CTS Project One - Sound Of Daily Objects
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The document outlines a 5-week schedule for a performance group preparing 3 songs. It details the weekly meetings where they worked on choosing songs, developing choreography and instruments, discussing costumes, and practicing their performance. It notes challenges like being off-beat or tempo being too fast. The final weeks focused on additional rehearsals, improvements, and the performance day. The personal task section outlines the contributor's roles, including dueting, beatboxing, harmonizing, and preparing props.
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Cts
The document outlines a 5-week schedule for a performance project. In week 1, the group learned about Diana by Paul Anka and started choosing instruments. In week 2, they suggested songs, learned choreography, and matched daily objects to music. Week 3 involved more practice and rearranging the sequence. Week 4 focused on band name, costumes, and posters, as well as improving instruments. Week 5 was dedicated to improving and rehearsing the performance. Meetings were held weekly to practice songs, choreography, costumes, and refine the performance. The document also lists the personal tasks of the assistant, including singing, beatboxing, harmonizing, providing beats, making suggestions, and preparing props.
CTS Project One - Sound Of Daily Objects
The document outlines a 5-week schedule for a performance group preparing 3 songs: "Diana" by Paul Anka, "Rolling in the Deep" by Adele, and "We Are Young" by Fun. Over 12 meetings, the group worked on choreography, matching sounds to the music, costumes, rehearsing, and improving their performance. They rearranged songs and added new parts. The document also lists the submitter's personal tasks, which included singing a duet, beatboxing, harmonizing, providing beats, suggesting songs and costumes, and preparing props.
Production schedule
The document outlines the production schedule and next steps for creating a music video. It includes choosing an artist and song from a shortlist in the genre of hip hop, analyzing the song's storyline, researching other music videos for inspiration, planning the video, securing locations and crew, completing necessary forms, storyboarding the video, filming at locations, and editing the final music video.
Activity log
The document outlines a production schedule for creating a music video over several weeks. It includes starting pre-production work like discussing ideas, analyzing other music videos to choose a song, and writing about the song selection. Later steps include creating a storyboard, filming at the college over multiple days, editing the raw footage, doing some reshoots, and finally exporting and uploading the completed music video and storyboard to a blog.
Filming
Filming took place from 1:30-4:50 PM on Wednesday, January 11th. The first hour and a half was spent setting up the studio and practicing lip syncing. Boys arrived at 3:30 PM to film their part for the music video, which involved looking at the camera and answering audition questions. However, the filming was not as successful as hoped and less was completed than planned.
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The document contains sentences in Spanish with various verb tenses and structures. It is divided into sections of affirmative sentences, negative sentences, interrogative sentences, and identifying information. The affirmative section describes various actions people are doing. The negative section lists things people are not doing. The interrogative section poses questions about what people are and are not doing. It concludes with identifying the school, semester, team members, teacher, and date of submission for an assignment.
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The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using "be" and the "-ing" form of the verb. It also gives examples of how to use the past continuous tense to talk about actions that were ongoing in the past or happened simultaneously with other past actions. The document includes translation exercises and evaluation criteria for using the past continuous tense correctly.
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The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using "be" and the "-ing" form of the verb. It also gives examples of how to use the past continuous tense to talk about actions that were ongoing in the past or happened simultaneously with other past actions. The document includes translation exercises and evaluation criteria for the exercises.
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The document outlines a 5-week schedule for a performance project. In week 1, the group learned about Diana by Paul Anka and started choosing instruments. In week 2, they suggested songs, learned choreography, and matched daily objects to music. Week 3 involved more practice and rearranging the sequence. Week 4 focused on band name, costumes, and posters, as well as improving instruments. Week 5 was dedicated to improving and rehearsing the performance. Meetings were held weekly to practice songs, choreography, costumes, and refine the performance. The document also lists the personal tasks of the assistant, including singing, beatboxing, harmonizing, providing beats, making suggestions, and preparing props.
CTS Project One - Sound Of Daily Objects
The document outlines a 5-week schedule for a performance group preparing 3 songs: "Diana" by Paul Anka, "Rolling in the Deep" by Adele, and "We Are Young" by Fun. Over 12 meetings, the group worked on choreography, matching sounds to the music, costumes, rehearsing, and improving their performance. They rearranged songs and added new parts. The document also lists the submitter's personal tasks, which included singing a duet, beatboxing, harmonizing, providing beats, suggesting songs and costumes, and preparing props.
