Skip to main content

UNIT 1 - 23rd September 2019


Practical Lesson 1:
Task One
We did the 'one worded game' and then we were then allowed to use two words.
In the one worded game we go around in a group circle and a say a word. Each word together makes up a story.

Task Two
We then got into groups of four and had to do a freeze frame of something popular which will represent a country.

Task Three (Verbatim)
We then in those groups and had to share our recordings on our phones of a family member or a friend, where we asked them the following questions:
  • What Identity means to them
  • Themselves.i.e. who they are?
  • Where they grew up?
  • What they did as young people?
  • Happy times...
  • Challenging times...
  • What they think has changed in their lifetime...
  • What’s important to them?
  • And the future?
My interview was with my dad. After sharing them in our groups, we swapped phones and performed another person’s interview, acting like that person. One of my group member listen to my recording and performed it to the rest of the class. This is my verbatim:

"Urm well as a young person depending on where I was. I studied at secondary school in Fulham. I urr then went to hounslow brough college as to study graphic design. From there, I then got to the university of westminster urr did a degree in graphic information design. But urm mainly as a young person whilst studying as well, go out every know and then on Friday to nigh clubs. That kinda thing with student friends and that kinda thing"



Practical Lesson 2:
Task One
In lesson we got into pairs, we named ourselves A and B.
A’s would face B’s and B’s would face their back to their partner.
B's would then close their eyes and they would have to put their trust in A’s hands.
A’s would control where Bs travelled.
Eg. If A’s wanted B’s to move they would tap their back.
If they wanted them to stop, they would put their hands on B’s shoulders.
If A’s wanted B's to go right they would tap B's shoulders which means stop and then they would tap their right shoulder.
If they wanted them to go left, A’s would tap B's shoulders and then tap their left shoulder.

Task Two (Verbatim)
All the family interview was then assigned to each student to come up and perform. They would be performing it in our ‘identity’ performance in two weeks’ time.
We only have to do the first 6-10 lines of the person talking.

Task Three
We then got into groups of threes and we had to do a freeze frame of:
  • What the older generation think of the younger people today
  • What are men like in 2019
  • What are females like in 2019
  • Mental health
  • Positivity in 2019
  • In my little group we decided to do this as the freeze frames for each subjects: 
  • Teenagers on their phones
  • Men at the gym
  • Women flirting and men finding them attractive
  • Positive mental health (so thinking good and happy thoughts)
  • Hugging

Labels:

Popular posts from this blog

Week Beginning the 13th January

On Monday 13th January, we had to search for context about the play “Citizenship”.  The two questions we were given were:  1. Ways to research  2. What will we research?  This was what I got from answering these questions:  National Theatre Mark Ravenhill I was put in a group with Hanna, Henok, Louis and Aso. In our groups we would have to make a presentation about the context of “citizenship”. We decided that Hanna and Henok would make the slide show. Myself and Louis would do the research as Aso would find photos. This showed teamwork, we decided and agreed our roles quickly as it was the end of the lesson.  We then went into our groups for “Citizenship” and rehearsed our lines. I helped Ashleigh, we worked well as a team.  Underplay  = Making something less important than it is. E.g breaking your leg and saying it does not hurt. Overplay  = To make something bigger than it is. E.g If someone got a pap...
Read more

Week Beginning the 16th March

On Monday 16 th  March,  we got into pairs and read our monologues to each other. I partnered with Louis. His monologue is about a group of teenagers who bully someone to their death, but later find out he is still alive . I thought Louis should say his monologue in a slower and clearer voice because I felt he had rushed his speech. This also showed that he was not in character. We were then given these four emotions: Happy Sad Confused Joyous We took turns to perform, the class choose the emotion for each of us to do. With my monologue, I was told to perform in a confused way. After performing Rob believed that I should talk from my stomach as I was talking from my throat. Talking from your stomach helps your voice become clearer and louder, the audience will be able to hear and see a better performance from you. I will learn from that when rehearsing at home. On Tuesday 17 th March, we made a profile for our monologues character. We wrote about who are ...
Read more

UNIT 1 - 26th September 2019

Practical Lesson 1: Today in practical work the first thing we did was musical chairs.  We then went over the beginning for our piece for identity. We added a scene where class mate mark did his verbatim. The rest of us were in a semi-circle behind him. The people in the semi-circle would go to someone on the opposite side and pretend to talk with them but mouthing without speaking.  I thought whilst doing this it was silly but had a laugh. Practical Lesson 2: In the second practical, we went over what we did in the first practical lesson. The next person to do their verbatim was Simon. Whilst he was saying his we got Dee to be a lost student who couldn’t find her class. She would ask help from the people in the semi-circle but no one would help. She then went to Simon but he refuses to help her. When he leaves her the rest of us would start to circle her saying “you got no friends”. Every time we said the line the volume would get louder. We would repeat thi...
Read more