This week, we had two lessons, where we were given time to decide on the topic (story) for our claymation video, finalize it and complete the action plan.
Monday 6th March 2017
I was not here in the lesson on this day due to the netball tournament we had on the school team, however, my groupmates had discussed the ideas, leading to the point where they want to mix fairytale and horror into our video. They have also decided that one of my group mate Raushan, will do the video creating mainly and everyone could help her, since she had already made it once for tech fair. They were also starting to do the action plan.
Wednesday 8th March 2017
I was present in this lesson. I had discussed the ideas with my group mates in the back room and started to do the action plan. Since the discussing took a lot of time, until we can finalise the idea, we could not complete the action plan. We had shared the document on google drive so that we all can edit it and share it so that we can get the action plan done, plus we all will have it even after we separate, so that all of us can follow it.
Next week...
Next week, we have to finalise what we will need according to the action plan and the story plan, and check if art supplies are enough. The art group (Raushan, Kaisan and Omar) will start by the sketch drawing, and make more detailed action plan on when they will have to finish each puppet by. Me and Mayukh will both have to start exploring the instrument we are going to use. Most probably, I will be in charged of creating the script, so me and Mayukh can decide on which music/instrument to use depending on the scene.
Phantasmagoria Type of story: Horror Subjects Included: English, Music, and Art Story name: Mental Mary Global Context: Personal and cultural expression
Brief Summary: Mary is a girl who gets diagnosed with schizophrenia in the late 1700s. She started to see the world to be completely different and surreal; monsters and demons took over her mind, darks words coming out of her mouth, screeching and shouting voice all over the place.... At last, she was chained to her bed with scratches on her face and bruises on her legs. One misty night, her parents decided to get the rid out of her. Her parents dragged her out. Suddenly, goblins and monsters were taking over her mind. She started to go screaming and shouting. Soon later, she fainted when her dad quickly grabbed her and dragged her to where the coffin was. The parents quickly placed Mary and put sand around so that she cannot come out. They heard nothing although their distance during the night. When her parents opened the coffin next morning, they saw nothing but splattered blood. They tried to look for her everywhere, but she was not found anywhere. The parents died during the year Mary had gone missing. Then as the new family moved in, they were killed in a month or so. All because of Mary's curse.
We spent our time in the music room discussing our ideas and planning out on what to do, by when and the story requires in the field of music and art. Started to plan out the music required (decided which app/instrument to use), and the rough draft on the characters too. Both art and music members were able to give ideas to each other to make the successful play.
Lesson 5-10
We separated ourselves into musicians and artists. This helped a lot in focusing on our job that has to be completed for our play. We started off with backgrounds then moved onto characters since we can identify the problem in the size and design of each character only after we finish the background. I was the one who drawn out the requirements onto the cardboard, and Mayukh was the one to cut out and fix any necessary parts after an easy test with the flashlight. Nazih mostly did the steps alone, creating monsters that completely follows his imagination. For instance, he created a dragon that blows fire out of his mouth. In this case, I contacted the musicians to find a noise for fire so that the visual is not just seen but also heard. However, as the time passed we needed to use cutter knives. In this situation, me and Mayukh's role switched, since I was more used to using such tools.
Reflections
- Reflect on your Process and Tell how the Work is coming together
Right now, we are finished with the puppets that are things (which includes cottage, 3monsters, 4graves). Mayukh and Nazih were in charged of creating the monsters, meanwhile, I was creating the cottage and graves. In one of the graves, I made a big one that says ‘RIP MARY’ which is cut out using the cutting knife. Since it is the shadow, no matter which color we use, we could not manage in showing the letters. That’s why I decided to cut it out. This was the difficult bit on my part. The setting was ‘family after the family went dying after Mary’s curse’. For this reason, I had to create a few of the graves. If we have time, we are also planning to create the coffin, which is for Mary to be locked in. We have sort of started with human characters. We have planned to create 3 Mary, which is one normal, one hurt, one sort of dead, (if we have time, Mary cursing the cottage too), the parents (4 since 2 for each mother and father), doctor, and the family that moves in. We started with the family since they only have to be done as a piece but with 4 people’s silhouettes has to be in it. We have to make 1 more so then the number of graves and the number of people who dies matches. We have to create 2 mothers and fathers because one is meant to be normal, other ones dragging mary to the grave. The doctor is the one to tell Mary that she has schizophrenia. I am honestly not sure how our presentation and music’s presentation will come together since we did not practice together yet, just because neither of us finished with our own part. Hopefully, we will finish by January so that we could practice from February.
