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Our group's second draft performance in front of class + feedback from our audience (14.9) + my response 

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Our group's second draft performance in front of class + feedback from our audience (14.9) + my response 

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Geon told us that the idea of a theme that used handcuffs was good, but we should create more scenes that used the handcuffs to make more pieces of music. Mr. Graham expanded the idea by saying that we are using the handcuffs, but we are drumming a lot as well. Therefore, we need to “incorporate the handcuffs into the sounds that you’re trying to create” and be careful not to use the handcuffs mainly as props. As for me, I am thankful and acknowledge this advice to important, and I wholly agree with the notion. Now, I’ve realized a goal for Act 3, that is, to create more pieces of music that creates the desired mood, and to essentially implement the handcuffs for the process; therefore, centralizing our theme of gaol.

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Constructive criticism from our audience (14.9) + my response 

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Constructive criticism from our audience (14.9) + my response 

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The following video shows the spoken evaluation from our audience.
- Mr. Matamu praised it as "funky" and praised us for think of the sweeping sound of the cards. At the ending, also, he remarked that our piece had a story behind it- meaning that our different actions and story line were shown through each scene of the act. His words meant a lot to our group because we worked very hard on that aspect. We tried to tell a sequence of events, and not just creating music.

- Gumin told us that us on using many kinds of beats and being able to create texture. However, he suggested that we could use materials other than cards in our piece to create more diverse sounds. And I agree with his opinion; in order for us to have a more different variety of sound, we could think of more objects to use as instruments.

- Here, Tracy followed Gumin's idea by saying that we could make the sound by flipping the cards when dealing; but, as Anne said, we already did that, but just not loud enough. Therefore, I encourage Tracy's idea by doing the action louder.

- Moreover, Mr. Graham said that the idea of dealing the cards worked well, but we need to pay attention to the the timing when dealing the cards. Having watched the video again, I realize that we certainly can do better with the timing and rhythm, and I believe it will improve as we practice together more and more.

- Lastly, Charmaine remarked that using many other kinds of tools at the same time would be better, and she, expanding on her and Gumin's idea, proposed that we used snacks. As for me, I think that it is a great idea, and my group should consider food or drinks the next time we discuss what object we should make use of. Still, I worry that food and drinks won't fit into our scene as we- as rich girls, play cards.

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Truly Shocking & Horrifying Moments Caught on Camera

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Our performance is filmed a second time

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Sao Đưa Anh Tới | Vi Sao Dua Anh Toi | Phim Han Quoc

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We filmed the performance in a different angle as well

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Sao Đưa Anh Tới | Vi Sao Dua Anh Toi | Phim Han Quoc

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This is a video showing Act 1 in a different angle

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We did more practicing to prepare for filming. Our ideas are still the same. Thus, the piece is still chaotic. I believe that the more times we carry it out, the better it will become.

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Our routine is still based on our previous practice. Yet the piece, is still disorderly in terms of rhythm, and lacking in texture. That is part of the reason I hesitated to scream and give the climax. Also, I noticed that the ending of the piece sounded better, despite their rhythms being the same. So, i think the piece can improve if all of us were to practice our pieces more and adjust them to fit the whole piece.

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This is our process for developing scene 2. After I scream, then throw the chopsticks to the tray, Hannah will start hitting the bowls in 2 bars, with a moderate speed and relatively low dynamic. Then, Rika uses the knives, creating violent sounds with loud dynamics and fast pace. Anne opens and closes the fridge in a slow beat, but with strong dynamic. However, I think that Anne’s part needs a more specific rhythm to harmonize with the whole group. Hannah hits the cupboards with her chopsticks, in a fairly fast tempo. Yet, I think that her sound is drowned out by the others, and doesn’t contribute as much to texture. Meanwhile, I slam the serving tray down a lidded trash can. My rhythm can be heard, but I prefer changing it because my action sounds similar to Anne’s, and that confuses the texture. Even so, our overall piece for the scene isn't completed yet- the rhythm doesn't harmonize , and there is apparently no consistency.

