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Creativity:
I want to be more adventurous and experiment with different combinations of ingredients and cooking methods in order to produce a unique, creative, aesthetically pleasing and tasty dish.
Project Management:
I want to learn better time management and organisation, as I will need to be efficient and keep my workspace clean and tidy in order to satisfactorily complete the cooking assessments and practices within the allotted time limit.
Expression:
I want to try expressing my thoughts and feelings through my dishes (e.g. by plating the dish in a unique way), as well as vocalising my thought process and reflections in a more accurate and easily understandable way.

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FAD Lesson 1 - Cookies and Small Cupcakes by Creaming Method

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FAD Lesson 1 - Cookies and Small Cupcakes by Creaming Method

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Taste:
The cupcakes taste quite moist. I enjoyed eating them, as they are rather sweet and soft.
The cookies are also moist. However, they were a little too sweet, and more chocolate chips could have been added. I could not taste any oats in the cookies.
Texture:
The cupcakes are compact and spongy, and the tops are slightly crispy at the edges. They are quite airy, too.
The cookies are not too soft but also not too hard, and break apart easily. They have quite uneven surfaces.
Reflection:
3 things I learnt today:
1. I learnt how to make simple chocolate chip cookies by creaming method.
2. I learnt how to preheat an oven.
3. I learnt about the roles carbohydrates play in healthy diets.
2 things I can do better:
1. I can improve my coordination with my partner during the preparation of ingredients and equipment, as well as the cleaning of the workbenches.
2. I can add less sugar in my mixture in future to avoid making my product overly sweet.
1 thing I want to explore/find out:
1. Are there other methods (besides creaming) to make cookies and cupcakes?

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Our Cupcakes VS Mrs Lee's Cupcakes (Investigation)

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Our Cupcakes VS Mrs Lee's Cupcakes (Investigation)

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Our cupcakes were made with more fat and sugar than Mrs Lee's.
Taste:
Our cupcakes tasted moister, softer and more flavourful, while Mrs Lee's were slightly drier and blander. However, the tops of our cupcakes were slightly more burnt.
Texture:
Our cupcakes' texture was more compact and spongy. Mrs Lee's cupcakes had more and larger air sacs, and were more open. They were less spongy. Both cupcakes had approximately the same height. Our cupcakes' tops were crustier and harder.
How to make healthier cupcakes:
1. Use less sugar and fats in the cupcake recipe
2. Use whole-wheat flour instead
3. Refrain from using any unnatural additives or chemicals in the cupcakes (e.g. food colouring)
Conclusion:
Mrs Lee's cupcakes are healthier as they contain less fat and sugar, thus better aligning with the Health Promotion Board's Healthy Diet Pyramid which states that we should consume fats and sugar in small amounts. However, I prefer our own cupcakes due to their sweeter taste and moister, softer texture.

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During today's practice session, I decided to make small cupcakes (1 batch of vanilla cupcakes and 1 batch of milo cupcakes with chocolate chips) by creaming method.
Taste:
The cupcakes tasted slightly burnt, so the outsides were crunchy and rather chewy. The insides of the cupcakes are moist and airy. I like the sweetness of the cupcakes, as well as the chocolate chips in the milo cupcakes. The milo-flavoured cupcakes don't taste much different from the vanilla ones.
Texture:
The cupcakes are compact and spongy. They are rather hard on the outside as they are slightly burnt, but they are fluffy and airy on the inside. The tops of the cupcakes are quite stiff.
Reflection:
3 things I learnt today:
1. I learnt how to make small cupcakes by creaming method.
2. I learnt that it is not necessary to strictly follow the exact steps in a baking recipe, as long as the end product is not negatively affected.
3. I learnt how to work with my partner more effectively.
2 things I can do better:
1. I want to be more accurate and precise while measuring out the appropriate quantities of ingredients I need. I took too little butter and might have accidentally used plain flour instead of self-raising flour.
2. I want to work more efficiently and effectively in future.
1 thing I want to explore/find out:
1. How can I intensify the taste of the milo-flavoured cupcakes?

