FADE IN
Act 1
INT. DINING ROOM - 10:00
PETER, his WIFE, and their two DAUGHTERS are having breakfast.
PETER (V.O.): After breakfast, our elder daughter will fly back to Seoul to continue her language studies.
Pausing.
PETER (V.O.) (Cont'd): Our younger son has already returned to Sydney to continue his medicine studies days ago.
Eating.
PETER (V.O.) (Cont'd): And my good friends have to leave the jobs they love.
Pausing.
PETER (V.O.) (Cont'd): I've the urge to do more songwriting.
Pausing.
PETER (V.O.) (Cont'd): Not sure if I'd come up with any anytime soon.
Act 2
INT. STUDIO - 13:30
Peter is researching with his smart phone.
PETER (V.O.): Last night, I heard the Peter, Paul & Mary song "Gone the Rainbow" again.
We hear Peter singing "Shule, Shule, Shule-a-roo, Shule-a-rak-shak, Shule-a-ba-ba-coo".
PETER (V.O.) (Cont'd): I was still in my teens the last time I sang it.
Peter continues singing "When I saw my Sally Babby Beal, Come bibble in the boo-shy Lorey."
PETER (V.O.) (Cont'd): I love the slow sentimental song, but I don't understand the lyrics.
Reading.
PETER (V.O.) (Cont'd): Oh, the melody is derived from the Irish ballad "Siuil a Ruin" (translated as "Go My Love") - its Irish language style is known as macaronic.
Shrugging.
PETER (V.O.) (Cont'd): The folklore was about a woman lamenting a solder lover who had gone to France to fight.
As Peter watches a video clip entitled "Siuil a Ruin - lyrics + translation by Clannad", we hear from the smart phone: Siuil, Siuil, Siuil a Ruin...
PETER (V.O.) (Cont'd): Do "Shule, Shule, Shule-a-roo" mean "Walk, walk, walk on my love"?
Watching the subtitles "...is go..."
PETER (V.O.) (Cont'd): Second verb not in the infinitive. Is that old Irish?
Holding a 12-string guitar, Peter plays the fingering in Am, E7, Am, Am; C, Em, Am, Am...
PETER (V.O.) (Cont'd): This morning, I read about the creative Intro of the Beatles' song "I'll Be Back". It alternates between the key of A major and A minor.
Peter then plays three beats in A and one beat in Am.
PETER (V.O.) (Cont'd): Against the rules, the contrasting sounds are distinctly different.
Repeating.
PETER (V.O.) (Cont'd): But I don't have the inspiration to write any song now.
Recalling.
PETER (V.O.) (Cont'd): I got most of my tunes while spending time alone in the park.
EXT. PARK - LATER
Peter is jogging.
PETER (V.O.): No, I still have no inspiration. Let me go to the mall to buy pineapples and chocolates to cheer me up.
INT. LIFT LOBBY - STUDIO - LATER
Carrying a full shopping bag, Peter begins to hum and sing.
PETER (V.O.): Oh, I've got a tune. Not sure if I can remember it.
Rushing back to his studio, Peter plays the tune with his guitar and then records it with his smart phone. He then plays the tune on a Clavinova.
INT. SITTING ROOM - 20:30
Having played a tune on a Kawai piano, Peter asks his wife.
PETER (V.O.): Have you heard of the tune before?
WIFE: No... Where does it come from?
PETER: From me.
His wife is stunned.
Act 3
INT. DINING ROOM - LATER
Peter, his wife and their younger daughter are having dinner.
PETER (V.O.): To play a musical instrument is relatively easy. Just press or blow the right key or pluck the right string at the right time.
Thinking.
PETER (V.O.) (Cont'd): To create something out of nothing isn't mysterious either. It just requires the exercise of intensive intellectual activities.
Pausing.
PETER (V.O.) (Cont'd): After all, writing songs should be easier and cheaper than undergoing psychological therapy.
FADE OUT
THE END
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