In-Depth Post: The Six Thinking Hats

April 7th, 2019 – 2 months left until In-Depth night

 

Progress:

Here is what I have discussed with my mentor during our meeting:

 

What I have done – We talked about the stuff I have already learned and made, what I did well, and what I need to work on.

What I tried to do – I talked about what I have been trying to do since the last meeting, what I struggled with.

What I’ll do next – We discussed what I should work on next, how I can improve, and my goals.

 

The biggest challenge I have faced during my learning has been making a complete song that doesn’t feel like a loop. Recently, all my focus has been on learning how to create b-sections and continuing my songs without being repetitive. I have consulted my mentor and he sent me this to help me. Friends who have heard my music have recommended that I listen to other songs to learn and get inspired. Although I have tried many things, I still can’t seem to get the b-section right. To overcome this hurdle, my mentor has given me a task: create 5 songs with just piano and drums. This assignment is what I have been working on since my meeting, and I hope to learn something from this process.

I hope to understand the art of making complete songs by mid-April so that I may begin working on my final product: two complete songs. I really hope that I can accomplish this, and I look forward to the rest of April and towards May.

 

How to have a Beautiful Mind:

I will go over conversations I had with my mentor and identify the corresponding hats:

Blue

Red

Black

White

Yellow

Green

Mentor: So, what have you done since our last meeting?

Me: I’ve tried to continue my songs, with a b-section, but I feel like something is missing. I can’t seem to make a second part without it sounding bad.

 

My mentor directs the focus of the conversation with the blue hat and asks me what I have been doing since the last meeting. I use my red hat to express that, despite my efforts, I have not been able to figure out what I have been doing wrong. I also use my black hat to share that my work has been sounding poor due to not understanding how to effectively make a b-section.

 

Me: I don’t understand how to make a b-section.

Mentor: A b-section is like the first part of the song, but slightly different. For example, removing the drums and changing a few notes. Try putting a twist on the first section.

 

The white hat is being used to share that I don’t know how to make a b-section. My mentor also uses the white hat to explain what a b-section is, and then a green hat to explain how to develop a b-section that sounds good.

 

(after listening to a song that I made)

Mentor: I think it’s pretty cool, I think you should try following some more song structure.

 

My mentor uses the yellow hat to point out the value he sees in what I have already done, motivating me to work harder. He also uses the green hat again to suggest an alternative idea to what I had done in my song (I just added more layers rather than follow structure).

 

This mentoring session was quite short due to my mentor and me not being able to interact with the project as we were having the conversation. This is because my laptop can’t run the program and it must be done on my desktop PC at home. So, in addition to the normal mentoring sessions, I think it will be beneficial to have ‘meetings’ from my house through skype.

Canada: The First Postnational State?

Is Canada a nation, a country, or a post national state?

When Justin Trudeau said that Canada is the world’s “first post-national state,” he speaks of a place where people respect one another, regardless of their culture (Justin Trudeau, 2015). However, contrary to our Prime minister, I argue that Canada is only a country. Canada is a country because it has “borders, where guards check passports, and an army,” and if Canada is a nation or post-national state, it is those things in addition to being a country (Charles Foran, 2017). A post-national state is a state where nationalism does not hold importance and “respect for minorities trumps any one group’s way of doing things,” which Canada has not accomplished (Douglas Todd, 2016). An Angus Reid Institute poll shows that “75 percent of [Canadian] residents believe there is a ‘unique Canadian culture,’” meaning that nationalism towards Canada still resides within many citizens (Douglas Todd, 2016). And although Canada has made efforts to reconcile with minorities, it is hard to argue that respect is triumphing over all other values. Liden Waboose, a 22-year old from Eabametoong First nations, has said that she “feel[s] like [Trudeau] doesn’t value [the] relationship he committed to in 2015,” showing that some individuals still don’t feel respected to this day. Additionally, a nation is a term used to describe a group of people that feel connected to one another through heritage, language, ethnicity, culture, etc… And although there is a Canadian nation (where many people feel like they belong), it is hard to say that all Canadians feel unified under this nation. On top of this, there are many groups in Canada that hold nationalism towards other countries and communities. This makes it difficult to say that Canada is a unified nation. Rather than a nation or post-national state, I argue that Canada is a country that hosts a community of nations, a multicultural country.