Production schedule
The document outlines the production schedule and next steps for creating a music video. It includes choosing an artist and song from a shortlist in the genre of hip hop, analyzing the song's storyline, researching other music videos for inspiration, planning the video, securing locations and crew, completing necessary forms, storyboarding the video, filming at locations, and editing the final music video.
Activity log
The document outlines a production schedule for creating a music video over several weeks. It includes starting pre-production work like discussing ideas, analyzing other music videos to choose a song, and writing about the song selection. Later steps include creating a storyboard, filming at the college over multiple days, editing the raw footage, doing some reshoots, and finally exporting and uploading the completed music video and storyboard to a blog.
Filming
Filming took place from 1:30-4:50 PM on Wednesday, January 11th. The first hour and a half was spent setting up the studio and practicing lip syncing. Boys arrived at 3:30 PM to film their part for the music video, which involved looking at the camera and answering audition questions. However, the filming was not as successful as hoped and less was completed than planned.
Afirmativas
The document contains sentences in Spanish with various verb tenses and structures. It is divided into sections of affirmative sentences, negative sentences, interrogative sentences, and identifying information. The affirmative section describes various actions people are doing. The negative section lists things people are not doing. The interrogative section poses questions about what people are and are not doing. It concludes with identifying the school, semester, team members, teacher, and date of submission for an assignment.
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The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using "be" and the "-ing" form of the verb. It also gives examples of how to use the past continuous tense to talk about actions that were ongoing in the past or happened simultaneously with other past actions. The document includes translation exercises and evaluation criteria for using the past continuous tense correctly.
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The document discusses the past continuous tense in English. It provides examples of how to form the past continuous tense using "be" and the "-ing" form of the verb. It also gives examples of how to use the past continuous tense to talk about actions that were ongoing in the past or happened simultaneously with other past actions. The document includes translation exercises and evaluation criteria for the exercises.
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This document provides information about using the past simple tense in English. It discusses:
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This document discusses the background, vision, location, and identity of Putrajaya, Malaysia's federal administrative center. It examines 5 key topics: 1) the city's image, 2) Malaysian identity represented through Putrajaya, 3) lifestyle of local residents, 4) accessibility of sites, and 5) interaction between buildings. Diagrams and images depict the city's planning and architecture, which aim to symbolize core Malaysian values. Case studies of public spaces in Norway and Denmark are also presented, showing how government and community functions can coexist in an integrated design.
Site analysis JALAN IPOH TEAM NANI
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Project brief 2 architecture studio 5 march 2016 v3
1. Students will design a community library within an urban infill site over the course of the semester. The design must address the urban context and user needs through its formal design, spatial programming, and environmental and technological systems integration.
2. The project will go through sketch design, design development, and design visualization phases to explore the massing and layout, finalize the design, and complete presentation materials. Students must consider legislative requirements and design a library between 1,800-2,000 sqm spanning 3-5 storeys.
3. The design will be evaluated based on its response to the urban context, compliance with requirements, spatial programming, and integration of environmental and technological aspects to create an inspiring community space.
Studio brief
This document outlines the preliminary project for an architecture design studio focusing on urban infill community libraries. It includes tasks for site documentation, analysis, and precedent studies. Students must document a site at their university, analyze it considering urban concepts, and study an example community library project. They must submit documentation, 8 analysis panels, and 4 precedent study panels. Students will be evaluated on their understanding of urban issues, identification and articulation of key elements, and critical analysis demonstrated in their work.
Studio module outline
This document outlines the module for Architecture Design Studio 5, which focuses on designing a community library for an urban street. The module aims to explore architectural solutions for urban infill sites and the role of community libraries. Over 14 weeks, students will study urban contexts, precedents, and design codes/regulations. They will then design a contemporary community library that responds to the urban site context through its form, culture, regulations, structure, and environment. Assessments include preliminary studies, an individual final design project, and a portfolio demonstrating the graduate capabilities developed.
B tech report proj 2 PRESTON
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Project brief 2 btech1 march 2016
This document outlines an assignment for a Building Technology course. Students must analyze construction methods for their studio design project. They must:
1) Study precedent projects with alternative roof, facade, and structural systems. They must analyze the materials, construction, advantages, disadvantages and appropriateness of each system.
2) Propose two alternative facade schemes for their design, implementing the precedent systems.
3) Produce detailed sectional perspectives of two spaces - one on the ground floor and one on the top floor - showing construction details and connections between structures.
