TVSTRANGERTHINGS
wallacepolsom
let's talk about Bridgerton tea, my ask is open
"I'm Dorothy Gale from Kansas"

Kiana Khansmith

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Stranger Things
occasionally subtle
Peter Solarz
he wasn't even looking at me and he found me
cherry valley forever
sheepfilms
Xuebing Du

Product Placement

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YOU ARE THE REASON
Show & Tell

roma★
hello vonnie

tannertan36
seen from Spain

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@oliviaholmescc-blog
This is just a rough copy of my timetable for course work as I'm not sure how long everything will take me, on Sundays I will be checking through my work to make sure nothing needs expanding.
Solar Week 3
Lifestyle of a performer
How and where do actors find work?
Most actors have agents and they find work for the actors it can be local work or work where you have to travel. Agents mostly get calls or emails from directors about casting calls but you can also go to casting calls for smaller productions but you will normally need a agent to get big time roles. What some actors also do is find local prodctions such as pantomimes where getting an audition isn’t too hard to get. There’s also many acting schools around Britain that hold open auditions even if you don’t go there. Another way of getting work as an actor i start small by auditoning for theatre and then build up to bigger theatre productions which is an easy way of earning money to then get yourself an agent. There are also websites you can look at to find casting calls.
Most places don’t really care for a CV they normally like to see a video reel of the actors past work or a video of them auditioning for the role. Once they’ve seen a video of your past work and they want to see you they will call you in for an audition. After auditions and they like you you’ll be called back for another audition after callbacks you’ll be sent back home while the decision is made wether they want you or not.
There are quite a few ways to promote yourself, here are some i found:
1. Submit to casting websites. 2. Find an agent. 3. Hire a publicist. 4. Seek out a personal manager. 5. Start a production company. 6. Start your own web-based business that has to do with acting, hosting, commercials, etc. 7. Go sign up to do stage readings. 8. Use post-cards to keep casting directors informed, as well as production companies and agents you would like to know or who you do know, about acting work you have done recently. 9. Take a workshop with a casting director or agent you would like to know. 10. Go to industry events.
As i’ve already said there are many websites to help you with casting calls, here is one for example:
https://www.equity.org.uk/home/
How to prepare for an audition?
I found these top ten tips and they seem very useful, link to the webiste in bibliography.
1. Confidence. It sounds simple but it takes practice. Walk in the door with your held head high. Be wary of shuffling feet. You don't get sympathy points if you're nervous, not feeling well, or having a bad day. Leave it outside the door. You are being sized up the minute you walk in, so practice good posture and body language before you arrive. And don’t forget to smile – that's the lasting impression you want to leave.
2. Personality. Let it shine through. Don’t give one-word answers when having a conversation with the casting director. Ask questions! The industry is looking for smart, curious actors.
3. Connection. Make one with the reader. Memorize the material or be familiar enough with it to maintain eye contact. Knowing the dialogue is important, but making a connection with the reader is what will make the scene natural and believable.
4. Character. Know the character. Read the entire script beforehand to pick-up as many clues as possible. We know about a character by the following:
What he/she says about himself/herself
What other characters say about him/her
What the playwright or screenwriter says about him/her
5. Objective. Go underneath the dialogue. What does he/she want from the other characters? What is the character’s purpose in the scene/story?
6. Obstacle. What's in the way of the character getting what he/she wants? Acting is what happens to you as you TRY to get your objective met, in spite of the obstacle.
7. Opposites. Yelling isn't the only way to show hatred or anger. Sometimes being quiet as you make your point is a powerful display of emotion. Playing opposites is a much more interesting choice than the obvious.
8. Love. Find the love in the scene. Even nasty characters should be likeable on some level. Find a moment in the scene where the love can show through.
9. Act. Acting means TO DO, not to talk. Find your actions and play them! (A wonderful resource is the book “Actions: The Actor’s Thesaurus” by Marina Caldarone & Maggie Lloyd-Williams.)
10. Variety. Feel the levels and dynamic in the scene. Don’t play one emotion. If the character is angry or tough, when might he/she show some vulnerability?
During rehearsals, depending on what emotion the actor is supposed to be portraying the director will tell them to think of a time they really felt that emotion and once they have the emotion in mind the director will start rehearsing that scene so it looks like they really do feel that emotion.
Rehearsal time isn't just about practicing lines, it's about establishing characters relationships with the other actors. If your characters are supposed to be members of a football team, get them to workout together and play football as a team. Particularly when working with child actors, it’s important to form a natural bond that characters would share such as a mother and daughter, father and son or siblings. Perhaps the actors might go together to a baseball game or a theme park in character. The more inexperienced your actors, the more time they should spend in character focused bonding activities.