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This serves as a prologue to Act 1- showing Anne as the rich girl and me as a head servant

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As everything prior was carried out according to plan, we managed to refine our ending. What largely changed was the quality in which each person adjusted her piece, and thus, making the rhythm of the whole piece better. It wasn’t slow and messy like before, but had texture and was in harmony. I changed my action to striking the cards down the table, but I think it should have a faster pace to synchronize. Also, I believe that the card dealing scene was performed better, because we were in sync with each other. We created an ending as well, a scene where we hit the cards together in one, fast beat, signaling the end of the act.

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We practiced but it didn't go very well. The beginning was practiced well, but the problem came at the end. My beat was very small, and was cancelled out by Mary's and Anne' and Rika's beats. I was trying something new by creating a sweeping sound, but it ended up as too small. To improve this, I will change my movement from sweeping the cards to slamming them, and at the same time, creating a beat suitable for collaborating with everyone. Furthermore, we thought of an ending- again, we will make a movement together in unison. After some discussing, we will slam the cards together, indicating the end of the cards game.

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1st practice of the first half of Act 2 (13.9) 

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1st practice of the first half of Act 2 (13.9) 

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We reviewed our progress of the first half in the card act. The beginning was the same as the previous day and it was as smooth. However, we still encountered the problem of not being able to slam the cards down together in unison; thus, confusing the our rhythm. Also, we began to think of music to proceed the part where we play together, meaning, how we can convey the message that the players were bored along with a suitable ending.

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Uploaded by Allison Hoang Thi on 2016-09-29.

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Part 3

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Part 2

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Part 1

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Part 5

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Part 4

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Part 3

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Part 2

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Part 1

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Second practice on the second act (12.9) 

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Second practice on the second act (12.9) 

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Here, we added another scene after the climax. Still, the climax sounds very rough and uncoordinated. I think we can improve this by having a specific number of times to act, then stop. Also, a climax should build up to be louder and faster in pace. Additionally, we though of creating a new scene where, after Anne deals the cards, we will act bored and indifferent- as one do when playing cards. I tapped my fingers in a slow pace, Hannah yawned, while Anne and Rika fiddles with the cards. However, I think that the scene is too small in dynamic, and the rhythm doesn't work well with each other. Also, I think that the part where Anne deals the cards is too long and muted. It can be fixed either by cutting the part in the editing, by increasing Anne's speed in dealing, or we can play our piece while Anne deals.

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On this day, we began working for our second act of the video, which is the part where the rich girl meets with her equally wealthy counterparts to gamble, and starts making music. We thought the beginning should be one where the rhythm builds up and is contributed by everyone in the group. So, we slammed the cards down with a loud dynamic- one by one, then played in unison. But we made sure that each person has their own beat, to ensure texture. The simultaneous playing went on for 2 bars, then we slammed the cards together in the middle of the table, and slide them off. These parts act as a preparation scene as the girls begin engaging in a game of cards. Afterwards, they start playing. For this part, we forcefully put the cards down as we play, creating sounds, and went on for 3 rounds. However, this was were we encountered a problem. We planned to smack the cards down together, but couldn't find the right time to do it, and unison was lost. To improve this, we thought to put the cards down together after we passed the 3rd round. The result is in the second draft.

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This is where the second half of our piece was coming together. To begin with, we came up with the idea of something to signal us to play in unison. Rika was the one to come up with the idea, and she suggested tapping her finger 4 times at a walking pace. We tried and the piece improved a lot more. Also, to follow the climax where we come together, Anne will start dealing the cards. A large improvement from the day before was that Rika started making sounds with dealing as well, and the long pause was fixed because she dealt 4 cards instead of 1. The ideas for the scene the show the impatience and nervousness of the girls were coming together.

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A video showing filming of another perspective.

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This is a video showing a different perspective and is intended to be part of our official video.

