12/10/15
This session we weolked on stage directions, and also the status of the character. I could understand the stage directions, and I could also understand jhe difference between statuses. Within my own acting, however, this could improve. We also learnt how to stage afavourite book or play. I had lots of ideas on how to stage the piece in the best way for the genre and story.
20/10/15
After a few games to start us off, we all had to listen to a piece of music. We had to consider how the music made us feel. As a group, we considered how to make this music fit in to a scene at the beginning or end. We created a piece based on someone coming to their senses. I performed this part. The rest of the group played senses that joined me and locked themselves in to position. This piece was cleverly made, fully included the music, and was made of everyone's iddividual ideas.
04/11/15
After many warm up games, we began to look at our monologues. Some people wrote powerfully whereas others wrote as if they were penning a book. Each, however, was unique and sjrong. We moved on to examining creating a plot using a newspaper article. We heard the story of a boy who drowned in a river at scouts. His grave was tended to, but no one knew who did it. We had to create truths, rumours, and lies about the article to try and piece together the story. It became very complex and, in my oppinion, would have made a great play. Everyone shared ideas and worked well as a team of storytellers.
08/11/15
We played a few games as a warm up. FOLLOWING this, we began listening to 4 different pieces of music and we decided what the music was was trying to portray. In 2 teams, we picked a piece of music and created a scene with it. WE used the titanium music, and I played a cyber-bullied girl who managed to stay strong after verbal abuse. It was a powerful scene, everyone played strong parts, however the scene could have been longer.
19/11/15
After a few warm up games we began to look at creating a theatre company and a play in small groups. We began with looking at doing a play about drugs and alcohol awareness for young people. This idea did not work out as the ideas weren't quite right. We then joined the other group who were creating Jack the Ripper. We began planning it and assigning roles like director. I am playing the first girl to die at the hands of Jack the Ripper. It was a very scary piece and we'll continue with it later. It was very effective, we had a good team and were very productive.
27/11/15
We warmed up with some games and then moved on to look at improvisation circles. We were given a scenario and had to cross the circle to meet our pair, and acted out the scenarios. It was a fun activity and we all managed to create successful improvs. We then turned back to our Jack the Ripper piece. We altered the first scene so that instead of 3 freeze frames we had a busy pub scene with 10 different moves. Callum then helped choriograph a slow, eerie dance with the girls on blocks as I passed slowly between them, as the first to die. It was a very productive session and we all used strong divising techniques.
30/11/15
After some warm up sessions, we turned back to our jack the ripper piece. We had 2 new ucan staff with us. They found us some music to carry out our 10 moves sequence before we continued the choreography sequence for the puppeteers dance. We then began examining our characters, and designing our monologues.
03/05/16
In our last session, we built on our ideas for our end of year performance. We were advised by Dinos, another Ucan practitioner, to make a scene timeline in order to work out the best way to lay out the key scenes. Each person worked on their own character's back stories and how our characters would finish the story. We were also all allowed to give ideas towards other people's storylines. This gave us ideas to work with, which we could either discard if not necessary, deliver if the idea is at a stage where it can be performed, or developed if it needs more work. This is a technique Dinos gave us, called the three Ds, allowing us to work on and create new ideas. For example, throughout the piece I have created my character name, and backstory. I have also helped work on other people's storylines, the design of the town with no name, the order of scenes, and the type of theatre we are aiming for. I also helped give ideas towards our company name, and our aim. We also worked On contrasted scenes, and were able to order the scenes in a varied way. We did identify a few problems, for example, one group member left the group. We reassigned her part, so now another member is running the coffee shop. Also, there was a solo in the song mashup which we tried but decided that we would cut out as the person had left. We were able to be creative by reassigning parts, and interweaving in new storylines which work just as well. For example, we removed Maisy's drug dealing scene and entered a love story between two characters which fits just as well. Songs and dances have also been added to fit in with each character. Some people have written monologues.
09/05/15
In this week's lesson, we focussed on a few main scenes, the songs, Mikey's monologue, Lorren's dance, Zizi and Ellie's movement piece. We also looked at the piece opening and scene order. We also started interpreting ideas about the ending for certain characters. We looked at why or why not the person would leave the town with no name. We did come across a couple of issues. Due to there being a lot of scenes, it was difficult to fit in everyone's scene that needed practising. My scenes weren't looked at, which is understandable, due to the amount of material. We dealt with this using staggered breaks, working on certain bits while others had a break. Lorren's entire dance was developed doing this method. The other main probl"am was that there was a lot of conflict about the final piece of music. Many people thought it didn't quite fit, and others countered that. I was on the fence, sawing both viewpoints. We dealt with this by having a discussion, and agreeing to continue with the piece for now. 14 June Our theatre company was called Tangents Theatre, and it was devised by our performing Arts class. Our mission statement was creating thought provoking theatre addressing issues faced by young people of today. I felt I was able to interpret ideas for performance material. I responded to our source materials, by taking workshops with UCAN and researching my own character background. Our performance was devised by using a number of stimulases. We had a look at pre existing pieces such as Undermilk Wood. A lot of our work actually resembled the style of Under Milkwood. We also worked on creating monologues and were practicing turning it in to a storyline and performing it. We used newspaper articles to create our own storylines. WE listened to music and interpreted it to perform to it. We looked at emotions in that piece, and moved around like cogs in a machine. The song was sound by Lamb. This influenced the actors moving across the stage, portraying emotions linked to our music, played by Ellie. In Sicily, I took a workshop in character stance, behaviour, and using silent theatre to help feel like my character. On the stage, I felt like my character, moved like her and understood how she would choose to move during certain circumstances. We used props in certain scenes, like a skipping rope used as a shower, for a motive and to represent other more complex props. For our Jack the Ripper piece, I researched my character, Mary Anne Nichols, and found out enough information to make a character profile. With Dinos, we worked on trying to characterise a lot of different roles, like a child or a queen or a policeman. This helped us choose a lot of different characters for the final performance. We also looked at trying a name, think, feel, like, fact. This helped us build personalities and ideas for our piece. We used fairytale stimulus. This helped us to portray a story with varied roles and responsibilities, which helped in the coffee shop scene. For our final performances we created character profiles. Mine was Maria Lemming, 21, been to University, has a literary degree. Father ran off, mother dead, leaving Maria with the B and B. She has mental denial that hermother is dead, and portrays many emotions from happy to sad or angry. She loves literature and boosting tourism when she can. We found materials to develop in term 2. With the help of DINOS, we took material to develop, discard or deliver. We had a hand movement piece which worked very well, however we could not fit it in so it had to be discarded. We had many strengths and weaknesses to our group for example, our group at first did not have the strength and teamwork to pull off certain scenes or types of theatre that a team with a good work ethic could achieve. A strength is that after months of trying to pull a piece together we took a lot of material from term 2 to build on our ideas. Another weakness was lack of time, with only 3 hours per week and what with other work to do, it was difficult to manage. Another strength is we could include a variety of types of theatre, including comedy, musical, and serious tradegic scenes. For example the post office scene was comedy, and Maria's monologue was more serious and disturbing theatre.
Here is a link to one of our final dress rehearsals.
https://www.youtube.com/watch?v=5UBfg13gOvw
20 June On 9 June, we had our final performance. I think it was successful and our prop use was fantastic. EVERYONE was very pleased with our success, and gave great feedback. Although the rehearsals were stressful as we had to perfect things, we deffinately managed. As a group we worked well, making sure each prop and scene change was in the right place. I'd never had such a big amount of lines to learn so this was a big achievement. I also did enjoy writing the script with the rest of the group. I'm very proud of the achievement and feel as if we have used a lot of techniques from workshops. Our characters felt realistic and our audiences' reactions helped the pace move. I wish I could perform it again. 21 June M1 From term two, we picked certain aspects to take forward for our final performance. For example, we looked at characterisation and creating monologues in term two based on identity. As some of us are very good creative writers, we wrote some monologues based on the idea of identity, which helped us to become more confident with monologue writing. For our final performance I created a monologue for my character, Maria. Having practised this before I felt comfortable in characterising through monologues. We also looked at overlapping sentences, building in to a loud peak for atmosphere. This is something we practised in term 2 which we used in the coffee shop scene and my monologue. In my monologue, Maria was on the verge of a mental breakdown, and she heard voices in her head. People spoke overlapping sentences, as rumour spreaders, and as Maria's mother. As it got louder, Maria became more distressed and shouted over the top of them. We also worked on name think like feel fact. We made sure that in our final show, each character had a storyline that included each of those criterias to form a backstory. Amendment for 19 November 2015 First of all we tried to create a piece about alcohol and drugs to educate young people. This was during term 1, and we soon realised how our idea was not going to work. Firstly, not everyone had the focus, or was sensible enough to perform such a piece. Also, not many us had experienced being drunk, none of us had ever understood disorderly behaviour due to drink, and although only one person had seen a person dealing with the effects of drugs, we could not properly perform it as we could not visualise and understand it enough to perform it. We then merged with the other group to devise our Jack the Ripper piece.
