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Today, the plan was the following:
In the first 10 minutes we would practice
In the remaining time we would perform our Stomp and write down our final Process Journal.

When we came into class, Ms.Pob Joy told us that we had 10m minutes to practice and then we would have to perform. And so my group and I took our props and went into the usual practice room where we practiced and practiced until it was time to go into the main performing arts room to perform.

First, the group including Amber, Sacha, Gemma, Nehir and Manasvi (who was sick. So, the teacher told them to perform today and if they wanted to, they could do the performance again with Manasvi the next lesson/day). Their scene and how they were doing the rhythms was very creative. Their scene was in a school although that wasn't clear at the beginning but if you added everything that was happening in the performance the only scene that you would come up that this would be in was a school. This was clear as Sacha and Gemma were making a sort of rhythm with a hand clap they had probably invented, Amber was tapping the table with a marker as though she were thinking and Nehir was kicking the bin. I don't know what Manasvi's rhythm was as she was not there. But overall, I think that their performance was very creative (with all the moves, the rhythms and the expressions) and that it was right on beat. Their performance was just perfect. You can see this below at the end of the document.

Then, my group went. I think that our performance went pretty well. Everybody followed their rhythms and their beats, it was clear as to what the scene was and the performance really worked well. It could be even better if we could have practiced more on the fighting between Yue (Draco) and I (Harry), because some of it was not totally on the beat and we didn't have rhythms to follow as we were fighting because we were just making up all the rhythms as it might have been difficult to memorize them and since we were short of time we just improvised. Though, overal I think we did pretty good except the fighting part.
A couple of peers gave us some feedback. the feedback was the following:
Amber said that our performance was obviously Harry Potter related because of all the props and that everything was perfect (we were right on time, had the right rhythms each time) but that something about the fighting part was not on beat (and I agree we could have worked a bit more on that as mentioned before).
Ms. Pob Joy said that our performance was like a story with a beginning (in the class working trying to concentrate), a build-up (Draco annoying me and me getting more outraged as the time passes), a plot (Harry (me) fully outraged and a fight between me and Draco), a resolution (the teacher stopping us and making us concentrate again), a plot again (as the whole class just gets crazy), and a resolution/end (the teacher, Camille sending us outraged out of the classroom). It's like a double mountain now that I think about it.
AJ said that as well as the scene being obvious, the characters were also obvious. For example, the fact that Draco and I were sitting seperated with Ki-lin in the middle as sworn enemies. It was more obvious that Yue was Draco and I was Harry, the second we got up to fight each other because Draco and Harry always fight (it was also obvious because I had a scar on my fore head but mostly because of all the actions). It was obvious that Yue, Ki-lene, Aisling and I were students as we were working or either fidgeting doing nothing. Furthermore, Camille was obviously the teacher as she was ordering the class to do things (like to be quiet or to focus as shown throughout our performance which you can find at the end of this Process Journal). Loukas was obviously the caretaker as he was cleaning the room with a broom. All the characters were obvious and so it was like a visual story in which you can understand everything by just the actions or the props but no written text or words.

The last group to perform was Ken, Gaurav, AJ, Rahul and Varun. Overal, it was great too as in the plot, the rhythms and the props. They were on the right beat every time. Their scene was really obvious as they had math books and four of them were sitting on chairs or on the floor with a table in front of them, on top of it a math book. And a teacher moved around doing all sorts of rhythms. Their scene was in a math class and it was really interesting because it began with a silence and bit by bit more sounds seemed to fill our ears. I also liked the different techniques they used to make their performance more interesting (you can see what I mean below at the end of the document)

When we all had finished performing, the teacher told us to put all the props back where we found them or to make sure we take them home if it is ours but especially if we had time to write our last Process Journal for this unit.
Ki-lene and I took the House banners back to the library where we borrowed it from and when we came back it was already the end of class and so I packed up every prop we used in this performance.

I had to write my Process Journal at home as I didn't have time to do it in class.

In this unit, I enjoyed the final task we did (when we created our own STOMP) because I really liked making up one in class. I also found the first task (analyzing a STOMP video interesting as I learned that many simple rhythms combined together can create a very interesting piece of music. I enjoyed the second task we did in this unit as we had to do a re-enacment of a STOMP video because I really liked copying the video in our own way adding some of our ideas to it. I literally enjoyed everything in this unit. I didn't find anything easy or difficult in this unit as it wasn't too challenging but at the same time I was learning very interesting things about STOMP, making STOMP and re-enacting STOMP.  During the unit the skills I used were the following:
Hand-Eye Coordination - To make some movements that make noise which is needed in making STOMP.
Listening - I had to listen to the instructions given or what is said by my peers or teacher.
Remembering - You had to remember what to do or say in the performance or presentation.
Counting the beat in your head - For the performances we had to be on the beat and so I had to count 1,2,3,4,1,2,3,4 etc. in my head to know when to do ceratin things on time.
Memorizing - I had to memorize the information so I could say it orally for the presentation. And I had to memorize my rhythms so I could play them properly and clearly throughout a performance.
I can use these skills in Gym as I need hand-eye coordination to do some sports like catching and passing. I need remembering in every lesson as in tests or quizzes I need to remember what I learned. I need memorizing in every lesson two as I need to memorize important information or facts.

I really liked this unit of STOMP, I learnt a lot and this certainly pushed my passion up for music.

We were now officially finished with the unit of STOMP!!!!!

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Today, we postponed the performance until next lesson (Tuesday 4th March, about 1 week and six days) because all of the groups had a member from their performance missing or needed more practice. And so today we just practiced and practiced our performance without changing one detail of it. Next lesson I will add on a video of our performance so you can see how it turned out.

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Today the plan was the following:
In the whole lesson we would be practicing our re-enactment.

Today, we went to practice straight away as the deadline for the performance was tomorrow.
Today, Ki-lene joined our group (she is new and so needed to have a group). In this lesson we made her rhythm up. Since I do my rhythm (which is scribble on the paper for two beats and then tap on the third and fourth beat) on a piece of paper, we decided to work together on the piece of paper. And so she will do the opposite of my rhythm. That is to say: tap on the first and second beat and scribble on the last two beats. Then, today we practiced and practiced our STOMP until everybody was ready and had all their rhythms in mind for tomorrow (when we will be performing).

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The plan for this lesson was the following:
In the first 15 minutes of the lesson the whole class will do a little warm up activity.
In the last 45 minutes of the lesson, my group and I will continue with the STOMP.
We would do our Process Journals at home since we wouldn't have time to do them in class.

We first started out with the warm up activity as a class together in a circle of chairs. The game that we would play today was called, "Splatch" (I think?). The teacher would call out a name of one of the students in the class and that person would duck so the two people next to the person who ducked need to point their hand in a pistol motion to each other. And so the first person that calls out "Splatch" wins and the other loses and so sits down and doesn't participate in the rest of the game. When there would be two people left standing. They went back to back and the teacher instructed on what word they were aloud to splatch each other (ex. carrots). Then the teacher would call out words and if it wasn't the word carrots they would have to take one step away from each other. If she said carrots they would turn around and splatch each other and whoever splatched the other first would win.
Because the class liked this game very much we played it about three times before going to practice.
In this warm up activity the skills we used were the following:
Paying Attention - We had to pay attention to whose name the teacher was calling out to know if you had to do something.
Keeping an Eye Out - You  had to keep an eye out to see the person whose name was called out by Ms. Pob Joy because if you don't know where the person is you don't know what you got to do.
Being Quick - You had to be quick and fast at ducking if your name has been called out or pointing pistols at soomebody against you faster than the other
Listening - You had to listen for whose name the teacher called out.

Then when the teacher said it was time to practice our own Stomp my group departed into the practice room BAT 0.08 with the props we would be using. At least everybody was here today and we were all contributing to new ideas we had, so we got a lot of work done today.

This is what we got to do today. I am very proud of what we have done in this task and we are nearly finished which is pretty good. I also think that this task worked out better than the last task in which we had to re-enact a Stomp video from YouTube.
Here is the video that we have recorded at the end of the lesson to show our progress on our Process Journals

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The plan for this lesson was the following:
In the first 15 minutes of the lesson the whole class will do a little warm up exercise together.
In the last 45 minutes of the lesson, my group and I will continue with the STOMP.
We would do our Process Journals at home since we wouldn't have time to do them in class.

In this lesson, we have done the same warm up that we have done in a previous lesson. the warm up is the following:
Today we started off with a recap on what we did last lesson. We had to each say a syllable of a sentence and whenever someone went out of the game we'd have to count them as a silent beat. The sentences we had to say were first "Pass the beat around the room" and then "Pass the (foot tap) around the room".  In this activity we had to pay a lot of attention and remembering.

The skills that we needed to use in this warm up activity were the following:
Memorizing - We had to memorize the sentence or we'll be out if you said the wrong word or didn't say anything when it was your turn to pass the beat around the room.
Listening to the beat - We had to listen to the beat to be able to say the word you're supposed to say or make the sound on the beat or else we would be out.
Paying Attention -  We would have to pay attention to what the others before you said before you say the correct word that you're supposed to say.

When we finished the warm up we moved on to continuing our STOMP. Today, we run out of time to make a video of what we did so far and so we will do that video next lesson.

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30/01/18 and 31/01/18: Continuing on our own STOMP

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30/01/18 and 31/01/18: Continuing on our own STOMP

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The plan for both these two lessons was the following:

In the first 15 minutes of the lesson the whole class will do a little warm up exercise together.

In the last 45 minutes of the lesson, my group will practice the re-enacment that we have started last week.

We would do our Process Journal at home since we would't have time in class.

