Tuesday, October 2, 2012

-15.3-

Extended project day 0:

I recieved the e-mail froom Luke, and, from the description, it looked like I was doing a type of radio drama. However, when I looked at some examples, it seemed more like a song, but with spoken lyrics instead of sung lyrics.

I brainstormed in the car with my Dad and came up with a plot. I was telling my Dad about a voice that bothered me in one of the Youtube videos Luke sent. Dad said maybe I could play off of that strong feeling, and asked me what kind of people would usually have that voice. I said a teacher.After we talked more, I came up with an idea of a dialogue between an interfering music teacher and a  student trying to write a song.

Extended project day 1:

I started writing my script. I managed to get a good chunk of first draft completed within two periods, but part of the time was spent going, "Is this good enough?" I didn't get to finish watching all of the Youtube examples, so I was a little confused about what exactly to do.

I haven't started thinking about the music part yet. However, since the story is about writing a song, I did think about writing the "song" the student writes and using that as part of the beginning and ending. Then I'd play around with the melody while the teacher and student were conversing. The audience wouldn't know the significance of the song until the student started to play it.

Extended project day 2:

I finished watching the Youtube videos in class today (Thanks, Matt for letting me borrow your earphones!) I really liked how all of the artists played around with the sound and rhythm of words (Bbut listening to songs from The Velvet Underground was a little hard because there were two tracks separately recorded for the left and right ears. So when the song played it was an overload of information coming in, and my brain didn't know which ear to focus on.) I think my favorite song was Elephant Talk by King Crimson. It had a neat concept of using alphabetical alliteration of different ways to describe talking.

When I got home, I looked over my script with my Dad and he gave me some feedback that I'll work on tomorrow (For example, I need to get stright to the point!)

1 comment:

  1. It's good having your dad as community.

    "Then I'd play around with the melody while the teacher and student were conversing. The audience wouldn't know the significance of the song until the student started to play it."

    Good ideas - I love stuff like this. It gives you a circularity to the story.

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