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F&D Lesson 3 - Pizza and Steamed Brownies

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F&D Lesson 3 - Pizza and Steamed Brownies

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During today's lesson, I made steamed brownies while my partner made pizza.
Taste:
The brownie has a very rich taste of chocolate. It is sweet but not overly so, and I enjoyed eating it very much. However, the insides of the cake are dry and a bit stuffy, while the outside is more moist.
Texture:
The brownie is compact and spongy. When cut open, the insides are thoroughly cooked. The steaming method gives it a softer but chewier texture that I enjoy.
Reflection:
3 things I have learnt today:
1. I learnt more about the steaming method, and how to apply it to make steamed brownies.
2. I learnt how to prepare and knead bread dough.
3. I learnt how to better organise my bench so that I can find my ingredients more easily.
2 things I can do better:
1. I can work on time management, as I took longer than desirable to mix all the ingredients together before beginning to steam the brownie. I will try to work more efficiently in future.
2. I did not always know what to do as I had trouble recalling the teacher's demonstration without referring to the video I had taken. Hence, I want to try to remember the necessary steps better next lesson.
1 thing I want to explore/find out:
1. Why do most people prefer steamed brownies? What is the difference between the creaming and steaming methods?

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During today's lesson, I made tuna and spinach quiche while my partner made peach crumble.
Taste:
The quiche tastes very flavourful and fresh, with the various savoury ingredients used in the filling. The crust of the quiche tastes well-baked, but a bit dry and stuffy.
Texture:
The filling of the quiche is rather crunchy due to the tomatoes and other ingredients. However, the crust is not as hard and crisp as I would have liked it to be, and one of the two quiches actually fell apart as it was too moist.
Reflection:
3 things I have learnt today:
1. I learnt more about the rubbing in method, and how to apply this to make pastries such as quiche.
2. I learnt how to use a rolling pin to roll out dough to a suitable size.
3. I learnt how to work with my partner more efficiently to organise our bench and equipment.

2 things I can do better:
1. I can work on chopping the ingredients up into appropriate sizes more efficiently.
2. I want to learn to remember and adhere to the teacher's instructions more closely. For example, I aim to utilise the right equipment and measure out the accurate proportions of ingredients in future.

1 thing I want to explore/find out:
1. Why did my quiche turn out so watery even after being baked?

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Dish: Chocolate pie
Reflection:
Order of work:
I think my order of work today was good. I started by making the chocolate sauce and let it cool while I prepared and baked the dough for the pie. This also provided me with some time to clean up my bench.

Management:
I think my time management for today was rather poor. I was unable to remember the entire recipe, so whenever I was unsure I would refer back to it. This took up quite some time, so I was left rushing to wash my utensils and plate my product before time was up. I can also work on keeping my bench more clean and organised in future so as to reduce the time needed to clean up afterwards.

Product:
Taste:
I think my product tasted good. The mixture of chocolate and Oreos mixed well with the pastry crust. However, the chocolate got too overwhelming as I ate more of it. In future, I will try not to oversaturate the taste of the fillings.
Texture:
My product for this week failed, as I did not add flour to the chocolate sauce mixture before letting it bake. Thus, the chocolate sauce failed to set, and the pastry ended up falling apart entirely. The sauce was too moist and softened the base of the pastry. The crust of the the pie had a good texture, though, as it was crispy and well-baked.

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Have I grown in creativity? Give evidence of your growth, if any.

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Creativity:
I want to analyse and appreciate different genres and forms of music in a more creative lens. I  want to be bolder in testing out different prototypes of musical compositions. I also aim to brainstorm new, creative ways to manipulate the instruments I will learn to play.
Project Management:
I want to stay focused and make full use of the time provided to work on our musical compositions. I strive to produce work that has both quality and the right quantity. I also want to work on adhering to  assigned deadlines more strictly.
Expression:
I hope to be able to incorporate certain emotions and themes into the music I produce - whether it be EDM or traditional musical compositions. I also want to be clearer and more confident while presenting and explaining my work to teachers or the class.