In these two lessons, we did two identical warm-ups.
Today, we gathered in a circle of chairs (each person standing in front of their own) and started off with a warm up game. The game was when you would clap your hands to make different beats which have different meanings, such as next, go back and skip a turn.

The different beats for each of the meanings said in the previous paragraph were the following:

Clap your hands together once - meaning next.

Clap your hands together twice - meaning go back.

Clap your hands together thrice - meaning skip a turn.

We did this as a class. Ms. Pob Joy started clapping (she continued clapping throughout the warm up game to let us know the beat and when you need to clap when you have to) and the clap went around the circle sometimes people clapping twice meaning to go back to the person that had passed on the clap to them and sometimes people clapping thrice meaning to skip the person that you were going to pass it to and pass it instead to the person next to them that is not you (basically the person that is two places away from you in the direction the clap is going).We practiced first and then we did it as a game. You would get out and sit on your chair behind you when you have done something wrong like every other warm-up game we did so far.

The skills that were required for this activity were the following:

Listening - We had to listen to how many claps each person did to know what each and every person (including ourselves) had to do.

Memorizing - We had to memorize the meanings of each of the three claps or we would forget and clap the wrong number of times when it came to us.

Staying in the beat - We had to clap to the beat which would be clapped by Ms. Pob Joy. Or else we would be out.

I think those were all the skills we needed in this warm-up activity.

In the first lesson we didn't do anything but practiced and practiced our parts so it would get into our heads.
In these two lessons we did't do many improvements (we did most improvements on the second lesson) as Camille was sick the whole week and so we kind of lost faith. In the second lesson in which she was sick, we got the idea to video chat with her on Loukas' phone (and I must say that that worked out pretty well), then at the end of the lesson Aisling agreed to join us and Aisling and I together had an idea to make parchment. To make the parchment look old, we would wet the thing that makes tea have flavor and we will stain the parchment with it. I also had an idea that at the end of the video when Camille would get angry enough she would shuff the parchments off her table as a sign that she is angry. These are pretty much all the ideas we've had today. And also my group agreed to make the "tccchhh" sound every time they are pretending to wave their wand and make a spell.

In these two lessons we didn't make any videos of anything which is why there is no video at the end of this Process Journal. We focused more on the props and the choreography. We also thought about how to make more noise as the wizard duel in its nature is not supposed to make much noise. We also had a little crisis where some members of our group wished to change the theme of the performance completely.

ALso, we came up with a character that Aisling could be in the performance and that was Luna Lovegood. Here is some information about the harry potter character that Aisling is going to play:
Luna Lovegood (born on 13th February, 1981) was a witch, the only child and daughter of Xenophilius and Pandora Lovegood. Her mother accidentally died while experimenting with spells when Luna was nine and Luna was raised by her father, editor of the magazine The Quibbler, in a rook-like house near the village of Ottery St Catchpole in Devon.

This was all we did in these two days.

Hopefully next lesson we will make many improvements as that is the last lesson we can practice in. If we won't be finished that lesson, we will ask Ms. Pob Joy for a small extension of one more lesson.

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The plan for today was the following:

In the first 15 minutes of the lesson the whole class will do a little warm up exercise together.

In the last 45 minutes of the lesson, my group will practice the re-enacment that we have started last week.

We would do our Process Journal at home since we would't have time in class.

Today, we started off with the warm up exercise, which was the same exercise as last time where we counted to and from 8. This time we added even more different movements and in the end everything got confusing and people couldn't keep up the routine anymore.

Then, my group and I continued working on our own STOMP performance. This lesson we thought about the rhythm and how they could fit nicely together, as last time we mostly thought about ideas and props. At first we struggled a bit with stage directions such as details about who does what movements and when each person enters the stage and starts their performance. But at the end we got it. We also struggled even more with keeping a steady beat as we figured out our own individual rhythms but had difficulty doing them to a beat. Ms. Pob Joy (the Performing Arts teacher) helped us get a steady beat step by step all together, thanks to her at the end of the lesson we had a beat to the rhythms. We then broke such rhythms down to one person performing at a time and the others would listen. Afterwards we decided to make Camille's beat the standard while Loukas would count out loud for us since his rhythm is fairly simple and he was fairly good at it. Plus he was willing to do so. We also made some changes to the dueling scene between Draco and Harry so there would be more noises made, more rhythm to it and the entire scene would become more STOMP like by making a range of loud and soft feet taps and jumping movements during the duel. After school (today) I had an idea to make noises when you pointed the wand at others (like tcchhhhhh), I will share my idea on Tuesday (which is next lesson). We had done a lot in the lesson and I was really satisfied. I hope that we will have a nice performance at the end of practice and most of all that we will have fun when doing the performance.I n the final practices Yue and I will be bringing related props such as robes and replicas. We have ultimately decided to omit wands from the performance altogether because after reviewing the nature of our performance we decided there was a large risk of the wands being damaged if they were used in the manner we were using the chopsticks and so we decided to stick to the chopsticks for our performance. The subject: If we will bring our robes, is still up to debate as we are not sure whether we can bring them to school (as Yue is on bike) and if they will be damaged during the performance (even though I don't think so). This is all we did today in the class.

Here is a video of our performance and progress in this lesson. Mainly the Harry (Me)/Draco (Yue) scene. Also Loukas is the one filming so he is not featured in this short clip. The teacher was not available and Loukas volunteered to film and so we agreed that next lesson we would get Loukas in the end-of-class-progress-video too.

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Today, for the Performing and Arts Class I wasn't here at the beginning of class and so arrived 30 minutes late in class. This is because I had a orthodontist appointment to go to. It started at 9:30 and so I left at school at 9:15 in the middle of my Dutch class (which was before Performing Arts) and arrived there at 9:30 just in time for my appointment. I then came back at 10:15, halfway through this Performing Arts lesson.
So I didn't know what they did as a warm up and so Yue explained it to me.
Today, they had started off with a quick warm-up where they counted up to and down from 8 in equal beat, with some of the numbers being assigned special movements such as clapping or jumping.
Then, I guess that they grouped up in groups so they could continue to work on the Stomp creations. Yue told me that there were some disagreements and a lot of confusion in the class abut who was to work with whom. We had to make groups of 4-6. I ended up not working with Aaron James, Ken and Vaarun but with Camille and Loukas plus of course Yue and me.
When I arrived they had just finished grouping themselves into groups and so I was just on time for developing our ideas. And so, we began to develop our ideas and thought of an initial outline. Camille's idea was a school setting with students messing around and an angry teacher. Loukas didn't mind whatever theme we chose and just gave some opinions on the ideas the others and I had. Yue and I gave our ideas involving Harry Potter, Hogwarts School themed that we had discussed the previous lesson. We agreed on Harry Potter related and so Yue and I, we showed the props relating to the theme that we had taken for the lesson (because we had thought we were working with other people).
The props were the following:
Chopsticks - used as wands, we didn't want to use our actual wands that were at home as we didn't want to destroy them.
Two Hogwarts ties (both Slitherin and Gryffindor) - These were used for the students at Hogwarts in the Harry Potter movies and so we are using them for Draco (Slytherin and so has the tie of colors silver and green) and Harry (Gryffindor and so has the tie of colors gold and red).
Four Hogwarts House banners - These were the banners representing all four Hogwarts houses (which are the following: Gryffindor, Slytherin, Hufflepuff and Ravenclaw).
We have Robes too but we will bring them on the day that we will perform our own Stomp (the date of the performance is set on the 9th February) so they won't get damaged in the practices.

Since there has been a change in who will be in our group. The characters that each of us is going to be are the following:

Yue Yu - Draco Lucius Malfoy (he is born on 5 June 1980 to Lucius and Narcissa Malfoy, who were both born into old, wealthy pure-blood families. Both the Malfoys and the Blacks had traditionally been in Slytherin House for centuries and strongly disapproved of any relatives who did not follow this tradition, such as Sirius Orion Black).

Emma Mugnai (Me) - Harry James Potter (he was born on the 31st of July 1980, he is a half-blood wizard, and one of the most famous wizards of modern times. He is the only child and son of James and Lily Potter, both members of the original Order of the Phoenix. Harry's birth was overshadowed by a prophecy, naming either himself or Neville Longbottom as the one with the power to vanquish Lord Voldemort. Chosen as the target due to his many similarities with the Dark Lord, Voldemort made his first vain attempt to circumvent the prophecy when Harry was a year and three months old. During this attempt he murdered Harry's parents as they tried to protect him, but this unsuccessful attempt to kill Harry led to Voldemort's first downfall. This downfall marked the end of the First Wizarding War, and to Harry henceforth being known as the "Boy Who Lived".)

Camille Amelie Bociaga - Professor Rubeus Hagrid (born on 6th December 1928, he was a half-giant wizard, son of Mr Hagrid and the giantess Fridwulfa, and elder half-brother of the giant Grawp.
Hagrid attended Hogwarts School of Witchcraft and Wizardry in 1940 and was sorted into Gryffindor house. In Hagrid's third year, he was framed by Tom Marvolo Riddle (later on Lord Voldemort) for the crime of opening the Chamber of Secrets and using his pet Acromantula to attack several Muggle-born students and eventually killing one of them. Though Hagrid's wand was snapped and he was expelled, he was trained as gamekeeper of Hogwarts and allowed to live on the school grounds at the request of Albus Dumbledore).

Loukas Kakoussis - Argus Filch (he was a Squib and the caretaker of Hogwarts School of Witchcraft and Wizardry since around 1973. Filch usually wandered around the school corridors with his cat Mrs Norris, trying to catch students breaking the school rules and complaining about Peeves the Poltergeist).