Students will be evaluated based on the thoroughness of their precedent analyses, quality of their proposed facade schemes, and detail shown in their sectional perspectives.
Btech module outline
This document provides a module outline for the Building Technology 1 course, which is part of the Bachelor of Science (Honours) in Architecture program. The module aims to expose students to advanced building construction technologies through case studies, focusing on areas like construction systems, energy efficiency, waste management, and embodied energy. It will be delivered over 14 weeks through lectures, tutorials, and self-study. Students will be assessed through assignments applying their learning to analyze construction methods and develop alternative solutions, as well as a final exam and portfolio demonstrating their achievement of learning outcomes. The module aims to develop students' understanding and skills in technical documentation, construction principles, and sustainable building practices.
Btech brief assignment 1
This document outlines an assignment for a Building Technology course involving the design and construction of a model apartment building using Industrialised Building System (IBS) components. Students must form groups to: 1) Design a 3-story apartment block incorporating IBS walls, slabs, stairs, and other prefabricated elements; 2) Construct a physical model of the building demonstrating the IBS construction process; and 3) Create a 3-5 minute video presenting the model-making process and calculating the building's embodied energy. The model and video will be assessed based on design quality, appropriate use of IBS elements, video production quality, and model workmanship. The assignment aims to develop students' understanding of IBS construction methods and issues
Preston bsci proj 2
The document provides calculations to analyze lighting and acoustic conditions for two areas - the plants study area and limited edition section - of the Sentul Community Library. For lighting, it calculates daylight factor and artificial lighting requirements for both spaces based on Malaysian standards. It determines that the plants study area has good natural light but may experience glare, while the limited edition section lacks sufficient daylight. For acoustics, it measures external noise levels for the limited edition section during peak and non-peak hours.
Light report compiled
This document provides details of a study evaluating the lighting performance of The Dart Bar. It includes sections on literature review, research methodology, case study details, and analysis of the existing lighting conditions. Measurement equipment including a lux meter were used to collect lighting data from the site based on a 1.5m x 1.5m grid. Various zones within the bar were analyzed to determine illumination levels and potential improvements to the lighting design. Precedent studies were also reviewed for comparison.
Sound final
This document outlines an acoustic performance evaluation and design project for The Dart Bar. It includes an introduction to the site and objectives of the project. Literature on key acoustic concepts like sound pressure level, reverberation time, and sound reduction index is reviewed. Case studies of acoustic precedents and the existing materials, noise sources, and acoustic conditions at The Dart Bar are analyzed. Methods for acoustic measurement, data collection and analysis are described. The document provides detailed plans and sections of the bar layout.
Project 2 integration
This document outlines the requirements for Project 02 of the Building Science 2 course. The project aims to integrate understanding of lighting and acoustics principles into students' final design projects from Studio 5. Students must incorporate lighting and acoustics designs on two A2 boards and an A4 report with calculations. They must identify spaces requiring artificial and daylighting and address external and internal noises. The boards and report will be graded on themes, daylighting strategies, artificial lighting designs, site analysis, noise management strategies, and calculations.
Project 1 performance evaluation
This document outlines a project assignment for an architecture course on building science. Students will work in groups to evaluate the lighting and acoustic performance of a case study building. They will take measurements of light levels, sound levels, and photos at different times of day. Students must analyze the site conditions, lighting levels, noise levels, and identify any issues. They will present their findings in contour diagrams, calculations, and a technical report with drawings, photos and analysis. The goal is for students to understand daylighting, artificial lighting, acoustics and noise in buildings in order to apply these principles to design.
Research questions preston liew
The interviewee believes that the center of the mosque under the dome and chandelier best promotes spiritual sense of Tawhid. He feels that outdoor gardens, water fountains, and a nice temperature enhance kusyuk towards Allah in prayer. The best mosque atmosphere for promoting kusyuk includes colored glass, water sounds from fountains, and echoes of praying. He finds individual kusyuk is best in a congregation that is neither too large nor too small. The physical scale of a mosque can affect kusyuk, with a large scale inspiring awe - the Shah Alam Mosque being a local example of good scale. Ornamentation like chandeliers, colored glass, and light effects increase the holy atmosphere
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The document discusses the concepts of sense of place and spirit of place. It explains that sense of place refers to an individual's experience and perception of a particular setting, while spirit of place refers to the distinctive atmosphere or essence of a place. It also discusses how sense of place can be developed through careful observation of places and appreciation of their unique qualities. Virtual realities pose challenges to conveying authentic sense of place, as they are not direct sensory experiences of real settings.