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My part in the second scene- Act 1 (25.9)

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My part in the second scene- Act 1 (25.9)

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Rika's part in the second scene- Act 1 (25.9)

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Rika's part in the second scene- Act 1 (25.9)

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Hannah's part in the second scene- Act 2 (25.9)

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Hannah's part in the second scene- Act 2 (25.9)

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Anne's part in the first scene- Act 1 (25.9)

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Anne's part in the first scene- Act 1 (25.9)

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First of all, doing this project has made me learned and realized many important things. For a project as interesting as it is, simply, I’ve found great enjoyment in creating music and developing a story line as well as theme. I believe that we are still commendable in obtaining the necessary equipment, props, and costumes.  However, there are major areas in which I’ve discovered my own and the group’s faults and failings. One is organizing capabilities and time-management skills. Frankly, I believe that my video can be significantly better if I had known to organize time. Rushing had lowered the quality of my product, and even tormented my own rationality. Not only that, working in a group and communicating with each other is also another that I’ve not succeeded in. Undoubtedly, petty arguing had affected us a great deal- such as our decisions to complete by the deadline. Furthermore, our filming was still flawed- instead of using just one camera to film many times through a variety of perspectives, it is opted better to film just one time using many cameras, placed at many views at the same time. Besides, the quality of our editing is still wanting in details and precision- majorly caused by the lack of time and order. Thus, our product is still from perfect; and even though we failed in many aspects, I believe we can become better through acknowledging that the lessons we’ve learned now, without doubt, will help us in the future.

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As the deadline drew nearer, we hastened to film. The prospect of having many different perspectives has been discussed beforehand. Thus, we brought our equipment; but because of the lack of cameras, we filmed multiple times, and depended on the editing. The opening is as planned, I walk in and slam the tray, starting scene 1.  Yet, during the middle of the progress, I asked to switch form banging the chopsticks when going around, to simply clapping my hands twice in a loud dynamic. Having practiced many times, also, each person knew how to enforce their rhythm to create a flow and texture. In my opinion, the opening became much better as a result. Arriving to scene 2, Hannah starts by hitting the bowls in a rhythmic, echoing tone; it is moderately loud, and with a relatively slow pace. I join in by taking two cups, and bang them by the sides of the sink in a walking pace. Meanwhile, Rika creates her piece by moving a knife up and down, having a quick tempo and a loud vibrancy. At the same time, Anne slams the fridge as hard as she can. The noises are quite chaotic and times, but they still are in harmony- by creating a piece that shows discontent and a rebellion attitude. Finally, for scene 3, we all move together in a tight space, facing each other. The piece is still intended to convey anger and dissatisfaction. Hence, our actions are: Anne beats her sticks in an extremely fast pace, Hannah uses a sprinkles container and some cups to shake, I create a beating, squashing sound, and Rika hits a pot. Before, the ending became a problem because it was quite chaotic, but we managed to find a way. I, as head servant, would strike a pan with a strong beat, to acquire attention, and slam down my tool once, for others to do the same. Finally, we beat them in unison.

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Practice and filming of Act 3- jail (26.9)

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Practice and filming of Act 3- jail (26.9)

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Having done filming all 2 initial acts, we started filming immediately on Act 3, rushing to make it on time. The opening was the same as we practiced- unison with the links on the handcuffs, and individual rhythms on handcuffs, poles and sticks. The second scene was where I hit the table with handcuffs, Anne strike the poles with them as well, while the others used sticks. We followed it by creating another piece for the third scene. Here, Rika started first by hitting on the poles, and then Anne continued by hitting them as well, but on a lower surface. Their piece was carried out with a moderate tempo, each accompanying another. After that, I began by striking the poles repeatedly with the strands, making a fast tempo and loud dynamic. Then, Hannah will join in with a slow-paced rhythm, producing harmony in all pieces. Rika finishes the scene by playing solo- a sound with loud dynamic at a walking pace. Moving on to the next scene, Hannah persists with her rhythm, creating opportunity for others to add up to her part. As Hannah got to the 3rd bar, Anne starts with her piece- striking the sticks with a loud dynamic and moderate speed. Then, I will join in after Anne- hitting the handcuff’s teeth against the poles, making a constant, loud dynamic range with a fast tempo. Finally, Rika joins in with her rhythm, and together, the piece conveys a dark, frustrating mood. Our idea for the climax was that I would stomp in protest and yell out loud- as if I didn’t approve of the piece, silencing everyone. Lastly, we would repeat the part in the second scene as a falling action.