Monday, 12 October 2015
Wednesday, 7 October 2015
UNIT 2 Proffesional practice in peforming arts
07/10/15
In this unit I have been notetaking all of my information and ideas in to a document to be typed up when all information ii gathered. Some of my idformation has come from the following: theguardian.co.uk prospects.ac.uk www.bbc.co.uk I have also taken information from the stage times and from footage of theatre proffesionals speaking to my peers.
11/04/16
Freelancing
Megan Barker is a freelance play writer. We asked her some questions about her career. Megan's mum had a big influence, and she took Megan to see shows, and got her in to theatre. She liked writing plays and stories. She attended university to study History and her playwriting first began there. Her first semi-professional production at the Glasgow Arches was a commission. She always uses commissions as they pay her although it is in quarters. Her first commission was with professionals but as unpaid. She continued getting jobs by networking around her. With playwriting, and freelance, you have to do some unpaid work. This helps with networking and finding work. She moved on to a paid commission, after her non paid one. Her university friends and contacts still influence her career today. Megan works in many genre, she can write whatever people want her to write, this is open minded and doesn't impose her own style. She does enjoy darker plays, her preference. She tackles challenging topics like death row. Her favourite play was in 2006, named pit, about death row and other difficult challenges like poverty. She needed a lot of research for this. She writes mainly for adults, but she did a children's Christmas play. She finds this hard as it doesn't come naturally to write for children. She does like writing her own. However, publishing plays is hard. She's had one work published by Methuen. Older plays are more regularly published. She's paid royalties for her plays. Her influence over casting can vary depending on the director. Megan advises pe9ple not to take playwriting as a career as the pay isn't good. She formed a play company so could have an impact on casting. This was called Feral. She works with a director, Estelle. She is the writer for the company. She enjoys seeing her plays when she sees none of the rehearsal process. If she hasn't got any work, Megan does teaching or goes off to workshops.
11/04/16
Session Musicians
If you want to be a session musician, in hindsight, are interpersonal skills, read a situation easily and a person so that you can fit in with any set up. You also cannot annoy people paying you. You must work with anyone, despite any reservations. You have to adapt to each new situation, you may have been booked and you'd have to playing it a track they play you. You need a good ear, making parts and harmonies. You have to create genre specific parts to fit the music. Yo u Mayo go in, learning play a completely new part. You must be an all round good musician. It's important to be punctual, and if they call you you must turn up promptly. For to and radio these are set in stone. As a session musician, you have to be self-contained, patient, and in TV especially there's a lot of waiting time, for example doing make up and camera checks. There are rehearsals for lights, and each time you must perform. Prepare for not working in a job. You need to have a bit of savings. Finding work When you begin, this is the key to your reputation. You need to network. There are networks to find talent. Start off with little bands or mallet scale work. Cara, the session musician, joined a big reggae band called Steel Pulse. It was an important musical opportunity. This helped develop the skills. Despite the criticisms, this was constructive. It's important to listen to the band and working as an ensemble. Through another singer, she heard of an audition and went, it gave a platform to become more successful. It was important to answer adverts to get you new jobs. Word of mouth was regular. While working öith one group, every few months which wasn't enough for Cara. At the same time she auditioned from a music paper. She had a good contract giving a fixed rate even when not working. It was 100 pounds, when not working and this doubled when working, this was a retainer contract. It retained musical services for the whole contract. This included making an album. This meant you had to move. There were world shows, and television performances. Also there were pop videos. Cara's next job was due to those in which she networked with. His manager praised her and then the contract with Egbt ended. With six months of unemployment, this changes your life. You never know when the next work will start. Bully Brag's manager offered Cara a job. She rehearsed in London, learning songs, doing gigs. They planned a six week tour in America. There are no contracts with this. This is not common. This meant planning pay. It's uncomfortable but eventually there was a set rate. It was 300 pounds a day in studio, and 500 each week. This was also a lot of recording. This still had a flat rate. She had to write the piano parts. Bully got I'll, Cara had to find more jobs in a newspaper. She sent them a cassette of some tracks. There was a lot of auditioneees. You had to learn all the lines and play them. In the first audition she learnt 7 pieces, and it was fast paced. They were not committing. There followed a second audition between Cara and someone else. There was more on the spot learning. THE other girl auditioned, and it was rather competitive. "They gave her the job. They asked her the fees she asked of. On the top, they toured an album around. They did lots of tv work. Also Also many live shows. They knew the band band would succeed. Cara's pay went up to 2000 pounds a week. You must be negotiable with money. 22 May There are many different contracts available for freelancers to help them manage in employment, manage finances and deal with their rights in employments. One key example of this is a retaining contract. This gave freelancers a constant injection of payment, and this increased when the artist was working. This meant that when an artist worked, they had more pay, and were more devoted to their employer. This prevented the artists from working somewhere else. Also if there was no work, the artist would still have some pay to live off. Another common contract is the heads of agreement which can outline work dates, duties, hours, expectations, pay, and length. This prepares the artist for the job and what it entails and your responsibilities. There are also MU contracts which help musicians and bands or other freelance artists to deal with any arrangements or sort out incidents with contracts or agreements. This offers basic support to freelance artists within their jobs. Contracts are also put in place to help artists live and have the support they need in work, for example, artists may have to work last minute, or auditionnnnn.n.
In this unit I have been notetaking all of my information and ideas in to a document to be typed up when all information ii gathered. Some of my idformation has come from the following: theguardian.co.uk prospects.ac.uk www.bbc.co.uk I have also taken information from the stage times and from footage of theatre proffesionals speaking to my peers.
11/04/16
Freelancing
Megan Barker is a freelance play writer. We asked her some questions about her career. Megan's mum had a big influence, and she took Megan to see shows, and got her in to theatre. She liked writing plays and stories. She attended university to study History and her playwriting first began there. Her first semi-professional production at the Glasgow Arches was a commission. She always uses commissions as they pay her although it is in quarters. Her first commission was with professionals but as unpaid. She continued getting jobs by networking around her. With playwriting, and freelance, you have to do some unpaid work. This helps with networking and finding work. She moved on to a paid commission, after her non paid one. Her university friends and contacts still influence her career today. Megan works in many genre, she can write whatever people want her to write, this is open minded and doesn't impose her own style. She does enjoy darker plays, her preference. She tackles challenging topics like death row. Her favourite play was in 2006, named pit, about death row and other difficult challenges like poverty. She needed a lot of research for this. She writes mainly for adults, but she did a children's Christmas play. She finds this hard as it doesn't come naturally to write for children. She does like writing her own. However, publishing plays is hard. She's had one work published by Methuen. Older plays are more regularly published. She's paid royalties for her plays. Her influence over casting can vary depending on the director. Megan advises pe9ple not to take playwriting as a career as the pay isn't good. She formed a play company so could have an impact on casting. This was called Feral. She works with a director, Estelle. She is the writer for the company. She enjoys seeing her plays when she sees none of the rehearsal process. If she hasn't got any work, Megan does teaching or goes off to workshops.
11/04/16
Session Musicians
If you want to be a session musician, in hindsight, are interpersonal skills, read a situation easily and a person so that you can fit in with any set up. You also cannot annoy people paying you. You must work with anyone, despite any reservations. You have to adapt to each new situation, you may have been booked and you'd have to playing it a track they play you. You need a good ear, making parts and harmonies. You have to create genre specific parts to fit the music. Yo u Mayo go in, learning play a completely new part. You must be an all round good musician. It's important to be punctual, and if they call you you must turn up promptly. For to and radio these are set in stone. As a session musician, you have to be self-contained, patient, and in TV especially there's a lot of waiting time, for example doing make up and camera checks. There are rehearsals for lights, and each time you must perform. Prepare for not working in a job. You need to have a bit of savings. Finding work When you begin, this is the key to your reputation. You need to network. There are networks to find talent. Start off with little bands or mallet scale work. Cara, the session musician, joined a big reggae band called Steel Pulse. It was an important musical opportunity. This helped develop the skills. Despite the criticisms, this was constructive. It's important to listen to the band and working as an ensemble. Through another singer, she heard of an audition and went, it gave a platform to become more successful. It was important to answer adverts to get you new jobs. Word of mouth was regular. While working öith one group, every few months which wasn't enough for Cara. At the same time she auditioned from a music paper. She had a good contract giving a fixed rate even when not working. It was 100 pounds, when not working and this doubled when working, this was a retainer contract. It retained musical services for the whole contract. This included making an album. This meant you had to move. There were world shows, and television performances. Also there were pop videos. Cara's next job was due to those in which she networked with. His manager praised her and then the contract with Egbt ended. With six months of unemployment, this changes your life. You never know when the next work will start. Bully Brag's manager offered Cara a job. She rehearsed in London, learning songs, doing gigs. They planned a six week tour in America. There are no contracts with this. This is not common. This meant planning pay. It's uncomfortable but eventually there was a set rate. It was 300 pounds a day in studio, and 500 each week. This was also a lot of recording. This still had a flat rate. She had to write the piano parts. Bully got I'll, Cara had to find more jobs in a newspaper. She sent them a cassette of some tracks. There was a lot of auditioneees. You had to learn all the lines and play them. In the first audition she learnt 7 pieces, and it was fast paced. They were not committing. There followed a second audition between Cara and someone else. There was more on the spot learning. THE other girl auditioned, and it was rather competitive. "They gave her the job. They asked her the fees she asked of. On the top, they toured an album around. They did lots of tv work. Also Also many live shows. They knew the band band would succeed. Cara's pay went up to 2000 pounds a week. You must be negotiable with money. 22 May There are many different contracts available for freelancers to help them manage in employment, manage finances and deal with their rights in employments. One key example of this is a retaining contract. This gave freelancers a constant injection of payment, and this increased when the artist was working. This meant that when an artist worked, they had more pay, and were more devoted to their employer. This prevented the artists from working somewhere else. Also if there was no work, the artist would still have some pay to live off. Another common contract is the heads of agreement which can outline work dates, duties, hours, expectations, pay, and length. This prepares the artist for the job and what it entails and your responsibilities. There are also MU contracts which help musicians and bands or other freelance artists to deal with any arrangements or sort out incidents with contracts or agreements. This offers basic support to freelance artists within their jobs. Contracts are also put in place to help artists live and have the support they need in work, for example, artists may have to work last minute, or auditionnnnn.n.