http://www.vancouversun.com/opinion/columnists/douglas+todd+dangers+postnational+canada/11779069/story.html

https://www.theguardian.com/world/2017/jan/04/the-canada-experiment-is-this-the-worlds-first-postnational-country

https://www.cbc.ca/news/politics/trudeau-government-wilson-raybould-philpott-reconciliation-1.5084237


 

 

 

A Look into Previous Meetings – In-Depth #4

Progress:

During the past week few weeks, I focused on learning how to continue a song. It is simple to start a song, but I have found it difficult to keep a beat going in a meaningful way. All the songs I make end up building up to a climax forever. I had conversations with my mentor about this, and he recommends I change it up every few bars, keeping the overall mood the same. This is called the b-section, a sort of bridge that connects two verses.

I have also worked on previous beats, attempting to add b-sections. However, it was much more difficult than I had expected. I will keep trying until I find a method that works for me.

My goal for March is to finish 4 beats and attempt to add another verse to at least two of them.

 

How to have a Beautiful Mind:

NOTE: There have been some unfortunate circumstances and my mentor has become unexpectedly busy with his job. I haven’t been able to schedule a meeting with him because of his sudden schedule, but I will try to analyze my previous meetings to identify the aspects of how to have a beautiful mind.

 

(the following conversation is from a previous meeting)

Me: Somebody I knew told me they knew someone that used Serum to make non-musical sounds and they made a living making sound effects for movies, is that even possible? Can I create any sound? For example, would I be able to create, let’s say, a snap sound?

Mentor: Yup, for sure

Me: So theoretically, I would be able to create any sound if I had a wave table like Serum?

Mentor: Yes, a lot of people spend their entire lives designing a perfect sound. Or you could use a pre-set – by the way, this is called sound design

 

From this question, I wanted to make sure I understood the concept. Additionally, I learned what sound design is and got a brief explanation about it.

 

(the following conversation is from memory)

Me: What is a synth and why would I want to use it?

Mentor: Synths are electronic instruments, usually with a keyboard, and it’s used to generate sounds. It’s used for when a musician wants to design their own sound.

I asked this question because I wanted to know if I needed to learn how to use synths. From the following conversation, and meeting, I learned that synths don’t have to be used, but are very powerful and I should take advantage of that.

Thinking back to all the meetings, I remember trying to think of as many questions as I could in order to keep the conversation going. Come to think of it, many of De Bono’s techniques feel intrinsic, although reading the book does highlight these ideas and helps to identify where I could improve.

Romeo and Juliet – ACT II: A Critical Response

Based on our readings so far, do you agree or disagree that Romeo and Juliet’s relationship is one of “’infatuated children’ engaging in ‘puppy love’”? Why or why not? Provide at least two pieces of textual evidence.

Romeo and Juliet’s relationship is most definitely one of infatuated children engaging in puppy love. Puppy love is defined as a shallow attraction, usually experienced by younger individuals. Although Romeo and Juliet may be regarded as adults, the way they think and process emotions are still those of 14-year-olds. When Romeo says “[will you] leave me so unsatisfied?” he wants Juliet to return his love immediately, much like how a child might want a toy the moment it catches their attention (2.2.125). And – like when Romeo forgets about his ‘love’ for Rosaline – children lose their focus quite quickly when a new, better toy is more interesting. Additionally, Juliet says that she will “look to like, if looking liking move” before agreeing to marry Paris (1.3.98). Juliet is directly saying that if she likes his looks, she will marry him. This is a shallow way to judge somebody, and, again, puppy love is a love of shallow affections. If Juliet’s criteria for Paris was merely his appearance, the way Romeo moved her feelings would also be of a similar caliber.