Improvisation is also a wonderful opportunity to allow your actors to own their characters. Create a scenario for the characters outside of the script, and allow them to play out the scene. Perhaps you want the characters to play out the day before the script begins or moments before two characters meet. Improv can also be a great teaching opportunity, swap roles with your actors allowing them to step into the shoes of other characters in the script and gain perspective into the relationships as well as how each character fits into the unique world represented in the script. Get involved in the improv games by acting out characters in the script so they can see how you would embody that character without you directly saying, “Play that character like this.”
It’s hard being an actor as it’s really hard to find work as you have a lot of competition from beginners to A-list celebrities. Sometimes places wont hire you if you have no exerience and some wont hire you if you’ve not hit it big time. It’s also hard finding work as if you don’t meet the standards of what the character looks like you have a slim chance of getting the role.
There’s also the fun side of being and actor, here’s a list of a few:
Wearing a whole variety of costumes from every period in history
Getting to wear a whole variety of wigs, both men and women
Getting to wear prosthetics and fun makeup for each different role
Getting to play characters from all throughout history, from various cultural, ethnic, religious, and socioeconomic backgrounds
Getting to speak beautiful dialogue, monologues, and soliloquies from great playwrights like Shakespeare, Oscar Wilde, Arthur Miller, and David Mamet
Getting the instant gratification of applause and standing ovations from a live audience
Getting to create art onstage with co-actors
Moving an audience to tears or to laughter, depending on the situation
Getting to work with like-minded artists to create a collaborative work of art
To learn history and other things about the human condition from meaningful historical plays or new works
Getting to work in all different theatre spaces (stages) from outdoors, proscenium arch, in the round, 3/4 thrust and more
If in film, getting to work in different locations all over the world
Having a part in making a difference in the lives of viewers
Entertaining people and making people happy
Educating people (audience)
Working with visionary directors and stunningly talented designers
Learning and executing complicated fight choreography
Researching the history and cultural background of your character
Learning new and unique accents and dialects
Learning about different cultures
Getting to escape from your own life, and be a different person, perhaps nothing like you
The hours (late mornings, evenings....good for night people)
Meeting celebrities, politicians, and people in the community
Developing close friendships and romances with fellow actors and crew
Interrelatonships with other arts proffesionals
Hair and make-up
A hair and make-up proffesional would be used for touching up the actors face when finishing a scene to make sure all the make-up is how it’s supposed to look. They also make sure their hair isn’t going to fall out of place during a scene and that they look how they should look during that certain scene.
A make-up artist is allowed to apply cosmetics only from the top of the head to the top of the breastbone, from fingertips to wrists and from toes to ankles.
A body make-up artist applies cosmetics as required to any other areas of the actor's body. While the regular make-up artist generally works throughout filming, the body make-up artist is hired per day when needed.
Special effects
This department oversees the mechanical effects—also called practical or physical effects—that create optical illusions during live-action shooting. It is not to be confused with the Visual effects department, which adds photographic effects during filming to be altered later during video editing in the post-production process.
Special effects supervisor
The special effects supervisor instructs the crew on how to design moving set elements and props that will safely break, explode, burn, collapse and implode without destroying the film set. S/he is also responsible for reproducing weather conditions and other on-camera magic.
Special effects assistant The SFX assistants carry out the instructions of the special effects supervisor, building set pieces like breakaway furniture and cities in miniature, lighting pyrotechnics, and setting up rigging equipment for stunts.
Costume designer
The costume designer is responsible for all the clothing and costumes worn by all the actors that appear on screen. They are also responsible for designing, planning, and organizing the construction of the garments down to the fabric, colors, and sizes. The costume designer works closely with the director to understand and interpret "character", and counsels with the production designer to achieve an overall tone of the film. In large productions, the costume designer will usually have one or more assistant costume designers.
Costume supervisor
The costume supervisor works closely with the designer. In addition to helping with the design of the costumes, they manage the wardrobe workspace. They supervise construction or sourcing of garments, hiring and firing of support staff, budget, paperwork, and department logistics. Also called the wardrobe supervisor, although this term is used less and less.
Key costumer
The key costumer is employed on larger productions to manage the set costumers, and to handle the star's wardrobe needs.
Costume standby
The costume standby is present on set at all times. It is his/her responsibility to monitor the quality and continuity of the actors and actresses costumes before and during takes. (S)he will also assist the actors and actresses with dressing.
Breakdown artist
A breakdown artist may be employed during the pre-production period to break down garments. This specialized job includes making new clothing appear dirty, faded and worn.
