Say Something Chord Substitution

Filed under: Grade 10 — 17kimn at 5:36 pm on Sunday, April 26, 2015

For music class, I changed the chords for A Great Big World’s Say Something.

1. How did the piece change is general?

The piece overall has a more complex and sadder tone than the original piece after I have changed the chords. Especially since the original piece only had 2 notes or 3 notes with 2 notes in different octaves for the chords, using all 3 notes of the chords made it sound more complex in general.

2. Choose two or three specific points in the piece and describe the chords you used (changed to) and how they effected the sound.

There were 2 main patterns with the chords in the piece. The first one was the chords in the second and third measurement of the piece. The chords were in the D major scale where the F and C are sharp. In order, the chords were the 6th chord, 4th chord, 1st chord and 5th chord. I changed the 6th chord into GBD where I brought kept the B and D and lowered the other note to G. Then I changed the 4th chord into EGB and the 1st chord into FAC. I kept the 5th chord because the chord substitutions didn’t work. This made the sound more complex and sadder, as I said before since I lowered most of the notes. However, since the root note A (5th chord) is the same, it still sounded consonant.

The second main pattern was from measurement 12 to 15. The chords were the 1st chord, 3rd chord, 4th chord, 1st chord and 6th chord in order. I changed the 1st chord into BDF, 3rd chord into ACE, 4th chord into GBD, and the 6th chord into ACE. This part sounds still similar to the original piece compared the the first pattern with the chords. This is because the chord substitutions I made in this part is the same chords as the original chords with the first pattern.

3. Describe the chord substitution process and how you might find it valuable for use in the future.

I first found the chords of the original piece and put it in noteflight. Then I took the top note and brought it under the lower note and played it to see how it sounded like. If I didn’t think it fit, I put it back and put the bottom note to the top and used that chord. I think that I could use chord substitution in the future when I am playing a song or creating one and want to change the tone or feeling of it.

Score – https://www.noteflight.com/scores/view/155dcef95a749ef7708fe12856a0e89eda4f9da8

Hit that Super Mario

Filed under: P.E. — 17kimn at 11:21 pm on Saturday, April 25, 2015  Tagged , , , ,

In grade 10 PE class, we created a lesson in groups or individuals for our class for a dance of our choice. I paired up with Yuu and we created a lesson to teach the dance to Hit that Super Mario that many people did on Vine.

I think that overall my planning was effective. Since I had an outline of how much time of each part of my lesson was, I was able to keep it within the time we had with was 40 minutes. Also, I think that my plan went smoothly which proves that my plan was effective. One thing in particular was the activity. Since Yuu and I chose the groups beforehand, we were able to cut the time where we were choosing. I think that I was prepared and knew what had to be done through my plan which helped me get things done in time. Especially with organizing things like the projector and videos, since I knew what I was doing, it didn’t take time.

I think that my strongest teaching component was communication with the group. I think that I was comfortable with my class mates which made it easier for me to be able to give them directions without coming off too strong. I think I was able to keep them on task, even when they were distracted at times, I wasn’t scared or shy to tell them to do the activity. Another thing was that I was able to talk to groups during the activity and give them advice on what they should work on or fix.

I think my weakest teaching component was explaining the dance to the group. I think the main reason for this was that since I already knew the dance, the lyrics and dance were connected in my head. So when I tried to explain it, it wasn’t able to explain it properly and easily so that they would understand. Also, since I taught the dance through the lyrics, when it came to actually dancing it, it was too fast and a lot of people weren’t able to do it.

I think the main challenge I faced, like I wrote before, was explaining the dance. I learnt that it is hard to explain something you already know well because you aren’t thinking of the detailed steps or how you’re doing things when you it. It was hard to understand what they didn’t understand. Another challenge I faced was helping a group create a dance. One group had a hard time doing the activity so we had to help them create one. It was challenging because I wanted to give them ideas but still have them to create their own dance without me having to give it to them. Eventually, they were able to create a cool dance which I was proud of.