To what extent is Kulich’s argument that Romeo and Juliet should not be viewed as children effective, or even historically accurate? Do some brief online research to back up your claim, providing links / citation to your research at the end for your response.

Kulich’s argument that Romeo and Juliet should be viewed as adults can be accurate depending on Romeo’s age. Although Juliet’s age is mentioned in the play – just shy of 14 – Romeo’s age is kept a mystery. He is assumed to be between 13-21, usually being portrayed as 16. The age of maturity in ancient Rome was 25 years, although puberty was thought to have ended by age 14 for boys and 12 for girls. In fact, even today, “the age of majority ranges internationally from ages 15 to 21, with 18 being the most common age”, which all fits the description of Romeo and Juliet being adults (Wikipedia). Additionally, throughout history, females were married much younger than males, with also describes the situation of Romeo and Juliet, with Romeo commonly being older than Juliet. Taking all this into consideration, it is accurate to say that Romeo and Juliet are adults in Shakespeare’s play.

Works Cited:

https://en.wikipedia.org/wiki/Adult

https://history.stackexchange.com/questions/28808/what-is-the-historical-reason-for-18-years-being-the-most-commonly-accepted-age

https://books.google.ca/books?id=eFDKcnzKSvoC&pg=PA30&redir_esc=y#v=onepage&q&f=false

https://en.wikipedia.org/wiki/Children_of_ancient_Rome

https://www.enotes.com/homework-help/know-that-juliet-13-half-but-how-old-romeo-51141

In-Depth Post #3; Synthesizers

Progress:

During my second meeting, I learned about synthesizers and how to use them. I had tried to use them prior to the meeting, but I got confused from the overwhelming number of knobs and switches.

I am still not 100% sure how to use synths; my mentor recommends playing with one until I ‘get a feel for it’.

FYI: synth is an electronic instrument (usually controlled with a keyboard) that can produce a variety of sounds by manipulating frequencies and wave structure. Musicians can make use of synths by making sounds that are not from traditional instruments.

I have also discovered that a lot of these synths are quite expensive. So far, I have found http://www.vst4free.com/ as a good source to get free synths.

Incorporating the synths into Ableton works the same as how a normal instrument would, the only thing different would be designing a sound. There are also pre-set sounds that I can use, too.

 

How to have a Beautiful Mind:

How to be interesting:

Edward de Bono’s How to have a Beautiful Mind talks about how asking ‘what if’ type questions make a conversation more interesting. During my meeting, I tried to do this when I felt the conversation was slowing down.

 

Mentor: (after briefly explaining Serum, a popular synthesizer) So yeah, that’s about it, do you have any questions?

Me: Uh, would I be able to create normal instrument sounds too? What if I wanted a more traditional sound?

Mentor: Of course, actually, let’s make a kick drum right now.

 

Although the conversation was about to end, the ‘what if’ question kick-started a whole new conversation and I was able to learn one more thing.

 

How to respond:

De Bono says that “stories illustrate matters and show possibilities”, making a conversation interesting and lively (59). I already knew about how stories could make conversations interesting, as I have seen it being used a lot. So, I used it during my meeting.

 

Mentor: Is there anything you wanted to know in particular?

Me: Yeah, somebody I knew told me they knew someone that used Serum to make non-musical sounds and they made a living making sound effects for movies, is that even possible? Can I create any sound? For example, would I be able to create, let’s say, a snap sound?

Mentor: Yup, for sure.

Me: So theoretically, I would be able to create any sound if I had a wave table like Serum?

Mentor: Yes, a lot of people spend their entire lives designing a perfect sound. Or you could use a pre-set – by the way, this is called sound design.

 

In this conversation, I was able to confirm something that I had heard from a friend while also learning about the limits of Serum and other synths.

 

Goals:

My goals for the next two weeks are to continue to develop a song with structure, perhaps making use of synths to do so.

I also aim to get my schedule back on track this week, I have been slacking off during the weekends – which is when I had allotted time to work on In-Depth.

