b) How do the ensemble finales in Classical operas enhance our understanding about team dynamics?

c) Reflecting on our past 4 weeks of team-working: what have we done well, and what can we do better?

a) In order to bring life to the music we play, elements such as emotions and characterization that are prominent in drama can be applied. One single piece can portray various characters (generating a variety of emotions), so long as we make the effort to relate the key changes and harmonies to a particular passage, focusing a specific tone color that befits the personality of the character that we have decided on. 

In any piece of music there will be dialogue between different “voices” (e.g between different registers of the keyboard), bringing about the idea of conflict and resolution, just like how the characters in drama interact with one another.

Also, each phrase in music can be likened to a phrase in the speech of drama, the difference being the means of expression – the former is in note-form while the latter is verbalized in words. With that in mind, we can sing the notes of a particular phrase in our piece, to get a better idea of its shape. All these will help us convey the message of our music to the audience, as if we are having a conversation with them. 

For example, in Schumann's Kinderszenen Op. 15 No. 13, Schumann puts himself in the shoes of a poet and speaks to us in recitative-like phrases, pouring out his emotions in the lyrical lines. The different voices enter together at the beginning of the piece, but slowly begin to separate and generate tension between one another, eventually resolving towards the end. As such, we should approach our practical performances in a way where some phrases should act like a recitative or even an aria to the audience.

b) The ensemble finales in Classical opera signify the harmonious blend of distinct personalities. Each person has their own unique traits, along with their strengths and weaknesses. It is important that everyone in the team recognizes and understands one another’s differences, so that we know what is best to contribute to the group and which areas to help one another on. Depending on the context, the role of every team member will change. At times, some will have to be leaders (main characters) and others will have to be followers (supporting characters), but ultimately everyone works together towards a common goal. These healthy mindsets will create positivity to enhance team dynamics. 

The ability to sing together in a chorus or ensembles (duet, trio or quartet) bring about the neccessity of working together as a whole. Even the natural conversing within two characters in a recitative requires good team dyanamics to practise and perform properly

c) Even though our team was newly put together, we have had a pleasant time working together. Everyone has been accepting of one another’s opinions and is willing to help another, so there were no awkward moments of tension. Moving forward, we could expand our knowledge on Classical music by researching outside of class, and compiling notes together as a team to aid in revision?

Drama in music seeks to evoke emotions from the audience thus it is important for the performers to also be emotionally involved/engaged in the performance.

We also feel that it is important to understand the reasons behind why the composer wrote in those particular lyrics and then use that knowledge to properly act as the characters he had created so carefully.

b) How do the ensemble finales in Classical operas enhance our understanding about team dynamics?

In the past, operas were dominated by solos, duets, trios and the occasional quartet. The use of the ensemble finales which call for the entire operatic cast is a stark difference to the indifferent small groups of the past. With all the cast coming together in the end with all their different mind-sets, emotions and backstories, it serves as a very powerful climactic point in the Opera.

For our group to improve, we must overcome the Baroque mind-set of having as few singers as possible and come together like the ensemble finales of the orchestra period.

c) Reflecting on our past 4 weeks of team-working: what have we done well, and what can we do better?

We have done well in dividing up our work so that none of us are overloaded.

All we need now is to communicate better during group assignments. : )

b) How do the ensemble finales in Classical operas enhance our understanding about team dynamics?
Finales in Classical operas are dramas pushed at break-neck speed by having 2 or more soloists singing contrapuntal lines to separate text, each expressing a particular point. This reflects us as a group as we are all very different individuals working towards a same goal, similar to the finale, which is the end of the piece, where the work is heading towards. For example, each of us might have different understandings about topics taught in class, but when we come together to share our thoughts, we accommodate to each other and come to a final decision, which we think would benefit our final grade

c) Reflecting on our past 4 weeks of team-working: what have we done well, and what can we do better?
We didn't do much preparation for the tests and lessons. Hence, we did not know our material well and so the quizzes were very challenging for us. We can also improve in teamwork such as studying together, which we have not done. Moreover, although we want to do well, we lack a strong team spirit, and a sense of togetherness and unity as a team. 

As for what we have done well, we are all very open to new ideas and take criticisms well. We are able to sort out differences in opinions in an amicable way. We are willing to listen to those of us with different points of view and respect one another's opinions. We also try to involve everyone in the discussions. We delegated work to each member of the group and this worked out quite well. For communication, it was not a problem as we can understand one another and make sure that everyone who speaks can be understood fully. We compromise when appropriate, and know when to take initiative in certain tasks and when to be a follower. 

Drama in music expresses out emotions by using words and actions, while in our own practical performance, even though we do not express our emotions through words, we expresses them in actions too. For example, by swaying to the music we play and also conveying different kinds of tone by the speed and the weight we put onto our bow. Similarly with pieces that we play on our instruements, they also do contain storylines, just like drama in music. 

Drama in music also uses the same kind of notations in tempo markings and also dynamics. When the storylines becomes more agitated or happy they usually goes faster and louder, if it becomes sad, it will also goes slower and softer. Same goes to our practical performance, we are also able to sense the mood of the piece by the given markings indicated on the scores.

