Skip to main content

Week Beginning the 27th January

On Monday 27th January, we got into our groups for our context of Citizenship presentation. I worked with Hanna, Henok, Louis and Aso. We worked as a group to finish our presentation. We took turns reading our research and another person typing it on the computer. Working with this group helped me feel confident sharing ideas. One improvement for my group was that we should try to listen to each other instead of talking over each other because that could lead to arguments and that is not what good team work is.
On Tuesday 28th January, we rehearsed our scenes for Citizenship. 
Rob came to see my scene and gave me target. 

This is my target:
  1. Don’t force the lines. 
  2. Be a higher statues than Tom. It’s your tent. Everything you say Tom will believe and give you more money.
Whilst myself and Aso performed, Rob filmed it again as our previous performance did not record. But I was happy that he recorded today because I was able to include the targets that Rob gave me.
Planchette

In Tech work myself and my group for the Silent Movie talked about what lights we would use when we do our live performance at the Camden People Theatre. 

Ezra is a year 1 production arts student who will be coming to the theatre with us to do the lighting, sound and playing our Silent Movies. He will be working with Amy who works at the Camden People Theatre. 

Scene 1 - Ouija board:
When we are in a house playing the Ouija board. A red spotlight will light up over us whilst the planchette moves to "YES" as we want to know if something bad will happen to us or are there any bad spirits with us? 
Spotlight

Scene 2 - Fun Fair: 
When entering the fun fair, there will be colourful lights to convey the atmosphere, the lights will change at a slow pace.


Scene 3 - Fortune Teller: 
When Louis mentions that one of the friends are going to die  a red spotlight will shine on him, then there will be a flickering light on Louis when he laughs which indicates danger. 


Fun-fair Lights
Scene 4 - Haunted House: 
A blue light will be used on us when we get possessed. 


Scene 5 - Car scene: 
White flickering lights will come on when we struggle to get the car ready, a black out will happen when Ashleigh tries to bang the window. This will end as a cliff hanger. 





On Thursday 30th January, we rehearsed our ‘Silent Movie’ in front of Rob. He suggested that we walk to the front of the stage, have a look of confusion on our faces whilst looking at each other after hearing what the fortune teller had told us.

 We then met up with the music students who we will be working with us for the live performance of our ‘Silent Film’. We have decided the music that will be played when myself, Hanna and Ashleigh are using with the Ouija board. 

This was a really fun experience, we were able express our ideas so our performance will be more powerful for the audience to watch.

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...

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 ...

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...