A strategy I would use again is something I did during the activity. Since our dance was pretty short and the lyrics weren’t too long, most groups were done in about 10 or 15 minutes. So Yuu and I went around to see their dances and clapped the beat. Then many groups couldn’t keep us since they were creating a dance with the lyrics not the beat. By clapping the beat, we were able to reinforce the counts of the dance which helped them adjust their dance. I think that this strategy worked well to see their progression through the activity. By doing this, they are able to get some feedback before they had to do the actual thing, not knowing how fast the actual dance was.

Something I would to differently next time is to give some time to the groups to figure out the dance on their own instead of having everyone do it at the same time since different people learn at different speeds and ways. Also, it would’ve been nice if we had a more fun warm up like some other groups did with a Just Dance or something like that instead of the actual dance.

My happiest part was seeing everyones dances in the end. I really loved everyones original dances and how they created a dance for the lyrics provided. It was really cool how the different groups represented the same lyrics in different ways. Since I didn’t create one myself, it kind of made me want to.

Everything did actually go as planned since my classmates cooperated with us very well. We were able to follow our plan and smoothly run the lesson which I very much enjoyed.

Homura 1st Performance

Filed under: Grade 10 — 17kimn at 9:35 am on Tuesday, April 14, 2015

Last Friday, we performed Homura at the Peace concert in Ikebukuro. I think overall our first Homura performance went well. The challenging part of the performance was that it was hard to hear parts 1 and 2 because they were far away. Also, the box to hold my stick was very far away from me that it made it hard for me to get it and I was late for playing parts that used the stick. I think I played better in the 3rd movement of the piece compared to the 1st movement. There were parts in the 1st movement where I got confused of what to play next. I was able to play them on time but it was hard for me to concentrate. Also, I forgot some of the tuning changes and had to look at Kate a few times to check the tuning. Overall in the 1st movement, I think that I wasn’t too confident and played very quietly. The 2nd movement, I feel, was fine. I think that I was able to play more confidently in the 3rd movement and played it very well compared to the 1st movement. I think that I was able to play pretty confidently. However, since it was a bit hard to hear the 2nd koto, it was a bit hard to get the timing with them when the 2nd koto and 4th koto are going back and forth. I hope I can play better this Friday.

Homura

Filed under: Uncategorized — 17kimn at 12:41 am on Friday, February 20, 2015

We have been working on Homura and there are parts I have to work on. The first part I have to work on for Homura is on page 4, line 3. It is where I have the patterns with the pizzicato. I have to especially work on my fingering with which finger to start with as well as keeping the rhythm. To practice this I just keep on playing it over and over again. I especially have to focus on when we play the off beat because I’m always off near the end of the part. The second part I have to work on is on page 7 where I use the stick. I have to practice the rhythm since I’m always a bit slow. Here is the video of me practicing.

http://youtu.be/vRrHA5czHqg

Concert Reflection

Filed under: Grade 10 — 17kimn at 1:38 pm on Friday, December 12, 2014

On Wednesday, the grade 10 koto ensemble had our winter concert with the other grades. We played Gojyusoukyoku. Overall I think that we were able to play much better than we have expected, mainly because of our chemistry. I think that I was able to play my solo parts with the right notes but I could’ve played louder. I think that I should’ve played much louder throughout the whole piece. I messed up a bit in the sukui sections but I was able to play most of the notes and was able to get back on track. I think that we were listening to each other more than usual without getting mad at each other like last year. I defiantly think we built more chemistry through this performance.

Themes and Variation

Filed under: Uncategorized — 17kimn at 8:42 pm on Tuesday, October 28, 2014

Here is the theme and variations I have composed on noteflight.

When I first started composing the theme, I was just playing around with the notes and modifying them by listening to it over and over again. I only added the harmony after I created my first version. For the first version, I changed the melody by adding notes. When I was adding notes, I tried to just add notes in between the notes in the theme. Many of the measurements have the same notes on the same beat as the theme. For the second variation, I changed the harmony and kept the melody the same. The pattern for the harmony was ascending for 4 eighth notes, descending for 2 eighth notes, ascending 1 and then a rest. The second pattern was the opposite of this. I mostly started on C because I was using the C major scale. For the third version, I took away notes and also slowed the tempo down a little (115 BPM). This version is very simple. I wanted to change it up a bit because I have been using a lot of eighth notes in the versions before. For the fourth variation, which is the last one, I changed the melody and the harmony by adding notes. I also returned to the same tempo as before (120 BPM). For the last variation, I wasn’t really thinking a lot about patterns but instead just purely playing around with the notes. I found this hard because I had to listen to how it sounds over and over again until I got it to sound the way I wanted to. In the end , I finished the piece by playing the theme again.