22 May Freelancing. There are many important aspects of freelancing. If you take on a freelance role, you must be very interested in this role. This is because freelancing needs complete dedication. You need to have a passion for the type of work you do, if you don't really want to be a session musician or play write, then don't do it. Another important thing to remember, is the pay. At first, you need to build on networks and a reputation. As soon as you start the job, you won't have a high payed contract. Freelancers soften work for nothing at first, so they need a way of getting income. Also, if you are a play right, like Megan Barker, you have to write plays that the public want, even if they go against your style. Freelancers also need to juggle their child care. Cara was lucky to take her children on tour with her, however, Megan had to deal with her childcare and home life. Freelance artists are often needed on call, actresses like Jenny-May would be needed for jobs whenever rehearsals took place. Claire from Open Skies among others gained passion from childhood experiences and passions. At one point, Claire lost motivation and felt that she could not properly achieve anything theatre related. She and Jenny-May, also took an opportunity to train in India and France, which may broaden ideas or freelance opportunities. Estelle often has to travel a lot, because although her pantos are Hereford based, most auditions are held in London, and directors need to see who they can work with. Freelancers must be competitive, when Cara auditioned for roles she had to go through many stages, and had a one versus one audition at the end. Jenny-May and most of the other practitioners went to university, in order to properly train. Megan chose her path carefully, working with semi-professional theatre groups. This helps freelancers build up their experiences and climb the employment ladder. Claire from Open Skies writes scripts as well as acts, and employs Jenny-May, uniting themselves and their skills in to a team effort. As Estelle directs, and Megan writes, they also collaborated as Feral productions, as they both could help each other. Freelancers need to save money and try and have a good income, in order to survive between jobs. Although this is a difficult position it is manageable, but each of the five practitioners advise others to not take this job due to the amount of risks.
Wednesday, 16 September 2015
UNIT 25 Dance Improvisation
https://www.youtube.com/watch?v=ZFLD5whky4E&feature=youtu.be
Here is us learning how to do some Buto, Japanese dance. We are doing an end of year showcase, featuring multicultural dance, including this style of dance.
16/09/15
We met the teacher at the beginning of the lesson. We then began to focus on movement. We warmed up and moved our bodies id position to stretch them out. It was painful as it felt different, but it felt good to warm up so that movement is easier. We then continued by moving from point to point, moving in to high positions, and lower ones. The music was tribal and I had four poses. A star on my back, a tall postion with hands joined. Alio, a steoped position and one on the floor with my legs long in front of ce and my feet touching. I learnt that we could also mirror people in dance, by postioning yourself to match others' movements. Overall, I learnt that movement has no limits, and dance can be vary varied.
10/11/15
We began a warm up in the style of Martha Graham. Following this, we looked at making a dance with a partner. We had to make our bodies in to shapes such as circles squares and triangles. We had to use contrasting heights and directions. I worked with a fellow student and our team work helped us make a two minute dance. I was very pleased with our achievement!
20/11/15
Conbined, Callum and Laura lead a warm up. After this, we all began to focus on the use of props. Selecting props, during music we had to dance up to someone and swap props. We discussed using our canes as dance props. We also carried out work on dance and movement. after moving to the music, Laura gave us a description such as a bridge, Eifel Tower, and fridge. We, as a group, had to create these forms. This was easily managed with concentration and team work.
0711/15
To start off, we warmed up our bodies. We then began considering a oew dance, the Charlston, with the use of our canes as props. This took practica, everyone struggled with a step at least once. We had a sequence without canes, and then we brought them in to the dance. I feel I accomplished a lot, as I really had to work on space, timing and learning new steps. I had never properly used a prop in a rehearsed dance before.
18/11/15
After a sincere warm up, we began to look at techniques of dance. We did this by meeting another person in the group, and traveling with them, touching certain body parts together, like an elbow and a back. We also looked at how we moved as we swapped places with the person. This worked but sometimes our sense of direction or movement clashed so we didn't quite achieve our aim. We also continued with the Charleston and discussed colaborating moves from Chitty Chitty Bang Bang and Mary Poppins. We all developed our improvisation and choriography skills, by looking at certain pieces and choosing particular moves.
26/11/15
We warmed up, and then looked at the assignment brief. Our aim was to create once upon a memory, looking at a dream sequence with all of our childhood memories. For the entire lesson, we brainstormed stimulus ideas, and talked about our own childhood memories and things we used to like as children. It was a productive brainstorming session and next week we will be collecting our ideas and starting the piece.
30/11/15
After a warm up, we reviewed our ideas for our assessment, and the brief. After a long talk about the sequence, our ideas, and a list of parts to the dance, we walked it through. Emily in bed, callum with Chitty car, Emily reading me story, jump in to book and ballet, casting a spell on Emily, costa cups dance, Dancing with Wolves, There's no plce like home, Emily in bed. We walked it through and foundhe timing was sufficient.
13/12/15
Dance Assessment
It took us a week to plan the assessment, a week to practise, and a week to tie up before performing. Together, we compiled everyone's childhood memories in to one sequence. Everyone gathered props needed for the final performance. The f3pst section, was Callum in his Chitty Chitty bang bang car, using a car from back stage. After this, Emily stood from her pretend bed, and they both danced be old bamboo with my canes. I then stood, pretending to jump in to a book, and did ballet steps, using a wand. After this, there was. Steps from Popular, from wicked! We danced with plastic cups, pretending to be popular. Callum and Emily followed with dancing with Wolves. Finally, Emily said there's no place like home and the dance closed. During rehearsal, everyone was very nervous. We made many prop mistakes likes wand in the wrong place, and a a book left on stage. However, the audience enjoyed it and the piece was successful. We all used a variety of skills for improvisation. A lot of research was involved, and I think we all achieved very well. I hope I passed the assessment, as I put plenty of energy and time into the piece. 20 June This week was our dance performance, where I had a few solos. In rehearsals I lacked confidence. However, the show itself went very well. Apart from a few mistakes, the performance went very well. It The choreography was very good. I found the team worked well together. IT was very successful as I was given my costumes in time to come on stage, as I had 3 costumes. Most of my work was improvised and I was able to use Skinner release technique and the Buto training. I was very proud of myself. I can tell my confidence has grown amazingly since September. I felt uncertain and less connected to my dance as I did not really know how to. Next year, I want to perform a whole solo piece by myself, not just part of the piece. The team was so supportive of each other, and I'm pleased with our flow and cooperation. I think I have learnt how to be more flexible, and more creative. When I started dance, I didn't know what to do or how to create a piece. I didn't understand dance, or know how to put things together to make emotion or a particular style. Since then I have helped to choreograph dance, and have given many new ideas. I think next year my confidence will grow more and more. I would like to have my own solo dance where I can show all tha new techniques like Skinner release that I now know. I also know how to improvise, which at the start of the year, I really struggled to do. I now improvise confidently, which I am proud of.
Here is us learning how to do some Buto, Japanese dance. We are doing an end of year showcase, featuring multicultural dance, including this style of dance.
16/09/15
We met the teacher at the beginning of the lesson. We then began to focus on movement. We warmed up and moved our bodies id position to stretch them out. It was painful as it felt different, but it felt good to warm up so that movement is easier. We then continued by moving from point to point, moving in to high positions, and lower ones. The music was tribal and I had four poses. A star on my back, a tall postion with hands joined. Alio, a steoped position and one on the floor with my legs long in front of ce and my feet touching. I learnt that we could also mirror people in dance, by postioning yourself to match others' movements. Overall, I learnt that movement has no limits, and dance can be vary varied.