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Creativity:
I want to look at artworks with a more flexible and creative mindset so that I will be better able to interpret the meaning behind it. I also aim to exercise more novelty in coming up with unique designs and forms of art, and playing around with different art styles, techniques and materials to achieve a better outcome.
Project Management:
I hope I'll be able to exercise good time management skills and organisation of my thoughts and workspace while completing art projects, so as to maintain a conducive working environment. I will also try not to be too perfectionistic so that I can give myself room for mistakes and learning experiences.
Expression:
I aim to develop the self-confidence and spontaneity to be able to express myself clearly and eloquently at all times, especially when presenting and explaining my work to others. By engaging in more purposeful reflection, I also want to learn to vocalise my thoughts and learning outcomes more effectively.

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These are 3 important things I learnt about Creativity that can be used in my life:

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Themes Explored in the Aesthetics Modules

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Themes Explored in the Aesthetics Modules

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. What do you see are the stages you went through in your creating of a rhythmic ostinato accompaniment?
First, my group started off by brainstorming possible ideas that would fit the beat of the song (The Drunken Sailor). After discussing our ideas, we decided on several prototypes of rhythmic accompani-ments and tried them all out as a group. We discarded our initial prototypes after discovering that they were too complex and impractical to effectively carry out during the song. We hence returned to the brainstorming stage and tried out more prototypes. We even returned to our discarded proto-types for inspiration and refined our ideas. When we finally found two rhythmic accompanime-nts that worked for our group, we started putting our final product together.
2. What do you understand about the music concepts of interlocking rhythm, ostinato, steady pulse, accompaniment?
Interlocking rhythm comprises several rhythms that complement one another and are meant to be played simultaneously. Ostinato is a certain pitch or rhythm that is repeated. Steady pulse is a regular, consistent beat. Accompaniment is meant to harmonise with and complement the main tune. These musical concepts are often used together simultaneously in a single musical piece.
3. What is a role music can play in a community?
Music can help reach out to members of society who are facing difficult times in their lives and feel emotionally burdened. By sharing lyrics that are deeply personal and soulful, different musicians with vastly different experiences and feelings can truly touch various groups of people, and provide them with the support and comfort they need.
4. Give 3 points you have learnt about the voice/singing?
1. I learnt that in order to project our voices, whether in singing or in speech, we need to exercise our diaphragm muscles.
2. I learnt that when we spin air in our diaphragms at a faster pace and focus on pushing air out of our mouths at a single point, we can make our voices sound higher, clearer and sharper.
3. I learnt that by harmonising (different people singing different melodies at the same time), we can make songs sound nicer and more melodic.

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My friend made this sculpture (picture on top) to represent a group of friends she has that provides her with a sense of security. The uniformity of the straight lines symbolise the comfort and stability she feels in this friendship, and the triangles represent how they fit together well. From her piece, I learnt the technical technique of presenting a flat, 2-dimensional sculpture as opposed to a 3-dimensional one. I learnt that you can cut out many patterns and shapes from the paper to tell an interactive story.

One line reflection:
I learnt how to convey stories in art.

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Listening: Verdi's La donna e mobile from "Rigoletto"
Q1. How many beats are there?
3 beats.
Q2. What is the tonality of the piece?
Major.
Q3. What is the singing style?
Opera.
Q4. What is the vocal type?
Tenor.
Q5. Is there anything interesting about the rhythm?
Only one rhythm was used. Its pitch was changed and it was inverted.
Q6. How was the piece ended?
He went from a high pitch down a very rapid scale, up another rapid scale, and ends with a high note. This dramatises the ending.
Q7. What ensemble accompanies the music?
Strings.

Contrast with: Phantom of the Opera
- It is a duet (vs solo).
- The tonality is minor (vs major).
- The ensemble is a whole symphonic band (vs strings).
- It is more modern due to the use of electricity in the form of instruments like the electric guitar (vs older, more out-dated).
- Ostinato (constant rhythm) was used (vs

Musicals exist as a form of creative release and an outlet for people to express ideas, feelings, narratives and stories.

