Bethanie Taylor (Beth)

I'm a performing Arts Student at Chesterfield college and im loving every minute of it 😊

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The finally pieces coming together  for the performance 

- Tickets

-Posters

Programme

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Marketing Role ideas

More idea for the front cover 

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Marketing Role ideas

Front cover idea for the programmes 

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Action Plan Update

1)✔ 2) Bring in 3) write one more than I've finished

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Monster Script highlighting my lines throughout the performance

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Photo of Level 2 before we got the bus to the village Eyam My little performing arts family ❤

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More inside the plague museum

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In side the plague museum

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Some of the houses in Eyam and about the families who lived there in 1665

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The group listening to the story being told to us on our day out to The village Eyam

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Graves in the Eyam Village, taken on our day out to the village

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Eyam Evaluation

1) Explain your choices for physicality of the character in your performance?

Dance Role- We chose this physicality so that we could show the audience the emotion that the Eyam villagers went through back in 1665, by use fast movement with ours arms and legs we are show the audience how fast the plague would killer the villagers and when we chucked our bodies to the group we were also showing the audience how the villagers were fighting and then in ens couldn’t fight the plague any longer and then eventually died.

Villager Role- The physicality that o used when playing the villagers was how I was using my body moment to use that I was interested in what another character on was selling the in performance, and then another time I used physicality was when I was using facial expressions because I had no lines whatever in the part of the show.

2) Explain your choices for your vocal performance? When on stage as a Villager to show that I had just heard something bad “The plague” I reacted to this by running off stage screaming so that our audience new that us villagers was terrified by the plague.

3) Explain your role in the whole rehearsals process? Throughout the rehearsals I only had one role to play which was a dancer and Throughout our rehearsals I was always on time, constantly trying my best by going to physio one the days I wasn’t in college so that my knee was strong enough to keep me dancing for this performance, it was only 2 days before our final showcase that I got added in as a villagers so I didn’t really so much for that character apart from be on stage in time and know what I was supposed to being doing while I was on stage.

4) If you took part in this process again what would you do differently? The main thing I would change throughout the whole performance was to give us more time to get things together because even on the final day we still didn’t know who was taking set of the stage before us dancers started to show our routines so we missed doing half of our dance routines because we were taking off the actors/ actresses set! Which was fair on us dancers.

5) How did you interact with your audience? The only way I interact with the audience is when I gave them eye contact when I was on stage dancing and I had to look up at them.

6) what did you want your audience to feel/ react like in your performance? I wanted my audience to feel the emotion that we were trying to get across though our dances by us making them really slow and big in some places and them going back to slow and then us dancing around the grandma I that might have got an reaction out of my audience.

7) How did you show your focus and concentration on stage? Do you think you focused well? When dancing on stage I think my focus and concentration was absolutely the best it’s ever been throughout the whole year being in performing arts, I think it also helped that all the dancers on stage were focused really well to so that it give us all confidence within each other when dancing in when there were little slip ups.

8)What did the audience think about your own performance? The feedback I was given from our audience was that I dance really well within my performance and that I was amazing awhile moving around on the stage :).

9) What did the audience think about the whole performance? The audience thought that it was an emotional time though history and it was very moving through the senses. But the noise back stage was to much because at times they couldn’t hear what people on stage were saying. They also thought that is dancers could have been lighter on our feet when dancing only in some places though. Our audience thought that it was a high standard throughout our performance and that us dancers stood out really well. Our last comment we got is that our audience thought that we had grown in confidence since the last time they saw us perform.

10) What elements in the performance work well? Why? What worked really well within our performance was mainly the lighting and sound and the backgrounds to pull all the performance together, they worked really well because they didn’t just pull our performance together it also helped us tell the story and show how emotional/ Scary it was by playing different types of music when scene changers were being done as well as when us dancers were performing our dance routines.

11)What could you improve on? All I mainly need to improve on is when i’m dancing is being lighter on my feet and building up my confidence more when being the villager becuase i did on stage on use hand gestures and facial expressions so i think if i could of had some lines it would of made my character stand out more and made us look less confused on what we were doing and made us look more confident because our villagers character only got added a day before our actual performance night.

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Research Task - The Monster that ate Level 2

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The Headmaster I think is a middle class to upper class character. He is from London and has a slightly posh accent. This adds to the comedy of the character like how he loves Italian food, wine and women. He is a bad example for the students.

