Skip to main content

Week Beginning the 20th January

On Monday 20th January, we performed our scenes to shenagh. She then gave us targets for the week. 

My target for the week is: 
  1. Characterisations. Think of who my character is and how they act. 
We then went to the library to find context for the play Citizenship. I am in a group with Hanna, Louis, Henok and Aso. Myself and Louis did the research. 

This is what we found: 


On Tuesday 21st January, we rehearsed our scenes from Citizenship, we then performed in front of the class.  We had to fill in feedback forms on other students performances. Myself and Aso had to comment on Kenroy, Adina and Alana.

WWW:

  1. Their facial expressions really showed how they were feeling.
  2. They listened to each other when saying their lines. 
  3. Their performance was professional.
  4. They worked well as a team.
  5. Their voices were clear.
EBI:

  1. For Adina - I could not see her face in their performance so I suggest she could either stand behind Kenroy or tie her hair up.
In tech work, we were given a round plan of what the stage space for Camden Peoples Theatre looks like. We got into our Silent Movie groups and discussed where we will place our props. 



For props we need:
  1. 4 chairs
  2. A table 
  3. A football which will be the crystal ball
This is what the stage at Camden Peoples theatre looks like: 

The music students will also be performing the music they have produced for our performance. So myself and my group had to figure out where we could position the band. 
We have two suggestions on where the band should be placed.  

This is an image of our plan:



On Thursday 23rd January, in our Silent Movie groups we rehearsed our performance. We then went to see the level 2 music students who are working with us for our final production. We discussed our story to the music students we are now going to work with. They want us to film a rehearsal and send it to them so they can come up with suggestions for the music for our performance.  
We talked about different types of music effects, the timings of the music for certain scenes. 
  1. Loud sounds of laughter, screams, music and rides when arriving at the fun fair.
  2. When the fortune teller laughs there will be rumbling of thunder. 
  3. In the haunted house there will be spooky noises. E.g creaky door sounds.
  4. The music for the car scene will be a fast loud pace with suspense, edge of your seat and wondering what’s going to happen next sounds. 
This was a fun experience because I was able to understand the decisions that are needed whilst making a film. The music students were really good to work with, we shared lots of ideas together. 
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