Leading Team Report (Belgium)

Teksti

How Compositions Were Developed

1. Introduction and Guidance (Session 1 - Feb 12)
  • Purpose: Introduce the composition process, the project’s goals, and the roles of the guides (Adam Vilagi and Joris Vanvinckenroye).
  • Process: Participants were likely briefed on the creative vision, the libretto, and the overall structure of the musical. This session set the foundation for collaboration and expectations.
2. Identifying Musical Needs (Session 2 - Feb 19)
  • Purpose: Determine where music is needed within the project.
  • Process:
    • Discussed the structure of the musical and identified key moments requiring original compositions (e.g., songs, instrumental pieces, transitions).
    • Participants may have brainstormed themes, moods, and styles for each musical segment.
    • A structure document was shared to guide the process.
3. Assigning Composition Tasks (Session 3 - Feb 26)
  • Purpose: Assign specific music composition tasks to participants.
  • Process:
    • Detailed music descriptions were provided, outlining what needed to be composed for each segment.
    • A distribution spreadsheet was used to assign tasks to participants from different countries, ensuring a collaborative and diverse approach.
    • Participants were encouraged to share their compositions in a dedicated folder (.xml format).
4. Review and Refinement (Sessions 4–8 - Mar 12 to Apr 23)
  • Purpose: Review progress, refine compositions, and ensure alignment with the project’s vision.
  • Process:
    • Participants shared their compositions and received feedback from guides and peers.
    • The distribution spreadsheet was updated to track progress and adjustments.
    • Final sessions focused on integrating all compositions into a cohesive musical work, as outlined in the final music descriptions.

Collaborative Tools and Outputs

  • SharePoint Folders: Used to collect and share compositions, ensuring all participants had access to the latest materials.
  • Recordings: Each session was recorded, allowing participants to review discussions and feedback.
  • Guided Feedback: Adam Vilagi and Joris Vanvinckenroye provided expertise and direction throughout the process.

Key Observations

  • The process was highly collaborative, with tasks distributed internationally.
  • Emphasis was placed on structure, feedback, and refinement to create a unified musical work.
  • The use of digital tools (SharePoint, Teams, and spreadsheets) facilitated transparency and organization.

Current Status of Compositions

  • Total Songs: 16 songs by 15 students have been developed so far, with 3 songs still to be finalized.
  • Total Music Duration: The current total is 33 minutes of music, which aligns closely with the project’s original goal.
  • Progress: The team is on track to complete the remaining compositions, ensuring the final musical work meets the intended duration and artistic vision.

This demonstrates strong progress and collaboration among all partners, despite the challenges faced. Let me know if you’d like to integrate this with the previous sections or highlight specific achievements!



CHALLENGES AND RISK MANAGEMENT

1. Differences in School Year Organization and Daily Planning

Challenges:

  • Academic Calendars: Each country (Italy, Spain, Latvia) has different school year start/end dates, holidays, and exam periods. This can lead to conflicts with scheduled online sessions, as students or teachers may be unavailable during certain weeks.
  • Daily Schedules: School days vary in length and structure. For example:
    • Some schools may have afternoon extracurricular activities, while others end classes earlier.
    • Time zone differences (though minimal in Europe) can still impact participation, especially if sessions are scheduled late in the day.
  • Workload: Students and teachers may already have heavy workloads, making it difficult to prioritize project sessions.

Impact on Online Sessions:

  • Attendance Issues: Sessions may clash with exams, holidays, or local events, leading to inconsistent participation.
  • Engagement: Fatigue or scheduling conflicts can reduce the quality of contributions during sessions.

Risk Management:

  • Flexible Scheduling: Offer alternative session times or recordings for those who cannot attend live.
  • Clear Communication: Share the project calendar well in advance, highlighting potential conflicts with local academic schedules.
  • Local Coordinators: Assign a point person in each country to align project activities with school schedules.

2. Different Backgrounds in Composition Experience

Challenges:

  • Varying Expertise: Some schools or students may have limited experience in music composition, while others are more advanced. This can create disparities in the quality and speed of contributions.
  • Technical Skills: Not all participants may be familiar with digital tools (e.g., SharePoint, .xml file formats) or composition software, leading to delays or frustration.
  • Cultural Differences: Musical styles and traditions differ across countries, which can influence creative decisions and collaboration.

Impact on Project:

  • Uneven Progress: Schools with less experience may struggle to meet deadlines or contribute equally.
  • Quality Control: Ensuring a cohesive final product requires balancing diverse skill levels and creative inputs.

Risk Management:

  • Training Sessions: Provide introductory workshops or tutorials on composition techniques and digital tools for less experienced participants.
  • Mentorship: Pair less experienced students or schools with mentors (e.g., Adam Vilagi or Joris Vanvinckenroye) for guidance.
  • Standardized Guidelines: Share clear, step-by-step instructions and templates for compositions to ensure consistency.

3. Production Risks with the Libretto

Challenges:

  • Performance Readiness: Translating a libretto into a performable musical involves logistical hurdles, such as:
    • Aligning compositions with the libretto’s narrative and emotional arcs.
    • Ensuring all musical segments are technically feasible for performance (e.g., vocal ranges, instrumentation).
  • Resource Limitations: Schools may lack access to instruments, rehearsal spaces, or technical equipment for recording or live performance.
  • Language Barriers: The libretto may be in a language not all participants are fluent in, affecting interpretation and delivery.

Impact on Project:

  • Delays: Production challenges can push back rehearsals or final performances.
  • Creative Misalignment: Differences in interpretation may lead to inconsistencies in the final product.

Risk Management:

  • Early Testing: Schedule rehearsals or mock performances to identify and address issues early.
  • Resource Sharing: Create a shared pool of virtual instruments, recording tools, or rehearsal spaces for schools with limited resources.
  • Translation Support: Provide translated versions of the libretto or key scenes to ensure all participants understand the context.