10/11/15
We began a warm up in the style of Martha Graham. Following this, we looked at making a dance with a partner. We had to make our bodies in to shapes such as circles squares and triangles. We had to use contrasting heights and directions. I worked with a fellow student and our team work helped us make a two minute dance. I was very pleased with our achievement!
20/11/15
Conbined, Callum and Laura lead a warm up. After this, we all began to focus on the use of props. Selecting props, during music we had to dance up to someone and swap props. We discussed using our canes as dance props. We also carried out work on dance and movement. after moving to the music, Laura gave us a description such as a bridge, Eifel Tower, and fridge. We, as a group, had to create these forms. This was easily managed with concentration and team work.
0711/15
To start off, we warmed up our bodies. We then began considering a oew dance, the Charlston, with the use of our canes as props. This took practica, everyone struggled with a step at least once. We had a sequence without canes, and then we brought them in to the dance. I feel I accomplished a lot, as I really had to work on space, timing and learning new steps. I had never properly used a prop in a rehearsed dance before.
18/11/15
After a sincere warm up, we began to look at techniques of dance. We did this by meeting another person in the group, and traveling with them, touching certain body parts together, like an elbow and a back. We also looked at how we moved as we swapped places with the person. This worked but sometimes our sense of direction or movement clashed so we didn't quite achieve our aim. We also continued with the Charleston and discussed colaborating moves from Chitty Chitty Bang Bang and Mary Poppins. We all developed our improvisation and choriography skills, by looking at certain pieces and choosing particular moves.
26/11/15
We warmed up, and then looked at the assignment brief. Our aim was to create once upon a memory, looking at a dream sequence with all of our childhood memories. For the entire lesson, we brainstormed stimulus ideas, and talked about our own childhood memories and things we used to like as children. It was a productive brainstorming session and next week we will be collecting our ideas and starting the piece.
30/11/15
After a warm up, we reviewed our ideas for our assessment, and the brief. After a long talk about the sequence, our ideas, and a list of parts to the dance, we walked it through. Emily in bed, callum with Chitty car, Emily reading me story, jump in to book and ballet, casting a spell on Emily, costa cups dance, Dancing with Wolves, There's no plce like home, Emily in bed. We walked it through and foundhe timing was sufficient.
13/12/15
Dance Assessment
It took us a week to plan the assessment, a week to practise, and a week to tie up before performing. Together, we compiled everyone's childhood memories in to one sequence. Everyone gathered props needed for the final performance. The f3pst section, was Callum in his Chitty Chitty bang bang car, using a car from back stage. After this, Emily stood from her pretend bed, and they both danced be old bamboo with my canes. I then stood, pretending to jump in to a book, and did ballet steps, using a wand. After this, there was. Steps from Popular, from wicked! We danced with plastic cups, pretending to be popular. Callum and Emily followed with dancing with Wolves. Finally, Emily said there's no place like home and the dance closed. During rehearsal, everyone was very nervous. We made many prop mistakes likes wand in the wrong place, and a a book left on stage. However, the audience enjoyed it and the piece was successful. We all used a variety of skills for improvisation. A lot of research was involved, and I think we all achieved very well. I hope I passed the assessment, as I put plenty of energy and time into the piece. 20 June This week was our dance performance, where I had a few solos. In rehearsals I lacked confidence. However, the show itself went very well. Apart from a few mistakes, the performance went very well. It The choreography was very good. I found the team worked well together. IT was very successful as I was given my costumes in time to come on stage, as I had 3 costumes. Most of my work was improvised and I was able to use Skinner release technique and the Buto training. I was very proud of myself. I can tell my confidence has grown amazingly since September. I felt uncertain and less connected to my dance as I did not really know how to. Next year, I want to perform a whole solo piece by myself, not just part of the piece. The team was so supportive of each other, and I'm pleased with our flow and cooperation. I think I have learnt how to be more flexible, and more creative. When I started dance, I didn't know what to do or how to create a piece. I didn't understand dance, or know how to put things together to make emotion or a particular style. Since then I have helped to choreograph dance, and have given many new ideas. I think next year my confidence will grow more and more. I would like to have my own solo dance where I can show all tha new techniques like Skinner release that I now know. I also know how to improvise, which at the start of the year, I really struggled to do. I now improvise confidently, which I am proud of.
UNIT 1 Skills Development in Performing arts
16/09/15
Song in theatre lesson
After meeting the group, the breathing activity was repeated. Then followed singing a note exercises. Note on Hah begad, with us all holding our notes for as long as possible. After this, we sang a major note sequence accompanied by the piano. We also thied this with a harmonic minor note. We carried an arpaggio sequence out, which is named "I am on top of the world." in theatre, as it was a floating bouncing note. This was followed up by the vee vee vaa vaa concept. This is a technical exercise used to pracjice notes. We followed this by singing a folksong id rounds, named down by the waters. I was proud of my achievements ai I learnt the song entirely. People were able to sing any songs they knew. I sang the song we had learnt, as a solo, and felt proud as I tried to stand correctly and sand my best. In this lesson I learnt how to pick up notes and sing an exercise using a bisc cue froc the piano. I also learnt techniques for sidging notes using these exercises.
24/09/15
Creating song for theatre
We warmed up as usual. We then ran through major, harmonic minor, arpaggio, and the technical exercise. We then, as a class, sand Universal by Blur se that we coâld get a feel for a chorus number. We then examined which songs we individually wanted to sing. I will do a solo of, Tell Me Its Not True froc Blood Brothers, a musical I love. This taught me that singing in a group, along with numerous people with differedt pitches and tones, can take practice. Ij also gave me inspiration to sing a very special song and to make it my own masterpiece.
30/09/15
Skills for actors
Fter gathering with the group and warming up we carried out a task where we had to convince the audience that we are telling the truth. We all had to takeone story and change it, so that the other team could guess which story is real. This helped us stay in character and help us to be creative id our owd ways. We then meved on to a partner exercise where we were asked questiodi like why is the dog red? In oâr pairs, we had to become as convincing as posible sothat our answer is aelievable. This helped us stay in a role and think of cedvincing ideas quicly. Our other task was to carry out a dining hall scene where ene person had to sit, one had to lay and one had to stand at one time. This helped us position our characters and think creatively.
05/10/15
Skills for actors
When in diction class I recited, I could not speak loudly as I was new to things and I was still in the process of learning. However I will be able to do this now. I was however clearly spoken and this will improve as I get better. I also managed to convey vocal expression while I recited my poem to indicate the sentiment. In singing class I have not sung my solo yet, however, during warm ups and group songs I was able to use techniques ef breathing to help ce project. I was able to sing scales in my voice range. I was in tune at all times, and I feel very cenfident with the technical exercises. I felt confident while I sing. When I sing, later today, I will be able to codvey emetion as my song is very sad. During performance workshop, I have not quite started older or younger characters. I can understand fairly basic improvisation techniques. I was capable of holding focus and staying in my role of a interviewee. I began to look at production skills like staging and I felt very alert to the fact that certaid staging would be more sufficient for certain productions. I could use lighting and sound cues in my chosen scenario. I could codsider props and how to stage something. I was abbe to communicate my ideas to the group appropriately. Generab: I have attended all workshops proptly. I also have attended every class. I am respectful to everyone and have a good working relationship with them all. I am fully focus and can take criticism. I am punctual with all deadlines. I can can sometimes evaluate myideas but it can be improved. I am a positive person. I can sometimessolve problms. I can make decisions for myself and can help others too.
09/10/15
Singing skills for actors and dancers
The class warmed up with the normal breathing exercises. I was able to hold my long note even longer than usual which shows that my breathing has improved. We then sang some technical exercises. I was fairly confident. Individuals were then able to sing their own songs for everxone, and were recorded for evidence. Most people were nervous but they all succeeded. Some people made mistakes or forgot their words, but, it was a still a progress. I could not iing as my throat was very sore. This gave me a little more pracsice time.
15/10/15
Improvisation unit
After a warm up, and a dew game of da da diddly da, where everyone had to say a new word and the action for it, the group gathered in a circle. We started by creating a story together, each using a few lines to add more. After this, we studied jibbrish, speaking nonsense while portraying our lines using expression and movement. We all managed to tell the story in gibberish. We finished by acting out the story in different roles as a scene. It was successful.
20/10/15
Singing skills for actors and dancers
After a vocal warm up, we began looking at everyone's song choices and giving feedback. While singing some people began to seem more confident. My song was rehearsed a second time. I managed to sing loudly, clearly and confidently. One aspect I must work on is holding a long note. I can manage it, but I must focus on breathing at the right time, and pulling my stomach in to hold the breath. I will try this during my next rehearsal.
20/10/15
Improvisation
During this class, we examined theatre of cruelty and Artaud. We improvised a scenario with a guard, and two prisoners in the cell at a time. For the majority of the time, I played the guard. I had to deal with each prisoner, some weeping, some violent and some who were deadly. 4E made people watching feel very uncomfortable. , swapped role to an illegal immigrant who had stolen a visa by hacking systems. This was a very different role. This was probably 6he most powerful improvisation we had done.
