Group Work For Assessment
In this rehearsal, the group began by working on creating an ending for our performance. After receiving some feedback from Hayley, we have realised that to some audience members our piece may not communicate well. It may just seem like we have crammed numerous random songs into a five minute time slot. By creating a running theme or having a poignant conclusion, the whole piece will tie together. We thought it may be effective to each select a section of one song to sing at the end of the piece over the top of the main tune, as shown in Fig.17.
In this rehearsal, the group began by working on creating an ending for our performance. After receiving some feedback from Hayley, we have realised that to some audience members our piece may not communicate well. It may just seem like we have crammed numerous random songs into a five minute time slot. By creating a running theme or having a poignant conclusion, the whole piece will tie together. We thought it may be effective to each select a section of one song to sing at the end of the piece over the top of the main tune, as shown in Fig.17.
Fig.17
We also worked on adding harmonies into the performance to make it a lot more interesting to listen to. As well as this, we introduced the idea of staging to make the live performance visually interesting, therefore maintaining audience engagement. The harmonies we have created are displayed below;
'Don't Matter' with Devin singing the main tune, Jen and Gil singing the harmony.
'I'm Yours' with Devin singing the main tune, myself and Jen singing the harmonies.
'Hey Soul Sister' with myself singing the main tune, 'Where is The Love' with Jen singing the main tune and myself singing the harmony, 'Best Song Ever' with Devin singing the main tune.
We are planning on adding numerous additional harmonies and vocals underneath the main vocal tune, including 'oo' sounds. When considering staging, I was given the responsibility of planning what would look effective from an audience perspective as well as incorporating sounds using movement. I decided to maintain a repeated section of movement including simple stamps and clicks which we can constantly come back to in order to create a recurring theme. On songs such as 'Wreckin' Ball', we are using numerous stamps followed by a click to mirror the original music used. Within the song 'That's What I Go To School For', we perform a repeated section of slapping our legs to create sound. We also incorporate the use of the microphone stand to create a strong base sound that everyone can follow.
After this rehearsal, I am feeling a lot more confident about our group performance. Once the planned harmonies are tight and everyone is comfortable with the movements, the performance will be very effective. The only aspect of the performance I am worried about is that certain members of the group are not confident with performing harmonies as well as performing alone as they feel too exposed. A lot of pressure is put on the singer who is carrying out the harmonies because if they are out of tune, the whole section will be spoilt. We need to work on developing the confidence of the group as we rehearse so that the final live performance is successful.
Statement of Participation
Kayleigh Johnson - selected the songs to incorporate, planned the staging of the performance, choreographed/blocked the movement used within the performance
Jenni Cunningham - selected the songs to incorporate, devised harmonies to include in each section, performed chords on piano for rehearsal purposes
Devin Gilbraith - selected the songs to incorporate, assisted with the movements included within performance
Gil Parker - selected the songs to incorporate
Equipment Requirements
4 microphones
4 microphone stands
Individual Work for Assessment
When looking at my individual work, my main aim was to select a track to write lyrics to. I have found an acoustic version of the song Pumped Up Kicks originally by the band Foster The People. The lyrics are written in the style of writing that I really admire which portrays a story;
'The lyrics are spellbinding, around the issue of gun violence and absent parents. It can be very effective to almost belie the profundity of a lyric by setting it to a cheerful, bouncy chorus. The starkness of the vocal production in the verse helps give a sense of isolation and aloneness.' (Ewer 2011)
The lyrics featured within the original recording are displayed below;
Robert's got a quick hand.
He'll look around the room, he won't tell you his plan.
He's got a rolled cigarette hanging out his mouth, he's a cowboy kid.
Yeah, he found a six shooter gun in his dad's closet hidden with a box of fun things.
I don't even know what but he's coming for you, yeah, he's coming for you.
[Chorus 2x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
Daddy works a long day.
He be coming home late, he's coming home late.
And he's bringing me a dark surprise.