- Tell about the style of the horror story, and describe the music that is paired with it. Where did the inspiration come from?
Our group's horror story is about Mary who gets schizophrenia and describing her situation, so it becomes like a descriptive piece but easier to understand since it has visual and sound effects. Schizophrenia is a serious mental disorder which affects how a person thinks, feels and acts. It also makes the person have difficulty in distinguishing between the real word and the imaginary world. In some cases, they may also have difficulty in expressing normal emotions in social situations. We have especially focused on the part of fact, which is 'having difficulty in distinguishing between the real world and imaginary world'. This was due to the fact that the imaginary world here means the world full of monsters and demons according to our research. We thought if we use this in a way of creating monsters that look scary and frightening, it will be very helpful in creating the scary imagery in visual performance. The music is based on piano, guitar, a song that sounds like a hymn, and the narration of the story. This piano will require 3 people, 1 person will be doing guitar, hymn sort of sound is from the internet, and narration voice will most likely be recorded. According to what my group mates had said, they told me that they did not get much inspiration, they only got a few from the movies they had seen in the past. Mostly, their music was explored, during the lesson time. For the narration, we will ask Mayukh to read it, since he is able to create the scary atmosphere, and can read without making a lot of mistakes.
- Describe the use of technologies in your work and describe how this relates to the Global Context of Scientific Innovation.
In our group's work, there aren't much of the 'significant use of technology'. However, we are using them in bits of pieces in here and there, such as taking music from the internet, recording voice requires devices, using a flashlight to project the visual imagery, etc. The rest is operated/created by hand since there aren't a lot of things to use technology. I think that the well-balanced combination of handwork and use of technology can lead to being able to create a project with better quality. I think that this should not be applied just for this project, but also at any time when creating tech-related performances.
The pictures posted below are my reflection sheets for rotation 1, Drama
STAGE COMBAT CHOREOGRAPHYReflection for Drama and Stage Combat assessment:
In my stage combat performance, I think I did do okay. We made a few cues to each other so that we know , when each movement is coming. However, I noticed I was panicked during my performance which I will have to figure out a way not to. Because of this, I skipped some lines (changed them), and had a delay on the actions. In our choreography, we used slaps (one to be ducked, one blocked, one hit, one back and force), shoves (twice), stomach punch (twice), choking, and hair pull. I found the stomach punch quite hard, since I have never done one before. We could have improved on the timing of the actions, since we could not perform in the best timing although we used some cues to tell each other. After I finished the last lesson of the 12 weeks of drama, I have noticed that the topic we did this term was connected. Melodrama was all about over reacting, and Stage Combat was reacting to something that is not actually occurring. In both topics, I had to over react, to let the audience enjoy or know what was going on. I have learned something interesting in this drama session, which I definitely would not learn if I was not in the school. The slaps, punches, chokes, shoves, killing, eye poke...... They were hard for me since my personality did not fit the topic, but at the end, I finished my drama sessions having fun. I would like to thank all my classmates and my teacher who taught us something quite interesting an fun!! I would like to utilise what I have learnt in drama onto Visual Art and Music which I am going to have in the future.
This is the video for my stage combat performance
Stage combat Production Notes
Who is she/he? Person A; name: Ashley description: Ashley is the sidekick for Monica and is always with Monica and does whatever Monica said. She was a nerd and was called as Looser Ashley before she became th sidekick of Monica Person B; name: Monica description: Monica is the queen bee of the school. She has a bossy personality and is mean to everyone is meets. Her man sidekick is Ashley and she judges everyone and always makes mean comments about people's outfit, hairstyle, make up and style. Why are you fighting? We are fighting because Monica makes mean comments about Aria's hairstyle, when Ashley is friends with her. Ashley feels offended about how Monica talked about Aria. Then she starts to talk about how she was like when she was a looser and nerd before she started to hang out with Monica, who changed her completely. Ashley gets mad and tells Monica, that she is done hanging out with her and she shoves Monica and then they both starts to fight. How do you think the stage combat will go? I am actually very anxious about this project. Both me and Samia are not good with this topic, because we have never really been violent (like slaps, punches, upper cut in the face) before. Plus my personality are not sufficient for this topic since at least I don't know how to be confident when I come in front of people and perform something that I am not good a . That's why we would like to practice outside lessons, to improve our skills on stage combat to take this opportunity in learning how to become over the fear of making mistakes when performing something you are not very good at.