We tried our best in this lesson to come up with an outline that evrybody felt and wanted to do. And a theme in Hogwarts School of witchcraft and Wizardry is great. For two reasons which are the following:
Reason 1: Everybody wanted and like the scene.
Reason 2: We had a lot of themed props (especially me and Yue as you saw above) as we own a huge amount of those and we thought that the choreography would look rather nice and that it would be fun to watch if we had a good amount of relevant props that show what our performance is about. If you would look at the play even for 1 second you would quickly understand that it is about Harry Potter because of the props (ex. the house banners, the wands, the ties. Literally by looking at the background and the props used.).
As this was the first main lesson in which we were going to start with our own Stomp, Yue didn't get her props as they are really big and hard to move around on a bike (as she bikes every day to and from school.). We later thought that we didn't need to bring the actual robes but only clothes that looked like them as they were really fragile and we didn't think our parents would allow us to bring them to school.
We also used my hand crafted broom that I made in the last task. Loukas will use it for his performance since he is cleaning the room and he is a caretaker. Scroll down if you don't remember it.

We had many ideas for our outline, during the lesson we were debating about what outline to do. The outline that we then chose was the following one:
To summarize our outline so far, Camille is Hagrid and flips the pages of a real book on a stand as well as a replica book without pages. She also taps the stand with her wand and feet. Loukas is Filch and sweeps the floor with a broomstick while walking around. He occasionally bumps into objects. I am Draco, who is a bit restless and messes around in class, tapping objects with my wand, tapping my feet and scratching everywhere while sitting next to Harry (Me), who is focused and trying to work. In the beginning I am just tapping my work (parchment replica) with my wand (chopstick), but after a while I get fed up with Draco and stands up, I tap her feet and faces Draco. Draco repeats the process and they swish their wands around and move around in elaborate dueling movements. Filch cheers on the side, regularly hitting his broom on an object. The duel continues for around 30 seconds before it is stopped by Hagrid who flicks his wand, causing Draco and Harry to both lose their wands and fall backwards. Filch drops his broom in disappointment, making a big noise and Hagrid sighs loudly.

I am very satisfied with what we did this lesson and I think we worked together quite well. I am very excited for what will happen next lesson and can't wait to know what our final performance is going to be.

Here is a video of what we had in our routine by the end of the lesson.

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22/1/2018: Continuing with our own Stomp

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22/1/2018: Continuing with our own Stomp

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Today, I don't have Performing Arts but me and Yue figured everything out.
In Design class (which is 5th period) we asked some people if they wanted to do our own Stomp with us. And three people agreed to. So we literally now have a whole group to do it.
My group for creating our own Stomp is (we're now 5 people):

Yue Yu

Varun

Aaron James Brouns

Ken Wang

Emma Mugnai (Me)

We told them our theme and we also discussed who will be who.
This is who will be who (the characters are explained as who they are in the Harry Potter series):

Yue Yu - Draco Lucius Malfoy (he is born on 5 June 1980 to Lucius and Narcissa Malfoy, who were both born into old, wealthy pure-blood families. Both the Malfoys and the Blacks had traditionally been in Slytherin House for centuries and strongly disapproved of any relatives who did not follow this tradition, such as Sirius Orion Black).

Varun Malladi - Sirius Orion Black (he is born on 3rd November 1959, also known as Padfoot or Snuffles (in his Animagus form which is a black shaggy dog) was a pure-blood, the older son of Orion and Walburga Black, and the brother of Regulus Arcturus Black (RAB for short). Although he was the heir of the House of Black, Sirius disagreed with his family's belief in blood purity and defied tradition when he was Sorted into Gryffindor House instead of Slytherin at Hogwarts School of Witchcraft and Wizardry, which he attended from 1971-1978. As the rest of his family had been in Slytherin, he was the odd one out.)

Aaron James Brouns - Harry James Potter (he was born on the 31st of July 1980, he is a half-blood wizard, and one of the most famous wizards of modern times. He is the only child and son of James and Lily Potter, both members of the original Order of the Phoenix. Harry's birth was overshadowed by a prophecy, naming either himself or Neville Longbottom as the one with the power to vanquish Lord Voldemort. Chosen as the target due to his many similarities with the Dark Lord, Voldemort made his first vain attempt to circumvent the prophecy when Harry was a year and three months old. During this attempt he murdered Harry's parents as they tried to protect him, but this unsuccessful attempt to kill Harry led to Voldemort's first downfall. This downfall marked the end of the First Wizarding War, and to Harry henceforth being known as the "Boy Who Lived".)

Ken Wang - Albus Percival Wulfric Brian Dumbledore (he is born on the Summer of 1881. He was the Transfiguration Professor, and later Headmaster of Hogwarts School of Witchcraft and Wizardry. Professor Dumbledore also served as Supreme Mugwump of the International Confederation of Wizards (?–1995) and Chief Warlock of the Wizengamot (?-1995; 1996-1997). He was a half-blood, Muggle-supporting wizard the son of Percival and Kendra Dumbledore, and the elder brother of Aberforth and Ariana. His father died in Azkaban when Dumbledore was young, while his mother and sister were later accidentally killed. His early losses greatly affected him early on, even at his death, but in turn made him a better person. Albus Dumbledore was considered to be the most powerful wizard of his time. He was most famous for his defeat of Gellert Grindelwald, the discovery of the twelve uses of dragon's blood, and his work on alchemy with Nicolas Flamel.

Emma Mugnai (Me) - Remus John Lupin (he was born on March in 1960, also known as Moony, was a half-blood wizard and the only son of Lyall and Hope Lupin. He was afflicted with Iycanthropy during his childhood, as a result of Fenrir Greyback's revenge against Lyall. He is now a werewolf, he turns into a wolf at the full moon.He attended Hogwarts School of Witchcraft and Wizardry from 1971-1978 and was Sorted into Gryffindor House. During his school years he was one of the Marauders, best friends with Sirius Black, James Potter, and Peter Pettigrew. Together they created the Marauder's Map.)

That is all we discussed in this lesson, I just wanted to write it down so next lesson (tomorrow which is going to be the 23rd of January 2018) I will remember everything that we've discussed today by reading my Process Journal which you just have finished reading now.

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19/01/18: Performing our Stomp re-enacment and starting our own Stomp

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19/01/18: Performing our Stomp re-enacment and starting our own Stomp

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The plan for today was the following:
In the first 5 minutes of the lesson, we could practice in our groups.
In the next 20 minutes of the lesson, we had to perform our piece in front of the class and of course receive feedback and a grade.
In the next 10 minutes of the lesson we had to write down our Process Journals.
In the last.
In the next 5 minutes of the lesson we had an explanation by the teacher of what we will be doing in the next task.
In the last 20 minutes of the lesson we could choose our groups for the new task and discuss our ideas and eventually get a theme out of them.

First, my group and I went to a practice room to practice our piece. The practice room was BAT 10. In this time we had practiced our working on the beat altogether. Then, the teacher came to tell us to come back to BAT 05 (the Performing Arts room) to perform our piece in front of the whole class. As one of the three groups had performed already. Only two groups remained. Us and the newspaper themed group. I admit I was having stage fright while performing.
We went first and I thought our performance was okay due to the lack of practice we had. And I must say better than our practices. We all performed our seperate parts and nothing was showing wrong. However I felt like I was doing my piece incorrectly as I was not staying with the beat. When I realized that I tried to remain within the beat though I'm sorry to say that some people noticed that something in my piece was wrong. I had started too early after Amber had started playing the piano and sometimes I was getting off beat. Generally speaking for the whole group:
It would have been better if we had all managed to stay on beat and made a more interesting choreography as some of us were moving a bit but the other half didn't move at all. I'd give our group a 5, and that's what we got considering the fact that Adan was gone and that Amber was sick for most of the practices after the Christmas holidays.
Our performance ccan be found at the end of this Process Journal.
Then the newspaper group went. They had an interesting horeography and scene. Gaurav was sitting at a table alone. When the others slowly came up around the table. After a bit Gaurav got anoyed by the sound the others were making so he stood up and slapped the table saying sssssssssssssshhhhhhhhhh at them with his finger on his mouth indicating to be quiet. Then he started tapping the table with hsi pen and the others sssssssssssssssssssshhhhhhhhhhh ed at him. That prat was rather interesting and also funny. Then they all went back to their rhythms and they then all (except Gaurav) started hitting with their newspapers at Gaurav until the Stomp ended. I do not have the video of their performance which is why I had to describe it in full detail. It looked like a play because of the plot but somehow they had managed to keep it in between a plot and a Stomp which was impressive. There were no mistakes in their performance as far as I could tell. I really enjoyed watching them perform. It was really impressive. I also thought that Sasha, that has just arrived, has done a fantastic job in participating with the re-enacment. I didn't know that you could actually make a Stomp with newspapers with all the different movements that they made.

After performing our re-enacments, we had to write down our Process Journals. You are reading mine right now. So I really don't have to explain anything about that since you are reading it.