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I made this sculpture to represent a friendship I have with a primary school friend. It makes me feel happier, lighter and more grounded. We joke about many things, but we also give each other serious support and advice. I did not start with any particular form in mind, but later realised it looked kind of like an orchid. This represents how our friendship adds colour to my life and brings me happiness, as well as my hopes for it to keep growing and flourishing. I used slits to hold the paper together in a conical shape, then compressed the bottom and tore the cone. Then, I folded up pieces of paper and filled the center of the cone up with them. I tried to make the sculpture as crumpled and complicated as possible to show that both of us are far from perfect, but that just makes us accept and care for each other even more.

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Q1. In terms of musical collaboration, what have you learnt?
I've learnt that it is crucial to ensure optimal coordination and cohesiveness when there are different musical segments and instruments involved. Everyone needs to know what's going on and it is important to practise playing as a group so that any confusion can be cleared up. We also need to work together and communicate actively, as well as distribute work fairly so that everyone can be involved and  updated.
Q2. In terms of music making, what have you learnt?
I've learnt that making music requires so much more than just skill. A good musician must also be adaptable, flexible and open to new ideas or suggestions. We constantly had to request our musicians to add in new beats or tunes to their respective accompaniments, which must have confused or overwhelmed them at times - especially since some of them weren't very confident in their own abilities. However, with a lot of patience and flexibility, they pulled it off well in the end.
Q3. What have you learnt about holding a musical?
I've learnt that holding a musical is extremely challenging. Just putting together that one scene took a lot of time and effort. It was quite confusing, messy and rushed at times. I can't imagine how stressful writing, directing and executing an entire musical production must be!
Q4. Were all your group members equally engaged?
Most of us were all highly engaged throughout the process of this mini-musical. I, along with the rest of the lead singers, were actively involved in practising and planning the flow of the performance, especially the song. The choreographers and the musicians - the drummers, ukelele player and pianists - were also deeply engaged in practising in their own respective groups. Most of the scriptwriters were also very participative, as they doubled up as both actresses and background singers for the song. All of us worked together to give our best.
Q5. What is the next step you will take to improve?
From this experience, I've learnt how vital it is to keep communication steady and clearly understandable - especially among a big group. In future, I'll try to make the effort to check in with all my team members and ensure that everyone's on the same page. I also think that ample time to experiment and practice is important.

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This artwork, Let's Walk by Amanda Heng, intrigued me. It is interesting to me because it conveys a deeper message about societal realities during that period of time. I like how the artist made use of symbolism to incorporate such a striking message behind a picture that is, at first glance, so abstract and ridiculous in nature. From this artwork, I learnt that while storytelling, it is important to ensure that each element of your story is relevant, and to make use of symbolism and other methods to engage the audience and provoke reflection. Each story should also have a deeper meaning behind it.

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From today's lesson, which was spent practising our songs in our respective ensemble groups and watching the performances of some groups, I learnt more about how to put up a good musical group performance. There are several key elements to this.
First, there must be good balance between the different musical instruments. No instrument should overpower the others.
Second, there must be strong team coordination. All the instruments must stick to a consistent rhythm and pulse, and all the players must be familiar with the song so that the performance runs smoothly.
Third, when covers of existing songs are being performed, the selection of instruments and the way they come together to form one coherent musical piece must effectively convey emotions that befit the chosen song.

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Today, we planned and performed choreography to "Howl of the Mountain King" in groups.
My group's performance revolved around a community in an African savannah. A group of prey (rabbits) was involved in a frantic chase by their predators (lions). The chaos and tension were further heightened when a forest fire started, eventually killing all of the animals.
I enjoyed this activity very much. It was rather entertaining performing to such a dramatic piece. I also liked working together with my team and discussing all the creative ideas we came up with.
We tried to convey the gradual musical progression of the piece as well as its frenzy, excitement and disharmony through our expressions and movements. For instance, the predators were prowling close to the ground at the start in alignment with the initially slow mood and tempo of the piece. We also tried to coordinate our steps with the beats of the piece.
While we achieved this well in the start, we could have worked on better organisation and coordination throughout the piece. In addition, the end of our performance could have been made more dramatic.
Link: https://drive.google.com/open?id=1O9dzvw9MNEeXmIk4cj-hbXX2cjFuIYE-

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1. Chord progression:
What are the chords? What is the arrangement amongst the instruments to ensure balance of timbre (tone colour)?
2. Balance
How can you achieve the balance between the melody (tune) and harmony (the chords)?
3. Accuracy of pulse and rhythm
Are the rhythms synchronised and precise to the beat of the piece?
4. Accuracy of pitch and quality of tone
Is the singing in pitch? Is the singing of good tone?