Drama in music can be related to more than just our practical performance. To begin with, drama is often combined with music and dance that includes both spoken dialogue and songs. It is through the drama and music that we communicate and express out what we feel in us. This can be assisted with the performance guidances and directions stated in the score. For example, in passages where it is light and exciting, this could suggest that the singer/performer is trying to convey the idea of happiness and contentment. Quite similarly to that in our practical performance, this can be expressed by articulating the notes in the passage with staccato or even staccatissimo. In this way, we can easily deliver what we feel to the audience with the way in which the notes are being played or sung.

b. Any emsemble finale is a large block of music that concludes an act and is made up of continuous smaller numbers differentiated by key, tempo, meter. With such a concentrated flow of ideas to end of an opera, it is vital for musicians to be able to have a common understanding of the musical context of the sections of music they are playing. This pertains to knowing what other instruments are playing, wat material they have and the set impulse agreed upon at the main melodic materials and the cadential points where more often than not, slight tempo changes. As an emsemble, the need to gel becomes of utmost importance to achieve a level of close perfection. Members have to understand the function of the finale and come to a concensus together to piece it together with awareness.

Playing in an ensemble requires a high level of teamwork and also a good understanding of each other’s part. It is important for players of the ensemble to respond to each other flexibly. With the ability to communicate skilfully, it shows the team’s working dynamics and how we would work together as an ensemble to be able to present/perform the piece well.

c. Done well: communication, agreement with final answers, acceptance of new discussions and ideas. 

Needs improvement: stop overthinking, delegation of work in sections, less brooding on more difficult things.

In addition to the above points, one can observe this especially in new music or 20th century music. Composers explore various ways to break the wall between the audience and the musician. Instead of making a performance just about music, there are so many other visual aspects in current musical performance. Take for example if one was performing John Cage's 4'33. Dare I say that there is almost zero musical context in that work, however the tension in the silence and surrounding sounds indirectly directs the attentive audience to focus solely on the performer's next move. This has essentially the same effect as drama. As it captivates the audience both visually and aurally. Another example is if we perform prokofiev's 'Peter and the Wolf'. Though it is has no actors or actresses involved, often, musicians would wear masks or costumes to enhance the performance visually. So that the audience will be able to relate characters to it's instruments. 

b) How do the ensemble finales in Classical operas enhance our understanding about team dynamics?
Danielle:
The finale is usually the ensembles playing together at the end of a piece. This utillizes team dynamics by making the players listen to each other and responding instantly during a performance. By knowing the tendencies of the other instruments and individual players/groups, ensemble finales test groups on their ensemble-ship skills as a musician. (listening, responding etc.)
Janelle: Therefore, as a team, we should learn to work with others, and with their unique and individual personalities and strengths. Good teamwork requires a level on understanding and flexibility, as well as ownership of one's work. If we know each other's tendencies and strengths, we can use it to our advantage and help each other out effectively. There cannot be discord in a ensemble finale, lest it falls apart. The same for team dynamics.
Jun Yu: It is the nature of the team's work. It shows the individual personality within the team while also showing how much chemistry and understand this group of musicians have together. When the group moves musically as a team, the effect will be significantly enhanced. Because all the breathing points and climaxes and pivots will be done as one. 

c) Reflecting on our past 4 weeks of team-working: what have we done well, and what can we do better?
Danielle : We have managed to delegate work despite not having a full team most tutorials, and together we have discussions to consolidate our work, and for team quizzes. We all can make more effort to show up to class on time and work harder together!
Jun Yu: I'm not sure what we have done well, but what I believe is that there should be more independent and self disciplined action taken during group works. We should all be more proactive individually so that group discussions can be done in a more efficient and effective way.
Jasper: I think we did well in working together effectively for the group quizzes. I think we didn't do well enough in doing our research thoroughly before hand.
Janelle:
PREP:
We have not had any face to face team meetings so far due to the clash of schedules. We have a few members of the team taking notes. I personally think the preparation before each team test should be done earlier and we should get to know our material better in order not to be lost during the tests.
PARTICIPATION:
The people in this group all contribute and we are all willing to listen to each other's ideas, which I think is a good thing. 
COMMUNICATION: We have no problem with this either as our whatsapp group serves a convenient way to get a point or reminder across effectively.
PROMOTIVE INTERACTION: As a team, I believe we all want to do well for this class. We can improve by actually turning up as a team (hopefully in the near future) for the lecture and tutorial so that we all have the information before we take the test.
CO-OPERATION: It usually takes a bit of nudging for the others to do their part of the delegated work, but it usually gets done (which is good). I have been the one delegating the work and reminding people to hand up their part on time (which, still has not worked very well since we were late for that assignment). But I'm sure we will improve with time.

b) How do the ensemble finales in Classical operas enhance our understanding about team dynamics?
Ensemble finale brings together different to create one whole which helps us realise that despite our differences of knowledge of experience, we can strive to a common goal by complementing each others skill sets. 

c) Reflecting on our past 4 weeks of team-working: what have we done well, and what can we do better?
Our team members were involved with school performances and missed a few sessions. We need to work more to catch up and do better.