02/11/15
Skills
This morning we have been reviewing our performing arts skills. Singing: I have managed to carry out intercostal breathing. My song has many long high notes so I really must apply breathing techniques in order to hold the notes. My timing hai improved, however, within my song, I struggle to time my verse to fit with the music. I use emotion during the song. My choice is musical based, and emotional, and I managed this. My long note on ha has lengthened, and my singing scales are much easier to achieve. I have full attendance. I am generally punctual. I can lead a group easier. I am able to take initiative and lead activities. I duely respect everyone with equal measures. I can carry a group forward and lead everyone. I am also able to make decisions for the good of the performance. Generally, I feel I have improved a lot. I am also able to solve problems accordingly.
06/11/15
Singing skills
After a warm up, while laying on the ground for a different type of warm up, we began looking at everyone's songs. As my lyrics were lost, I could not perform. However, the others made significant improvements.
09/11/15
Improvisation Workshop
We had an educational practitioner from the Courtyard theatre coming in to run an improvisation workshop. After getting to know each other, we sat in a circle and each told a funny anecdote about a funny event in our lives. We were then put in to groups. We colaberated 3 people's scenes, in a picnic scene with 2 actors. It was a funny piece and I felt I was able to use different acting skills, to play a different role.
11/11/15
Improvisation
After a basic warm up, we began to listen to Mikey, for his stanislavski workshop. Stanislavski was a practitioner from Russia, who focussed on realism and sometimes physical theatre. Mikey told us to choose our characters, and perform as if we were in a school. At first, the stage was chaos, but after a couple rethinks, we found a way to include all the storylines, but total control as well. The piece was successful, and I felt that I wai able to use the problem solving skill, in order to get our piece to be successful.
20/11/15
Improvisation
After warming up, MikeyLauren and Zizi lead some improvisation games. Loren won da da diddly da, which she also lead. We all had a go at What Happened to Maria, lead by Zizi. We then had singing conversation, lead by Mikey. Everyone joined in and it was successful. However, fortunately unfortunately went wrong, as it was too personal to a member of the group. We then did some improvisation like the cell scene, the classroom scene and some physical theatre. I think my improvisation skills are deffinately improving, and so are others'.
26/11/15
Improvisation
After a warm up, we were put in to teams. We had to create scenes in thetyle Artaud, first. We then changed thecene to adapt to the style Grotovski used. Then, we changed the scene finally to show the skills used by Stanislavski. Our group did very well, and I feel that I used a variation of of skills, including using physical theatre. We continued, working with mime and small scenes as a whole group effort.
30/11/15
Improvisation
Today, for Zizi, Lorren and Mikey, %t was assessment day. Some media students joined us as a small audience. Thearm up games were lead, as well as Rubber chicken, a different game. After this we were split in to groups to be assessed. We had to replay the cell scene, scenes with mime, work with props, and a number of different scenarios. Everyone did very well. I felt as if my improv techniques were becoming stronger.
30/11/15
Singing Skills
After a vocal warm up, we looked at everyone's group song, the universal. It was very successful and we worked out the harmonies. We then began rehearsing our songs. Mine went very well, but I need to work on breathing. We then assigned singing parts for aint no mountain, before the end of the lesson.
30/11/15
Vocational trip to the Courtyard theatre
Our college was invited by the director of this year's panto, Beauty and the Beast, Estelle Van Warmelo. She has been producing pantomimes for many years. This was a chance to watch the penultimate technical dress rehearsal of the pantomime. On arrival, they were finishing the last scene, before moving on to the opening and organising the torch lighting. It was sponsored by Cargill meats. They were sponsored around 25 thousand pounds towards the panto. This is good advertisement for the panto, and the meat company. There was a large team to help produce the panto. There was a cast about 20 people. It was a strong vocational experience to see an almost finished production. It was interesting to see them working with the sound, props, costumes, and script. After seeing it again I observed that the show came together nicely.
12/01/15
Stanislavski technique
https://youtu.be/JKLTvb3ei_o This is a Stanislavski technique school scene which was improvised. I showed the skill of leadership as I played a main role and maintained the piece. I also used my teamwork skills. I was also able to evaluate and improve on the scene as an individual, and focus on improvements for the group as a whole.
14/01/16
The Cell Scene
https://www.youtube.com/watch?v=Nposho5atZo This is where I show my leadership, communication and veried roles skills. This also shows how I can take on a very different style and type of character.
22/01/16
Skills Plan
Below is a list of my skills, how well I can use them, and a reasonable target. During voice production, Iam able to carry out intercostal diaphragmatic breathing. At first, I struggled to hold the breath, but I was able to improve myself.
My target needs to be, focus on keeping my shoulders down and work on holding on to the breath. I am able to project very clearly, and use diction. I am also able to articulate my words clearly, however due to a mild lisp sometimes I must be very cautious in making sure my letters are clear. I can phrase poetry and song. I sing and speak clearly but there are times where I have to slow my speech in order to be understood. I use dynamics in my song and speech. I am also able to add gestures, movements, expressions and posture in a performance. In the cell scene, I changed my demeanour to fit the role of a guard. My target is that when playing a role, research and have an understanding ef the general behaviour and gesticulation of the character. I work well in a team by listening to ideas, working to include everyone, and making suggestions. I could improve this by taking a leadership role or working with new people. I have already lead warm ups in diction and in breathing. My target is to led a full workshop in any areas one day. Although I can carry out many different dance techniques, these do not come naturally to me. I need to think carefully about a variation of techniques. I also need to stop doubting myself as this hinders me. I am passionate about improvisation, using stimulating, creating ideas and basing ideas on certain practitioners. I could look up and research certain types of practitioner, for ideas and styles in future improvisations. Due to training in status, hot seating, monologues, and character development I can develop a character. To improve I need to develop a range of roles to work on. In a team I can communicate ideas and develop them. I could try and cooperate my thoughts with others'. I am very punctual, and attend all lectures. As a person I am responsible and complete all written work. I can study a character, plot, setting, style or piece independently, and create ideas.
Here is a link to my youtube channel containing footage of me demonstrating a variety of skills.
https://www.youtube.com/channel/UCPD-HHuaHTJEan6NiESguUA
https://www.youtube.com/watch?v=fRkFc1sikXg&feature=youtu.be
This is a dance workshop which taught us some basic Buto dance. It will be used for our dance piece, but also as a skill of learning a new type of theatre.
31 May In the last year, I have had the opportunity to take part in many extra external workshops which have helped me gain new skills. I also was part of the singing performance at the college where I learnt new skills. With UCAN, I also went to Sicily, where we took part in a lot of different workshops. For example, we did large group warm ups, working on body language, expression and behaviour on stage. We also worked on projection, and on visualising objects for physical theatre. We then split in to smaller groups for workshops with practitioners from WALES, Italy and Bulgaria. In our first workshop, we learnt about characterisation and how to stand in order to portray a character. I feel like my portrayal of characters has now improved a lot, as I can focus on how I am standing, the character's status, and how that person would be portrayed. In performance workshop, I have been thinking about how my character would stand, her emotion and position. Our next workshop covered characterisation, and also how to move to music. It made me focus on how to move, and what music made me feel. I can dance with more focus, and move in a relevant way. ANOTHER workshop worked on devising theatre and how to portray it. We mad our own piece and song, which we used for our final performance on the final day. We also learnt that moving is dancing, and if music is on, we can show it in anyway we like. I now feel more able to connect to a dance and devise dance in a way that we feel we can. We also learnt how to make objects using our bodies, in physical theatre, and how in a group, we can devise roads and forests, the sea and lakes using our bodies and wooden sticks. I learnt so many new skills. I have taken many tips on board for the future and for my theatre work. I am proud of these skills, and I am glad I also learnt how to help children in theatre, which has helped with my community project. 31 May I also took part in a theatre workshop with Extant. Extant are a theatre company in Birmingham for disabled people. They worked with us for a few hours, showing us new techniques. I now know how to put my body, and the stage, in different states of tension. I have also learnt how to walk, lead by a body part, to represent a certain character. I have also worked on comedia de l'arte. This is such a popular and big type of theatre that learning this is very helpful. We got to practice this in pairs and small groups. 1 June We also were able to carry out a singing performance. I learnt how to sing to a microphone, good stage position n and expression in a song, and also had my first solo performance. These skills were very new and I have learnt a lot from this experience. I also learnt how to talk to a crowd, and how to keep an audience's attention. I will use these skills in future singing performances. 31 May I feel like I have really developed some of my key skills. In dance, my confidence in creating and devising pieces, and confidence in myself have really improved. In dance workshops like the Japanese and skinner release I have felt much more confident. I have been able to improvise certain movements, including elevating and moving using different parts of the body. I have also been able to choreograph some pieces for our final show which has boosted my confidence. My diction has able improved, my words are clearer, despite a slight lisp which I can not help. I am also able to talk with a dialect. For my piece, I need a Yorkshire accent. I have been made more aware of certain gestures and expressions which I may not have already been aware of. In performance workshop, I have now gained even more experience with working to a script. I had done this before but I feel more confident with stage directions, and with picking up cues. I used to rely on others for this. Also in dance, I feel more confident moving around the space with more certainty. I used to struggle with this and still collide with obstacles but my confidence has grown greatly. Group work in dance used to be difficult, but since the wind and tree activity I have felt happier with trusting my peers and slightly more confident with moving around them and contact improv. I feel that working in a theatre company during performance workshop has been easier. Our team has had more focus and less distractions during practices. We have all learnt even more so how to work together, help each other and aim for the main goal, the final show. I feel more capable with comparing work, for example my mysdr3mous, spiritual poem and my more upbeat, cheeky monologue. I am now happier with costumes and props, as I used to be unsure how to use props.