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Stravinsky's "Infernal Dance" (from "The Firebird")

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Stravinsky's "Infernal Dance" (from "The Firebird")

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I drew this artwork in a trail based on the progression of the piece. The large spirals and clusters represent the swells in the music or the loud banging noises heard at certain points. The darker colours of the piece symbolise the more intense parts of the music, whereas the lighter ones denote the more lighthearted melodies.

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Song: This is Me (from the musical The Greatest Showman)
Artists: Keala Settle, The Greatest Showman Ensemble
https://drive.google.com/open?id=1XSpuxCIJqSd2TI22VmSg2e9dLQq1tEW3

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Song: Señorita
Artists: Shawn Mendes, Camila Cabello
https://drive.google.com/open?id=1149dhGtrdvxHJudpYfAJLa91kwERxtu5

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Song: Ocean Eyes
Artist: Billie Eilish
https://drive.google.com/open?id=17J3KQFyvAP33yaIaEyjIW4L0UcIbPbyn

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Have I grown in project management? Give evidence of your growth, if any.

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https://drive.google.com/open?id=1dY6EX49iIuUY2Xq_mzgW9K5KTKxfy09M
Voice your experience and feelings (eg. joy of creating, etc.) of your creative process?
I had a lot of fun creating this EDM piece. I don't use GarageBand very often, so I was surprised to find the many cool functions and loops available. It was an intriguing and refreshing learning experience for me. However, at the same time, I felt slightly frustrated due to the time constraints - I was in a rush, so my work was definitely not the best I could have delivered. Nonetheless, finally completing the short piece gave me a great amount of satisfaction.
Grade: Proficient
Teacher's Comments:
Introduction is good - effective building of tension and creation of intense, suspenseful atmosphere through the use of a solo line silence with occasional interjection. Good introduction of guitars in the body. However, should further develop before bringing in the synth. The second idea should not be introduced too soon. Body needs to have a clearer melodic loop and a stronger, darker bass. Creative effort in ending with use of 4 "screamlead"s. Riser is missing from the piece. In general, work on development of ideas and structure.
Teacher's Suggestions:
- Introduction should end exactly on either bar 9 or 10 - avoid starting in between them.
- Tempo of piece should be faster at around 120 to make it tighter.
-  Extend guitar loop to 8 bars.
- Select a more melodic loop to serve as the main idea for the body, and a stronger bass.
- Incorporate a riser.

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These are 3 important things I learnt about Project Management that can be used in my life:

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Have I grown in expression? Give evidence of your growth, if any.

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With respect to my goals, what was my proudest moment?
Over the course of the two jamming sessions we had, I tried out new musical instruments - specifically, the guitar and ukulele. It was hard for me at first because it was my first time using a string instrument and I have no musical background, but my friend was very patient with me and consistently corrected my errors and reminded me of the chord progression. Eventually, I felt proud when I was able to successfully play some basic chords. I rather enjoyed the experience and am considering picking up the guitar or ukulele beyond this Aesthetics module.
With respect to my goals, what was my greatest challenge?
My greatest challenge was to incorporate self-expression in my music. I was unable to convey much emotion or sentimental value in my EDM piece, as I was restricted by my unfamiliarity with GarageBand. While I was able to finish the 1-minute sound track on time, I feel that my project management skills could have been better - it was hard to juggle this with my other homework.
What can I do to improve?
In future, before starting on a new piece, I can spend more time reflecting on what kind of message or emotions I want to communicate, and what I can leverage on to achieve these effects. I can also work on being more patient with my work, and really take the time to select instruments and chords that I genuinely like, such that I will be more satisfied with my final product.