After writing down our Process Journals, we started a new task. The new task was to use our imagination and create our own Stomp in groups of 4-6. I'm working with Yue so far, as others have already made groups with 6 people in them. Others are probably going to join us next lesson since two people in group isn't an option. Our theme is quite specific, but since I do not want to stay here writing all night I will summarize it. It is in essence a party at the beginning of a school year at Hogwarts where wizards use all types of magical equipment such as wands to make noises during the party. We will find it rather easy to find props as me and Yue both have a large collection of Harry Potter replicas at home like wands, robes, ties, books, etc. We chose this because we thought it would be quite fun to do and a rather interesting twist to STOMP. This is exactly why we grouped up together. I hope we find other people that agree with our idea to join our group fast because I really want to find out how this will work out. We also chose this theme because we both bought so much Harry Potter merchandise and why not use it for something. We have only decided the theme and general outline of our STOMP performance this lesson. I hope putting the Harry Potter books back to life for STOMP will work out. This, is the best task we've ever had this year in Performing Arts and in any other lesson as well. I am really excited for Tuesday to begin

Here is a video of our final re-enacment performance.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Today the plan was the following:
In the first 10 minutes of the lesson we would be doing a warm up activity.
In the last 50 minutes of the lesson we would practice our re-enacment

First, we started off with the warm up.
The teacher first instructed us to look at her. When we were looking she made a movement and said them as she did them.
Head - She touched her head with both of her hands.
Shoulders - She touched her right shoulder with her right hand and her left shoulder with her left hand.
Knees - She touched her right knee with her right hand and her left knee with her left hand at the same time.
And Clap - She clapped her hands together.
She then told us to copy her and put the music on while saying so.
We followed her throughout the video.
After that little exercise she said that when she says backwards we will do the rhythm backwards. That is to say:
Clap
Knees
Shoulders
Head
We started and tried to get used to that movement then she called back again so we did the original movement we had to do again.
We kept on doing this until the song that Ms. Pob Joy had put had finished playing.
That was the warm up activity.
The skills that we have used for this warm up activity are the following:
Memorizing - We had to memorize the rhythm backwards and forwards.
Paying Attention - You had to pay attention to the beat to be able to do all the moves on time.
Staying with the beat - You had to follow the beat to be able to do all the moves on time.

Then we went back to our re-enacment groups. Today Amber was here and so we could properly practice our re-enacment. We went to a practice room this time. The last room of the corridor of the practice rooms on the left. That was the room in which there was a piano.
We first showed Amber what we had done so far. Then Amber practiced a bit on her piano piece which she was to do in about the middle of the performance.
We then practiced altogether and since Adan was not here we could add a rhythm to make it sound like he was there. And so Amber which was not playing at the beginning stomped three times in a row quickly and then I had to bump the chimney stick I made on the ground.
That was about the only thing we changed today in our re-enacment. The main thing that we did today, was practicing and practicing our re-enacment over and over again so we could remember it for the Friday performance.

I have also made a changement on my piece. At the beginning when Amber is not playing I will bump my stick on the ground at the beat number three out of four beats. And when Amber does start playing I will walk a bit around the room for choreography and wait for the 4 beats to pass 3 times and then I will start doing my rhythm (while still walking which is the following:
Beat 1: Rest
Beat 2: Bump stick on the ground
Beat 3: Bump stick on the ground
Beat 4: Bump stick on the ground
I will do this until the re-enacment is finished.

Also for the props I will get a dirty hat from home and some chalk to make my face look dirty as I will be pretending to clean the chimneys and the ashes will come to my face and dirty it. I will not make a chimney since I do not have much time to do that at home or at school.

I think that we are all ready for the performance on Friday and that we'll have a lot of fun performing it in front of the class.

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Today, the plan was the following:

In the whole lesson, we could practice our re-enacment and write down our Process Journals.

The bad news were that Amber was not here and she was a very important character in our piece of re-enacment. And so we had to move the date of the performance from Tuesday next week to Friday next week which would be the 19th of January.

Today, we practiced our re-enacment straight away. We went to the VA (Visual Arts) room (which is basically BAT 02) to practice. We practiced with the video first copying the moves our characters did then doing it without the video. Today we made a homeless poster (you can find a picture of this on the Process Journal called, "Homeless Poster". ) and a broom that I will be using to act by cleaning the chimneys (you can find a picture on this on the Process Journal called, "Chimney Cleaner". I forgot to take a picture of it so you will have to wait until Tuesday so I can.).

In this lesson, we practiced and talked about the scene which would be a street (that would be our setting for our re-enacment piece.). We also talked about the movements we would do in our scene. I won't stay writing and describing my movements so next lesson we will film what we got so far and so you will be able to know my movements throughout the performance as well as my group mates.

That is all we did today.

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Today, the plan was the following:
In the first 15 minutes of the lessons we will do the warm up activity.
In the last 45 minutes of the class we will practice our re-enacment.
In the very last 5 minutes of the class we will write down our Process Journals.

Today, we first began with a little warm up in class.
The teacher first showed us a rhythm which was:

Slap right hand on right lap.

Slap left hand on left lap.

Clap with both hands.

Sway with both arms meaning a rest (a rest is when there is no music, in this case 1 beat with no sound but there is movement).

She then told us that we were going to pass it around the room. She began doing the rhythm, she then stopped and Adan on her left did the same rhythm she just did. He then stopped, and Amber did the rhythm she just did. It continued on going until somebody made a mistake with the rhythm or the timing.

After that, Ms. Pob Joy told us another rhythm which was the following:

She stomped her right foot on the ground.

She stomped her left foot on the ground.

She slapped her right hand on her right lap.

She slapped her left hand on her left lap.

That was the second rhythm she showed us. You can find this rhythm in the Process Journal called, "12-12-2017, The second Rhythm Miss. Pob Joy showed us".
She then told us to pass that rhythm in the room and that she was later on going to pass a second rhythm around the room. This told us that this was going to be a bit more difficult.
The skills we used in this warm-up were:
Looking out - You had to look out for any rhythm coming your way so you will be ready for it and will know what to do.
That's pretty much all the skills that we used in this warm-up.

After this warm-up activity we parcticed our own re-enacment. Today, we din't improve much. All we did was practice our re-enacment over and over again and think about what we could do different to improve it. It wasn't such a successive lesson as most people were distracted by news. I hope that next time we'll be more successful than this lesson.

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8/12/2017: Continuing with our re-enacment

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8/12/2017: Continuing with our re-enacment

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Today the plan was:
In the whole hour of the lesson we will work on our re-enacment.

Today, the teacher was sick and so we had to go on the top floor of the Owl to continue working on our re-enactment.
Today, my group and I reassembled together. Small refresh, my group was:

Hammer Repair Man - Manasvi Kale

Main Character - Amber Hoegee

Sneezing Person - Yue Yu

Old Man - Emma Mugnai (Me)

Texting Person - Adan Mathew

The video that we are re-enacting is showed on the Process Journal called, "Video we are re-enacting".
We are re-enacting it from 0:00 seconds till 1:14 since at 1:14 the characters start talking and we don't want to use our voices also because then the video would be too long and also because we didn't want to use our voices.
Adan was sick today and we couldn't bring any props to practice so we chose to analyze our characters separately, also because we don't know them by heart yet. We first continued to try modify parts of the video to suit our abilities and available props better. This is the part that we have modified of the video to suit our abilities and available props better:

Manasvi who is the Hammer Repair Man won't be using an actual hammer but drum sticks also because we think it it was a bit of a safety hazard.

So, each of us observed our chosen performers and copied their actions within the minute and the fourteen seconds.

The video that we are re-enacting is showed on the Process Journal called, "Video we are re-enacting". We are re-enacting it from 0:00 seconds till 1:14.
We had decided that each of us would analyze our own character in this lesson.
So, I had begun to analyze my character. This is my analyzation:
I will not do the exact same thing as the character I am re-enacting in the video.
At the beginning the first person to make a sound will be Manasvi (The Hammer Repair Man), followed by Adan (the texting person), and Me (the Old Man), finally ended by Yue (the sneezing person). Amber won't be re-enacting in this part although she is in the scene. This order is also adapted to the video. Although, they do it several times and we will be doing it only 5 times until Amber plays the piano.
When Amber plays the piano I will count the beats and play my own rhythm. In the video it is 4 beats which is why my rhythm is 4 beats long as well. Here is what I will be doing in each of the 4 beats:

On the 1st beat, I will put a rest.

On the 2nd beat, I will bump my stick on the ground.

On the 3rd beat, I will bump my stick on the ground.

On the 4th beat,  I will bump my stick on the ground. Yet again. I will do this over and over again until everybody stops playing.

This rhythm I changed a bit from the rhythm that the old man uses because his changes a bit every time, and I don't get the sense of the rhythm in the actual video. Which is why I chose to do this rhythm that I saw the old man playing at
I hope the whole group can give re-enacting the chosen scene together an attempt and make adjustments when necessary during the next lesson.

That was all we did today, after we parted to go home for the weekend.

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This is the video we are re-enacting in Criteria B.

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Today, we didn't do any warm up before the lesson started and just went to practice straight away since today we had to perform our final piece for our re-enacment. Today was the deadline for our re-enacment for Criteria B.

The plan for today was the following:

The first 30 minutes we would pass to practice our re-enacment STOMP.

And the last 30 minutes we would pass for each group to perform their piece in front of the classroom and then eventually get some feedback from the class after they had performed it.

I would have to write my Process Journal at home.

Because of this, my group and I assembled together.
My group included the following people:

Amber

Adan

Manasvi

Yue

Emma (Me)

We chose to stay in the main classroom which is BAT 05 as we find it difficult to focus and get work done inside practice rooms. We also agreed to not use electronics today because sometimes in the previous lessons some people in our group were looking at things on their phones or Ipads and got distracted, so we didn't get a lot of work done. These two decisions really helped our group grow more focused and useful and our productivity had grown in this lesson from the previous ones.

While every group practiced, the teacher walked around observing what all of us had so far. Seeing that we were not were she'd originally expected us to be by this date, today was changed into a sort of where-are-we-now performance.

So, the original deadline was changed to somewhere after the Christmas Holidays.