Islamic architecture arc 2342 project 1 brief august 2015
This document outlines a project assignment on Islamic architecture for students. It involves researching the principles of Islamic architecture and creating a timeline analysis of architectural developments in Malaysia. Students will work in groups to analyze different regions and produce a poster, individual write-ups, and an online database. The project aims to help students understand how Islamic beliefs influenced architectural design over different periods and to develop research and presentation skills.
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Architectural design project project 1b brief august 2016
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Architectural design project project 1a brief august 2016
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Architectural design project module outline august 2016
Project brief 2 architecture studio 5 march 2016 v3
Project brief 2 architecture studio 5 march 2016 v3
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Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
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Young Tom Selleck: A Journey Through His Early Years and Rise to Stardom
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
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Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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CTS Project One - Sound Of Daily Objects
- 12. Our schedule: Week 1 (4th-7th April) ● Learning about Diana ● Understanding the rhythm of the song ● Suggestion and choosing of instruments Week 2 (8th-14th April) ● Suggestions of songs ● Learning about our choreography ● Learning to match the sound of our daily objects to the music of the chosen song ● More discussion Week 3 (15th-21st April) ● More practicing● Rearranging the sequence of the performance Week 4 (22nd-28th April) ● Discussion for band name, costumes and poster ● More practicing● Improved our instruments Week 5 (29th April-3rd May) ● Improved our performance ● Rehearsal ● Self reflection ● Performance day 4th April (1st Meeting) ● Day that project was given ● First meeting was held ● Getting to know each other ● The song given is Diana by Paul Anka ● Led by Miss Norma Jean● Watched the mv for the song 5th April (2nd Meeting) ● Studied the music video of Diana ● Watched some videos of stomp● Discussed about how to mix the Diana song and stomp 9th April (3rd Meeting) ● Added some drama for Diana (Love story) ● Decided that Pinky and Belly should be the lead singer ● Xian Loong was asked to be Princess Diana ● I was asked to be the Prince
- 13. ● Pinky decided to cancel it since the others had no roles 11th April (4th Meeting) ● Matched tempo of the song by hitting on tables and chairs ● Beginning part was good● Still don’t have any ideas to continue after Diana ● Still no background music for our song ● Got some nice advice from Miss Normah ● Added in Justin Bieber’s Beauty And A Beat (Covered by Alex Goot) 17th April (5th Meeting) ● Rearranged the order of songs ● Added Rolling In The Deep by Adele ● Removed Beauty And A Beat● Added new stomp to match with Rolling In The Deep 23rd April (6th Meeting) ● Matched sounds of daily objects to be our background music ● Beelly was in charge of choreography● I was in charge of organizing the beats and beatboxing ● Everyone discussed and learnt about the dance moves Beelly had prepared 24th April (7th Meeting) ● Discussed about our costumes ● Watched some funny videos and had some ideas for the costumes ● In the end, we chose to wear a white tee shirt and short coloured pants and hang numbers on our neck● I was in charge of cutting out the numbers from cardboard boxes 25th April (8th Meeting) ● Arranged the positions for the performance ● Practiced dance moves● Made the dance and singing more presentable ● I was asked to cut out number 1-9 from cardboard boxes 26th & 29th April (9th &10th Meeting) ● Practice continues ● Many problems occurred such as singing offbeat, tempo was too fast etc. ● New dance steps were discussed about● Suggestions were still given to improve everybody’s role and performance 1st May (11th Meeting) ● Practiced at LT13
- 14. ● Still have problems with our performance such as everyone was blur after some parts of the performance, some parts are boring because everyone is singing and clapping only ● New parts of choreography was added ● Some parts of the performance is changed ● Pinky and I will be singing Diana● Beelly and Pinky will be singing a verse from Rolling In The Deep together ● We are young by Fun. was harmonized to make it sound better 3rd May (12th Meeting) ● Last meeting ● Rehearsal at LT20 ● Performance day ● I was the MC
- 15. My Personal Task: 1. Duet with Pinky (Diana) 2. Solo (Tan Te) 3. Beatbox for one verse (Rolling In The Deep) 4. Harmonize, bass voice (We Are Young) 5. Provided beats for every song except “Tan Te” 6. Suggested some songs for leader to decide 7. Suggested some clothings/costumes for leader to decide 8. Prepared props for the performance (Cardboard box cutouts number 1-9)