In-Depth Blog Post #2

The first month of 2019 has gone by, and I have made good progress for In-Depth. I have selected a DAW software and have begun learning the basics of the program. Additionally, I had my first meeting with my mentor. During the meeting we talked about plans for the next few months, what my mentor does, what I had learned on my own, and next steps. Having someone guide me on what I need to work on next is something I have found useful over this past month.

Progress:

On my own, I was able to learn how to navigate and use certain tools of Ableton. Although I don’t know what some things do, I am able to create short beats with what I do know. For example, although I don’t know how to adjust the settings of certain MIDI effects, I am still able to use the basic instrument. And using the base instrument, I can create something. The result of this was the audio I posted in last weeks blog post.

Here is a run-down on what a MIDI effect is:

A MIDI effect is like a filter the instrument goes through before we can hear it. For example, holding a chord on a piano plays all the notes at once, but if you were to add an arpeggiator (MIDI effect), the chord will play as individual notes in a rhythmical pattern. This pattern can be adjusted to change how many times the notes will cycle. However, this is just one example of the many MIDI effects available in Ableton.

My mentor then suggested that I try to use proper song structure. Currently, I am working on creating a chorus for one of the proto-songs I posted last week.

My progress so far has been exceeding my expectations. My initial goal for January was to select and get started with a DAW software. So far, my progress has been going well.

Incorporating Aspects of How to have a Beautiful Mind:

How to differ:

“Different opinions can all have their own validity”

When selecting a DAW my mentor suggested that I purchase the standard edition of Ableton (costs around $500) as this edition did not have any limitations. However, I did not want, and could not afford to spend that much money. And although we both have good intentions, we both had differing ideas on what the ‘best program’ would be. For me, it was something affordable, yet effective. For my mentor, it was something effective with no limitations.

How to agree:

“There is no contribution if you simply agree with everything”

In How to have a Beautiful Mind, Edward de Bono talks about making contributions to a conversation. During my meeting, I tried my best to pay attention to what my mentor was saying, and rather than agreeing with everything, I tried to find ideas that did not align with my logic bubble and asked about them. For example, my mentor said I should learn all the keyboard shortcuts. Although I agreed with using shortcuts for tools that I use often, I didn’t feel the need to spend time learning the shortcuts, it usually comes over time.

Goal / next step:

By the end of February, I aim to have completed 1-2 songs that have good structure.

final zip blogpost

My inquiry question asks how an organization might incorporate images as a medium to symbolize their tenets and products. I was initially drawn to this question because I was curious why images seemed to communicate and invoke certain ideas without myself ever realizing. Images set a mood without telling me; I simply understood. My intentions were to figure out why this might have been. The question today is more accurate to how text and images are altered to symbolize and invoke certain ideas.

During this process, I have become better at putting my thoughts into words. I struggled on many of my DOL’s because I didn’t know how to translate my thoughts/experiences into words. However, I have improved, slightly, and developed some personal methods on how to start paragraphs and sentences. Additionally, I have learned how I can use images and texts to attract attention and subtly trigger moods and emotions using colours and shapes. Both skills are important to school, starting sentences and paragraphs are especially useful in all classes. Using colours and images effectively may not seem as important; however, this skill may be immensely influential during presentations and lessons of any variety.

Over time, my answer to this question has been changing little by little. In conclusion, texts and images can be altered to symbolize certain things because of the ideas that are hardwired into our minds by our culture, society, and human nature. For example, this image (https://visme.co/blog/wp-content/uploads/2015/10/composition.jpg) wouldn’t hold meaning if society didn’t tell us what a wine glass is, what a fork is, and what they mean together. When looking at this image, many people don’t think about the deeper meaning, but their brain processes it unconsciously. Our brain identifies these familiar objects and relates experiences to them, symbolism is very powerful. Additionally, colour can be used to conjure feelings and ideas, and this is because of how humans have evolved. Colour vision has played an important part in identifying foods and plants. Because of this, colours like red, yellow, and orange (common colours of fruits and berries) feel bold and pop out. This can be used subtly to manipulate images and texts. For anyone interested, the first three paragraphs are pretty interesting (https://blogs.biomedcentral.com/bmcblog/2014/08/11/the-power-of-pictures-how-we-can-use-images-to-promote-and-communicate-science/).

