Hogaku Concert: Performance Reflection

Whilst practicing, my areas of focus were synchronisation and dynamics.  The genre of this song was minimal, and so although the two parts within the piece were not perfectly together, there was a clear harmonic pattern. This made it quite difficult for the group to identify what the correct overlapping tune was, because the song was intentionally made to not be perfect yet there was a correct answer. Unlike individual practice, practicing during class periods allowed us as a group to hear each others part as well, so I gradually got the idea of what the music piece was supposed to sound like. By the end, I had improved the synchronisation by a lot, as I was able to tell between when the two parts were off, and when it was played correctly.  Playing the song correctly itself took the group some time, and our next step was to polish the song and making it more musical by adding dynamics and other factors. I did improve, as did the entire group, because when we watched a video of our final performance, we could distinguish between the fortes and the pianos.

Playing an entire movement in the piece, helped me find places I need to improve. I then played that section repetitively, which allowed me to eventually fix where I couldn’t play. This was an effective way to prepare for me, because it perfected where I need improvement. It also helped with memorisation, because by playing a part over and over, it becomes easier for the part to be memorised.

For future preparations, I would like to spend more individual time practicing. I would aim for 20 minutes per day. The reason being is because I mostly relied on class practice sessions, where I would discover places I would need more practice on when playing as a group. This will also allow me to memorise the piece at an earlier stage.

The class’ performance overall was excellent, as we had clear dynamics, we were well synchronised and made very minimal mistakes. Watching the video on our final performance, I (as an audience) could tell there was practice and dedication towards the music piece. And as a performer, I felt as if there was a silent communication going on with each group member, as we were listening to each other, leading to minimal mistakes in the phasing harmony. The only part where we could have done better would be the consistency in tempo; there were times we would rush. As an individual I did meet my expectations, as I was well blended in and was part of the group, meaning I contributed well to the group performance. Next time, I will work on the consistency in tempo, to not rush or play too slow.

3 Focus Areas in ‘Clouds for Alma’ Part 2

Movement 2 – Lines 1 to 6

My area of improvement for this part was to emphasize the dynamics, and to do this I used the recordings as a source. I also noted down the fortes and pianos on my score, but as I practiced, I started memorising them. The strategy I used to practice was effective, and the pianos and fortes do seem to be clear, when comparing this video and the previous video.

Movement 3 – Lines 7 to 12

My goal for this area, was to play the notes in between consistently, and to play at the same speed as the recordings. The way I practiced this was to use a metronome to keep a consistent speed, and gradually make the speed the same as the recordings. In the second video, I am able to play it at the speed, but it seems to still be not consistent, and it sounds strange because of the sound of other strings. The way I practiced was not effective, because when I was listening to the recording, I was too focused on that and not listening to how I sounded. I still need to practice playing consistently, and clearly without touching other strings.

Movement 4 – Lines 58 to 65

For this part, my goal was to play clearly and accurately, with the same tempo as the recording. To do this, I started by playing slowly, and gradually picked up speed. Also, as I practiced I started counting in sections. For example, for line 58, this part starts with 八and九十playing at the same time, while it ends with 八,九十and斗playing all separately, so I would count that as one, and count four of that. This prevents getting confused with counting line 63, where it starts with 八,九十and斗played separately and ends with八,九十played together. Overall, I think the way I practiced was effective, as I did meet my goal.

3 Focus Areas in ‘Clouds for Alma’

Movement 2 – Lines 1 to 6

This part is moving especially with the change of the triads. It is played better when the dynamics are emphasised, which is what I struggle on. My goal is to play this part with very clear dynamics. To practice this, I will first write the dynamics by following the recording. Then I will repetitively play the entire piece focusing on exaggerating the piano and forte, while listening to the recording.

Movement 3 – Lines 7 to 12

Playing the notes in between consistently is the key to this section because it keeps a consistent beat. My goal is to play the piece, especially the in between notes clear and consistent. To practice this, I will begin with a slow tempo while using a metronome to keep a consistent beat. I will focus on playing each string loud and clear. At the end, I will play it with the same tempo as the recording.

