Sources: themes eg social, cultural, historical, ethical, spiritual and/or moral issues; textual eg autobiographical material, literary and non-literary text, poems,
stories, dance notation, music scores, sheet music; visual eg painting, postcards, photographs, artefacts; aural eg music, audio recordings, live sound; media eg films, videos, newspaper and magazine extracts Exploration: eg exercises, improvisation, research, discussions, idea and thought mapping, try-outs.
To achieve P1 evidence should show that the learner has used their research to identify possibilities for development although responses will consist of the most obvious uses of the material.
ForM1 learners will be able to consider a number of possibilities for the development of source material and this will be undertaken in a more creative manner.
To achieve D1 source materials must be explored in a detailed and insightful manner. Learners will show that they have considered a number of possibilities and will not be afraid of rejecting ideas. They will also be able to explain the thought processes behind their choices in a thorough manner.
Videoed evidence of key stages of development (eg group discussions and workshops) will provide supporting evidence for individual learners’ response to stimuli and contribution to the creative process.
stories, dance notation, music scores, sheet music; visual eg painting, postcards, photographs, artefacts; aural eg music, audio recordings, live sound; media eg films, videos, newspaper and magazine extracts Exploration: eg exercises, improvisation, research, discussions, idea and thought mapping, try-outs.
To achieve P1 evidence should show that the learner has used their research to identify possibilities for development although responses will consist of the most obvious uses of the material.
ForM1 learners will be able to consider a number of possibilities for the development of source material and this will be undertaken in a more creative manner.
To achieve D1 source materials must be explored in a detailed and insightful manner. Learners will show that they have considered a number of possibilities and will not be afraid of rejecting ideas. They will also be able to explain the thought processes behind their choices in a thorough manner.
Videoed evidence of key stages of development (eg group discussions and workshops) will provide supporting evidence for individual learners’ response to stimuli and contribution to the creative process.
Conflict is refered to a disagreement with in a group or an individual itself, when an actions and beliefs are unnactable to one memeber of the group physical contact would be probably involved,If an individual does not belive in itself anymore harm would be the most common action they would take.There is many different types and this are the main ones:task,relationship and process. "Relationship conflict stems from interpersonal incompatibilities; task conflict is related to disagreements in viewpoints and opinion about a particular task, and process conflict refers to disagreement over the group’s approach to the task, its methods, and its group process.[5] They note that although relationship conflict and process conflict are harmful, task conflict is found to be beneficial since it encourages diversity of opinions, although care should be taken so it does not develop into process or relationship conflict."-http://en.wikipedia.org/wiki/Conflict_(process)
week 1-My main idea was to have different images that involves people fighting each other and many other types of conflict but the guys had different ideas of creating a poem and putting into the song or using different poems and create a song out of it.The poems that they tried to create were one that involves different types of mental problems Me,Dan,Harry and Jasper have been discussing about what kind of conflict there is mostly in our area.So we did a spider diagram of our ideas. The ideas that we kept having were about conflict in a individual itself such as mind problem or personality problems,a person that could harm itself.We also kept thinking about how does ideas could be put in our video and what kind of people we could use to act.
week 2-We had a few Ideas for our video that involved people smoking,drinking,shouting,person with mental problems and at the end throwing bottles that had paint in them at the walls that represents hope for peace in their lives. W`eve been also thinking about using a metronome for the instruments to be in time with the images and if we should have the screen black/white to give it a more effect.
Week 3-We did a mind map thinking about where we should shoot for our video Jasper said that behind the art building in rotherfield there is a place where it would be perfect to shoot for our video because its all ruined,we also wanted a place full of gravity and ruined buildings.We thought of shooting next week our video with a friend of jasper's that does media and photography.We thought of doing the videos our self's than asking the all of the drama students to do it for us.
week 4-We started thinking about what kind of song that we wanted to do. Dan had this idea of doing an a proper song than having the whole group singing an acappella. I will be playing the piano while Jasper and Dan will be playing the guitar we kept thinking that harry could play bass or the xylophone so we had numerous of trys to see what would sound better for him and i keep thinking that the xylophone was not tuned with the piano because it sounded like it clashes everytime i play along with it. I also dint like the sound of the drums so in the end we chosed the bass.
week 2-We had a few Ideas for our video that involved people smoking,drinking,shouting,person with mental problems and at the end throwing bottles that had paint in them at the walls that represents hope for peace in their lives. W`eve been also thinking about using a metronome for the instruments to be in time with the images and if we should have the screen black/white to give it a more effect.
Week 3-We did a mind map thinking about where we should shoot for our video Jasper said that behind the art building in rotherfield there is a place where it would be perfect to shoot for our video because its all ruined,we also wanted a place full of gravity and ruined buildings.We thought of shooting next week our video with a friend of jasper's that does media and photography.We thought of doing the videos our self's than asking the all of the drama students to do it for us.
week 4-We started thinking about what kind of song that we wanted to do. Dan had this idea of doing an a proper song than having the whole group singing an acappella. I will be playing the piano while Jasper and Dan will be playing the guitar we kept thinking that harry could play bass or the xylophone so we had numerous of trys to see what would sound better for him and i keep thinking that the xylophone was not tuned with the piano because it sounded like it clashes everytime i play along with it. I also dint like the sound of the drums so in the end we chosed the bass.
conflict.docx | |
File Size: | 57 kb |
File Type: | docx |
This 2 videos shows our ideas of conflict by doing a mind map out of everything that involves conflict in our world.
This video shows the ideas that we had for our scenes that want to do.
places where we want to shoot