My artefacts demonstrate my work because I have incorporated my learning to create texts that cause the observer to feel a certain way. I have created these images using the things I have learned, trying to incorporate as techniques as I could. Something like this:

happy

Here are the curricular competencies that I have chosen and how I think they relate to the artefact above:

  • Recognize how language constructs personal, social,and cultural identity
    • Recognizing how language constructs identity, I have tried to take parts of an identity someone may label as ‘happy’ and used those things to bring forth that emotion.
  • Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts
    • Many strategies can be used to comprehend this image. First, the blue background is used to bring the pink and yellow forward. Additionally, I have used flowers as a symbol of happiness and calm. And finally, I have taken advantage of flares (the red swirls) to create a path for the eyes to follow.
  • Recognize and appreciatehow different features, forms, and genres of texts reflect different purposes, audiences, and messages
    • This picture would be most effective to a general audience. People interpret ideas differently, and although many would find this image to be bright and cheery, some may find it unenjoyable, perhaps due to a bad experience or memory. Therefore, this image would likely deliver a similar message to everybody.

 

Cool Citations:

https://blog.hubspot.com/marketing/creating-logos-design-process

  • This website gave me a brief understanding of the process logo designers go through when designing a logo. It also gave me a brief idea of what I could do to plan and make my final artefact.

https://blogs.biomedcentral.com/bmcblog/2014/08/11/the-power-of-pictures-how-we-can-use-images-to-promote-and-communicate-science/

  • This website explains why images are effective and how they can be used in articles, blogs, presentations, videos, etc… to catch a viewer’s attention.

https://en.wikipedia.org/wiki/Evolution_of_color_vision

  • I used this website to get a brief understanding of colour vision, and how/why we have developed it.

http://www.fromdreamstolifestyle.com/why-a-picture-is-worth-a-thousand-words/

  • This website explains how an images can be put onto different mediums to grab someone’s attention.

https://visme.co/blog/visual-advertising-techniques/

  • This website lists some common techniques that organizations and companies use to advertise themselves and their products to the public using visual methods.

https://visme.co/blog/color-psychology-in-marketing-the-ultimate-guide/

  • This website gave me an understanding of how colours can be manipulated in ads, presentations, posters, and much more to create certain moods and emotions.

https://digital-photography-school.com/adding-emotion-and-feeling-to-photographs/

  • This article gave me an idea of how images have emotions in them. Talks a little about symbolism and how different individuals may interpret pictures differently, and also how identical images may have varying success depending on timing.

https://examples.yourdictionary.com/examples-of-symbolism.html

  • This website gives simple examples of symbolism and how they can be applied in different mediums.

https://twistedsifter.com/2011/08/20-clever-logos-with-hidden-symbolism/

  • This article gives examples of logos with symbolism. I understood what simple, yet genius, designs could accomplish through this source.

https://www.designhill.com/design-blog/mcdonalds-iconic-logo-story-evolution/

  • I learned the story of how a great logo was made. Additionally, I learned that images without any initial meaning can be given meaning with more ease.

https://www.spellbrand.com/top-10-simple-logos-yet-effective-logos

  • This website gives more examples of effective logos that are famous and simple.

https://www.youtube.com/watch?v=lOEqzt36JEM

  • A video about how an image can be given meaning, and how different audiences may not understand certain ideas.

http://divvyonline.com/using-color-psychology-in-advertising-20141029

  • Another website I used to research how colour is used in advertising and its result.

https://99designs.ca/blog/tips/how-color-impacts-emotions-and-behaviors/

  • A website that explains how colours can impact our emotions and behaviours. Talks about the effects of the individual colours and what emotions they can trigger.

 

After this inquiry, I have gained one big question: how is symbolism used across different mediums? Is there a single medium that is predominantly more effective? This question excites me because I have learned about symbolism in texts (during class) and images (during ZIP). I am curious to see what other mediums there could be, and how effective symbolism would be in each of them. I may find out in class, or I may find that people have different opinions on the matter.