REFLECTION ON STAGE SLAP
For this stage slap task, I paired up with Maanya. The situation was that I am a worker, who works for the boss which is Maanya. However, we had to create a situation where we create a plot so that it ends up to me slapping the boss. We created the plot which is something like this;
I try to talk to the boss about what I have done so far
She does not listen because she is busy with doing nail polish
I start to get angry and again try to talk to her
Boss gets annoyed and say 'I FIRE YOU!'
Then I say 'YOU FIRE ME, I QUIT!'
Right after I say this, I slap her in the face.
I think the successful point in this task was that both of us memorised the lines and knew what is to happen next during our performance. I felt really embarrassed when my grade coordinator came into my class when I was about to fake slap her. From my point of view, I felt this task was quite hard, since I have never done things such as slapping someone before. Maanya was very skilful in this, however, I caused her a lot of trouble, since my facial expression looked like as if I was smiling (although I was not) and the slapping hand was too weak. I thought we were not as successful, but not quite unsuccessful either. Let me mention why I think so. I felt like this because we both knew our roles and what we will do next, but our timing wasn't great, and in the first try, I panicked which lead me to slapping her before stopping for my teacher to take a picture (shown above). By the next time I perform, I will have to learn how to not to panic when performing in front of people, which I think I can utilise in other subjects too.
INTRODUCTION
MYP: Stage Combat Key concept: communication Related concept: audience, expression, interpretation, and presentation Global context: personal and cultural expression? Statement of inquiry: Combatants use safe and choreographed stage combat, communicating personal and cultural expressions for the benefit of an audience. Inquiry question: Factual -why is safety, eye contact and cuing important during stage combat? Conceptual-what is stage combat? Why will actors engage in stage combat? How do you communicate as combatants on stage? Conceptual- How do we mask the audience to create the illusion of contact in stage combat, reflecting conflict in a real life situation? Debatable-how realistic is stage combat in different movies? How do they create sound: today snaps or prerecorded sound effects?
Our project was named as "grand your wish". This was the twist from the movie Aladdin. I was lucky to have role of Jasmine because it only had little lines since I was sick. I also created the poster for this movie, since I could not cooperate to my group compared to my other group members. The cast was: Me:Jasmine, Maanya:Genie, Timur:Aladdin, Daniel: Abu (the monkey). We tried to work on the day off we had for teacher's meeting day at school. In case the video doesn't work, the link is:
M: helps Aladdin by pushing a brick which enters into a slide to a pit a gold
A: WOW WHAT AN AMAZING PLACE AND ABU LOOK! ITS A MAGIC CARPET!! OOH A LAMP
I SHOULD TAKE THIS
A: rubs the lamp
G: YOU HAVE 3 WISHES WHATS YOUR FIRST ONE?
A: WOAH WHO ARE YOU??
G: I am the genie
A: fine, I bet can't get us out of here
G: course I can!
Teleports to grass
G: see!
A: WOAH! COOL! I WISH FOR TO BECOME A PRINCE FOR JASMINE!
G: uhh, ok...
A: OMG AMAZING
M: o-o a-a
A: OH BE QUIET ABU
M: whimpers
A: Ok now... I wish a palace!!
G: yea sir...
A:PERFECT ! I'm going to get jasmine!
J: Aladdin? What are u doing here?
A: I'm here, to marry you, my lovely princess
J: what is up with you? You can't just ask me like that
A: I have hold
J: so do I, now leave me alone you freak!
A: genie! Make her love me
G: sorry I can't grant a wish of love
A: gets so mad and starts shouting
G: I can help u only if u let me free
A: no!
G: PLEASE PLEASE PLEASW PLEASE!
A: ugh fine! Whatever
J: Wow so amazing, your handsome
G: why thank you
A: what? What is going on?
G+J: flys away in the distance!