Today was the first time we all cooperated a lot to practice together with all the adjustments we had made. The new adjustments that my group and I came up from last time were the following:
Adjustments that Manasvi had made were the following: Manasvi hadn't yet decided what specific object to use for a replacement of the hammer in the video we are re-enacting.We need to use another object for the hammer because first of all, we don't have one and second of all the teacher probably won't approve of us using the object. In this lesson, she had the definite idea of what her object would be and that object were the drumsticks which have a close sound to the hammer, are easy to use, isn't as destructible as the hammer and the teacher will approve of the object. This object is going to be safe to use and not going to be a different sound from the hammer, which is why her decision was great. Today, Manasvi was wearing ripped jeans (not like that matters) and that was how she got the idea to start off. She put the drumsticks into the ripped hole in her jeans. And when the performance started she would pull them out and start playing her piece.

Adjustments that I have made were the following: Last lesson I have used my foot to do my piece but today I have seen an object that would be perfect to use which was a medium-sized stick. So I practiced my rhythm with that. I also have got an idea of where I could do my rhythm, which was on a big box on a side of the classroom. If I bump my stick onto it it makes a very dark but high sound compared to the one it makes when I bump it onto the floor. This, I think, would be a good change to our piece because all the other instruments are more high.

Adjustments that Yue has done are the following: She changed the coughing and head-scratching to different rubs against her jacket as cough and head-scratching could not be heard very well inside a large classroom and the original video was made inside a very small elevator which was quite a confined space.

Adjustments that Amber has done were the following: Amber had decided to use Adan's iPad to perform her piano piece instead of on an actual piano as we had done in previous lessons. She had decided to use Adan's Ipad so she could move around (that was one of the feedback that Ms. Pob Joy gave us the lesson before so we could make it more entertaining).

Adjustments that Adan has done are the following: Adan used a kind of peculiar sticks that surprisingly made a lot of noise, maybe because they were plastic. In the previous lessons he had also used drumsticks but my group and I found the variation of instruments important.

We were the first to perform and I think that this performance was great since  today was the first lesson during which we'd made any significant progress, when we did do great with cooperation when compared to previous lessons in which some people were kind of doing their own business. Some things that I thought we could improve were our sync together and timing because after about a minute we had started to lose track of the beat and everything became a bit confused. We received a bit of feedback. Camille (I think) said that she liked the variety of the instruments we used and that we were not all using the same instruments which was a bit more entertaining to the sound. I think we could also work on rhythms after the minute as the performance was a bit short when we actually performed it so I thought we could make up some of our own rhythms based on the original video and how it continued after the performers' conversation. At the end of the performance, I became aware that my piece didn't make much sense to what I was doing so I will change my piece from an old man to a boy that cleans chimney's as the movement of the stick up and down looks like that. Which is why next lesson I will prepare the props I will need rather roughly. The props I will be using are the following:
A hat in which I will tuck all my hair in so I will hopefully look like a boy.
My clothes will be a bit ancient looking like just a black sweater and jeans.
And this prop which I will be using to make my rhythm.

After Christmas, I will be working on the props I will use and keeping in time with the beat. Since in this performance I noticed that I wasn't very much in time with the beat and that people weren't sure as to what person I was so I will add some props that I have mentioned to help them understand who I am in the
re-enacment. We could also could still improve in terms of cooperation so we could work on the later moves and beats as well as practice more to cooperate better.

Below is a video of our performance the previous lesson. We have made a lot of improvements since then but we had not filmed our performance in this lesson so this is the only video we have of this project in the STOMP unit. We have made a lot of improvements since this. Here is the video of our performance the lesson before which was on the 12th of December.

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Recording of the Warm Up Game Played on the 5th of December 2017

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Recording of the Warm Up Game Played on the 5th of December 2017

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Here is the first rhythm that the teacher showed us (before making it complicated). The rhythm is a recording that is the following:

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Today the plan was the following:
In the first 15 minutes in the lesson we will do a warm up.
In the next 45 minutes in the lesson we will work on the re-enacment.
In the very last 10 minutes in the lesson we will write down our Process Journals

Today the whole class got together in a wide circle. We were about to play a warm-up game.
The development of the game and the actual game goes like this:
The teacher shows us a rhythm which was the following:

She first clapped her hands on her laps two times

And then she claps her hands together two times.

She then does this again two times.

She then tells us to copy the exact rhythm several times, to get used to it. You can find the rhythm in the Process Journal called

She called out when to start and the whole class did the beat that was showed at the same time together. We stopped when the teacher said stop, to show us the next step. We were then used to the rhythm but now the teacher would give us some other instructions to make it more complicated and into a sort of game afterwards.

The next step was to make the part in which you clap your hands together, the part in which you clap your hands with somebody else's.
To practice this, the teacher divided the class into pairs. I ended up with Yue.
We began by clapping our laps to times with our hands and then clap each other's hands together. We did this several times until we had mastered it and when the teacher stopped us to explain the next step that we had to add.

She brought up 3 more people from our class to show us what the next step was.
The people she brought up were the following:

Amber

Camille

Manasvi

They stood in a circle, including the teacher. They slowly started to clap their hands on their laps. And then, this is the complicated part, Ms. Pob Joy started to clap her hands with the person 2 times on her right, which was Camille. At that exact moment, Aisling who was standing in between them, bent down low, to not get hit by their hands which were clapping each other's. The other people, being Amber in this case, continue doing the main rhythm which is recorded on the Process Journal called,  "Recording of the Warm Up Game Played on the 5th of December 2017".
Then, Aisling stood up to clap her lap two times and then Amber's hands two times, Amber was standing 2 places to Aisling's right, which is why Camille (standing in between them) bent down low to not get hit.
After that Camille stood up and clapped Ms. Pob Joy's hands while Amber was bending down low (Reminder: the person which they clap with is always standing 2 places to their right.). They keep doing this and stop when Ms. Pob Joy thinks the rest of the class (including me) have understood.

She then calls us all to stand up in a big circle with the whole class. We practice the same thing that they have done again. If a person got it wrong, we would start again from that person on.

When we have practiced a few times, the teacher said that we were now going to do it for real. That means that if somebody does something wrong they are out and do not participate in the rest of the game. The people who are still in the middle continue playing this musical piece until they are eliminated or until there are only 3 people left standing that are the winners. The winners get a type of felicitation card from the teacher.
in both games I was out.
In the first game some people had done a mistake and so were out and we had to start playing again from the beginning (without those people). At a certain point, near the end, I got out. They continued playing until 3 people were left standing. Those three people were the following:

Loukas

Yue

Aisling

In the second game, i was out near the end (one of the last people that got out). Well, at least I improved since the last game! The last three people standing were the following (I think):

Aisling

Camille

Loukas

After the games, we discussed what skills we practiced in this activity. The ones that the class called out and suggested are the following:

Memorizing because you had to memorize what you had to do in the game in order to perform it.

Remembering because you had to remember what you had to do in the game in order to get it correct (sort of the same as Memorizing).

Counting the Beat because if you didn't count the beat you could end up too early or late and would get out of the game.

Listening because if you didn't listen to where the game had ended up you would not know when your turn would be or what to perform on your turn.

Concentrating because if you didn't concentrate on the game you wouldn't be able to know when it was your turn or when to perform.

Those were the skills we had to use in this game.

That was all for the activity, we had 35 minutes more of the lesson.
In the 25 minutes at the beginning of the lesson we had played the game.
In the first 25 minutes we would continue working on our re-enactment.
In the last 10 minutes we would be doing our Process Journals which you are reading right now.

Groups could ask the teacher for a practice room. My group had asked a practice room. The room was Bat 0.09.
A little refresh, my group members are the following:

Manasvi Kale

Amber Hoegee

Yue Yu

Adan Mathew

Emma Mugnai (Me)

We so went to the practice room. We stood together searching for a good quality video that was interesting so it could maybe give us a good grade. We found it, it had good quality, it was interesting and had a lot of different instruments.
The video we chose is showed in the Process Journal called, "Video we are re-enacting."

We have chosen this particular performance to re-enact because it is a good quality video, each person is obtaining a different role (which is pretty good) with different instruments. We want this because the combination of instruments will make a great performance as proved in the stomp video. Each person in our group will have to concentrate very hard to keep their focus on their piece and rhythm when performing and studying their person. We also have chosen this because other groups would probably not have chosen this because it is very difficult to find on YouTube. It is also difficult and complicated to concentrate on what one person is doing with all the noise going on, but I think we'll manage. It is a complicated and confusing video which will hopefully get our grade up for this assignment. That is why we chose this video.

We then had to think about who were the different people in the stomp performance. The people in the stomp video are the following:

Hammer Repair Man

Main Character

Sneezing Person

Old Man

Texting Person

The people each of us will be re-enacting are the following:

Hammer Repair Man (1) - Manasvi Kale

Main Character (2) - Amber Hoegee

Sneezing Person (3) - Yue Yu

Old Man (4) - Emma Mugnai (Me)

Texting Person (5) - Adan Mathew

The equipment that we will need for each and every person are the following (The numbers in brackets that are showed before is what every number that I'm going to be including in this next part is representing) :
1. The equipment that this person will need is the following:

A Hammer

Suitable Clothing for Role

A Glow in the Dark Orange Precaution Vest

2. The equipment that this person will need is the following:

A Piano

Head Phones

Suitable Clothing for Role

3. The equipment that this person will need is the following:

Suitable Clothing for Role

4. The equipment that this person will need is the following:

Suitable Clothing for Role

Walking Stick

5. The equipment that this person will need is the following:

Phone

Suitable Clothing for Role

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Once we entered the classroom, the class was told by the teacher to gather up in a circle with their chairs.