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These are 3 important things I learnt about Expression that can be used in my life:

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What are my aspirations and goals for Aesthetics next year?

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What are my aspirations and goals for Aesthetics next year?

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Google Docs link: https://docs.google.com/document/d/1E36di4MpIQVH5NiW4jcu21d2o0ehaUHSmrdebbBfwKQ/edit

❏    Identify at least 3 dishes.

❏    Consider their manipulative skills and how they can be modified to be healthier.

❏    Choose 1 to prepare, cook and serve.  Include recipe (ingredients and methods).

❏    Provide reasons why your chosen dish is healthier.  You may use the following nutritional tools (check Google Site):

❏    Healthy Diet Pyramid

❏    Recipe Analysis

❏    Healthy Plate

❏    Balanced Diet

❏    Food Labels

❏    RDA

❏     Healthy Methods of Cooking

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Evaluation of your Practical Dish (22 Feb)

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Evaluation of your Practical Dish (22 Feb)

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❏    In what ways have you met the task demands? (Keywords : healthy, manipulative skills)
I have met the task demands by preparing a dish of my choice (brownies with vanilla custard sauce) that requires a moderate to high level of manipulative skill within the stipulated time limit, and modifying the recipe to make it healthier.

❏    Reflect on the practical test session
I think the practical test session went decently well, but there is definitely still room for improvement. I was able to prepare, bake, plate and serve my dish in time, but I was not able to make any frosting for additional plating purposes like I wanted to. My end product turned out fine - the brownie had the right texture and taste, and my plating was good. However, the custard sauce was not as thick as it was meant to be. Overall, the practical went alright.

❏    Were you able to manage time?       I was able to finish everything within the time limit, but I did struggle a bit with time management. I was slightly unsure of the steps at times, and had to pause to double-check my recipe. In the end, I was rushing to finish washing up and did not have enough time to decorate the strawberries with frosting like I wanted to.

❏    Did you face difficulties?  How did you overcome them?
Some difficulties I faced include unexpected modifications I had to make to the recipe and lack of sufficient time. I had originally planned to cut my brownies up into smaller squares and serve them in the form of a tower, with strawberries decorated with milk and white chocolate sauce on the side. However, I had to use a round brownie tin so I could not make the tower, and I did not have enough time to decorate the strawberries in the end. I had to adapt my original plan and plate my product a different way, which luckily worked out in the end. I was also pressed for time in the end and had to rush to finish washing all of my equipment and utensils up in time, as I had spent too much time checking my recipe in between steps.

❏    How would you have done it differently?
I would have worked more quickly to finish baking the brownies, as I wasted quite a lot of time organising my workspace and pausing to refer back to my recipe. I also would have added a bit more sugar and a bit less milk to my custard, as the custard turned out with too diluted and watery a texture.

❏    Reflect on the food blogging process
I found the food blogging process quite meaningful and enlightening overall. By reflecting on each lesson and my products, I was able to learn a lot more about my own strengths, weaknesses and working style, as well as the nutritional value and qualities of the products themselves. I enjoyed blogging about the sessions overall.

❏    How useful were the nutritional tools?
The nutritional tools were quite useful to me. I made use of the posters and healthy food pyramid (from the HPB) in modifying my chosen recipe to make it healthier. For example, with reference to the healthy food pyramid, I reduced the amount of sugar and vanilla extract I added to my brownies and custard sauce, as well as used low-fat milk and reduced-sugar cooking chocolate in my recipe. I also added strawberries to my product to make it healthier and add more nutritional value.