Costume buyer
On large productions a buyer may be employed to source and purchase fabrics and garments. A buyer might also be referred to as a shopper. This distinction is often made when the lead actor in a production has control over their wardrobe, and they may personally hire this person.
Cutter
A costume technician who fits or tailors costumes, usually on-set. They might also be called fitter, seamstress or tailor. Some celebrity actors have favorite cutters, and larger productions may hire several and have them on set at the same time, particularly in period film projects that might have complicated or expensive extras wardrobe.
Job Searching
I’ve underlined where the requirements are needed and there doesn’t seem to be and qualifications neeed.
Bibliography
https://answers.yahoo.com/question/index?qid=20121208150750AACz2eT
http://www.backstage.com/advice-for-actors/backstage-experts/how-does-casting-process-work/
http://www.actingcareerstartup.com/self-promotion_for_actors.html
http://www.backstage.com/advice-for-actors/backstage-experts/10-tips-winning-audition/
https://www.videomaker.com/article/c18/17817-rehearsing-with-actors
https://www.quora.com/How-hard-difficult-is-it-living-the-life-of-an-actor
https://www.quora.com/What-is-the-most-fun-part-of-being-an-actor
https://vimeo.com/blog/post/whos-who-on-a-movie-crew
http://entertainment.howstuffworks.com/movie-make-up-artist1.htm
https://en.wikipedia.org/wiki/Film_crew#Costume_department
Community Arts
Blog//Week 5&6
During week 5 and 6 we decided to add some more scenes and work on the ones we already had. The scenes we added were to do with people hiding in underground train stations to be protected from the bombs and a remberance day scene although we didn’t have time to work on this scene as we were concentrating on the other scenes more.
Working on our other scenes that we had already had run throughs of before we decided that they were a little bit too emotional for our age range which is 9-11 year olds. So instead of being dragged aways from my family during the evcuation scene we decided that i would be tricked into thinking that i would be going on holiday for a month while the war was happening so i wouldn’t get hurt but still showed the concept of how hard it was for family’s to say goodbye to their children during this time.
During this scene i had to act like a child so to show this i decided to slur my words a little and to be really mardy and fussy whenever Emily or Connor touched me as they were my mum and dad. I also swung my arms to show that i was amused by almost anything. My posture was small and slouched to show that i didn’t really care about how i looked as most children don’t, i also kept pulling my sleeves over my hands and messing around with them as i realised a lot of kids do this when they’re bored and have nothing to do. For my voice i made it a little higher pitched and tried to talk like my little sisters would and thought about what they would be like in a situaton like this.
During another scene i played quite a stupid character. This scene was when sargents were looking for more soldiers for the war (The recruitment scene). I firstly start off in the audience with Stuart as we are two people wanting to join the war, at first we are very excited to join and are eager almost jumping out of our seats, once we get shouted down me and Stuart then proceed to pick four more people out of the audience to join the war and we lead them down and tell them to copy us. When we first get into the line i bump into Stuart this is to show that anyone was allowed to join the war apart from women and it is also to create a sort of humour. Carrying on through this scene i have to be quite a loud and bubbly character that is ready to go into the war but when asked if i’m willing to die for my country my voice trembles to show that i’m scared to go into war. Further on Emily goes up to Stuart and says “Are you ready?” in which his response is “Well..No...Not really-” and before he has chance to finish his sentence i nudge him and stand on his foot which he then says “I mean yes!” which is also to create humour. Emily then goes on to talk to the children but we haven’t got as far as to know what to say to them yet. As we march off during this scene i march off in the wrong direction which is to show how clumsy i am but i march off all proud as if i know what i’m doing before turning around and chasing after the others.
Onto another scene which we have been through quite a lot last lesson and got to the point where we are quite happy with the scene is the underground bombing scene. In this scene i play Emily’s mother and in this scene i have to show concern but also show that i’m trying to stay strong for my daughters sake. This scene is quite serious but also shows some type of humour as Emily plays with her stufed tedy Mr Gummy. After Emily has done her short scene Tom, Alysia and Stuart run in for protection fom the bombs, as Tom, Alysia and Stuart are a higher class to me, Emily and Connor. To begin with Stuart starts being horrible which makes Emily scared so i have to look worried and protect Emily and Connor confronts him.
Next week i would like to improve the House rubble scene as we haven’t really looked at this scene and begin the remberance day scene. I also need to improve my walk during the evacuation scene and my voice.
