Week Beginning the 26th May

Unit 9 – production Value

My character Susan is in her early twenties, she wears popular clothes to work so the kids know she is young and approachable unlike Mr Briggs who the kids think is old in his appearance and is disliked by everyone at the school.

Susan would wear clothes from Topshop, Zara and H&M. For the school trip her outfit would be a smart but casual dress, not too revealing with trainers as there will be lots of walking and she might have to chase after some of the kids if they mess around. Susan’s costume will convey the difference between the teachers and the kids, as the kids will be in school uniform. She would carry a rucksack to hold a first aid kit, sun cream as well as her lunch. Wearing a bright coloured scrunchie on her wrist just in case she wanted to tie her hair up and to show she can be fun and add a bit of colour to her outfit. Wearing a rainproof jacket in preparation for bad weather. The makeup Susan would wear is mascara, blusher and lip balm to show she is ready for work.

This is the style of dress she would wear:

Wearing dark coloured clothes will show she looks responsible for her age and it will help the public know that she is not a student.

rucksack, scrunchies, rain jacket, trainers

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...

wkc level 2 - Amelia Tolga

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