Cw2-Comparative analysis of the original and arrangement of the chosen piece.
Performance Skills 2021-22
CW2 Worksheet: deadline Thu 12 May, upload to your submission website
Contexualisation and analysis of your piece
The questions below are designed to help you meeting CW2 Learning Outcomes of this project (specified under each question)
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Your name:
Sasha Edwards
Student Number:
U2168686
Option 2.
3minute Instruction piece.
3 different sections
Amigos
The first part of my piece;
The rehearsed structured part of my piece:
My piece starts by me signalling my co-conspirators to let them know we are starting by gesturing an OK sign. I started the piece off by singing a repetitive melody for a 4/4 beat count. I wanted to create a 2 part harmony so I asked Rhyanne Reneé-Gasper to take the top end of the melody and sing solo for a 4/4 beat count. I signalled (Rhi) my first co-conspirator by holding up 2 fingers. Once she finished I signalled my second co-conspirator Daniel Mordi with a 3finger sign, to play the melody on the piano. Once he was finished I did a silent 3-2-1 visual count down then we all came in and put our sounds together. I then started the sequence again in the same (4/4 beat count) format by singing the same main melody with these lyrics;
We are together
All the time
You two are
My ride or dies
Again, I signalled (Rhi) with a 2 finger hand sign to start her section off and sing the top end harmony with the lyrics. When she had finished I signalled (Dan) with 3 finger hand sign to start playing the melody on the piano and improvise an added melody to the end of the song.
I then signalled (Dan) again to play the melody along with his added part and began to chant the lyrics;
“Ride or Dies” x2
To signify that the piece was adapting we followed the same sequence of instructions, however, I changed the tempo of our piece from 4/4 to 8/8 and extended my notes making the song take twice as long to sing. I signalled (Rhi) with a 2-finger hand sign to start her section off and sing the top end harmony with the lyrics at the same tempo as I had modelled. When she had finished I signalled (Dan) with 3 finger hand sign to start playing the melody on the piano at the same pace. Once he had finished playing I silently counted us all back in with a 3-2-1 visual countdown. I then signalled (Rhi) only with a 2 finger sign and (Rhi) and I harmonized an extended “Ride or Die”.
The second part of my piece:
Improvisation in the piece:
The next instruction I gave Dan was to freestyle on the piano the way I signed this was by laying my Left hand flat and turning my right hand on its side and chopping my hand. I improvised myself for a short period Then (Rhi) was signalled with a 2 finger signal to instruct her to start an improv. After I signalled (Rhi) I raised my hand to signal a stop sign. I then signaled a prayer hands sign which signalled that a lottery of claps had begun between us.
The final part of the song:
Varied instructions part of my piece:
Once the lottery was over, I repeated my Left-hand flat and right-hand flat on its side signals freestyle via piano, I improvised, and (Rhi) was once again signalled by a 2 finger sign to start an improv. Finally, as we were about to draw to a close I signed my co-conspirators by placing my right finger on my lips to signal silence. The last instruction was to end the piece with an “X” finished signalled hand sign.
Short-hand instructions for my Amigo's piece:
(given to my co-conspirators)
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The piece begins with the “OK” sign signal
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I (Sasha) sing 4/4 bar main melody
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Signal (Rhi) “2finger sign” (sing top-end harmony)
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Then Signal (Dan) “3finger sign” (play melody on piano)
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Repeat steps 2-3whist adding the lyrics and (Dan) adds improv melody
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Repeat step 5 whilst adding an improv chant from (Dan)
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Repeat steps 2,3,4, and 5 with modulated tempo, change temp from 4/4 to 8/8
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(Rhi) repeated step 3 whilst harmonizing an extended melody to (Dan’s) Chant
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Left hand flat and right-hand flat on its side, signals freestyle via piano
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2 finger signal to instruct (Rhi) to start an improv
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Hand up signal means stop
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Pray hands signal a lottery of claps between us
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Repeat step 9
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Repeat step 10
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Right finger on lips signals silence
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Ending piece with “X” finished signalled hand sign.
Duration: 3mins (2:57)
Explain the concept of your piece - what is the main focus of the piece? What kind of effect(s) or result(s) do you want to create by the set of instructions?