FEEDBACK
Geography
Good audience participation
Good information and simple so the kids will understand
There should be more stage presence
Lewis has a fun character that kids will love
Victoria-just need to get into the character a bit more
Amanda-very confident and good at staying in character
Eevie-have a little but more energy
Christmas
Calhan try to look a little happier and be a bit more energetic
It’s good that when Calhan talks that it rhymes because that will make kids listen more
Good humour that the kids will find funny
Kennedy stay in character
Was good when Libby and Kennedy said their lines at the same time
Athena’s character is a little scary
Vikings
Liv’s character as the narrator is good because she’s informing but also making the story fun
Luke’s laugh is funny as you would’ve thought him to have a deep scary voice
Liv turn the pages of the book so it look like you’re actually telling a story
It’s good when Holly. Nathan and Sam are still doing something when Liv is talking
Luke don’t break out of character
Be ready to improvise if you forget your lines
Commedia Blogs
Blog//Week 5&6
On week 5 and 6 I decided to concentrate on geting my first few scenes near enough perfect. This meant i had to make sure my posture was correct, my voice was loud enough and my accent was believable and i wasn’t dropping it on accident, this also meant that when i walk i wasn’t walking how i was supposed to be and then just walking normal.
I decided to work on how i walked and my posture at first as i had a little bit of time before i came onto set. To practice my walk and posture i decided that where ever i walked before one of my scenes i would walk like my character Tropolino and when i stopped i would stand like i would do on set, this became a challenge as i would sometimes forget and would straight away jump back into character. Tropolino is quite high and proud and changes now and then to be quite low when around Captain Spavento, so whenever i was around Olivia who is Spavento i would change my walk and posture around her. When around Libby i would change back into my high stance as my status was higher than Libby who plays Torolino. When on set i seem to lose myself and forget how i’m supposed to be stood or how to walk so i still need to work on this a little more.
Next i decided to work on my accent which didn’t seem too hard to do as myself and Olivia always end up talking in our accents outside of college so keeping the accent isn’t really a big problem for me. My only struggle is projecting my voice in some scenes, however the scenes we were practicing i was able to project my voice during these scenes as i was confident that i knew my lines.
During rehearsals i also had to make sure that when other people were talking i had to make sure that i wasn’t just standing there looking lost. In order to make sure i was always doing something when people were talking i decided to look into the audience as to get them more involved looking at them as if i’m thinking about what the other person is talking about. Also i thought about how i should feel during that certain situation, for example, during the scene where i untangle the priest from being tied up and he’s telling me about how he got in the condition, he says that the “rogues” tied him up and as the people who tied him up don’t really look like rogues i look at the audience and scratch my head as i’m showing that i’m confused.
Next week i want to work on the projection of my voice and make sure i don’t lose my posture and make sure i walk like i’m supposed to. Also to work on my gestures for my following scenes.
Action plan
Character/Relationship with others on stage
I need to look at characters like my role, such as Sebastian from The little Mermaid. I feel like i’m like this character as when around Ariel and Flounder (who in this case would be Torolino) he acts like he is in charge of them where as when he is around King Neptune (who in this case would be Captain Spavento) he is almost smaller as King Neptune is in charge of him, this is how i act depending on which people i am around.
Vocals
I need to project my voice over everyone to show I am in charge when the captain is not there. I need to be more assured on my lines. I will practice with a prompt.
Posture
I need to work on my posture at home by spending around half an hour a day just walking around like my character would and stand like my character would, this could be done when going to make a cup of coffee.
Timing
During scene 12 me and Liv are always late coming onto the scene so we need to rehearse the scene and record it around 5 times coming on at different times and watch them back and figure out when it’s best to come on stage.
Lines and delivery
During some scenes i forget small parts of my lines which are quite important for that scene so what i need to do is go over my lines at home with my mum so i am remembering my lines and know what needs to be said for the next line to be delivered. I also need to practice my lines as when i’m not confident with them because i don’t know them that well i begin to get quiet and at these points i need to project my voice more so i need to make sure i know my lines so i’m more confident with projecting my voice.
Blog//Week 7&8
On week 7 and 8 i decided to concentrate on my posture and my walk and also the projection of my voice as i thought these were my areas that needed the most work. I decided not to concentrate on my gestures as i thought these would just come naturally.
As i was one of the first people to be on set i didn’t have any time to practice off stage although i had been practicing my posture and walk at home i was still struggling to get it the way i wanted it. With that in mind i proceeded onto the stage, we had not practiced the last scene as a group until this day.
For my posture and walk i had to be quite low as i was on stage with Olivia who i mentioned in my last blog is Captain Spavento and when around her have to be lower as i have the lower status between us both. I seemed to be doing my walk and posture quite well but as i was concentrating on this too much i forgot that i needed to project my voice as the space we were working in it is hard to hear other people in as the voices echo so you have to be loud in order to hear yourself and others around you.