❏    How manageable were the manipulative skills for you?
I feel that the manipulative skills involved in the practical session were overall quite manageable for me. I was able to prepare, chop, mix and bake my ingredients well in the preparation of my brownies. I was also able to simmer the milk and temper the eggs while making the vanilla custard sauce. However, my faults lie in having poor time management and not using the right ratio of ingredients in my custard sauce.
❏    How purposeful were the investigative activities in helping you come up with your final creation?
I think the investigative activities were rather helpful in my decision-making process of what I wanted to make for this practical session. Through the investigation of the low-fat versus the high-fat cupcake mixtures, I learnt about the different tastes, textures and nutritional values of the products. This helped me while I was modifying my recipe to make it healthier. Through the various practice sessions, I was also able to explore and experiment with different recipes and products. This really allowed me to discover my strengths and weaknesses with regard to both my working style and my ability to execute manipulative skills. This contributed greatly to my final decision of what I decided to bake.

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With respect to my goals, what was my proudest moment?
My proudest moment was when I managed to meet my goals in the aspect of expression by plating my practical product creatively and also expressing myself coherently and comprehensively during the Padlet blog posts. Even though I did not have enough time to decorate the brownies and strawberries further, I improvised and still managed to obtain a satisfactory score for plating. By spending time recalling and reflecting on each lesson's process, product and takeaways, I have also been able to learn a lot more about not only functional cooking skills and methods, but also about my own strengths, areas for improvement, and working method.

With respect to my goals, what was my greatest challenge?
My greatest challenge was with regard to project management, specifically, meeting the time limit of the practical assessment. I was able to prepare, bake, plate and serve my practical dish within an hour, but I did not have enough time to decorate the brownies as I had originally planned to. I also had to rush to wash all my equipment and workspace up, as my time management during the baking process was rather poor. In hindsight, I should have spent less time referring back to my recipe whenever I was unsure, and I should have been more efficient while preparing the ingredients necessary.

What can I do to improve?
In future, I can spend more time looking up and memorising the recipe beforehand so that I go into the practical examination better prepared and more confident. I believe that this will save me a considerable amount of time referring back to the recipe to check the procedure. I should also learn to work more quickly yet accurately, for example, by chopping the cooking chocolate up quicker while still maintaining good precision. Lastly, I should always remember not to be too hasty in measuring out the proportions of ingredients required, even when under time constraints, as this can affect my recipe greatly. This will ensure that my product turns out more satisfactorily next time.

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This collage is intended to represent the emotion of confusion. The shapes are mismatched and arranged in a haphazard manner to symbolise how confusion prevents us from following any logical trains of thought. One eye is obscured, as confusion prevents us from seeing things in a clear light. I made the element blocking the eye bigger in the second version of the collage, and added the semi-circle on the bottom left.

One line reflection:
I learnt to be creative with shapes!

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I worked with my partner, Sarah, to make a piece of headgear out of cardboard to depict the emotion of confusion.
With reference to Sarah's version of our collage, we tried out best to form a 3D cardboard model. We made use of ripping and folding to add texture to our model. We also tried to expose the backing of the cardboard for more visual effect. We used tape, hot glue and the slotting technique to hold our structure together.
We tried to make our headgear as "convoluted" and messy as possible so as to represent the disorderly state of our minds when we are confused. The elements of the headgear are asymmetrical and do not follow any logical patterns or arrangements. The ripped and exposed areas of cardboard symbolise how confusion "shreds" at our mind. The headgear also obstructs one of the wearer's eyes, because confusion tends to blind and impair us.

One line reflection:
I learnt to make sketches tangible

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Lesson 4 - Final Headgear Project Part 1

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Lesson 4 - Final Headgear Project Part 1

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I worked together with my partner for the Final Project, Yvette, to start planning and making our headgear. We chose to make headgear with the theme of "inner beauty".
We spent one minute in silence each to construct a mindmap, which we used to discuss what "inner beauty" meant to us and how we could portray it through cardboard and paint. We then used the morphological matrix to brainstorm for more creative ideas and techniques to employ. We made rough sketches to convey our thoughts and combined elements to form a design that we were both happy with. We also started working on the main components of our headgear, like the wings and the base.

One line reflection:
I learnt to be flexible and receptive.