Koto Process Journal

Filed under: Grade 10 — 17kimn at 10:24 pm on Monday, September 29, 2014

Design Criteria Summary and Challenges

Filed under: Tech — 17kimn at 2:24 am on Wednesday, September 10, 2014

Criteria A: We have to create a design brief that solves our problem based on the analysis of the research also conducted in this stage. The research will have a constructed plan, which will state and prioritise primary and secondary research needed to develop a solution for the problem. The research would all so analyse existing products that would inspire our solution to our problem.

I think that this criteria would be the most time needed out of all which will be a challenge, especially organising and analysing researched conducted.

Criteria B: We would have to create a design specification that explains the success of the solution based on the analysis of the research. We would also have to develop a range of feasible design ideas that can be easily interpreted by others and one design must be chosen for the solution and justified using the design specification. We would have to create a plan for the design with drawings/diagrams and outline the requirements needed for the creation of it.

The challenge in this criteria would be the same challenge I had last year which is developing a range of different ideas because when I already have an idea for a design, it’s hard to think of a design that is completely different to what I had in mind.

Criteria C: The first part of this criteria is to develop a logical plan to create the solution which describes efficient use of time and resources. Then we would have to create our solution, following our plan and demonstrating our technical skills. We would also have to justify any changes made to the design and/or plan if there are any.

I think that the challenge in criteria C is to create the solution by following the plan because last year it was hard since my plan wasn’t very feasible and I had to cram everything to the last minute.

Criteria D: We would have to design a product test and evaluate out solution against it and the design specification. We also have to explain how the solution can be improved and what kind of impact it could have on the client/target audience.

I think that it is better that we create the product test in criteria D because it was hard to create a test last year when we didn’t know much about what we were actually going to create. The challenge would be to create a test that wouldn’t be just rephrasing the design specifications.

Physical and Sensory Deprivation

Filed under: English — 17kimn at 11:29 am on Friday, September 5, 2014

“What would your world be like if you could’t see, hear, smell, taste, move or feel?”

I set my phone so it would not vibrate and opened the timer. The room was pitch dark and I had my earphones in my ears so I wouldn’t hear a word from anyone or anything in my house. I laid down on my bed and pressed “start”. When I started this experiment, I thought that I would be perfectly content with it because I was just laying down in my bed. I thought that 20 minutes without the 5 senses and the ability to move was going to be no problem at all. I wasn’t thinking of anything besides how it was going to be really easy. I was relaxed and felt comfortable but that was only the start.

After about 5 minutes, I had itches and tingles in my legs and arms. Every single itch felt like someone was tickling me under my feet. Every single tingle felt like someone has shocked me with an wire. My body started to get tense and restless. I was frustrated about how I couldn’t move. My frustration was ranting sentences in my head so fast. So fast that I felt like my head was going to explode.

My breathing got quicker, trying to get more air in my frozen body. My head started to hurt, probably because of the ranting. Then my stomach started to feel sick. One of the only things I thought about during this experience was, Why did I eat so much?  The headache and sickness just kept on getting worse. I started to give up on even being mad and felt hopeless and powerless even though it was my own body. It was about 10 minutes when I couldn’t handle it anymore and got up.

If this was my world, I wouldn’t be able to handle it. I just wouldn’t have any motivation to do anything. Not even to think. What would your world be like if you could’t see, hear, smell, taste, move or feel?

Theme and Variation

Filed under: Grade 10 — 17kimn at 10:23 am on Tuesday, September 2, 2014

Theme is a main melody in a piece. When there are variations to the theme, the theme will be very simple. There can be a number of variations in a piece. The ways to vary a theme can by by changing the melody, key, time signature, rhythm, chords and texture. The melody can be changed by adding or taking away notes from the original melody. In Mozart’s Ah! Vous dirai-je, Maman, he added a lot of notes and changing the rhythm of them. In the piece, the texture also thickens in several variations by adding layers.

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