Today, the plan was the following:
In the first 15 minutes of the lesson we would do a warm up game.
In the next 30 minutes of the lesson we would have an introduction of the new project of the unit STOMP.
In the next 10 minutes of the lesson we would be put in groups.
In the very last 5 minutes of the lesson we would have to write down our Process Journals.

First, there was the warm up. The warm up was the Louisiana mud slap activity as a class again but this time we had to high five partners with the yo and whoos as well. We also worked in groups of four and high fived each other with the huh, yo and whoos.

The skills that we had to use in this warm up activity were the following:
Follow the Beat - You needed to follow the beat and put the actions in practice on the beat.
Remembering - We also had to remember or memorize what we had to do on the beat.
Those were all the skills that were applied to this warm up activity.

Then, we did a short recap on what we had done the previous lessons and were introduced to a new task which was Criteria B and where we have to re-enact one minute of a certain STOMP performance that we would find on the internet. We have to do this in a group of 5.
To put us into groups the teacher took out a lego box. She took out 5 identical lego pieces of each of the colors red, yellow and blue. She put them in a plastic bag and jumbled them up. She then went around the circle to each person and let them put their hand in to pick a random lego piece. When everybody had theirs she explained that each color represents a different group. You're in the same group as people that have the same lego piece of the same color.
After those instructions, we all found our groups.
The people in my group were the following:

Amber

Yue

Adan

Manasvi

Emma (Me)

That would be my group for the project.
We were then able to choose the video we would re-enact for this project. The skills we are to use in this project are hand-eye coordination, teamwork, cooperation, recognizing and replicating rhythms, usage of equipment, etc.
Amber suggested a video straight away, she showed it to us on her phone. It was a video about 5 guys which are in an elevator each making a rhythm with a different object. They were using a variety of equipment to create a choreography. We then decided that we would choose this video because we thought it was very interesting and not too difficult either. We mostly chose it because we were sure that it would be fun to re-enact. The video is shown on the Process Journal called, "Video we are re-enacting".
The challenge that I predict will be in the upcoming lessons while doing this project is that we will have a lack of concentration for a period of time. I know that this will be a challenge that my group and I will have to face because I don't know. I just feel it. Although, I am sure that this will be a very good group.

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28/11/2017: Performing Criteria A = Analysis Presentation over a Stomp Video

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28/11/2017: Performing Criteria A = Analysis Presentation over a Stomp Video

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Today the plan was the following:
In the first 5 minutes we had to practice our re-enacment.
In the next 50 minutes we had to perform our presentation.
In the very last 5 minutes we had to write down our Process Journal.

Today, we had to perform!!!
At the beginning of the lesson, the teacher gave us 5 minutes in which to practice the presentation.
In these 5 minutes we chose which slide people will explain and or perform.
When the practice time was finished she called us to bring our chair in front of the whiteboard and sit down.
My group had to wait a bit before presenting.
The order of the groups that had to present is the following:

Aaron James and Loukas

Amber, Adan (Adan was sick that day) and Nehir

Manasvi, Yue and I

Rahul, ?

etc.

We were third to perform..

As I waited for each and every presentation to pass before it came to ours, I admit I was nervous. Though, I calmed myself down and pretended I was just analyzing this in my head but out loud. I thought the presentation itself was alright but who knows if we performed it well (the teacher knows of course).

While performing it, I followed what my group had planned, I performed the rhythms well, I said my lines. I then thought that the presenting went okay too.

The whole presentation went as planned. Manasvi saying her lines, me saying mine, and Yue saying hers. The rhythms that we performed where well performed. Everything was okay in my opinion.

Overal, in this presentation, I found the rhythm I had to do pretty difficult indeed. It was:

The rhythm he uses in the video is (in between 0:36 seconds and 0:57 seconds): ( I copied the rhythm showed in the video by the guy shown on the Process Journal "Our Second Performer")

He bounces it real hard, so it goes over his head.

When the ball is in the air, on top of his head, he claps with his hands.

And when the ball falls back down again, he catches it.

And does it over and over again. For 14 times.

I found it difficult because the hard bounce I had to do, the one that had to go over my head, I had to put a lot of force down the ball to make it jump high. Though, I managed doing it correctly in the presentation because of the practice I got the lesson before on Friday 6th of November 2017.

That's pretty much the only thing I found difficult while doing this presentation in front of the whole class.

I learnt some things from the other presentations too. Two things I've learnt from them are the following:

In Camille's group and Loukas',they both did a presentation on the same video. It was a video including plungers in it. From this presentation I learnt that you can make awesome noises with plungers that will end up in a song if you have a rhythm.

Something else I learned was that demonstrating a beat doesn't necessarily require the equipment used as long as whatever is used produces a somewhat similar sound, because at first we wanted to choose a dishwashers video but felt we could not get the appropriate props and in the video dirty dishes, foam and water was also involved with knives floating around, which we felt wasn't a good idea but looking back I see the possibility of having found some replacement such as a tray for food and other utensils like a fork to produce a similar rhythm.

At the end of the lesson, the teacher told all of us our grade. And we got an 8. That was the first time I got an 8 this year in PA. So my group and I were very proud of ourselves.

The feedback that the teacher gave us for this presentation was the following:
"Your analysis was very detailed, describing the choreography and techniques used down to the second! The Venn diagram comparing the two performers was very impressive, and the demonstration with the ball was accurate and clear. Very well done!"
We didn't get any negative feedback which was good. I am very proud of all the achievements I have reached during this lesson. Like not freezing up in front of the whole audience, performing the rhythms well,  kind of rushing through my lines.
I am very happy of my grade and am excited of what we will do the next lesson which is on Friday 1st of December in 2017.
In this analysis presentation task I have learned that even the simplest of rhythms can sound quite good when put together with other simple rhythms to create a choreography and very interesting piece of music. I intend to use this as an inspiration and use for any future task that involves beats, choreography, making my own piece of music etc.
In this unit, I have realized that I am growing very fond of music which is why I am looking forward to the next task we will need to do.

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This was our presentation that we presented to the class:

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This was the second performer we analyzed in our presentation:

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21/11/17: Continuing our Analysis Presentation

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21/11/17: Continuing our Analysis Presentation

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Today the plan was the following:

In the first 15 minutes of the lesson we will do a warm up.

In the last 40 minutes of the lesson we will work on the Analysis Presentation.

In the very last 5 minutes of the lesson we will write down our Process Journals.

Today we started off with a recap on what we did last lesson. Then we did a class activity that was similar to the one we did at the beginning of the previous class. We had to each say a syllable of a sentence and whenever someone went out of the game we'd have to count them as a silent beat. The sentences we had to say were first "Pass the beat around the room" and then "Pass the (foot tap) around the room".  In this activity we had to pay a lot of attention and remembering.

The skills that we needed to use in this warm up activity were the following:
Memorizing - We had to memorize the sentence or we'll be out if you said the wrong word or didn't say anything when it was your turn to pass the beat around the room.
Listening to the beat - We had to listen to the beat to be able to say the word you're supposed to say or make the sound on the beat or else we would be out.
Paying Attention -  We would have to pay attention to what the others before you said before you say the correct word that you're supposed to say.

After this activity we had to get back to our Analysis Presentation.
My group reassembled together. The people in the group were the following (short recap):

Yue

Manasvi

Emma (Me)

We now had to answer the Specific Questions which were the following (answers included):

Focus on one performer in the video.
You can find this in the Process Journal called, "Our Main Performer".

What rhythms do they use?
The rhythm he uses in the video is (in between 0:03 seconds and 0:25 seconds):

Bounces the basketball once with one hand

Holds it on the same hand and taps the basketball on the other hand two time

He repeats this until ) 0:26 seconds which is when he’s out of sight

That’s pretty much the only rhythm that he uses in the first minute of the video.

How do they move around?
This is how he moves around:

He first sits on a bench, with the ball under his right foot, as shown:

He then takes the ball and starts doing the rhythm, we just talked about, while he walks in the basketball court.

When he’s in there, he looks at a certain person and stares at him smiling, then he stares at another person and then another one and another one. That continues until he’s out of sight in 0.26 seconds.

He reappears at 0:39 seconds, when he catches the ball from a teammate. He takes the ball in two hands, holds it with his right hand and rolls it over his neck, which then continues on his left arm and further on on his right arm. He does this another time. After that he makes it roll on his left arm after receiving it from his right arm. Then he makes it roll onto his neck and then onto his left arm, then he turns and catches it with his right hand.

Finally he passes the ball under his left arm to another player. He then disappears from view in 0:45 seconds.

He reappears onto the screen at 0:48 seconds. When in the screen he catches the ball from the previous playing teammate and passes it to number teammate number 11. He moves across the field. Gets the ball back at 0:50 seconds, passes the ball to player number 11 again. He gets the ball back at 0:52 seconds, passes it back to another player at 0:53 seconds. He then skips to the baseline after the teammates scores and disappears out of sight at 0:57 seconds.

The things that I have found difficult in this lesson was to analyse the main character's actions during the chosen minute, which was quite difficult since there were a lot of performers dressed similarly, the camera kept on moving and his moves were kind of complicated. My group answered the questions together. We first discussed the answers to the questions while watching the video, and took notes. When all was clear we each started writing the answer to one of the questions.

I was glad of all the amount of work that we had completed in this lesson and I hope that next lesson we will be able to finish the whole presentation and practice some of the moves as well.

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Today, the plan was:

First 15 minutes were used for a little warm up.

The last 45 minutes were used for each group to practice their re-enacment.