Movement 4 – Line 58 to 65

This movement is very challenging, because of the left and right hand have to play simultaneously. My goal is to play this section with the same tempo as the recording, clearly and accurately. Similarly to movement 3, I will start with a slow tempo like the audio in the video, and gradually increase the speed having a metronome keep a consistent beat.

The Death of Matthew Carrington: Why Didn’t They Help?

Matthew Carrington was a student at Chico State University, and was a pledge, in the Chi Tau fraternity house. Along with his friend(s), Carrington initiated the pledge, which was essentially hazing; it consisted of forceful push ups and trivia quizzes. Throughout the hazing, they were told to drink water from a 5 gallon jug, filled over and over. The pledges would urinate a vomit on each other, and then unfortunately, Carrington collapsed starting a seizure. He was taken to the hospital, but died of water intoxication on February 2, 2005 at the age of 21.

The extreme callisthenics alone was a questionable act, however the incident rose with discussions about how the 4 fraternity brothers and friends of Carrington reacted to the accident. Gabriel Maestretti, John Fickes, Carlos Abrille and Jerry Lim were sentenced to jail for man slaughter, after not calling the ambulance when Carrington collapsed.

There are some reasons that I believe why the fraternity brothers didn’t act immediately. One must be because they too, were mildly intoxicated by water, and therefore their thoughts weren’t functioning normally. The other must be because each of them were waiting for one another to make the first move, and it took a long time for each to decide who was going to take that action. Eventually, someone realised Carrington wasn’t breathing, but by then it was too late. The hesitation of taking responsibility is a psychological impact known as the bystander effect.


  • Korry, Elaine. “A Fraternity Hazing Gone Wrong“. 14 November, 2005. Web. December, 2015: http://www.npr.org/templates/story/story.php?storyId=501215
  • HeroicImaginationTV. “Bystander Effect – Death of Matthew Carrington“. 24 September, 2011. Online Video Clip. YouTube. December, 2015.

French: Chapitre 10 – Mise en Train

Activité 1: Tu as compris?
1. Why does Magali want to buy something new?
2. What is Hélène going to wear? Why?
3. What type of clothing is Magali looking for?
4. What outfit does Magali like?

1. Because she didn’t have anything to wear for the festival.
2. Jeans and a skirt, because it is simple to wear.
3. Something original.
4. Something in the color green.

Activité 2: C’est qui?
Qui parle? C’est Magali, Hélène ou la vendeuse?1. «J’aimerais quelque chose d’original et pas trop cher.»
2. «Je peux vous aider?»
3. «Moi, j’aime bien être en jean et en tee-shirt. C’est simple et agréable à porter.»
4. «Qu’est-ce que vous faites comme taille?»
5. «Chacun ses goûts.»
6. «Est-ce que vous l’avez en vert?»
7. «C’est tout à fait votre style.»
8. «Ce n’est pas tellement mon style.»

1. Magali
2. La vendeuse
3. Hélène
4. Magali
5. La vendeuse
6. Magali
7. La vendeuse
8. Magali

Activité 3: Chacun ses goûts
Qu’est-ce que Magali dit de ces vêtements?1. le jean et le tee-shirt d’Hélène
2. la première jupe que la vendeuse propose.
3. la jupe verte en 38

1. Pourquoi est-ce que tu ne trouvez pas quelque chose d’original?
2. C’est pas tellement mon style.
3. Oui, c’est pas mal, mais elle est un peu large, non?

Activité 4: Qu’est-ce qu’elle répond?
Qu’est-ce que Magali répond à la vendeuse?1. Qu’est-ce que vous faites comme taille?
2. Comment la trouvez-vous?
3. Je peux vous aider?
4. Ah, très chic! C’est tout à fait votre stylea. Vous trouvez? Mais, je ne sais pas quoi mettre avec.
b. Je fais du 38.
c. Je cherche quelque chose pour aller à une fête.
d. Bof. Ce n’est pas tellement mon style.