It took me a while before i was loud enough but doing the accent and trying to be loud at the same time seems to be quite a big struggle, so this is what i need to work on the most.
At the beginning of the lesson we had finally got all of our costumes sorted so we had a rough idea of what we were working in for the weeks ahead, this also helped me understand how to move as my character as i have to wear boots so this helped as i now understood that i had to be quite heavy footed.
Next week i will be learning/performing my gramelot scene so i really need to work on my gestures and posture so the audience know what i’m saying even if they don’t understand what i’m saying. I also need to work on the projection of my voice to make sure i’m loud enough as at the minute i’m not projecting very well.
Action Plan
Character/Relationships with others on stage
I need to watch scenes from The Little Mermaid with Sebastian in so i get a clear understanding of the character and how he acts around other people depending on who it is. I could also get the idea of his status around different people.
Vocals
In scene 12 i seem to be not as confident with this scene as i could be so my voice is not being projected enough and i need to be louder. The problem seems to be that i struggle to do the accent at the same time of projecting my voice so i need to practice being louder with my accent at home for approximately half an hour a day during normal conversation.
Posture
As the same as last week i just need to practice my posture at home by spending half an hour a day walking around like my character would do. I do seem to be struggling to understand how to walk so i need to find a character that relates to my character’s walk and watch and learn how they walk.
Timing
Compared to last weeks target i have succeeded by coming onto the stage at the right time during scene 12. The timing for delivering my lines during the scene where i am showing Captain Spavento who everyone is, i need to make sure i deliver my lines quick enough as i am supposed to interrupt a conversation, i need to improve this by rehearsing my lines at home with my mum and making sure i interrupt at the right times.
Lines and delivery
During act 2 scene 4 i need to make sure that i am ready to improvise and be loud enough for the audience and other people in the room to hear me. This means that i need to rehearse with Olivia at some point and read through the scene to get a rough idea on what needs to be said.
Explorative Strategies
Here are list of explorative strategies:
use 4 or 5.
Character:
Thought tracking
body sculpting
conscience alley
hot-seating
Role play
Seven levels of tension
Story:
Freeze frame
Narrating
cross cutting
back to front
forum theatre
marking the moment
Impro
Flash backs
Whoosh! Bringing stories alive
Agenda and questionnaire answered
Commedia Blogs
Blog//Week 1
On week 1 we started to look at certain characters from the script Duchess Mislaid and looking at how they moved and what their body language is like. We started to walk around the fountain and Kerry told us what character to walk around the fountain as, we went through quite a few of the characters so we got a small understanding of how they walked and acted and what their personality was like. After we walked around the fountain again that was in the middle of the room and pretended to act like children and how they would react to certain emotions such as sad, angry, and exhausted. We were told to start off normal by starting at level 1 being quite natural with being sad or happy or exhausted and then as the levels went up we became more dramatic, once we had gotten to level 10 we were going full out being really dramatic showing what our emotion was. We were then given a scenario and told what characters were in the scene, we didn’t have a full understanding on how the characters were but we had a rough idea. After being told what scene we would be acting out and what was happening we got into small groups of 4 and proceeded to improvise what the characters would say. This was so kerry could start choosing roles for us and what would fit our character the best.
Blog//Week 2
On week 2 we had been told which characters we would be playing, the character that I had been told I would be playing is Tropolino. This character was quite funny but also very serious and intelligent so this is a hard role to play. Once we had been told what roles we got straight into the scenes and practicing our roles. While rehearsing me, Olivia and Libby decided that because were supposed to be from somewhere else and not from the village where the play is based, we thought it would be best to do an accent to show this. Also I had to make my posture a little lower than Captain Spaventos character as I was the Captains mate. During rehearsal Kerry informed me that i had to come closer to the audience and get them involved when i am on stage (meaning as much as i possibly could and where it was necessary). While other people were on stage playing their role people off stage helped each other learning their lines so that when they went on stage they’d be ready for what was coming and had a rough idea on what was happening during that scene.
