Week 5

1. How the group dynamic has been 

The collaboration between the students and us has been incredibly rewarding and smooth so far. From the beginning, we’ve seen a positive group dynamic, with everyone contributing their unique voices to the music we’re creating. One of the highlights of our time together was the students’ willingness to shift direction when they felt inspired. For example, in Week 3, they expressed interest in changing the theme of their song to a rap about their favorite foods. This shift not only energized the group but also allowed each student to connect with the project in a personal and creative way. 

One student excitedly declared, “I’m going to rap about McDonald’s chicken,” while another enthusiastically shared, “I’m going to rap about gumbo.” The students’ enthusiasm was contagious, and it sparked a productive brainstorming session on the whiteboard, where we brainstormed foods and clever lines to include in the rap. By Week 5, we were already fine-tuning the lyrics and experimenting with different beats, using drums to find the perfect rhythm. 

The collaborative spirit continues to thrive, and we’re constantly building on each other’s ideas, with everyone’s input shaping the direction of the song. It’s been inspiring to witness such a seamless blend of creativity and teamwork, where everyone’s voice is not only heard but valued. 

2. How the class is going 

The workshop itself has been a dynamic and engaging space for creativity and exploration. It’s been great to see each group developing their projects, and the energy is palpable as the students share their ideas and learn from each other. We’ve all enjoyed experimenting with a variety of musical elements, which has added a unique layer of excitement to the class. 

In our group, we’ve been focusing on incorporating different rhythms and beats into our song. With the addition of drums and a tambourine, we’ve been able to explore new ways to layer sounds and create a more complex texture for our rap. One of the students in our group, who plays the flute, was excited to bring that skill to the project, adding a melodic dimension to the otherwise rhythm-heavy composition. Another student brought in a synthesizer, and we’ve been experimenting with electronic sounds, creating techno beats that could potentially serve as the backbone for our rap.This diversity in musical talents and instruments has allowed us to think outside the box and explore unexpected sounds, all of which are contributing to a richer, more unique final product.

3. How the project is progressing 

The class project is progressing smoothly, and we’re making steady strides toward completion. We’ve established a solid theme for the song, and with the shift to a rap about food, the students are particularly engaged in finalizing the lyrics. Our next step is to wrap up the writing process, choosing the best lines and ensuring the lyrics flow well with the beats. 

Speaking of beats, we’ve already identified a couple of options that work well with the rhythm and tone of the lyrics. The beats, along with the instruments we’ve been experimenting with, are coming together to form the foundation of our rap. Our next steps include deciding on the final beat selection, rehearsing the song, and eventually recording the rap with the chosen beats and any accompanying instrumentals. With each class session, we’re inching closer to our goal, and the excitement is building as we see the project take shape. 

4. Summarizing in-class discussions/material 

This past week in class, we delved into some fascinating discussions that connected psychological theory with creative expression. We explored Freud’s ideas, particularly in the context of his legacy and how his theories have evolved over time. We read an insightful article titled “François Tosquelles, Saint-Alban, and the Invention of Institutional Psychotherapy,” which highlighted Tosquelles’ impact on mental health practices and institutional care. The article provided a historical context for Freud’s ideas and the evolution of psychoanalysis, which we discussed in relation to contemporary psychological needs. 

One of the key takeaways from our seminar was the idea that psychological suffering and creative expression are deeply interconnected, but not as isolated personal experiences. Instead, they are shaped by broader social, historical, and political contexts. It was an eye-opening moment for many of us, as we realized how the external environment plays a critical role in shaping individual psychological experiences and creative processes. 

Additionally, we had a special guest, Dr. Makiko, who brought a fascinating perspective to our discussions. As a pianist, she spoke about the healing power of music, emphasizing its ability to affect both the body and the mind. Her experiences in working with neuroscientists were particularly intriguing, shedding light on the intersection between music and mental health. Her insights deepened our understanding of the therapeutic potential of music, a theme that resonates strongly within our project as we use music to express and connect with our emotions.

Pictures of the writing process and one of the drums we used to make the beat for our song.