'Cause dinner's in the kitchen and it's packed in ice.
I've waited for a long time.
Yeah, the sleight of my hand is now a quick-pull trigger.
I reason with my cigarette
And say, "Your hair's on fire, you must've lost your wits, yeah."
[Chorus 2x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
Ru-ru-run, run, run, run [4x]
[Whistling]
[Chorus 4x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
(AZLyrics.com 2014)
The version of the song I have found removes all original instruments and is played using an acoustic guitar. This completely strips down the piece and makes it almost unrecognisable. This version does not sound like the original which could potentially make it easier for me to write my lyrics to. At the moment, every time I have attempted to write lyrics to a track, I am performing the lyrics in the exact same style as the original piece which is the opposite of what I want to achieve. This track gives me the opportunity to sing how I want to without simply imitating the original artist. It is rather difficult to pick out where the verse's and chorus' are within the music so I will be able to put my own stamp on it.
In terms of lyrics, I think I am going to steer away from story telling as this song is a storytelling kind of song. I am either going to write a piece in a completely different genre, perhaps a love ballad, or write around a literary character. I think I will begin to write both of these ideas and see which piece I can progress further with and develop.
Statement of Participation
Kayleigh Johnson - selected the songs to incorporate, planned the staging of the performance, choreographed/blocked the movement used within the performance
Jenni Cunningham - selected the songs to incorporate, devised harmonies to include in each section, performed chords on piano for rehearsal purposes
Devin Gilbraith - selected the songs to incorporate, assisted with the movements included within performance
Gil Parker - selected the songs to incorporate
Equipment Requirements
4 microphones
4 microphone stands
Individual Work for Assessment
When looking at my individual work, my main aim was to select a track to write lyrics to. I have found an acoustic version of the song Pumped Up Kicks originally by the band Foster The People. The lyrics are written in the style of writing that I really admire which portrays a story;
'The lyrics are spellbinding, around the issue of gun violence and absent parents. It can be very effective to almost belie the profundity of a lyric by setting it to a cheerful, bouncy chorus. The starkness of the vocal production in the verse helps give a sense of isolation and aloneness.' (Ewer 2011)
The lyrics featured within the original recording are displayed below;
Robert's got a quick hand.
He'll look around the room, he won't tell you his plan.
He's got a rolled cigarette hanging out his mouth, he's a cowboy kid.
Yeah, he found a six shooter gun in his dad's closet hidden with a box of fun things.
I don't even know what but he's coming for you, yeah, he's coming for you.
[Chorus 2x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
Daddy works a long day.
He be coming home late, he's coming home late.
And he's bringing me a dark surprise.
'Cause dinner's in the kitchen and it's packed in ice.
I've waited for a long time.
Yeah, the sleight of my hand is now a quick-pull trigger.
I reason with my cigarette
And say, "Your hair's on fire, you must've lost your wits, yeah."
[Chorus 2x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
Ru-ru-run, run, run, run [4x]
[Whistling]
[Chorus 4x:]
All the other kids with the pumped up kicks you better run, better run, outrun my gun.
All the other kids with the pumped up kicks you better run, better run faster than my bullet.
(AZLyrics.com 2014)
The version of the song I have found removes all original instruments and is played using an acoustic guitar. This completely strips down the piece and makes it almost unrecognisable. This version does not sound like the original which could potentially make it easier for me to write my lyrics to. At the moment, every time I have attempted to write lyrics to a track, I am performing the lyrics in the exact same style as the original piece which is the opposite of what I want to achieve. This track gives me the opportunity to sing how I want to without simply imitating the original artist. It is rather difficult to pick out where the verse's and chorus' are within the music so I will be able to put my own stamp on it.
In terms of lyrics, I think I am going to steer away from story telling as this song is a storytelling kind of song. I am either going to write a piece in a completely different genre, perhaps a love ballad, or write around a literary character. I think I will begin to write both of these ideas and see which piece I can progress further with and develop.
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