Community arts
Blog//Week 4
On week 4 we adapted our performance by going through the scenes and getting the scenes the way we wanted them to be. We concentrated on the train station scene as the first time we performed it, it was too emotional for our age range (9-11years old). We made sure that we showed what happened during the time children were being evacuated from London to the country side and the process that happened, such as children wearing name tags, worried parents and children not knowing why they had to leave. We then started a new scene that we had spoken about the week before where we show the time when people were being recruited into the war, we first started with Emily, Tom, Alysia and Connor marching round and Connor holding the Great Britain flag. Once they had marched to the front they all raised their arms and saluted in formation and proceeded to hand out paper that said "We need you". These are what we will be handing out to the children to make them feel involved. They then proceeded to pull out me and Stuart that will be sat in the audience as we want to join the war, to make sure that we don't make the scene too serious I play the role of a clumsy person that wants to be in the war by falling around the stage, bumping into people and raising the wrong arm when we salute. We spoke about adapting this scene so that we pull children out of the audience and train them how to be a soldier. This is to keep them involved in the performance. After break we realised that some of the performance we had planned to do didn't quite fit into what the children were learning about this is when we decided to discuss what we were going to do next. We came up with a lot of ideas such as: •Life in shelters when the air raids were going off •The seriousness behind bombs dropping in London when people weren't in the shelters And.. •Winston Churchill and other important people during this time By the time we had finished discussing it was then time to perform. Here is my feed back for the other groups. Feedback Geography group •Make sure you know what you're saying •Your main idea is good •Need better transactions •Don't whisper under the umbrellas •Amanda's umbrella was blocking Victoria •Bit too childish Christmas group •Do a colouring competition •Good idea doing the grinch theme •Have different stations with word searches on one, colouring on the other and whatever else you think would be good Vikings group •Good idea getting the audience involved •Good that you're educating them •Spread out on the stage a bit •I think there should be some synchronisation on rowing the boat
Agenda for today's work
SOLA WEEK 2
Careers for an actor
Director
What does a director do?
Directors are responsible for creatively translating the film's written script into actual images and sounds on the screen. They are responsible for a film's artistic and commercial success or failure. Directors may write the film's script or commission it to be written, or they may be hired after an early draft of the script is complete. They must then develop a vision for the finished film and work out how to achieve it. During pre-production, Directors make crucial decisions, such as selecting the right cast, crew and locations for the film. They then direct rehearsals and the performances of the actors once the film is in production. They also manage the technical aspects of filming including the camera, sound, lighting, design and special effects departments. During post production, Directors work closely with editors through the technical processes of editing, to reach the final cut or version of the film. At all stages, Directors are responsible for motivating the team to produce the best possible results. Directors must also always be aware of the film's budget. Directors may use warm ups and exercises to get the actors ready to start rehearsing or even filming. Directors also work all over the place wether that be a theatre or a film set. Depending on how successful you are as a director will vary the amount you get paid. Steven Spielberg earns an annual salary of $150 million.
What qualifications do you need?
You don’t need a formal qualification to become a Director. There are numerous training courses and reference books on directing and studying the art and craft of directing is important. If you are considering taking a film production course in higher education, the following courses have been rigorously assessed by the film industry and awarded the Creative Skillset Tick for the high standard of education they provide and the degree to which they prepare you for a career in film:
Film production courses awarded the Creative Skillset Tick
However, the role can only really be mastered through in-depth practical experience. You will find writing a screenplay, directing your own short film or an amateur play are all good starting places. You will also need industry experience; up to date knowledge of filmmaking techniques and equipment is vital, as is learning how to work with actors to create a performance.
What other paths can a director go down?
Being a director this is already quite a high status so there are many options for a director. Some of them star in their own films so this gives us the pathway of an actor, although most directors have no interest in being an actor and just prefer to direct. Some directors also just write scripts for directors to expand on.
Proffesional examples
Woody Allen
Woody Allen is a director, actor, writer and even more. He’s worked along side with some big names such as Sylvester Stallone and Christopher Walken. He’s quite a genius with most of his work and started writing small sketches at the age of 15. So as you can see anyone can start young and become successful in the future.
Steven Spielberg
Steven Spielberg is probably one of the most well known directors/producers he has also worked along side of some of the biggest names we know today, I would list but there’s that many it would take all day to write them down. He dropped out of univerity to pursue his dream in entertainment, he gained assistant editor on the classic western Wagon Train (1957) which was uncredidted. Spielberg's first major directorial effort was The Sugarland Express (1974), with Goldie Hawn, a film that marked him as a rising star.
Teacher/Coach
What do acting teachers/coachers do?
Acting teachers/coaches assist students in exploring their creativity and building interpersonal skills through classroom activities and theater productions. They utilize instructional methods to create lesson plans, exercises and other activities to help students master costume and set design, acting and directing. Drama teachers are employed in a wide range of educational settings from elementary, middle and high schools to colleges, universities and proffesional schools/classes. They will more than likely do workshops to warm up the actors and exercises including different acting techniques. Again it depends on what field you are teaching in so i couldn’t get an exact amount of money a teacher gets paid.
