Week 3: September 16, 2010

| September 19, 2010
We began with a fun activity, working in partners or trios, by pretending that one member was molding clay and the other(s) were sculptors charged with creating a sculpture out of the clay.  from CAL to do sculpture shaping in groups of 2 and one trio. From then we moved onto our I Am statements. Each person read all of their statements, one at a time, going around the room.
Once we were finished with the statements, we moved on to finishing the rest of the found sound performances. One point that was made was the difficulty some people had in notating rhythm creatively.
Summary of performances, with listening links:
Adam – Coin
Difference of tables, lends an entirely different sound to a piece.
Ji Hae – knife, spoon, empty can
Familiar object, moving past stereotypes. First movement is excitement, 2nd is anger. Very rhythmic elements throughout and different textures.
Ji Hae & Allison – knife, spoon, empty can, voice
Besides the coincidences in the different pieces, they were very good at working together in the moment.
Mary – Umbrella
Every sound was supposed to be a representation of different weather elements (hail, rain, thunder, etc.). Very mysterious because the physicality of the umbrella meant we did not see the composer during the performance.
Cynthia – CD & its case
Always room for unexpectedness in each performance.
Liz – Water bottle
Different scenario because the class was able to see the notation. How did this affect the listening experience?
In Young – Pen & whiteboard
Peacefulness and angst (two different movements)
Ji Hye – Pencil
Peacefulness, library setting v. a more classroom situation where you’re taking a test.
Matt – Coffee cups
Rhythm at first, something familiar he uses every day, then creating different sounds from the same thing
Now that everyone had performed their found sound composition, we moved on to the same compositions, done for voice.
Everyone – Vocal transcription
In the same order we used throughout this and the previous class, we taped everyone’s vocal performance. Everyone came in individually.
Everyone – Vocal transcription, conducted
Dr. Pogonowski conducted the class, bringing in everyone to create a polyphonic vocal piece.
— Do three more I-Statements, coming up with examples for each statement as well.
— Partner up and make a new piece, using either the found sound or vocal versions of your performance.
Discussion Question (suggested; feel free to write on any topic!):
Refer to the Creativity article (which you can find online here) and discuss its contents in the light of your own K-12 education and the work we are doing in this class.