 

This concludes my ZIP 2019

In-Depth Intro Post

In-Depth Introduction Post


 

It’s already In-Depth time! For my final year of In-Depth, I am aiming to learn how to produce music on Ableton Live 9 Lite. Particularly, I want to learn and understand how the tools available to me function and how I can make use of them.

I want to learn how to produce music digitally because it has been a small passion of mine since middle school. Back then, a friend of mine had become interested in music production; the stuff he was able to do piqued my interest and I wanted to do the same thing. However, the equipment was costly, and I couldn’t join my friend. I kept this passion for a long time, but, some time later, I was discouraged and forgot about it. Even last week, when I was selecting my In-Depth, I hadn’t thought about music as a choice. It was only when that same friend recommended music that I decided to finally invest my time into this skill. Additionally, I believe that this will prompt me to practice my piano and theory, which I really need to do. I do not like to practice the piano on my own time, lumping it together with this project may incentivize me to practice more.

As for my mentor, the same friend recommended his past mentor who, thankfully, was available. I have yet to meet my mentor in person, but he has a basic understanding of what I need from him and what In-Depth is about. In fact, he is a alumni from Gleneagle.


 

Lastly, I have explored around in Ableton and produced some simple things. For those that are interested, here they are: ***blog can’t upload audio, quality is bad in video ***

Yoonha Lee 2019-01-17 04:38:57

Describe the ups and downs you have encountered to date in your inquiry. Specifically, when you were frustrated or struggling in your inquiry, what did you do to address the situation? 


 

During my research, I became frustrated trying to find related sources. It was frustrating because I was unable to put my question into words. Many of the articles I found were about different topics and I didn’t get much research done. I resolved this quandary by taking a short break and thinking over how to reword my question, talking to Mr. Morris was also helpful. Even after I drafted a better question, it was still difficult to find 100% related sources, which was fine because I found enough sources to connect gaps in knowledge and add my own ideas. 

I have also struggled with these documents of learning. Specifically, I have a lot of trouble starting them off. Today, I tried fixing this problem by just typing random things, getting into the ‘zone’, and working on from there. Following the “to begin, begin” quote from today’s class. 

Speaking of the ‘zone’, I seemed to reach peak performance halfway during each class. I get the most work done when I’m in this focused state. To take advantage of this, I tried to recognize what I was doing before getting into this mood. I figured out that I concentrate the best when I have been doing the task for a while, similarly to how I started this document of learning (by typing randomly) and getting used to the workflow.

Document:Intelligence_Checkup.2 – ZIP DOL #2

Reflect on your inquiry and how your understanding is changing, becoming more focused, or is perhaps being reaffirmed by your research. What do you now know that you didn’t know when you started this inquiry? 

During the past few days, my inquiry question has been developed to adapt to the English curriculum. The question I am in the progress of answering is still the same; my question was simply reworded to accurately fit my intentions after conversing with Mr. Morris. However, I do not believe that my question is in its final stages. Currently, it has merely become a better shell, and there are still improvements that will be made throughout this learning experience.

Since the first blog post, one thing I have gained is how I can mold my project to fit the curriculum accurately. Additionally, I have discovered how I can more effectively string together article, blogs, and personal opinions to create new insights into my inquiry. In the past, the topics I had research were all relatively straightforward, I found the facts/opinions and consumed them. But now, I must research two similar topics and relate them together. For example, I used my notes on colour theory and the logo design process to infer how artists and companies take colour into consideration when they design a graphic. I have also learned that in-depth research can lead you down a rabbit hole of information. I have learned that knowing how far to go and when to stop is also a crucial part of research.  

Although the previous blogs goal was ambitious, I think that I can still manage to get more research in before I need to move on to the implication of my ZIP learning. Over the weekend, I will aim to finish the icing on the cake and complete the research portion of ZIP, perhaps I could even begin the implication and make some draft logos, ads, and banners.