What qualifications do you need?
Acting teachers/coaches need a minimum of a bachelor's degree in drama education or a closely related field. Some positions may require a master's degree. Those who teach in public schools have to be certified. Requirements include completing a teacher education program and student teaching internship.
What other paths can a acting teacher/coach go down?
If the acting coach has taken the right courses at college/university there is a chance they could become an actor. There’s also the option of going to open auditions where they could start off small and then get bigger roles in the future they could also go into the role of a theatre actor.
Proffesional examples
Jeffrey Tambor
Jeffrey Tambor is quite a famous acting coach, he teaches new actors giving them advice about the industry. He does his own workshop in his classes in front of actors and directors.
Lee Strasberg
Lee Strasberg was a teacher at The Actors Studio in Manhattan and was best kown for teaching the technique “The method”. This was his greatest influence. His son now teaches at this school since his passing.
Voice Actor
What do voice actors do?
Examples of what voice actors do include animated, off-stage, off-screen or non-visible characters in various works, including feature films, dubbed foreign language films, animated short films, television programs, commercials, radio or audio dramas, comedy, video games, puppet shows, amusement rides, audiobooks and documentaries. Being a voice actor there are some stes a voice actor must follow:
You need to simply find a comfortable but firm place to lie down on your back. Then start by making a low humming sound and you could also practice panting. Then roll your body over to one side and get up, keeping your breathing rhythm intact. Repeat this by rolling over to the other side.
Also do some neck rolls by rotating your head very slowly clockwise and anti-clockwise. You could also do some shoulder rolls by rotating them forward and backward. This warms up your neck and throat muscles.
Massage your whole face by drawing slow circles with the tip on your fingers to relax the muscles of your face.
Also, jump up and down. You should also shake your hands and feet for improving your circulation and loosening your muscles.
The Lion/Mouse technique requires that you stand in front of a mirror and stretch all your facial muscles. The first part is to stretch your mouth wide open, imitating a lion’s roar and snarl. After that switch to a mouse face immediately, by scrunching your facial muscles and looking small and meek. Switching between the lion and mouse would help in improving circulation in your face.
Pull your tongue out as far as you can, trying to reach your chin by pulling it down or the tip of your nose by stretching it up. Also try to reach your ears.
Sirens are meant to improve your vocal range. Alternate between the octaves by uttering the phrase “eeee” and hitting the top notes and the lower ones.
Trills are created when you roll your tongue along the roof of your mouth and create a “trrrr” or “rrrr” sound.
Use the standard PTKT (pronounced as puhh tuhh kuhh tuhh) and BDGD (pronounced buhh duhh guhh duhh) to warm up your vocal chords further. This would also exercise your tongue.
Tongue twisters are generally used to further exercise your mouth, tongue, lips and cheeks. Say your favorite ones out loud and this could really be a fun exercise.
According to the Bureau of Labor Statistics, though, radio and television announcers made an average salary of $40,510 in 2011 and actors made roughly $33.82 per hour.
What qualifications do you need?
While formal education isn't necessary, many voice actresses have had training and experience as stage actors. Courses in voice acting are offered at a number of schools that have performing arts programs.
What other paths could a voice actor go down?
Because you don’t really need any education for this role it’s hard to ay what other pathways are available.
Proffesional examples
Frank Welker
There are many voice actors so i’ll choose a couple that a clearly well known, such as Frank Welker we will all know his voice as he voices Scooby-Doo and Fred Jones in all of the Scooby-Doo episodes and films. He also voices Garfield in the Garfield show. Below is a picture of him surrounded by a few more of his voices he portrays.
Tom Kenny
Tom Kenny is the voice of a very well known character, Spongebob Squarepants and many more for a matter of fact. He first started out in stand up comedy which made him want to be in the entertainment world. Again an image below showing him surrouded by characters he voiced.