According to the plan, we first started off with a warm up before going off into our groups to work on our re-enacment. In this warm-up the class gathered up in a circle on their chairs. And the teacher explained to us the warm up.
She said that she was going to start with a rhythm and pass it on to Adan on her left and that after a moment she would be passing another rhythm to Adan. By passing it to Adan she means making up a rhythm herself, showing it to Adan who then copies it and the person on his left copies him and the person on that person's left would do the same thing and so on. Everybody stood up and joined in the game, this was practice. The practice went off fine, there were a few people that made a mistake, but this was practice so they weren't out.

The skills we have used in this warm up activity are the following:
Listening - We had to listen to the instructions the teacher gave us for the warm up activity or else we wouldn't get it.
Paying Attention - We had to pay attention to any rhythm coming to us.
Being Ready - If a rhythm is coming your way you need to be ready or you won't be able to do it.
Follow the Beat - You also need to follow the exact beat that the person that chose the rhythm did which brings us bak to that you need to listen in the warm up activity.
Those are all the skills that I can think of are used in this warm up activity.

We also continued to work on our STOMP re-enactments in our groups. Today Amber found and made some adjustments to the piano chords used in the video. We filmed around 1 minute near the end of the class. We have not actually performed altogether before and then we tried it with two rhythms going on on the right and the left. We then did it as the game. I got out and sat on my chair in the middle of the game. When the game was finished the teacher asked us what skills we needed for this game. Well, there were around 3 different rhythms and they were all going around in the circle at the same time, which meant we had to use skills such as re-enacting and recognizing rhythms but most importantly we had to focus.

Today, we showed Miss. Pob Joy what we had so far. You can see that on the video attached to the Process Journal above. The feedback that she gave us was the following:
That our performance was not very STOMP like and that we needed more action.

I have some feedback for our group too and that is the following:
I think more enthusiasm needs to be shown during the performance and we need to practice performing together with cooperation. One of the biggest challenges that we all faced in this project is that we all found it hard to focus and we kept drifting off task. We have improved that on the next lesson. All these lessons, people brought all their electronic devices to just show the video but I think we'll just have one electronic device to show the video on next time as too many can be a distraction. Personally I felt we had not put much effort into the project altogether and at times people were distracted by their phones or each other when they should be working on the tasks. The solutions that I can find are to avoid bringing electronics while practicing as they can be a distraction. I can't find anymore solutions except that one.

That was all we did that day and I admit that it wasn't a lot.

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This was the main performer of the video and that we analyzed in our presentation:

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17/11/17: Starting our Analysis Presentation

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17/11/17: Starting our Analysis Presentation

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Today the plan was the following:

In the first 15 minutes of the lesson we will do a warm up.

In the next 45 minutes of the lesson we will start working on the Analysis Presentation.

In the very last 10 minutes of the lesson we will write down our Process Journals.

Today, we gathered in a circle of chairs (each person standing in front of their own) and started off with a warm up game. The game was when you would clap your hands to make different beats which have different meanings, such as next, go back and skip a turn.

The different beats for each of the meanings said in the previous paragraph were the following:

Clap your hands together once - meaning next.

Clap your hands together twice - meaning go back.

Clap your hands together thrice - meaning skip a turn.

We did this as a class. Ms. Pob Joy started clapping (she continued clapping throughout the warm up game to let us know the beat and when you need to clap when you have to) and the clap went around the circle sometimes people clapping twice meaning to go back to the person that had passed on the clap to them and sometimes people clapping thrice meaning to skip the person that you were going to pass it to and pass it instead to the person next to them that is not you (basically the person that is two places away from you in the direction the clap is going).We practiced first and then we did it as a game. You would get out and sit on your chair behind you when you have done something wrong like every other warm-up game we did so far.

The skills that were required for this activity were the following:

Listening - We had to listen to how many claps each person did to know what each and every person (including ourselves) had to do.

Memorizing - We had to memorize the meanings of each of the three claps or we would forget and clap the wrong number of times when it came to us.

Staying in the beat - We had to clap to the beat which would be clapped by Ms. Pob Joy. Or else we would be out.

I think those were all the skills that were needed for this small warm up activity.

Afterwards we were introduced to our first task in the new unit. The task was that we had to make groups of 2-3 and choose a STOMP performance online and analyse 1 minute of the video in several ways. We also had to perform rhythms of the performance. This task was to be completed in 3 lessons.  I was in a group with the following people:

Yue

Manasvi

Emma (Me)

We created a shared Google slides and chose our video, which was a group of basketball players using basketballs to create a rhythm. It was a bit similar to the first video we watched last lesson about STOMP basketball. We didn't start the questions yet though we chose the minute that we wanted to realize which was The beginning till 1 minute precise. We will answer a third of the questions next lesson and start planning on how we will replicate the performance. We will manage to do this by dividing roles between us 3.
The video we chose is shown on the Process Journal called, "Video we analyzed for the Analysis Presentation". We chose this video because it had a high video quality so against to many other STOMP videos, you can see clearly what all of the performers is doing. Also, the only props used are basketballs so we thought it would be easier to perform than some of the other videos, like the video we found on YouTube showing the performance using a whole kitchen (I doubt that the ladies in the kitchen will let us use it). This video was interesting mainly because the performers were very organized and structured and it was very fun to watch.

Since we couldn't answer the General Questions we did that as homework. We each answered one of the questions.
These were the questions we had to answer along with the answers:

How many performers?

There are 12 performers in the video.

What is the setting?

The video is filmed in an open basketball court.

What objects do they use? What timbres do they use?

They use basketballs and the existing baskets on the court. The timbres don’t vary as much.

The questions were really easy to answer so we took 5 minutes to answer them all

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Video we Analyzed for the Analysis Presentation

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Video we Analyzed for the Analysis Presentation

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This is the video we analyzed for the Criteria A = Analyzing, Presentation:

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STOMP makes rhythm with the Harlem Globetrotters

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Eight performers from the international sensation STOMP took to an outdoor basketball court in New York City's Greenwich Village with four stars from the world famous Harlem Globetrotters to celebrate the team's 90th year. The unique collaboration directed by STOMP co-creators Luke Cresswell and Steve McNicholas.

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24/11/17: Finishing our Analysis Presentation

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24/11/17: Finishing our Analysis Presentation

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The plan for today was:
In the first 15 minutes of the lesson we will do recap of the previous lessons and warm up.
In the next 30 minutes of the lesson we will do our Analysis presentation.
In the very last 15 minutes of the lesson we will write our Process Journals.

Today, we started off with another short recap of our presentation and other work we did in the previous lesson.
We then started off with the warm up. This warm up was an activity called the Louisiana mud slap. We started this activity altogether in this lesson. This activity consists of eight beats which are the following:

Beat 1:  Stomp Feet

Beat 2: Slap Thighs

Beat 3: Clap your hands together

Beat 4: Yo, wave your right hand to your left side

Beat 5: Clap your hands together

Beat 6: Huh, both your hands reaching outwards

Beat 7: Clap your hands together

Beat 8: Whoo, wave your left hand to your right side

We also did this in groups. I was with Yue. The teacher was counting the beats as we did the Louisiana mud slap. The following is what we did:

When the teacher called out 1, we stomped our feet at the same time on the ground.

When the teacher called out 2, we slapped our thighs at the same time with both hands.

When the teacher called out 3, we clapped our hands together.

When the teacher called out 4, we waved our right hands to our left side clapping each others when done so (this is known as Yo). You say Yo while you do this movement.

When the teacher called out 5, we clapped our hands together.

When the teacher called out 6, we clapped each other's hands together (this is known as Huh). You say Huh while you do this movement.

When the teacher called out 7, we clapped our hands together.

When the teacher called out 8, we waved our left hands to the right side clapping each other's when done so (this is known as Whoo). You say Whoo while you do this movement.

The skills that we used in this warm up activity were the following:
Memorizing - You needed to memorize all the different steps on all the different beats.
Listening - We needed to listen to the beat to stay in beat with it.
Working with the beat - We needed to do all the different steps on the beat which is why we needed to work with it.

Later, we worked more on our STOMP analysis presentation. In this lesson we finished all of the higher level questions which were the following (answers included too):

Focus on a second performer in the video.
You can find our second performer on the Process Journal that is called ,"Our Second Performer."

What rhythms do they use?
The rhythm he uses in the video is (in between 0:12 seconds and 0:27 seconds, and also in between 0:59 seconds to 1 minute):

He does the same rhythm as the 1st guy we analyzed.

Another rhythm he uses in the video is (in between 0:36 seconds and 0:57 seconds):

He bounces it real hard, so it goes over his head.

When the ball is in the air, on top of his head, he claps with his hands.

And when the ball falls back down again, he catches it.

And does it over and over again. For 14 times.

How do they move around?
This is how he moves around:

He enters the screen at exactly 0:12 seconds, doing the same rhythm that our first performer did.

He zigzags around on the screen doing that rhythm until he disappears at 0:27 seconds.

He then enters the scene at 0:37 seconds. He stands still doing this rhythm: He bounces it real hard, so it goes over his head. And when the ball is in the air, on top of his head, he claps with his hands. And when the ball falls back down again, he catches it. And does it over and over again. Until 0:57 seconds.

After that rhythm was done, he and others started doing something else. They dribbled low 4 times. And then, cross over passed it to the person on their right (our left). Leaving one person on our right with no ball and one person on our left with two balls. The person with two balls passed one to the person with no ball. And so they each had one ball.

At 0:59 seconds or second performer goes over to the right side of the screen, continues doing the rhythm that they all did at the beginning. And then, disappears out of sight at 1:00 (since the time of the video is finished).

Compare them to your first performer.
You can find the answer to this question in the Process Journal called, "Comparison of the two performers."

Can you demonstrate the rhythms, techniques or choreography?
When we finished them we started practicing the demonstrations of our chosen video since one of the directions in the Higher Level Questions was the following:
Use subject-specific terminology and do demonstrations where possible.