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Further development of Act 3- jail scene- opening(22.9)

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Further development of Act 3- jail scene- opening(22.9)

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We perfected the opening to the jail scene. The piece began with each of us playing simultaneously and with the same rhythm. We all used the links to strike the legs of the table, and finished after 4 rounds- as to suit our 4/4 time. Then, I slammed my hands down the table that, with the handcuffs, created a strong sound- powerful dynamic. This leads to Anne’s piece, playing a sound with a relatively fast tempo that is made when the links of the handcuffs collide with the legs of the table (pole). Following, Hannah uses her sticks to hit the legs, hers has a fast rhythm with a pause, especially intended to fill in the gap of my piece. Lastly, Rika bangs her sticks on the legs, creating a fast tempo, but still synchronizes with all our pieces. Overall, the total music created was successful, as it gave off a solemn, frustrating mood.

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Expansion of Act 1- opening and middle part (18.9)

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Expansion of Act 1- opening and middle part (18.9)

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Certainly, we had to think of scenes that followed the climax as well. After a while of discussing and practicing, each of us were able to properly played a part. Hannah, first of all, became conflicted between hitting the bowls and slamming the cupboards. Rika decided on striking the pots and pans with wooden spoons, Anne tried slamming the refrigerator door, while I experimented hitting the serving tray on a lidded trash can, along with opening and closing the cupboards. Yet, we saw that it didn’t’ worked well together. So, I thought of abandoning the serving tray because it sounded too much like Anne’s piece. Meanwhile, Rika suggested the idea of splitting the aftermath into two scenes. Then, when Hannah got to hit the bowls, it was interesting because the sounds were unique. However, no matter the enlightenment, I think that further developments will still be needed for the piece to be perfected, and that could only be carried out if everyone decided firmly on a tool, and synchronized with the whole group.

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For the first act, which serves as an introduction for our story’s protagonist- the rich girl, it will be filmed at Anne’s house. This part serves as an opening that highlights the superiority and control of the girl, showing how horribly she treats her servants. Thus, the story continues to convey the servant’s anger, discontent, and a looming wish to revolt. Anne will be the one to act the wealthy girl, but since all members need to take part in playing music, she doubles as a servant as well. My part will be that of a head servant, explaining my action of going around- checking up and dictating the others. Initially, my character will go in through the door, walk to her pantry, and slams down a serving tray, although it is blocked from the camera’s view here. This will signal the others of my inspection. Not only have that, my part also essentially ordered them to start their piece. As I go around, I carry chopsticks with me as well. Rika is the first to start her piece- she uses a spoon to bang on a pot with a moderately fast pace, and another spoon to hit the ceiling vacuum. Subsequently, Anne starts hers as well- hitting a baking container, along with the kitchen windows with chopsticks, making sure to be in harmony with Rika’s part. The last one to begin is Hannah- who strikes an assortment of kitchen tools with her chopsticks. I, after having done my part, stop to watch the others work; and, after a while, yell to indicate new orders, and also presenting a climax.

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Progress on Act 3- jail scene- the middle (22.9)

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Progress on Act 3- jail scene- the middle (22.9)

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After debating on what piece should be added next, we decided on a scene using sticks, and that each pair would play only one piece. Hannah and I became a pair, and our piece was developed first. After we hit on our own sticks with a moderate speed, we would use one of our sticks to hit the one belong to our partner. Anne and Rika’s part were basically the same as well, but at first, they struggled to create a rhythm that differed from ours; but, finally it was completed. Theirs were created with a faster tempo, and successfully accompanied our part, without any beat being drowned out. We agreed that, after doing our pieces in pairs for approximately 3-4 times, we would hit the table’s leg as well. Furthermore, Hannah then came up with the idea that all of us should begin this section by striking our sticks 4 times- with moderate speed, in unison. We implemented her suggestion, and it worked well. However, in order to make the whole piece better in general, I think the only way is to create more rhythms; not to mention, coming up with a climax and ending. The climax could be a scene where the piece builds up and stops because of an interruption, and the ending could be where we are forced to tighten the handcuffs. Yet, for deciding more, we decided to reserve ourselves for next time.