Bibliography
http://creativeskillset.org/job_roles/758_director
http://www.imdb.com/name/nm0000095/
http://www.imdb.com/name/nm0000229/
http://study.com/be_a_drama_teacher.html
http://flavorwire.com/376658/5-lessons-from-jeffrey-tambors-acting-workshop-at-sxsw-2013
http://www.imdb.com/name/nm0833448/?ref_=nmbio_bio_nm
https://en.wikipedia.org/wiki/Voice_acting
http://www.business2community.com/travel-leisure/10-warming-up-exercises-voice-actors-must-include-in-their-routines-0280069#8HwLbIsXK7ocwT5W.97
www.theartcareerproject.com/camera-shy-try-a-voice-over-career/1718/
http://study.com/articles/Voice_Actress_Job_Description_Duties_and_Requirements.html
http://www.imdb.com/name/nm0919798/bio?ref_=nm_ov_bio_sm
http://www.imdb.com/name/nm0444786/bio?ref_=nm_ov_bio_sm
Community arts blogs
Blog//Week 1 On the first week we were split into two groups (groups of 10/11) and were told to research Augusto Boal, such as different aspects of his life and the four types of theatre he made. These included: •Theatre of the oppressed •Forum theatre •Spect acting •Invisible theatre When we finished doing our research we had to make a short performance of an everyday life problem, our group chose abuse. We showed all different types of abuse, such as: •Physical •Domestic •Mental •Emotional •Alcoholic •Blackmail Within this performance we had to chose a type of theatre Boal had created, for our performance we chose spect acting. We didn't do much acting within the first week we just decided to plan out what we were going to do. Blog//Week 2 During week 2 we decided to knuckle down and start piecing together our performance. Before we performed in front of the dance and musical theatre group we showed back to our own group and got feedback from them, if they said they wanted to change a character then we would ask them to come and show us how they would do it and this was part of what Boal would do during his spect acting performances. Once we had got feedback from our group we watched the other groups first. The dance group had studied Northern ballet and the musical theatre group had studied Joan Littlewood, we then gave feedback back to their groups and then continued to do our performance. First of all the other group in performing arts went first and their performance was based on bullying, they chose to do the same type of theatre as us so when someone said something along the lines of changing what one of the characters did the group would invite them down to the stage to perform it the way they would. Finally it came down to our performance and it went well, we remembered exactly what we were supposed to and delivered lines clearly. Blog//Week 3 Having finished our work on Augusto Boal we got separated into smaller groups (groups of 5/6), within these groups we were given a brief on what our next task was. Our next task as a group was to come up with a performance lasting 15 minutes or longer about WW2, specifically The London Blitz and our age range is 9-11 years old. The first couple of hours we decided to plan out ideas that we could do on a large sheet and then Sam told us to find a song or sound that related to our performance so we chose air aid sirens, he then informed that we had to create a small sketch scene based on the sound we had chosen so we decided to show a normal day until the sirens went off and showed the tragedies that happened. Sam then told us we weren't allowed to use the music or noise on our phones and that we had to make the sounds with either our voices, bodies or objects. We then showed these short performances back to our group and gave each other feed back.
Community Arts Notes
Ideas contributed by Tom Albans @tom567855 & Alysia Gummer @alygumgum
WW2 Ages 9-11, Brampton School
Opening - start with sound of train, lots of children and people getting ready to evacuate. Officer telling the rules, must have gas masks and name tags, etc. Physical theatre for train?
Characters
-Evacuees - children, teachers, pregnant women, etc. -Parents sending their children off. -Evacuation officer (billeting officer??)
Families
Rich family (King) - Eugene/Charles, Margaret, Rose, Jimmy. Then new child (Nancy).
Poor family (Miller) - Joe, Carole. They lose the child for the duration of the evacuation (Nancy).
Scene 1 - Evacuation Scene 1. Open with a noise, train whistle (steam)? 2. Officer shouts out all the rules. Must have gas mask at all times, make sure to have name tags, etc. 3. Parents say goodbye to children. 4. Children leave for evacuations.
Scene 2 1. Children that left for evacuation turn and salute like soldiers. 2. Air raid sirens go off. Signalling the start of the Blitz. 3. Churchill/officer does a speech to them.
Scene 3 Old family is poor and nice and new one is rich but mean? Rich family buys things for the other children but not the new one? Could have horses, and expensive luxuries.
1. Child from old family has been evacuated and meeting their new family. Farm sounds like tractors or animals. 2. Child struggles in new family.
Scene 4 Focus on the old family and how losing their child for the duration of the evacuation has affected them and their family life? City noises?
Scene 5 Focus more on the actual Blitz. Get key information across. Letter reading and acting at the same time. Speech from Winston Churchill?
Maybe a teacher teaching about bomb safety, gas masks and bomb shelters, etc. Teaching to the audience? Either with or without actors on stage being children in the class as well. Links to workshops later on.
Scene 6 Focus on old family. Air raid sirens go off. Maybe teach children to say “Go to the Anderson/bomb shelters, go to the Anderson/bomb shelters!”. Teach them to say it every time the sirens go off. This encourages audience interaction and keeps them engaged.
Agenda for today's work.
Questionnaire
•How many students will we be performing to? •What space will we be performing in? •What specific topics within WW2 are the children learning about? •How long do we have? •Is there any technical supplies we can use such as a stereo for sound effects?