Here is a link to mmy solo piece in our Live, Love, Laugh performance.
https://www.youtube.com/watch?v=w7ApSD4l4U0&feature=youtu.be
Song in theatre lesson
After meeting the group, the breathing activity was repeated. Then followed singing a note exercises. Note on Hah begad, with us all holding our notes for as long as possible. After this, we sang a major note sequence accompanied by the piano. We also thied this with a harmonic minor note. We carried an arpaggio sequence out, which is named "I am on top of the world." in theatre, as it was a floating bouncing note. This was followed up by the vee vee vaa vaa concept. This is a technical exercise used to pracjice notes. We followed this by singing a folksong id rounds, named down by the waters. I was proud of my achievements ai I learnt the song entirely. People were able to sing any songs they knew. I sang the song we had learnt, as a solo, and felt proud as I tried to stand correctly and sand my best. In this lesson I learnt how to pick up notes and sing an exercise using a bisc cue froc the piano. I also learnt techniques for sidging notes using these exercises.
24/09/15
Creating song for theatre
We warmed up as usual. We then ran through major, harmonic minor, arpaggio, and the technical exercise. We then, as a class, sand Universal by Blur se that we coâld get a feel for a chorus number. We then examined which songs we individually wanted to sing. I will do a solo of, Tell Me Its Not True froc Blood Brothers, a musical I love. This taught me that singing in a group, along with numerous people with differedt pitches and tones, can take practice. Ij also gave me inspiration to sing a very special song and to make it my own masterpiece.
30/09/15
Skills for actors
Fter gathering with the group and warming up we carried out a task where we had to convince the audience that we are telling the truth. We all had to takeone story and change it, so that the other team could guess which story is real. This helped us stay in character and help us to be creative id our owd ways. We then meved on to a partner exercise where we were asked questiodi like why is the dog red? In oâr pairs, we had to become as convincing as posible sothat our answer is aelievable. This helped us stay in a role and think of cedvincing ideas quicly. Our other task was to carry out a dining hall scene where ene person had to sit, one had to lay and one had to stand at one time. This helped us position our characters and think creatively.
05/10/15
Skills for actors
When in diction class I recited, I could not speak loudly as I was new to things and I was still in the process of learning. However I will be able to do this now. I was however clearly spoken and this will improve as I get better. I also managed to convey vocal expression while I recited my poem to indicate the sentiment. In singing class I have not sung my solo yet, however, during warm ups and group songs I was able to use techniques ef breathing to help ce project. I was able to sing scales in my voice range. I was in tune at all times, and I feel very cenfident with the technical exercises. I felt confident while I sing. When I sing, later today, I will be able to codvey emetion as my song is very sad. During performance workshop, I have not quite started older or younger characters. I can understand fairly basic improvisation techniques. I was capable of holding focus and staying in my role of a interviewee. I began to look at production skills like staging and I felt very alert to the fact that certaid staging would be more sufficient for certain productions. I could use lighting and sound cues in my chosen scenario. I could codsider props and how to stage something. I was abbe to communicate my ideas to the group appropriately. Generab: I have attended all workshops proptly. I also have attended every class. I am respectful to everyone and have a good working relationship with them all. I am fully focus and can take criticism. I am punctual with all deadlines. I can can sometimes evaluate myideas but it can be improved. I am a positive person. I can sometimessolve problms. I can make decisions for myself and can help others too.
09/10/15
Singing skills for actors and dancers
The class warmed up with the normal breathing exercises. I was able to hold my long note even longer than usual which shows that my breathing has improved. We then sang some technical exercises. I was fairly confident. Individuals were then able to sing their own songs for everxone, and were recorded for evidence. Most people were nervous but they all succeeded. Some people made mistakes or forgot their words, but, it was a still a progress. I could not iing as my throat was very sore. This gave me a little more pracsice time.
15/10/15
Improvisation unit
After a warm up, and a dew game of da da diddly da, where everyone had to say a new word and the action for it, the group gathered in a circle. We started by creating a story together, each using a few lines to add more. After this, we studied jibbrish, speaking nonsense while portraying our lines using expression and movement. We all managed to tell the story in gibberish. We finished by acting out the story in different roles as a scene. It was successful.
20/10/15
Singing skills for actors and dancers
After a vocal warm up, we began looking at everyone's song choices and giving feedback. While singing some people began to seem more confident. My song was rehearsed a second time. I managed to sing loudly, clearly and confidently. One aspect I must work on is holding a long note. I can manage it, but I must focus on breathing at the right time, and pulling my stomach in to hold the breath. I will try this during my next rehearsal.
20/10/15
Improvisation
During this class, we examined theatre of cruelty and Artaud. We improvised a scenario with a guard, and two prisoners in the cell at a time. For the majority of the time, I played the guard. I had to deal with each prisoner, some weeping, some violent and some who were deadly. 4E made people watching feel very uncomfortable. , swapped role to an illegal immigrant who had stolen a visa by hacking systems. This was a very different role. This was probably 6he most powerful improvisation we had done.
02/11/15
Skills
This morning we have been reviewing our performing arts skills. Singing: I have managed to carry out intercostal breathing. My song has many long high notes so I really must apply breathing techniques in order to hold the notes. My timing hai improved, however, within my song, I struggle to time my verse to fit with the music. I use emotion during the song. My choice is musical based, and emotional, and I managed this. My long note on ha has lengthened, and my singing scales are much easier to achieve. I have full attendance. I am generally punctual. I can lead a group easier. I am able to take initiative and lead activities. I duely respect everyone with equal measures. I can carry a group forward and lead everyone. I am also able to make decisions for the good of the performance. Generally, I feel I have improved a lot. I am also able to solve problems accordingly.
06/11/15
Singing skills
After a warm up, while laying on the ground for a different type of warm up, we began looking at everyone's songs. As my lyrics were lost, I could not perform. However, the others made significant improvements.
09/11/15
Improvisation Workshop
We had an educational practitioner from the Courtyard theatre coming in to run an improvisation workshop. After getting to know each other, we sat in a circle and each told a funny anecdote about a funny event in our lives. We were then put in to groups. We colaberated 3 people's scenes, in a picnic scene with 2 actors. It was a funny piece and I felt I was able to use different acting skills, to play a different role.
11/11/15
Improvisation
After a basic warm up, we began to listen to Mikey, for his stanislavski workshop. Stanislavski was a practitioner from Russia, who focussed on realism and sometimes physical theatre. Mikey told us to choose our characters, and perform as if we were in a school. At first, the stage was chaos, but after a couple rethinks, we found a way to include all the storylines, but total control as well. The piece was successful, and I felt that I wai able to use the problem solving skill, in order to get our piece to be successful.
20/11/15
Improvisation
After warming up, MikeyLauren and Zizi lead some improvisation games. Loren won da da diddly da, which she also lead. We all had a go at What Happened to Maria, lead by Zizi. We then had singing conversation, lead by Mikey. Everyone joined in and it was successful. However, fortunately unfortunately went wrong, as it was too personal to a member of the group. We then did some improvisation like the cell scene, the classroom scene and some physical theatre. I think my improvisation skills are deffinately improving, and so are others'.
26/11/15
Improvisation
After a warm up, we were put in to teams. We had to create scenes in thetyle Artaud, first. We then changed thecene to adapt to the style Grotovski used. Then, we changed the scene finally to show the skills used by Stanislavski. Our group did very well, and I feel that I used a variation of of skills, including using physical theatre. We continued, working with mime and small scenes as a whole group effort.
30/11/15
Improvisation
Today, for Zizi, Lorren and Mikey, %t was assessment day. Some media students joined us as a small audience. Thearm up games were lead, as well as Rubber chicken, a different game. After this we were split in to groups to be assessed. We had to replay the cell scene, scenes with mime, work with props, and a number of different scenarios. Everyone did very well. I felt as if my improv techniques were becoming stronger.
30/11/15
Singing Skills
After a vocal warm up, we looked at everyone's group song, the universal. It was very successful and we worked out the harmonies. We then began rehearsing our songs. Mine went very well, but I need to work on breathing. We then assigned singing parts for aint no mountain, before the end of the lesson.