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First draft performance in front of class (14.9)

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First draft performance in front of class (14.9)

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On this day, we performed for the class what we had so far.

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Anne's first part in the first piece (6.9) 

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Anne's first part in the first piece (6.9) 

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Here is Anne's individual work on starting the piece.

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Hannah's first part in the first piece (6.9) 

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Hannah's first part in the first piece (6.9) 

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This video shows how Hannah first developed her beat in the piece

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Rika's first part in the first piece (6.9) 

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Rika's first part in the first piece (6.9) 

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This is how Rika first started developing her part in the piece.

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For the instruments, we had to plan each materials for every act of the video. It was going to be called "Face reality". For the first act, it was going to be kitchen materials and utensils, and planned for a tough, rioting movement. For the second, the materials was for gambling purposes, so cards and the like were needed. Lastly, the reality- jail, we have to look for cuffs and poles, etc. There was planning for costume, also. Evidently, act one was white shirts. Act two had fancy dresses. The last one was orange jumpsuits, to create an image of jail.

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We discussed a lot about the plot and decided on a continuing story, with music as a center. It is a bit strange, but we first decided on an ending, and the setting would be jail . Then, I gave the idea of retribution, or maybe dreams that were impossible. So, it led to the protagonist being a rich girl, she gambles, and wakes up in jail. The first act shows her being oppressive and dictatorial, particularly toward those below her. The second was her gambling- highlighting the girl committing bad deeds. The last was the girl waking up in jail. There's suppose to be a dream-like edit, so the audience themselves can decide whether the first two acts were a dream, or the cause that drove her to  jail. The reason that we finalized it was that we all liked the idea of a haunting and teachable ending.

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The first time we played a piece together (6.9)  

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The first time we played a piece together (6.9)  

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We intended to create a piece for the first act. It was about the maids- oppressed by the rich girl, starts jamming in the kitchen. The piece was going to be powerful and rebellious. We started making the piece together first, then work on the individual, and I think it was pretty successful. I tried to harmonize with the whole team, and make the beat slow, because the other three were either fast or strong or fast and strong. However, the biggest problem was still there- we didn't have our proper tools. We had to make due with markers, which wasn't a very bright idea, because I . I know there is a high (even definite) chance that our own materials won't make the same sound. After all, markers can't possibly be the same as pots, pans, and bowls.

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The second time we played the piece together (6.9) 

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The second time we played the piece together (6.9) 

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Because the first part was sort of interrupted, we filmed a second one as well.

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Because the others' pieces were relatively fast and strong, I thought that I would do a slow, but strong, beat to harmonize the group's music. However, I think that mine is still too simple- just a whole note . I think could develop it  better to work well with the group's piece. Specifically speaking, I think that I need to devise additional notes (less strong beats) to make up for the spaces in the other's part, but I still struggle with getting the pitch and the rhythm just right. Nevertheless, this piece is still definitely unsuitable for our video. The first problem was the material- we used markers instead the materials we listed- kitchen utensils, but because the tools were lacking, we tried to come up with a beat. We'll have to try with our real tools next time. Secondly, the length was not enough, but it can be use as a base for the whole piece. From the first piece, we could make the beat faster and the pitch stronger

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With coming up already with a plot, we proceeded to the next step- which was creating an actual piece for act, scene, 1. We did come up with one beat,  intending to show a powerful, strong, revolting attitude. We practiced the piece and recorded it, so it was marked done, both as a team and individual.

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We sat to think up a story for the Stomp assessment. What we came up with was a girl living a rich life and commits bad deeds. Yet, in reality, that person wakes up in jail. This is our initial idea for the piece, although we discussed it without writing it out. We also talked a bit about the music- and that the whole music should have a 4/4 time.