A: OMG NOOOOOOOOOO
M: that's what you get *slap!* runs away
Reflection
I think I have gained the knowledge to twist a story. I also developed my knowledge to use creativity in filming. I think the greatest success was that we managed to connect story well, without getting the audience confused. I did contribute to my group by playing the role of jasmine. Although I only had a little part, I tried my best in my role.maanya did the genie, a key person in this play. Daniel played Abu who is a sidekick, and finally Timur played the role of Aladdin. I think films can be more twisted. By doing this project, it was fun to think of a twist to these stories. Television and Films can be used to enrich people's thinking and imagination skills. During my performance audiences laughed in parts like when I kicked Aladdin to save jasmine. I think I can use the poster skill in my rotation in art. I drew a picture of the phone which Genie is meant to come out from to help in the movie. I can use my creative thinking I skills again in art, I think in presentation it can be helpful in any subject
I do not think that the stock characters and the story line are clear However this one was good over exaggeration, Substantial 5
Anju, Mille, Mohammed, Adam: missing money
I think that the stock characters are sort of clear. Could not tell who Adam was acting. Cue cards weren't sufficient. Comedy was included. Substantial 6
MYP: Melodrama
Key concept: relationship
Related concept: audience, presentation, expressions
Global context: fairness and development
Statement of inquiry:a hero saves the day in Melodrama to ensure that justice and peace will overrule the destroying plans of evildoers
Inquiry question: •will the hero always destroy the evil plans of the villains to save the day?
•will melodrama always have a happy ending
•must all stories have a happy ending?
• will good always win against evil?
•. How can the world become a better and more peaceful environment for all?
Homework
My first homework in the topic melodrama was choosing 3 different stocks from melodrama characters and post an annotated still image of ourselves costumed as them then explain why it makes the picture be the character. I did the villain, the maiden and for me, maiden was the easiest since I could manage to imagine what to use for myself to be the character. When I was doing the villain, I had to borrow my fathers tie, jacket, and I had to remake the hat since I couldn't find any tall hat that makes me look villainy.
Villain
The picture above is the villain. I made myself look villainy by putting on the make up which is a big mouth and dark circle around my eyes. I have also added a touch to a hat to make it look taller since most of the villain had a tall hat which is black and has red line around it. The first image that came up in my head when I think how villain would look like, it was red black. This is the reason why I only used those two colours for my costume. I used freaky fingers to frighten the maiden.
Henchman
The picture above is the henchman. I wore the bow tie since villain wears
the tie. At the same time, henchman does the work for villain, that's why I am holding a bomb to show as if I was doing the work for the villain. Next thing is the hat. The sidekick doesn't wear a tall hat for most of the time. In addition, the henchman is a bad guy, but not as much as the villain is. This is the reason why I did not use the colour such as black and red for the sidekick. I tried to make my face look even a little villainy but because I never made a face like that before, it was difficult.
Maiden
The two pictures above is the maiden. Since the maiden is usually fashionable, I wore a dress, wore high heel shoes and carried a bag that suits the colour of the dress. Only for the maiden , I used a filter (Chrome) since the colour was vague before I used them. I wore a light lipstick. The maiden was probably the easiest one since I could imagine how I should dress and use immediately when I was told about the homework. The picture that I have imagined for this situation was the maiden before knowing about the evil plan of the villain.
Train Track Terror
I chose to do Nadia's group's performance.
The group's good points are: -they used overreaction (voice) to show that it is a melodrama.
-the characters fitted very well
-they memorized most of the script in a short time.
The improvements that could be made is: -give more gestures to show the audiences clearly.
-Not to be quiet when they made a mistake in the act.
-Give some sound effects of the train coming.
Props that may be used is: -bright coloured cape for the hero
-tall hat for the villain
-dress for the maiden
Although I have made some improvement points, I think their overall standard of the performance was very high. They projected their voices very well, and they thought of the way to do a performance with 3 people, although they needed 4 people for this task.
Drama reading comprehension task
Which century did melodrama develop?
-Melodrama developed in 19th century in France
Why is it called melodrama?
-It is called melodrama because the word 'melo' came from music/melody to heighten the emotional impact off the audience.
Why was melodrama so popular?
-It was popular because it was a mixture of violence, romance and sentimentality which was short but full of action
List three segments of melodrama and what action does each involve?
-The three segments of melodrama are provocation, pangs and penalty. Provocation includes initial cause for setting action. Pangs include consequential sufferings of the good and innocent characters. Lastly, penalty includes last minute twist of fate. Wicked characters have their plan failed
What are some conflicting themes a melodrama usually explore?
-violence, romance and sentimentality
Are the characters life-like or stereotyped?
-It is rather stereotyped since it was not meant to be life-like
What is the difference between faithful servant and maid servant?
-Faithful servant provides comic relief and does dirty work where as maid servant flirt with the faithful servant.
What is aside?
-Aside is where any character speaks directly to the audience to reveal the plan or thought.