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This is our group project. I’ve researched the social part.

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Also, I have learnt that there were still classes in the 80s, The phones weren’t as advanced as today, so the only way really to take notes is to have a pen and a pad. Back in the 80s people used slang that were different to today’s when not many adults understand. Margret Thatcher was also known as “the milk snatcher” because she took away all the free school milk.

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This helps to create my Character “Billy” because I imagine that she will be eiher working class or middle class that studies in a comprhesive school. It also helps me with my chacrter as he helps me get an idea of the kind of slang they use and also how they would act and behave in this kind of atmosphere. The information about Margeret Thatcher and T”he Big Bang” helped me to understand more about the circumstances and situations that my chacrter was growing up in.

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the monster that ate level 2

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This effects my character  as it lets me know the kind of locations I am in each scene that I am in. It also helps me to understand the finacial state that my character was in, and also how she dealt with itlay and the people in it.

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This effects my character  as it lets me know the kind of locations I am in each scene that I am in. It also helps me to understand the financial state that my character was in, and also how she dealt with Italy and the people in it. I have learnt that 1980′s finances are quite similar to the finances now. This is because most people still struggle things like with paying money for petrol or paying bills. There are also some people out there and struggle with getting and job and earning money. This could relate to my character Billy, because giving the circumstances to where she is living, her family could struggle with money quite a bit, which means that they can’t really afford holiday’s abroad and the furthest they could go is skegness. This is the reason why Billy is really excited to go to Italy as it’s her first experience of visiting another country.

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The Monster that Ate Level 2: Research Group Task

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The Narrator scene. The symptoms of plague. Updated and improved

Characters: The Narrator, victim 1, victim 2, victim 3, victim 4, and victim 5.

Narrator: there are many symptoms of the plague. These are the following.

(The narrator Walks towards victim 1 and puts their hand on their shoulder.

Narrator: The victim will start to cough up blood.

(Victim 1 starts to cough up blood uncontrollably, caused by death shortly.)

The narrator then walks towards victim 2 and put their hand on their shoulder.)

Narrator: Then there is swelling.

(Victim 2 starts to swell up, the swelling turns into bubbles and they start to fill up with pus. which is caused by death shortly after.)

(The narrator then walks towards to victim 3 and puts their hand on their shoulder.)

Narrator: Then you will start to get blisters.

(Victim 3 starts to get blisters, after that they die shortly after)

(The narrator then walks towards to victim 4 and puts their hand on their shoulder.)

Narrator:   The victim will then start to sweat.

Victim 4 starts to sweat and their skins starts to turn black which causes them to die shortly after.)

(Narrator then starts to walk towards victim 5 and puts their hand on their shoulder.)

Narrator: The victim will then start to get black fingers and toes.

(Victim 5 starts to get black fingers and toes, followed by dying shortly after.)

(The Narrator then points to their self.)

Narrator: Then finally, the victim will die.)

(The Narrator falls to the floor, miming their death.)

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The narrator scene. The symtons of the plague.

Characters: The Narrator, victim 1, victim 2, victim 3, victim 4, and victim 5.

Narrator: there are many symptoms of the plague. These are the following.

( The narrator Walks towards victim 1 and puts their hand on their shoulder.

Narrator: The victim will start to cough up blood.

(Victim 1 starts to cough up blood uncontrollably, caused by death shortly.)

The narrator then walks towards victim 2 and put their hand on their shoulder.)

Narrator: Then there is swelling.

(Victim 2 starts to swell up, which is caused by death shortly after.)

(The narrator then walks towards to victim 3 and puts their hand on their shoulder.)

Narrator: Then you will start to get blisters.

(Victim 3 starts to get blisters, after that they die shortly after)

(The narrator then walks towards to victim 4 and puts their hand on there shoulder.)

Narrator:   The victim will then start to sweat.

Victim 4 starts to sweat and then dies shortly after.)

(Narrator then starts to walk towards victim 5 and puts their hand on their shoulder.)

Narrator: The victim will then start to get black fingers and toes.

(Victim 5 starts to get black fingers and toes, followed by dying shortly after.)

(The Narrator then points to their self.)

Narrator: Then finally,  The victim will die.)

(The Narrator falls to the floor, miming their death.)