30/11/15
Vocational trip to the Courtyard theatre
Our college was invited by the director of this year's panto, Beauty and the Beast, Estelle Van Warmelo. She has been producing pantomimes for many years. This was a chance to watch the penultimate technical dress rehearsal of the pantomime. On arrival, they were finishing the last scene, before moving on to the opening and organising the torch lighting. It was sponsored by Cargill meats. They were sponsored around 25 thousand pounds towards the panto. This is good advertisement for the panto, and the meat company. There was a large team to help produce the panto. There was a cast about 20 people. It was a strong vocational experience to see an almost finished production. It was interesting to see them working with the sound, props, costumes, and script. After seeing it again I observed that the show came together nicely.
12/01/15
Stanislavski technique
https://youtu.be/JKLTvb3ei_o This is a Stanislavski technique school scene which was improvised. I showed the skill of leadership as I played a main role and maintained the piece. I also used my teamwork skills. I was also able to evaluate and improve on the scene as an individual, and focus on improvements for the group as a whole.
14/01/16
The Cell Scene
https://www.youtube.com/watch?v=Nposho5atZo This is where I show my leadership, communication and veried roles skills. This also shows how I can take on a very different style and type of character.
22/01/16
Skills Plan
Below is a list of my skills, how well I can use them, and a reasonable target. During voice production, Iam able to carry out intercostal diaphragmatic breathing. At first, I struggled to hold the breath, but I was able to improve myself.
My target needs to be, focus on keeping my shoulders down and work on holding on to the breath. I am able to project very clearly, and use diction. I am also able to articulate my words clearly, however due to a mild lisp sometimes I must be very cautious in making sure my letters are clear. I can phrase poetry and song. I sing and speak clearly but there are times where I have to slow my speech in order to be understood. I use dynamics in my song and speech. I am also able to add gestures, movements, expressions and posture in a performance. In the cell scene, I changed my demeanour to fit the role of a guard. My target is that when playing a role, research and have an understanding ef the general behaviour and gesticulation of the character. I work well in a team by listening to ideas, working to include everyone, and making suggestions. I could improve this by taking a leadership role or working with new people. I have already lead warm ups in diction and in breathing. My target is to led a full workshop in any areas one day. Although I can carry out many different dance techniques, these do not come naturally to me. I need to think carefully about a variation of techniques. I also need to stop doubting myself as this hinders me. I am passionate about improvisation, using stimulating, creating ideas and basing ideas on certain practitioners. I could look up and research certain types of practitioner, for ideas and styles in future improvisations. Due to training in status, hot seating, monologues, and character development I can develop a character. To improve I need to develop a range of roles to work on. In a team I can communicate ideas and develop them. I could try and cooperate my thoughts with others'. I am very punctual, and attend all lectures. As a person I am responsible and complete all written work. I can study a character, plot, setting, style or piece independently, and create ideas.
Here is a link to my youtube channel containing footage of me demonstrating a variety of skills.
https://www.youtube.com/channel/UCPD-HHuaHTJEan6NiESguUA
https://www.youtube.com/watch?v=fRkFc1sikXg&feature=youtu.be
This is a dance workshop which taught us some basic Buto dance. It will be used for our dance piece, but also as a skill of learning a new type of theatre.
31 May In the last year, I have had the opportunity to take part in many extra external workshops which have helped me gain new skills. I also was part of the singing performance at the college where I learnt new skills. With UCAN, I also went to Sicily, where we took part in a lot of different workshops. For example, we did large group warm ups, working on body language, expression and behaviour on stage. We also worked on projection, and on visualising objects for physical theatre. We then split in to smaller groups for workshops with practitioners from WALES, Italy and Bulgaria. In our first workshop, we learnt about characterisation and how to stand in order to portray a character. I feel like my portrayal of characters has now improved a lot, as I can focus on how I am standing, the character's status, and how that person would be portrayed. In performance workshop, I have been thinking about how my character would stand, her emotion and position. Our next workshop covered characterisation, and also how to move to music. It made me focus on how to move, and what music made me feel. I can dance with more focus, and move in a relevant way. ANOTHER workshop worked on devising theatre and how to portray it. We mad our own piece and song, which we used for our final performance on the final day. We also learnt that moving is dancing, and if music is on, we can show it in anyway we like. I now feel more able to connect to a dance and devise dance in a way that we feel we can. We also learnt how to make objects using our bodies, in physical theatre, and how in a group, we can devise roads and forests, the sea and lakes using our bodies and wooden sticks. I learnt so many new skills. I have taken many tips on board for the future and for my theatre work. I am proud of these skills, and I am glad I also learnt how to help children in theatre, which has helped with my community project. 31 May I also took part in a theatre workshop with Extant. Extant are a theatre company in Birmingham for disabled people. They worked with us for a few hours, showing us new techniques. I now know how to put my body, and the stage, in different states of tension. I have also learnt how to walk, lead by a body part, to represent a certain character. I have also worked on comedia de l'arte. This is such a popular and big type of theatre that learning this is very helpful. We got to practice this in pairs and small groups. 1 June We also were able to carry out a singing performance. I learnt how to sing to a microphone, good stage position n and expression in a song, and also had my first solo performance. These skills were very new and I have learnt a lot from this experience. I also learnt how to talk to a crowd, and how to keep an audience's attention. I will use these skills in future singing performances. 31 May I feel like I have really developed some of my key skills. In dance, my confidence in creating and devising pieces, and confidence in myself have really improved. In dance workshops like the Japanese and skinner release I have felt much more confident. I have been able to improvise certain movements, including elevating and moving using different parts of the body. I have also been able to choreograph some pieces for our final show which has boosted my confidence. My diction has able improved, my words are clearer, despite a slight lisp which I can not help. I am also able to talk with a dialect. For my piece, I need a Yorkshire accent. I have been made more aware of certain gestures and expressions which I may not have already been aware of. In performance workshop, I have now gained even more experience with working to a script. I had done this before but I feel more confident with stage directions, and with picking up cues. I used to rely on others for this. Also in dance, I feel more confident moving around the space with more certainty. I used to struggle with this and still collide with obstacles but my confidence has grown greatly. Group work in dance used to be difficult, but since the wind and tree activity I have felt happier with trusting my peers and slightly more confident with moving around them and contact improv. I feel that working in a theatre company during performance workshop has been easier. Our team has had more focus and less distractions during practices. We have all learnt even more so how to work together, help each other and aim for the main goal, the final show. I feel more capable with comparing work, for example my mysdr3mous, spiritual poem and my more upbeat, cheeky monologue. I am now happier with costumes and props, as I used to be unsure how to use props.
Here is a link to mmy solo piece in our Live, Love, Laugh performance.
https://www.youtube.com/watch?v=w7ApSD4l4U0&feature=youtu.be
UNIT 23 Developing Voice for the Actor
16/09/15
Once the group formed, we gathered on our first lesson to begin a warm up. We begad learning to breathe in a strategic, healthy and proffesional breathing called intercostal diaphragmatic. You mumt stand with your feet shoulder-width apart, itand up straight, and take a breath in for 8 seconds, hold it for 6, and release it for 12. We then began to recite ditation exercises. We would start by going pah tah kah, then paw taw kaw, and pay tay kay. This would help us pronounce our words correctly. We then continued to work on ditation by speaking tounge jwiiters. This taught us how to shape our words, and how to speak correcjly. I learnt from this lesson how to breathe correctly, as Inever knew this. I also know jhe correct way to speak; using theater.
24/09/15
Diction class
We met with the class and carried out warmups. We then carrie out diction exercises as we did last week. I think I have grasped the concept of how to speak correctly and the way your words should sound. We began listening to poetry so that we can decide what we would like to speak for this unit. There were some brilliant ideas, and I would like to seek my own poem. This inspired me to go away and carefully pick a poem that would suit me. When this poem is picked, I will practice reciting it. This encouraged ce to speak comfortably with a piece I am comfortable with, and making sure it is presented in an interesting way.
08/10/15
After another session of intercostal, diaphragmatic breathing, we began the Pah Tah Kah exercises. myself and a handful of others recited in front of the camera to show our progress and our starting points. I was uncertain at first and did slip up but I was able to see where I could improve. After a practice of tonge twisters, we began practicidg our poems. Some of us were more confident than others. For a sight reading, I managed fairly well. However, I can deffinately improve.
15/10/15
After another warm up, we tried pah tah kah again. I had memoriied it and spoke clearly but the t sound sounded a little like an s. We spoke some tongue twisters before looking at the poem. Cine seemed too long so I searched another.
05/11/15
We warmed up with breathing and diction exercises on the floor laying down. We then saw who was at what stage with their poem. After a few not so strong choices, I finally chose mine. I am only the house of your beloved by Mewlana Jalaludin Rumi. It is a fairly short poem, but I am able to read it capablly and wibl soon learn it.
10/11/15
We carried out a warm up on the floor. We then began working with diaphragm kicks. This was to help us feel our diaphragm move and to help us keep it warmed up. We then began looking at the poems. Many people have made significant progress. I read my poem from my braillenote but managed to use a clear voice and use expression. I now have began learning my poem.