1. b
2. a
3. c
4. d

Activité 5: Cherche les expressions
According to Chacun ses goûts, how would you …1. express indecision?
2. express satisfaction with your clothes?
3. tell a salesperson what you want?
4. tell what size you wear?
5. express dissatisfaction with clothes?
6. ask for a certain color or size?

1. Je ne sais pas quoi mettre.
2. C’est simple et agréable a porter.
3. J’aimerais quelque chose de…
4. Je fait du…
5. C’est pas tellement mon style.
6. Est-ce que vous l’avez en…?

Activité 6: Et maintenant, à toi
Est-ce que tu préfères le style de Magali ou d’Hélène? Qu’est-ce que tu aimes comme vêtements?

Je préfère le style d’Hélène, parce-que j’aime les vêtements qui sont simples.

English: Comparing Books and Films – ‘The Outsiders’ by S.E. Hinton

‘The Outsiders’ by S.E. Hinton was made into film. Throughout the video, I’ve noticed there are good and bad sides towards the film.

The film was enjoyable, as it told the story with the art of films, such as lighting, shot, angles and sound creates a dramatic atmosphere. It was also very easy to visualise each character. Overall, the movie did not need many interpretation and imagining needed, from any descriptions.

On the other side, the movie did not capture the essence of the darkness and hardships the greasers must struggles through. Additionally, there is a limit in the duration of the movie, therefore a lot of the detail from the book is cut down. For example, the relationships between the characters are very vague.

Science: Motion Sensors

Position vs Time – Horizontal


This graph shows no motion in the same position. To show this, we must stand in front of the motion sensor without moving.

Position vs Time – Increase


This graph shows the object or person moving further away from the motion sensor. To show this, we must walk further away.

Position vs Time – Decrease


This graph shows the object or person moving closer to the motion sensor. To show this, we must walk towards the sensor, from a far position.

Position vs Time – Zig zag

Zig zag

This shows the object or person moving backward and forward in a short period of time. To show this, we must run forward and backward in a pattern.

Position vs Time – 01B (Challenge)


Out aim was to match our motion (red line) with the blue line. We started off by standing 1 meter away, and staying in that position for 1 second. Then, we moved 2.4 meters away from the sensor in 2 seconds, and stopped for 3 seconds. Then we moved 80cm closer to the sensor, and stopped.

Velocity vs Time – 01E (Challenge)


Our aim was to control our speed to match the red line with the blue. To show this, we moved further from the motion sensor from 0.0 to 0.5 meters per second (m/s) in 4 seconds. Then we kept the speed 0.5 m/s and moved further away. Then we moved towards the sensor in 0.4 m/s, and kept that speed for 2.5 seconds. Then we stopped.

English: Responding to ‘Murder on the Orient Express’ by Agathe Christie

Image by Jo Cas: http://www.flickr.com/photos/giorgio-casiello/8039159110/in/photostream/lightbox/

Image by Jo Cas: http://www.flickr.com/photos/giorgio-casiello/8039159110/in/photostream/lightbox/

Some of the symbols of this book are noises; the voices around, a tap running, footsteps and more. The theme of the section I’ve read is, ‘Rich men have enemies’. The tone is critical, which sometimes creates a exciting mood. The narrator is a french detective.

To respond to this book, I’ve created a found poem. For a brief description, a found poem is a poem formed by words that already exist in a text.

Naturally I undertake strange jobs, Queer and limited like sheep in Vichy

He, Monsieur Ratchett, shrewd American man, obliged me the experience

I do not appreciate this very case

But this means big money‘ He repeated soft, and persuasive

I, Hercule Poirot, understand a rich man will have enemies 

My life has been threatened

In the dark, at 1 am, a passenger lies dead – stabbed

Ah! C’était terrible!

This found poem is created by the text of the book ‘Murder on the Orient Express’ by Agathe Christie. This poem has a dark tone, and I’ve tried to create a intimidating mood in the audience. To create a clear persona, I’ve used some french, which will actually appear throughout the book, as the protagonist, Hercule Poirot is a meticulous french man.