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Yvette and I refined our sketches and clarified some of our doubts regarding the design to ensure that we were on the same page. We delegated work once again. Yvette was in charge of constructing the larger components of the headgear, such as the wings and flowers, while I helped make the strips of cardboard and modify the texture of all the elements.
It was very time-consuming tearing out and ripping up the strips of cardboard in particular. At first, I wasted a lot of time trying to make the strips as different as possible. Overall, we got quite a lot of work done, though. By the end of the lesson, Yvette and I had finished constructing most of the essential elements of our headgear.

One line reflection:
I learnt the importance of quantity.

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Yvette and I continued working on our headgear.
Yvette finished constructing the wings, flower, crown and net neckpiece. I finished making the cardboard strips, the thorns and the base of the headgear. We worked together to paint certain elements white, as we felt that white represented purity, grace and inner beauty. We tried to make the elements as detailed as possible, and put a lot of thought into the balance and flow of the headgear as a whole.
Finally, we assembled all the components and ensured that the headgear fit Yvette as we'd decided that she would be the model for the mock photoshoot.

One line reflection:
I learnt that details matter too.

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(Higher quality photos can be found on Google Classroom!)

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A student is ostracised for her looks. Her mind is tangled with thorns and vines made from self-doubt, and the net around her neck chokes her in her insecurity.

Wings sprout from her head in her desire to attain freedom from this cruel mockery.

But the student knows, deep down, that although she is not perfect, she is enough. White flowers bloom with the purity, grace and inner beauty of her soul. Her crown declares her queen of her own little world, where the sun (petals) always rise to bring about a new beginning. (94 words)

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(Higher quality photo can be found on Google Classroom!)

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Advantages

Many diverse elements (e.g. flowers, thorns, wings, tendrils, neckpiece, etc.) makes the headgear eye-catching

Elements convey the contrast between inner beauty and outer “ugliness” well

Elements make use of a variety of techniques

Limitations

Difficult and time-consuming to construct

The headgear might look messy or confusing

The headgear might be difficult to move about and model in

Overcoming the limitations

Delegate work effectively based on our personal skills + Work efficiently and focus during lessons

Try to make the headgear occupy slightly more space + Space the elements out well + Plan the headgear out well beforehand

Avoid certain compromising poses and be careful while modelling the headgear

Unique

A combination of many different techniques and elements, as opposed to one repeated pattern

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GAP Final Project - Experiments of Headgear

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GAP Final Project - Experiments of Headgear

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GAP Final Project - Evaluation of Peer's Work

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GAP Final Project - Evaluation of Peer's Work

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I like this piece of work because I find the design and concept unique. The theme of this headgear is "inner beauty".
Good emphasis is placed on the flowers in the center by colouring them purple. Purple represents royalty, which gives the headgear a majestic sense and complements the theme of inner beauty. The smooth, elegant texture of the flowers also contrasts with the disorderly and ripped texture of the rest of the  headgear, further distinguishing between outer ugliness and inner beauty.
In addition, the proportions and placement of the elements of the headgear ensure that there is good unity between them, facilitating a smoother viewing experience.
I find it intriguing how they constructed the headgear so that the ripped "cover" can be flipped back. It gives the headgear a more interactive feel and emphasises the message that we must look past a potentially unattractive exterior in order to uncover inner beauty.
I think my friend has done well in maintaining unity throughout the entire piece and connecting it strongly to the theme of inner beauty. The elements complement one another well and guide the viewer through the artwork smoothly.
One area of improvement for my friend is that she could push herself to explore more creative elements to symbolise the theme, as flowers have been rather overused. (238 words

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I used to think of art as a traditional recreative form, where everything was meant to look visually appealing and structured. I also did not pay much mind to the fine details of the artwork, and would be more focused on the big picture. I did not know how to "interact" with artwork to analyse it better.
Now, however, I think that art can take many different forms. Apart from traditional portraits and paintings, art can also be cryptic, confusing and simple, as seen in minimalist and surrealist art. Art doesn't have to look beautiful or complicated to convey a deep message. I've learnt that it is more important to be able to explore an artwork and truly understand all of its layers of meaning. Some artworks tell great stories and have rich histories, and we must sometimes look past the artwork to truly recognise this.  (146 words)