25/11/15
After a warm up on the floor, we carried on with new tongue twisters, and our usual ones we use. Öe had, pick up a repeat prescription which was a new idea which ended up being tried among the group. Due to a technical problem, I had not been able to begin learning my poem. However, the others made a big progress.
30/11/15
After a warm up of pah tah kah, and some tongue twisters, we were able to look at our poems. Everyone was improving vastly. I'd managed to learn a chunk of my poem, which was a big achievement. My target was to add expression, but after a second attempt, I managed it. Everyone else's poem öas going well, Zizi and Lorren's scripted scene was also coming along well. This week, I have to keep on learning.
14/12/15
After warming up we looked at the diaphragmatic kicks. In a line, we stood and began kicking with our diaphragm. Some were able to it. After a couple of attempts I managed to perfect the sound. We then began looking at all of our poems. I did my poem again with a bit more of the writing learnt. I did well with reciting what I had allready learnt. I put passion into my poem. I also tried to under stand the meaning of my poem. This attempt went very well. Others also tried their poems, And did very well. I have to try and learn some more, making sure I understand the meaning to the poem.
12/01/16
https://youtu.be/A16rNDWqabA this is a video of myself starting the oo s th s activity. It strenghthened my dictionover time. This shows my growing diction skills over time. I have become clearer, more confident, and more diction.
12/01/16
https://youtu.be/fqsPdP2w6-k This is a recording of myself reciting my poem for the second time. This shows how my diction had improved and how I was able to listen to constructive criticism and improve on it.
26/02/16
https://youtu.be/7mV9UAXPFYs
This is a clip of myself explaining the workings of the voice.
26/02/16
When you are acting, you need to make sure that you are always warmed up, looking after your health, and staying on good form. One aspect of being a heathy actor is your posture. I found slouch or don't stand up straight, you will have back pain and won't have the good posture needed to act and dance. It is also important to eat a balance of food. Too many carbs aren't good for you, but you still need to eat them. Eating little and often is probably a good idea. Food gives you energy, I found don't eat, you won't have enough strength. Without enough sleep, you won't physically or mentally have strength for a busy lifestyle. Drink a lot of tepid water, a dry throat will affect your speech and singing voice. Too much dairy also effects you as it makes you cough, which isn't good before a performance. Try to avoid getting worked up and stressed, as it clouds judgement and distracts you. Too much alcohol makes you I'll, tired and won't help your acting. Stay alert, have caffeine but not too much, as 1t can keep you awake at night. Eat fresh food, as some foods can make you unwell. Try and stay at a regular, healthy weight. Too much sugar will only give out a short rush, not enough to sustain you. Keep all of this in mind when in an acting role.
https://www.youtube.com/watch?v=w3Gr-DU3-Y4
Starting point,.
https://www.youtube.com/watch?v=2YWB0RV8VPU
Hot seating.
17 June
We have performed our monolouges to our audience in the foyer. I think the cheeky characterisation of Ruby really showed our and I cought the audience's attention. I felt very confident with the piece as a finished performance. It is very different from my poem. My monologue is descriptive and describes food, life, and people. It represents a young, chk=eeky bright eyed slavey girl, and I think I played her well. My poem was simpler, and more spiritual, with cryptic messages, and was not really told by anyone. It was about love, and its meanings. As a much more serious, passionate piece, it was vastly contrasted to my monologue.
Here is a link to our final performance.
https://youtu.be/2pCeneWj-IA
Once the group formed, we gathered on our first lesson to begin a warm up. We begad learning to breathe in a strategic, healthy and proffesional breathing called intercostal diaphragmatic. You mumt stand with your feet shoulder-width apart, itand up straight, and take a breath in for 8 seconds, hold it for 6, and release it for 12. We then began to recite ditation exercises. We would start by going pah tah kah, then paw taw kaw, and pay tay kay. This would help us pronounce our words correctly. We then continued to work on ditation by speaking tounge jwiiters. This taught us how to shape our words, and how to speak correcjly. I learnt from this lesson how to breathe correctly, as Inever knew this. I also know jhe correct way to speak; using theater.
24/09/15
Diction class
We met with the class and carried out warmups. We then carrie out diction exercises as we did last week. I think I have grasped the concept of how to speak correctly and the way your words should sound. We began listening to poetry so that we can decide what we would like to speak for this unit. There were some brilliant ideas, and I would like to seek my own poem. This inspired me to go away and carefully pick a poem that would suit me. When this poem is picked, I will practice reciting it. This encouraged ce to speak comfortably with a piece I am comfortable with, and making sure it is presented in an interesting way.
08/10/15
After another session of intercostal, diaphragmatic breathing, we began the Pah Tah Kah exercises. myself and a handful of others recited in front of the camera to show our progress and our starting points. I was uncertain at first and did slip up but I was able to see where I could improve. After a practice of tonge twisters, we began practicidg our poems. Some of us were more confident than others. For a sight reading, I managed fairly well. However, I can deffinately improve.
15/10/15
After another warm up, we tried pah tah kah again. I had memoriied it and spoke clearly but the t sound sounded a little like an s. We spoke some tongue twisters before looking at the poem. Cine seemed too long so I searched another.
05/11/15
We warmed up with breathing and diction exercises on the floor laying down. We then saw who was at what stage with their poem. After a few not so strong choices, I finally chose mine. I am only the house of your beloved by Mewlana Jalaludin Rumi. It is a fairly short poem, but I am able to read it capablly and wibl soon learn it.
10/11/15
We carried out a warm up on the floor. We then began working with diaphragm kicks. This was to help us feel our diaphragm move and to help us keep it warmed up. We then began looking at the poems. Many people have made significant progress. I read my poem from my braillenote but managed to use a clear voice and use expression. I now have began learning my poem.
25/11/15
After a warm up on the floor, we carried on with new tongue twisters, and our usual ones we use. Öe had, pick up a repeat prescription which was a new idea which ended up being tried among the group. Due to a technical problem, I had not been able to begin learning my poem. However, the others made a big progress.
30/11/15
After a warm up of pah tah kah, and some tongue twisters, we were able to look at our poems. Everyone was improving vastly. I'd managed to learn a chunk of my poem, which was a big achievement. My target was to add expression, but after a second attempt, I managed it. Everyone else's poem öas going well, Zizi and Lorren's scripted scene was also coming along well. This week, I have to keep on learning.
14/12/15
After warming up we looked at the diaphragmatic kicks. In a line, we stood and began kicking with our diaphragm. Some were able to it. After a couple of attempts I managed to perfect the sound. We then began looking at all of our poems. I did my poem again with a bit more of the writing learnt. I did well with reciting what I had allready learnt. I put passion into my poem. I also tried to under stand the meaning of my poem. This attempt went very well. Others also tried their poems, And did very well. I have to try and learn some more, making sure I understand the meaning to the poem.
12/01/16
https://youtu.be/A16rNDWqabA this is a video of myself starting the oo s th s activity. It strenghthened my dictionover time. This shows my growing diction skills over time. I have become clearer, more confident, and more diction.
12/01/16
https://youtu.be/fqsPdP2w6-k This is a recording of myself reciting my poem for the second time. This shows how my diction had improved and how I was able to listen to constructive criticism and improve on it.
26/02/16
https://youtu.be/7mV9UAXPFYs
This is a clip of myself explaining the workings of the voice.
26/02/16
When you are acting, you need to make sure that you are always warmed up, looking after your health, and staying on good form. One aspect of being a heathy actor is your posture. I found slouch or don't stand up straight, you will have back pain and won't have the good posture needed to act and dance. It is also important to eat a balance of food. Too many carbs aren't good for you, but you still need to eat them. Eating little and often is probably a good idea. Food gives you energy, I found don't eat, you won't have enough strength. Without enough sleep, you won't physically or mentally have strength for a busy lifestyle. Drink a lot of tepid water, a dry throat will affect your speech and singing voice. Too much dairy also effects you as it makes you cough, which isn't good before a performance. Try to avoid getting worked up and stressed, as it clouds judgement and distracts you. Too much alcohol makes you I'll, tired and won't help your acting. Stay alert, have caffeine but not too much, as 1t can keep you awake at night. Eat fresh food, as some foods can make you unwell. Try and stay at a regular, healthy weight. Too much sugar will only give out a short rush, not enough to sustain you. Keep all of this in mind when in an acting role.
https://www.youtube.com/watch?v=w3Gr-DU3-Y4
Starting point,.
https://www.youtube.com/watch?v=2YWB0RV8VPU
Hot seating.
17 June
We have performed our monolouges to our audience in the foyer. I think the cheeky characterisation of Ruby really showed our and I cought the audience's attention. I felt very confident with the piece as a finished performance. It is very different from my poem. My monologue is descriptive and describes food, life, and people. It represents a young, chk=eeky bright eyed slavey girl, and I think I played her well. My poem was simpler, and more spiritual, with cryptic messages, and was not really told by anyone. It was about love, and its meanings. As a much more serious, passionate piece, it was vastly contrasted to my monologue.
Here is a link to our final performance.
https://youtu.be/2pCeneWj-IA
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