Within this blog post, I will reflect on the creative process behind our second project, the song Two Timer. This reflection will center on collaboration and stepping outside of my comfort zone—both of which were central to my experience during this project. I’ve decided to focus on Two Timer because, out of the three songs we’ve made during the module, this project pushed me to focus more on playing an instrument and allowed me to explore new musical approaches and skills, such as sticking to piano rather than singing or beat boxing but then being able to problem solve when the piano didn’t work out for me. Unlike our first project, where we were still figuring out how to work together effectively, this second collaboration had a smoother workflow and better structure than the previous song. It was during the making of Two Timer that we began to work together as an ensemble, merging our musical styles into a more unified and polished outcome. This track stands out to me because it demonstrates my growth as a musician and the artistic collaboration that emerged between our group members.

Problem Solving and Collaborative Decision-Making

At the start of this project, progress was very slow due to different creative ideas. We split into two groups with one piece of A3 paper each—one focused on lyrics, whilst the other on genre, which quickly led to problems. our group tried to suggest reggae, but it didn’t match the lyrical ideas the other group had developed. I pointed out that we could only create a genre from lyrics, to which Elyssa recalled that the other group said, “the lyrics should depend on the genre.” (appendix 1)This made it clear that our separate approaches were unproductive.

We decided to regroup and brainstorm together instead. This shift led to more cohesive ideas, and we began making music rather than over-planning. It taught me that creative collaboration thrives when ideas are shared openly, rather than split into isolated roles.

This experience has helped in other classes too—like Band Workshop—where we now start by experimenting with instruments rather than lengthy discussions. When Anwen and Elyssa introduced a piano melody, I suggested how to shape it, and that idea became the song’s main riff (Appendix 2). Speaking up at the right time made me realise the value of contributing confidently in group settings.

Rick Rubin captures this idea perfectly: “When looking for a solution to a creative problem, pay close attention to what’s happening around you” (Rubin, 2023). By staying open to each other’s ideas, we turned a creative block into a successful collaboration.

The development of our second project Two Timer required me to overcome difficulties in identifying my position among the ensemble members. I started by beatboxing and singing but these attempts failed to match the group’s new direction which resulted in decreased confidence and doubts about my place in the band. The time of uncertainty proved essential because it demonstrated how important it is for people to be flexible when working together.

The turning point happened when Jack Otobo my group member commented “you should try play piano, you’ve not done that before mate” (Appendix 3). The support he provided motivated me to leave my comfort zone and learn piano which became my first experience with this instrument in a group setting. The decision to learn piano skills brought both new musical knowledge and fresh creative insights to my collaborative work. The lesson “Be willing to get out of your comfort zone, if you want to grow” (Medium, 2019) matches my experience. Through my willingness to listen to group feedback I discovered a role which supported our shared artistic direction.

My first attempt at playing piano seemed like a breakthrough until I discovered I could not perform it as smoothly as I wanted to. My parts clashed with the rest of the group’s ideas which resulted in my feeling disconnected and creatively stagnant. My fading interest in the project made me doubt my value to the track. The frustration I experienced led to a beneficial transformation of my role. Sophie Richardson expressed her support by stating, “When I went on piano after you said you wanted to do something different, I said I can play a couple of chords” (Appendix 4). Her willingness to take over the piano allowed me to return to singing which I had previously dropped during the early stages of the project.

Saskia Collison had been working on the female vocal section while I had this crucial collaborative moment with her. Our collaboration started after my return to vocals as we investigated ways to express both perspectives in the lyrics. The song developed into a joint vocal segment which I performed to represent the male character. The track underwent a complete transformation because the original one-sided emotional story evolved into a dialogue between two characters. Two Timer gained a more balanced and relatable narrative through this addition which provided listeners with a wider emotional understanding.

The outcome demonstrates that team creativity improves substantially through improvisation and openness. According to Brian Eno “Any constraint is part of the skeleton that you build the composition on—including your own incompetence” (Eno, 1981). In my case, My piano playing struggles served as a creative limitation which enabled me to discover a fresh approach for working with others. I adapted to the situation instead of forcing myself through an unproductive role which led to creating a stronger meaningful final piece

Conclusion

The development of Two Timer revealed this musical project served as both a musical challenge and a transformative experience for my personal and creative development. The process demanded that I move beyond my comfort zone to handle unexpected changes while fully embracing genuine collaboration. The uncertain times during the ensemble process taught me about the value of flexibility and trust in collaborative work because I faced difficulties finding my role and my piano parts did not match the group.

My decision to collaborate with others led me to transition from beatboxing into piano playing and eventually vocal performance where I discovered my musical contribution to the piece. The two-perspective vocal ending which Saskia and I developed brought emotional depth to the track while demonstrating how shared ideas and improvisation can improve a song’s narrative. The initial challenge transformed into one of my most fulfilling creative experiences which now serves as proof of our musical progress and team unity.

The experience showed me that collaboration requires more than accommodating personal ideas; it demands active listening and flexible evolution with team members. I will maintain this mindset in upcoming projects because creative development emerges from unanticipated situations that deviate from original plans.

Appendix

Appendix 1
Go to 2:00 to 2:05 for when elyssa talked about genre and lyrics (this is the big interview with the class)

Appendix 2
Go to 0:59 to 1:07 for me talking about how the riff was made (this is the big interview with the class)

Appendix 3
This is a cut interview of when I asked Jack what to do instead of beatboxing

Appendix 4
Go to 6:10 to 6:16 This is when we did a big interview of everyone, and Sophie talked about how I came off the piano and sang instead (this is the big interview with the class)

Bibliography  

Christine S., M. (2020) Banishing the comfort zone, Medium. Available at: https://medium.com/illumination/banishing-the-comfort-zone-388a0a8e7518 (Accessed: 13 May 2025).

Frere-Jones, S. (2014) Ambient genius, The New Yorker. Available at: https://www.newyorker.com/magazine/2014/07/07/ambient-genius (Accessed: 13 May 2025).   

Rubin, R. and Strauss, N. (2023) The creative act: A way of being. New York: Penguin Press.