We practiced performing all the rhythms that we put on our presentation. Some of them are the following:
For the Main Performer:
The rhythm he uses in the video is (in between 0:03 seconds and 0:25 seconds):

Bounces the basketball once with one hand

Holds it on the same hand and taps the basketball on the other hand two time

He repeats this until ) 0:26 seconds which is when he’s out of sight

(Manasvi will perform this)

For our Second Performer:

The rhythm he uses in the video is (in between 0:12 seconds and 0:27 seconds, and also in between 0:59 seconds to 1 minute):

He does the same rhythm as the 1st guy we analyzed.

(Manasvi will perform this)

Another rhythm he uses in the video is (in between 0:36 seconds and 0:57 seconds):

He bounces it real hard, so it goes over his head.

When the ball is in the air, on top of his head, he claps with his hands.

And when the ball falls back down again, he catches it.

And does it over and over again. For 14 times.

(I will perform this)

We used basketballs and found some of the tricks quite difficult to demonstrate. We spent most of the remaining time practicing and adjusting the tricks so we can give a somewhat accurate representation of what was being done but at the same time not have to face a risk of messing up badly.
One thing that surprised me was how STOMP as a music group interacted with professional basketball teams, audience, construction workers and chefs, etc. In their performances because I had thought they stick to themselves while performing but apparently they cooperate with a lot of other people in a wide range of professions as well. There wasn't anything else that really shocked me.
This is what we did today.

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The plan for today was the following:

In the first 10 minutes of the lesson we started a new unit and got an introduction.

In the next 10 minutes of the lesson we had worked with the basketball STOMP video as a class (will be explained with more detail further on in this Process Journal).

In the next 30 minutes of the lesson we did an activity in groups.

In the last 10 minutes of the lesson we wrote down our Process Journals.

Today we started a new unit. This new unit is called, "STOMP".
It is about creating rhythm without musical instruments (ex. violin or saxophone) as we have had an explanation last week in the Drumming Workshop.

After this introduction of the unit, the teacher, Ms. Pob Joy gave us an example of, "STOMP" and showed us a video about STOMP in basketball (basically a group of basketball players using basketballs to create a STOMP performance). That video was about a group of people making different kinds of easy rhythms and then combining them together to make an extraordinary piece of music.
We first worked with a few simple beats from the video. After that exercise we were split into groups and aimed to create our own layers of beats using the given four simple beats. We also had to think about the kind of movement we could do to make the audience enjoy the performance visually as well.

We used a number of skills including our ability to recognize beats and to stay with the pace of the others. We also used our creativity as well as our team working skills. I found staying with the pace really easy while creating interesting visuals for my group's performance was more difficult. We also found it difficult to come up with a piece within the given 30 minutes (which you've got to admit is not a lot of time). Feedback we received included comments on how short our piece was and comments about the fact that the audience could not hear the different beats very well when they're merged together. But the rest of the feedback we got was positive. Though, I think we did a good job today as it was our first time creating a STOMP.

I think groups like STOMP can be successful because when they use so simple rhythms and then put them together like puzzle pieces the piece is extraordinary and it looks hard to make but extremely fun to listen to sand to watch. But if you try and separate the different rhythms combined together, it doesn't look very hard at all. The movement of the people making the STOMP is also very successful as it is very entertaining for the audience watching. I've realized this when I was watching the basketball STOMP in the class from the Interactive Whiteboard screen.

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Today, we had a Drum Workshop in the Maths hour so we had to skip it to go to BAT 05, the PA Room in which we always went if we had PA.

There were three adults there. Ms. Pob Joy our Performing Arts teacher,  a camera man, a technician and a drummer. I don't remember how to say the names of the last two people, but I know that the drummer's name was something like Roel.
Anyway, that man Roel had set up some drums and other percussion instruments.
He began the lesson with playing the tambourine which he hit with his hands. I noticed that he was recording it by stepping on a small box on the ground. When he had finished the rhythm, he stopped stepping on it. When he stopped, the sound was still playing because of the redcorder on the ground that had recorded the rhythm that he was playing. He then was picking up the tempo and started playing the drums, he recorded that too and when he stopped with that he moved on to the big drum. When he had finished playing that instrument. The final piece was an amazing ensemble. It was constructed of all the instruments that he had played at the same time. It was amazing because it sounded like a whole band was playing but instead it was only one person playing the whole thing (which if you would have heard it might not have seemed possible).
After that he explained that some songs these days got some other short samples from other songs and put them in their track. He gave us a few examples. One of them was Beyonce and another track from Youtube (I can't show it to you because I do not know what song or sample from YouTube it is. Beyonce had taken a sample from that other song to put in their song. He showed us a few videos of samples and how they are embedded into other musical pieces. He also talked about copyright infringement and how he had made that amazing ensemble at the beginning of class.
He then asked some of us to come on up and we were now supposed to make a song with different samples made by us.
Then he started using a microphone and pedals to record multiple layers of music. Everyone went up to make some sort of noise with an instrument or their body. We did this twice, the second time with animal sounds.He asked Aisling to come up and so she kept on saying Meouw (like a cat) while Roel was recording it. When he stopped it sounded like Meouw repeated and repeated over and over again. He then beckoned on to the stage Vaarun and Ken I think with made a roar of a lion while Roel was recording it further on to the music playing. We added several more samples and at the end the piece of music we had formed was awesome and very entertaining.
He then he gave out percussion instruments to everyone and the class collaborated to do a simple music piece with them. I had the Drum along with Yue and other three people. We had a rhythm that we had to play that you can find at the end of this Process Journal. It was easy to keep up with the beat and rhythm because I think drums have a distinct beat, unlike string instruments. During the lesson I really enjoyed playing different rhythms with the drums. You played something on it and then it sort of echoed throughout the room (I think that is because of the size of the room of BAT 0.5 or the size of the instrument). I thought the final result was quite interesting and well played. It had a good beat to it, this rhythm played in my mind for the rest of the day and I knew that I must have really liked it. And no I haven't found anything difficult to do in this exciting day. I found everything pretty easy to understand and new how the whole thing worked.

The skills that we have used in this Drumming Workshop were the following:

Listening - We had to listen to the explanations that Roel had to give us about STOMP and samples and how we will be making our small music piece. We also had to listen to the beat of the piece of music we had started to make so we new when we had to start making our own rhythm.

Creativity - We had to be creative with what rhythm we could add into our musical piece.

Counting the Beat - We needed to know when to start playing our rhythm. And so you had to listen very carefully to the beat to know exactly when to make sounds.

Paying Attention - We had to pay attention so we would remember what we had done in this lesson so later on at the end of the day in our PA lesson we would be able to write our Process Journals down on Padlet.

Those were all the skills we used in the Drumming Workshop hour.

That was it for the Drumming Workshop.

Later on in the day, we had another hour of PA. In which we had to write down our Process Journals and as you can see I was pretty busy writing mine in a new Padlet document.

The skills we had to use now was only one which was the folloowing:
Remembering - We needed to remember what we had done in the previous Drumming Workshop Hour to know how to answer the questions.

After we had to write about the Drumming Workshop, we had to watch this video:
https://www.youtube.com/watch?v=TViLxRIUBDM

When I first watched this video. I was really shocked. This man had really put this amazing piece of music by just hitting on objects with two sticks? Well, I had the evidence right in front of my eyes and I thought that that was incredible. What I found amazing was that the man had come up with a really fast tempo and wasn't confused of what object to hit and didn't stop for a second to be found confused as to what he was doing. If I was the man playing in his place I would be confused and trying to remember what objects to hit and by what amount of force to hit them. Other than that, this video had a really fast tempo, multiple timbres created by using different types of objects (ex.pots and pans) and the rhythm is really catchy. The organization of the pots and pans in their place is real good and I wonder how the drummer remembers where he put the different pans and pots and how he knows which one to hit to make this amazing video.

I then watched the 2nd video that the teacher had told us which was found n this website:
https://www.youtube.com/watch?v=FqJdzYY_Fas

This second video, was even faster and I have wondered the same things that I had wondered in the 1st video that I have watched. The objects used were just pots and they were less objects than the video I've watched before. The timbre to me sounded a bit plain and dull compared to the timbre from the other drummer. The beat was very effective and interesting. They both looked interesting visually though I must say that I am also surprised by the beat and rhythm that took place in the second video. I didn't know you could do an amazing rhythm like that with that many instruments though I was also surprised by the fastness of both drummers wrists going up and down while hitting objects in rhythm.

I liked the 1st video more because I really admired the beat, the tempo, the placements of the different objects (used as instruments). This one was the most exciting because it is long and I usuually like to make up stories and a story made up in my mind while I was listening to this video. The story began .... I also like this first video I've watched more because there were more different instruments with different sounds and the drummer had not even forgotten to tap on one of them.

A video that I've found of another drum/rhythm-based performance that used non-instruments is the following:
https://www.youtube.com/watch?v=fhKUhaeyb18

When I've watched this video for the first time, I realized that I've liked it as much as the 1st video that the teacher, Ms.Pob Joy had told us to analyze. Then I looked at the performer and realized oit was the same person but performing in Paris instead and not in Amsterdam and then I thought that he probably went all over Europe to show his interest in music and the pieces of music that he has made up. The story I got from this music is the following:

Today I've learnt that only one person can create an amazing ensemble of different sounds and make fantastic music. I've also learned that every song has a story (at least for me it's true.) and you make one up by the music change and the tempo in the music.
I've learnt a lot of things today, and this has given me a knowledge of how much I like music. And I will remind myself in the near future to try and make my own rhythm out of non-instruments (ex. pans and pots.).