Transform Toolkit - Make a band and soundscape - transcript



Make a band and soundscape

(A montage of performances by the National Theatre of Scotland involving music and movements)

(First clip shows a band playing while a girl pours a line of salt on the ground)

(Second clip shows a band playing in a container with the side opened to make it a stage)

(The third clip shows school children singing in an assembly hall and using sign language to also sign the words they are singing)

Student 1: It was so hard because I didn’t know how I was going to do this but then as we went through a few songs it was, I actually loved it, because I never thought I would actually sing like that particular language.

(Film shows the student and three others singing in a foreign language then cuts to an actual performance with the singing in the background and a number of performers on seats.

It then cuts to another part of the performance with more foreign language singing and then cuts back to the students rehearsing the song.)

Student 2: Well, we’ve written a lot of stuff which I didn’t expect and it’s really good.

(Film cuts to a performance with a violin playing as a silhouette show takes place on stage)

Student 2: And today we’ve been doing, sort of, modifying normal sounds and making them sound really weird and everything which I think will go really well with what the movement group have been doing.

(Film cuts to movement group performing on stage with the sounds in the background)

Dave Martin, Sound Designer: My names Dave Martin and I was brought in to assist Paddy in creating the sound design and the music for the production and I’ve been involved mainly in the electronic music and adding the big beats to some of the sounds and working with Paddy’s score and working with the kids and getting them to generate ideas and enjoy themselves in the process of making music, and also in designing the sound for the space as well.

(Film cuts back to movement group performing to music then shows students working at a computer)

Student 3: Just trying to make different sounds from the environment around us and try to make music as well from normal guitars and drums and trying to use noises from around us as well.

Student 4: It makes a lot of sense to do with the Transform box. Learned how you can make, like (bangs a drumstick on the desk) a stupid noise like that and repeat it and just make it into a beat or something like that.

Student 3: Just how to work with other people

Student 5: See like all that do that cut and paste music bits and that and move things about in songs and that, I learned how to do that and met different people.

Student 6: You can use anything for music, it’s pretty cool.

Student 5: Aye, some of the stuff you can use anything to make songs, at all.

(Film cuts to the start of a performance by ‘DNA’ with the crowd cheering and chanting ‘D-N-A’, then cuts back to a teacher at a whiteboard in front of students)

Teacher: Please welcome….D!..N!..A!

Teacher: The band is called DNA, the track is called ‘All Time High’. (Quotes lyrics from board) We’re on an all time high, we ain’t gonna go low, something, something, something, a de de de de de……………..

Student 7: We all went solo

(Film cuts to show that the video has moved to a later point)

Teacher: (points to lyrics on board) No more going solo, no more (pauses) something, something? What do you………

Student 8: separate ways

Teacher: No more separate ways

(Film cuts to teacher playing piano and singing lines of the song with students and experimenting with notes. The cuts to the teacher rehearing the song with students playing various instruments ie guitars, keyboards, voices.

Film then cuts to show the band performing the song on stage with various adults.

It then shows the teacher who helped make the song in a classroom full of primary school pupils who are all singing the song while he holds up a microphone to record the singing.

Film then shows the actual performance with all the parts put together with applause from the audience)

[End of recording]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download