(Harmony/rhythm/timbre/dynamics/texture/structure/anything else)
The concept behind my piece was influence by the friendship I have with my “Amigos” this is what we refer to each other as. I wanted to create a composition that represented a mixture of themes and emotions. I did this by using different structures, experimenting with the dynamics of our sounds adding different textures with harmonies using improvisation, piano, our hands as percussion and our voices to change the tempo and time signature throughout. I wanted it to be experimental, fun and a piece were we could all showcase our talents with something for everyone. I wanted to produce an arrangement that the audience would enjoy watching my piece where there is very busy it will keep people entertained.
Analyse the results of your music using musical terms accurately and avoid colloquial expressions
(LO6. Express a range of ideas using appropriate spoken and written English, demonstrating understanding of academic writing conventions and styles as specific to the subject discipline.)
I feel I successfully demonstrated modulation where I sectioned my piece into three parts. Within my piece I used syncopation to capture the listeners attention along with a structure scale in parts and improvisation to get authenticity, excitement and creativity flowing. I also think that giving all of my instructions silently via hand guesser’s was a great was to transition into different elements without having to spoil the organic flow with voicing it verbally and starting with a key signature. Whist planning my piece I could imagine a fusion of sounds from light percussion to melodies played on keys and sang vocally. when I was planning my piece I wanted to really exaggerate dynamic changes like sudden tacet and rests to build up momentum and set the tone. I wanted to embody unity and friendship.
Mention any composers/performers/pieces that inspired you?
(LO1. Demonstrate awareness of how key theories and concepts provide a context for creative projects.)
As much as I was influenced by my friendships I was also inspired but our class lectures and class material. All of our improvisations, conspiracies and practice lotteries. They really opened up my creativity and gave me the confidence to improvise and feel more comfortable with my voice in general not just when I am singing nice medlodie but also when I make music that can translate into music. Within my piece I was aiming to embody jazz by referencing call-and-response it was important for me to feature that concept throughout my piece. (D. Pippins JazzHistoryTree, 2022) Call and response forms, participation and expression by a caller who “raises the song,” and the community chorus who respond, are a basis for powerful human expression. Call-and-response means a lot to me as a creative because of the way I feel whist being in the notion of it. It brings me back to my Afro-Caribbean roots.
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How did your performance/ recording go? Did it create expected sound? If not, how would you improve your instruction?
(These questions are to cover LO2. Reflect upon and evaluate modes of collaboration in their own creative projects, making reference to professional practice.)
I feel that my instruction piece went well in general, my co-conspirators were really helpful and followed my instructions well. Which made me feel that I was clear and precise with my instructions and signs making my piece something that could easily be followed in person and online. I also made two sets of instructions. A detailed explanation and a shorthand list to show it from both perspectives.
However, there were a few things that could have been better for example in my plan I planned my piece to be a little over 3minutes longs somehow through editing I managed to reduce the duration by 3seconds. I recorded my video in one take to make it as authentic as possible but I did edit things that would distract the viewer from the performance i.e. random laughter or a sign that was not executed clear enough due to the video quality. Although the finish sign was done in real time it was not clearly captured in the video so you do not see the full effects of my ending. In terms of the improvisation in my piece, I wanted to make it authentic so I added a freestyle “improv” element and gave my co-conspirators free rein (N.Zaunbrecher 2011- P48) Improv is deliberate and agreed-upon by its performers as a pre-given structure, not a fallback position enacted when a prescribed performance fails. I enjoyed being in the moment and having the same experience as my audience.
In terms of the improvisation in my piece, I wanted to make it authentic so I added a freestyle “improv” element and gave my co-conspirators free rein (N.Zaunbrecher 2011- P48) Improv is deliberate and agreed-upon by its performers as a pre-given structure, not a fallback position enacted when a prescribed performance fails. I enjoyed being in the moment and having the same experience as my audience.
Bibliography
The Elements of Improvisation -Nicolas J. Zaunbrecher- March 2011- P48
The Jazz History Tree- Dakota A Pippins
Harlem Late Night Jazz Inc.