within that particular state. He advises his students that, because this is a required assignment for the class and that it will be graded, they are free to use whatever resources they would like to use. They may download articles, pictures, charts, maps, clip art and statistics about each state from the internet, as well as make any copies of this same information found in any book, magazine or newspaper. He also tells his students that they should place their own copyright information on the brochures because they might want to market their brochures in the future. For illustration purposes, the teacher shows the class a brochure he put together about Hawaii. He used a combination of pictures that he had taken on a recent visit there and pictures that he copied from three internet sites. He obtained the factual information from two books he purchased while in Hawaii. He wrote his own summary of these books and included that in his brochure. He would like to save it and reuse it again with future classes. ===
 * Scenario 4:**

**Scenario 5:**
Izzi Ewes Fair, a middle school teacher, just recently attended a seminar that was developed and presented by Cappy Right. Izzi, a little shaken and confused by what was presented, he wants to write to the owners of the copyrights of the following materials to obtain copyright permission to use same in his classroom: calendar, tape measures and weight measures, a copy of one chapter of a book, three charts from three different periodicals, Snoopy and Scooby Doo cartoon characters, copies of four chapters from a book that is out of print, a CD he wishes to copy to audiocassette because of no CD equipment in the classroom, copies of sheet music that is out of print, home videotaping of a PBS program for use as a reward at the end of the school year, a copy of a software program to the hard drive on his computer, a copy of Monet's //Waterlilies// painting and anything he wants to download from the internet. Must he receive prior written permission for these uses? Why or why not?

C. D. Roman, a grade school computer teacher, just received some new software for his school computer. He would like to load it onto his computer at home, as well. He plans to use the software at both places. He knows that he will have to make a minor modification to the software for his home use. He will make a back-up copy for school and he will make a back-up copy of the modification for home. Then he intends to loan the software to any other interested teacher in the school. Since C. D. has the program on his two computers and has the back-up copies, he decides to give the original software to the school library for use with the computers there. The teacher is also very interested in the new CD-ROM technology available in the school library. He plans to copy a number of entries from two encyclopedias for use in his classroom and to scan into his computer files. He plans to make additional photocopies for any interested teacher.
 * Scenario 6:**

Idee A. Bright, a high school teacher and Senior Class Sponsor, has a great idea for a fundraiser for the senior class. She would like every senior to bring in one family recipe for inclusion in a book of recipes. A group of volunteers from the senior class would type and compile the recipes in the book. The student's name would be listed with the recipe that student submitted. The recipes would be divided into various sections (e.g. appetizers, entrees, desserts). The students were directed to obtain a picture or pictures to place on the divider for each section. They were also told that they could use clip art throughout the recipe book. And, they could include a temperature and measure conversion chart in the back of the book. The book would be published and copied. The copyright information on each copy would read: Copyright 2010 Public High School Senior Class. The students would then sell each copy for $7.00. All funds raised would be used for a Senior Class banquet in the spring.
 * Scenario 7:**