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What instrument(s) will you need? What resources will you need?

- I will need a microphone and a bass. maybe the guitar is a beat of drums. just a beat to be on time with.

List and link the songs you are thinking of using to cover - choose one!

- Bruno Mars- Talking to the Moon
- Green Day- Basket Case
- some sad songs into a rock pop song.
- I think I'll be doing Green Day (Basket Case) into a Frank Sinatra thing.

What is the style of music?

Melody is one of the strongest things that change the style of music.

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today, i submitted my work and i decided to edit and delete a part of the bridge - because there was an imbalance between the instruments in terms of the volume so the effect wasn't what I wanted, I fixed the issue by deleting parts. it was too distorted and the guitar was very quiet in the song, it was mainly the bass playing during the bridge part. i edited some of the parts where there was some noise disturbing in the back, and I edited some of the track. i lowered the main song down too so I can showcase my back in track and my changed pentatonic scale d minor.
I'm not sure the chords I chose using the pentatonic scale didn't fit the structure of the original song too well. The rhythm I ended up using also felt "out of time" - I found it very difficult to base my song so close to the original because my ideas didn't right as they were different.
The changes I ended up making included distortion - which helped the timbre balance out a bit and covered the inconsistencies in timing a bit.

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i added new back in track and i added high key and low key. i decided not to add the base back in track. i think with the over lap doubled bass it would become even more messy. playing bass need the groove and and rhythm.

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i added edited some parts of my melody in the new song, i added some new higher key same note melody into the song

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i continued adding onto my slideshow. i played around with a random song and played some back in tracks with my song Locked out of Heaven.

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today i have played around the platonic D minor scale, i plan to change the melody abit and try adding some changes to my bruno mars song

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today i have gotten on sound trap and messed around with the rhythm of the beats.
rhythm - the duration of each note beat.
structure - how the music is organised
texture - the layers of sound within a piece of music
tombre - the quality of the sound, the type of sound that is created e.g. pure, rusty

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29 Sep Process Journal Review & Practice

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29 Sep Process Journal Review & Practice

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today i worked on my procces journal and my slides in slide show.

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Finally, i chose "locked out of heaven" by Bruno Mars. I will be messing around with the guitar track and messing around with it.

At the end of this class, i had created a D minor scale in the guitar track, but this is hard because this song is already a masterpiece.

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Today i decided to choose a song to mess around with.
i have a few songs in mind : Bruno Mars "Locked out of heaven" , "Leave the door open" , "Marry You" , "Smoking out the window".

i chose these songs because it has a nice melody and rhythm in these songs. It sort of has a melody just jumpy and will lighted your day up. Bruno mars has just a good jumpy vibe with the melody in his songs, and its like levitating and it helps your mood alot.

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Today i played around chords with Kaela & Gaby. we jammed some different songs including a heart and soul. It was nice.

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What is going to be the aim of this unit?
The aim of this unit is to understand what 4 chord songs are melody and improvisation. The aim is to develop one of my experiments, and by the end of the unit we will perform/presenting to the class.

What is a melody?
Melody: A melody is a progression of note playing one after the other. A melody is short. Melody can be played with chores together on the piano to sound like 2 instruments the same time. Melody has a unique rhythm as well

What is improvisation?
Improvisation: Improvisation is when you play something with e.g. back in track c major, or you are improvising jazz. Mostly improvisation is improvising/freestyle, create something special and new. Improvise with the chords in the back in track.

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A melody is a progression of note playing one after the other.
A melody is short. Melody can be played with chores together on the piano to sound like 2 instruments the same time. Melody has a unique rhythm as well.

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31 August 2022 Exploring With Kaela & Ezha

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31 August 2022 Exploring With Kaela & Ezha

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I messed around with some back in track Fm chords with my guitar, and played some random songs with Kaela. Then afterwards all three of us played around with back in track fm chords and tried something out.

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Criterion A: Investigating
Maximum: 8
At the end of year 5, students should be able to:

Ai. investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry
Aii. critique an artwork or performance from the chosen movement or genre | 1 - 2 | 3 - 4 | 5 - 6 | 7 - 8
i. provides limited information that is not always related to the statement of inquiry | i. provides mostly relevant information that is related to the statement of inquiry | i. provides relevant information that is related to the statement of inquiry | i. provides comprehensive, relevant information that is related to the statement of inquiry
ii. outlines features of an artwork or performance including two from elements, techniques and context | ii. describes features of an artwork or performance including two from elements, techniques and context | ii. analyses features of an artwork or performance including elements, techniques and context | ii. critiques features of an artwork or performance including elements, techniques and context
Possible characteristics | Basic, incomplete | Adequate, acceptable | Detailed, focused | Thorough, perceptive

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Criterion B: Developing
Maximum: 8
At the end of year 5, students should be able to:
Bi. practically explore ideas to inform development of a final artwork or performance
Bii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry
| 1 - 2 | 3 - 4 | 5 - 6 | 7 - 8
i. demonstrates limited practical exploration of an idea or ideas | i. demonstrates sufficient practical exploration of an idea or ideas | i. demonstrates substantial practical exploration of an idea or ideas | i. demonstrates extensive and varied practical exploration of an idea or ideas
ii. presents a clear artistic intention in line with the statement of inquiry and states artistic choices | ii. presents a clear artistic intention in line with the statement of inquiry and describes artistic choices | ii. presents a clear artistic intention in line with the statement of inquiry and explains artistic choices | ii. presents a clear artistic intention in line with the statement of inquiry and justifies artistic choices
Possible characteristics | Basic, undeveloped | Adequate, reasonable | Focused, thoughtful | Imaginative, sophisticated

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Criterion C: Creating/ Performing
Maximum: 8
At the end of year 5, students should be able to:
Ci. create or perform an artwork
Note, this is the same for all year groups/ stages. The increase in sophistication of skills is determined by the skill set developed through each unit, over the years of study. It is expected that teachers plan carefully the skills they expect students to master over each year of the programme in the MYP arts.  | 1 - 2 | 3 - 4 | 5 - 6 | 7 - 8
i. demonstrates limited skills and techniques through the creation or performance of a finalised work | i. demonstrates satisfactory use of skills and techniques through the creation or performance of a finalised work | i. demonstrates mostly effective use of skills and techniques through the creation or performance of a finalised work | i. demonstrates consistently effective use of skills and techniques through the creation or performance of a finalised work
Basic, undeveloped | Adequate, reasonable | Substantial, assured | Honed, accomplished

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Criterion D: Evaluating
Maximum: 8
At the end of year 5, students should be able to:
Di. appraise their own artwork or performance
Dii. reflect on their own development as an artist | 1 - 2 | 3 - 4 | 5 - 6 | 7 - 8
i. describes their own artwork or performance | i. analyses their own artwork or performance | i. evaluates their own artwork or performance | i. thoroughly and perceptively evaluates their own artwork or performance
ii. outlines their development as an artist | ii. describes their development as an artist | ii. analyses their development as an artist | ii. discusses their development as an artist
Basic, superficial | Adequate, reasonable | Thoughtful, balanced | Insightful, comprehensive