The persuasive technique I’ve used is emotive language, for example the 7th stanza; ‘In the dark, at 1 am, a passenger lies dead – stabbed’. The powerful words, ‘dark’, ‘dead’ and ‘stabbed’ build up on each other, creating a dark tone. I’ve also used this technique to introduce M. Poirot, and his neat, perfect personality, for example the second stanza; ‘He, Monsieur Ratchett, shrewd American man’. This expresses how M. Poirot is good at observing and judging people around him.

I believe found poems are an excellent way to respond to books, because it summarises the book without affecting the tone and mood of it. Extracting words also allows us to understand what kind of person the narrator is, from the words they use.

French: Chapiter 9 – Un Week-end Spécial

Activité 1: Tu as compris?
1. How was Hélène’s weekend?
2. Did Magali have a good weekend? Why? Why not?
3. Do you think Magali likes Ahmed? How can you tell?
4. Why does Magali have to hang up?

1. It was boring; she didn’t do anything special.
2. Yes, because she visited places she has never been.
3. Yes, because she described him as nice and kind.
4. Because her father needed to use the telephone.

Activité 2: Magali ou Hélène?
Qui a fait ça, Magali ou Hélène?1. aller aux Baux
2. faire ses devoirs
3. lire
4. aller au théâtre antique
5. regarder la télévision
6. ne rien faire de spécial

1. Magali
2. Hélène
3. Hélène
4. Magali
5. Hélène
6. Hélène

Activité 3: Mets en ordre
Put Magali’s activities in order according to Un week-end spécial.1. Elle est allée au théâtre antique.
2. Elle est allée aux Baux-de-Provence.
3. Elle a parlé avec Hélène au téléphone.
4. Elle a rencontré un garçon sympa.

4. –> 2. –> 1. –> 3

Activité 4: C’est qui?
A quelle personne correspond chaque phrase?1. Cette personne veut téléphoner.
2. Cette personne a passé un bon week-end.
3. Cette personne est super gentille.
4. Pendant le week-end, cette personne n’a rien fait de spécial.
5. Cette personne va téléphoner plus tard.

1. Le pére de Magali
2. Magali
3. Ahmed
4. Hélène
4. Magali

Activité 5: Cherche les expressions
According to Un week-end spécial, what do you say in French …1. to answer the phone?
2. to identify yourself on the phone?
3. to ask if someone had a good weekend?
4. to ask what someone did?
5. to tell someone to hold?
6. to ask what happened?

1. Allô?
2. C’est … à l’appereli
3. Tu as passé un bon week-end?
4. Qu’est-ce que tu fais?
5. Attends pour à seconde.
6. Qu’est-ce qui s’est passé?

Activité 6: Et maintenant, à toi
What do you think happened to Magali at les Baux?

She went to a beautiful castle.

English: Changing Minds; Changing Worlds – Language for emotional effect and change

One way to change and influence people is by text.

For our second unit in English, we’ve studied how texts can move the emotions of people. We’ve especially focused on 2 types of text, an advertisement and a poem, and global issues. There are a variety of persuasive techniques the author/creator uses to manipulate people. For this unit, we’ve done 2 assessments; a screencast of a comparison and analysis of an ad and poem, and later on we created our own original text about issues around the world, such as deforestation, over consumption, coral reef mining, etc.

I do not come in contact with poems, however I do see ads everywhere everyday. This unit has changed me a lot, as it got me to think what techniques those advertisements I see every day use.

IMG_0974One of my favourite poems made from my classmates, was Henri’s poem (untitled). He was addressing the issue deforestation. It is an important and crucial issue, because trees support life.

The author used pursuasive techniques, such as personification; ‘I heard screaming, I observed my family bleeding‘. This allowed us to feel empathy for the trees. By reading this poem, I felt guilt and pain.

I believe pathos is effective for changing the world, because the emotive techniques can change a wide range of people, while the other techniques, such as ethos or logos, may have certain conditions in people who can comprehend the message.


Global issues that effect the lives of people or animals move me, and a significant feeling that provokes in me is guilt and sympathy. The issues include habitat loss, human trafficking, poverty, and more.