Sade Olutola
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trying on a metaphor
Game of Thrones Daily
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Origami Around
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Today's Document
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Noah Kahan
cherry valley forever
Not today Justin
Misplaced Lens Cap
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DEAR READER
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ā£ Chile in a Photography ā£
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@samdrama
2nd year tv acting
the groups/ casting for the This is England scene is as follows:
Joe Green - Woody
Declan Lewis - Shaun
Amy Norton - Cynthia
Chloe Blake - Lol
Emily Jane Whitaker - Cynthia
Jodie Green - Lol
Chantelle - Lol
Connor Brown - Woody
Chris Blackshaw - Shaun
Rebecca Wilkes - Lol
Rebecca Burton - Lol
Lydia - Cynthia
Kerry Anne - Lol
Liz - Cynthia
Floater between both groups
Matt Jackson - Gadge
Year 1 research actors
A1 Understand community performance and practice ā¢ Purpose and focus, such as: o raise awareness, e.g. mental health, bullying o community cohesion o improve community o inform and celebrate diversity o educate o entertain o celebrate o develop participation in the arts. ā¢ Themes, such as: o issues, e.g. political, social, community o arts development. ā¢ Venues, such as: o schools o village halls o local theatre o art centres. ā¢ Range, such as: o community plays o street performance o open-air productions o festivals o small-scale theatre o concert. ā¢ Clients, such as: o community o young people o elderly o unemployed o special interest groups.Ā
A2 Practitioners and performance ā¢ Practitioners, such as: o Augusto Boal o Joan Littlewood o John McGrath o Elizabeth MacLennan o Ann Jellicoe o Jon Oram. ā¢ Performance, such as: o dance o drama o music o workshops o site specific
you learners must present information on the practices of community performance. An understanding of key features, performance types, and how community needs have been met with reference to social, cultural and economic value will be presented in the work with reference to examples. The work may lack detail but will include subject-specific terminology.
then for a higher grade
You must present an analysis of the practices of community performance. An understanding of key features such as purpose, themes, venues and clients will be presented with reference to how community needs have been met. Social, cultural and economic value will be included with the use of examples to support this. The work will be detailed, clearly presented and communicated using relevant presentation techniques and accurate use of subject-specific terminology and grammar.
2nd years tv acting
Sorry for the delay in doing this. Screen test monologues are on the vle, you need to choose 1 based upon if you like it and your performance style.
You do not need to learn it for next week but you need to have chosen 1 so that we can look at them.
Year 2 Tv Acting
Eastenderās cast list
Joe - Max
Connor - Max
Kerry Anne - tanya
Jodie - lauren
Chantelle - abi
Ā Declan - Max
Lydia - abi
Emily - tanya
Liz - lauren
Chloe - tanya
Ā Matt - Max
Chris - Max
Rebecca W - abi
Rebecca B - lauren
Amy - tanya
evaluation for community arts
1. Evaluate each skill vocal, characterisation. Looking at: What was good? And why was it good using specific examples from the piece. Vocal - we all projected our voices well. This was a strength because we were in a school hall so the acoustics were not very good so we all had to make sure that our voices were louder. Our diction also had to be good. This made it easier for the children to understand what we were saying. Characterisation - we all stayed in our assigned roles throughout our performance. This helped because you could tell a clear difference between who the characters were. 2. Evaluate your professional conduct throughout the rehearsal process At first, during the rehearsal process we as a group were working quite slow and we would all jut sit around a notebook and pen and discuss our ideas. It wasnāt until the second lesson that we actually started to get on our feet and put in the rehearsal. After this week we were all more focused but still not 100% there as we were struggling because calhan was on holiday so this for us made rehearsals difficult. After calhan got back, that is when we as a group decided to completely change our idea so therefore we had to work twice as fast to try and get it done so we all put in the effort that was needed during rehearsals. 3. What could be improved? And why it needed improving using specific examples from the piece. This should link to the needs of your audience along with entertainment value. We could have improved by adding in more values of Christmas. We only used one, which was that you need to be good to receive gifts, but there are others that also couldāve been added into our piece. If the lesson of more values were added this would educate the children more. 4. If you had more time what would you do to improve these skills/moment on stage? we would have researched and looked into different values of Christmas around the world therefore teaching the children about how other countries value Christmas 5. Do you feel that you were successful in creating a community arts piece that matched the needs of your target audience and did the feedback from them reflect this. I feel that our performance piece matched the need of our target audience because they all stayed in engaged whilst we were performing and they enjoyed our workshop activities. Then when the classes were leaving they were all very enthusiastic to thank us for coming to perform for them.
this isnāt completed
Community Arts Evaluation
1. Evaluate each skill vocal, physical, singing, dancing, characterisation. Looking at: What was good? And why was it good using specific examples from the piece.
1a. I felt that vocally, my loudness was good because I was able to speak loud enough for the whole audience to hear me which kept them engaged with my performance. This can be shown in the sixth scene when Loki and Thor go to Jotunheim for Thorās hammer and Loki has to speak with Thrym. I also thought my emotion tone was good as I was able to relay how my character felt to the other characters on stage and to the audience which allowed me to connect with them more. This is shown in the first scene when my character comes onto stage and is interrogated by Thor, I use my emotion to show Thor and the audience that I donāt know where his hammer is and that I havenāt taken it. Finally, I felt that my diction was good because I was able to speak clearly throughout the performance which contributed to the fluidity of the piece and also it helped the audience understand what was happening.
I felt that physically, my facial expressions were good because I was able to show the audience and the other characters how my character felt throughout the piece which kept the audience engaged and made it more enjoyable to watch. Ā This can be shown in the first scene when I first come onto the stage and Iām hiding from Thor, I use my facial expressions to show that I donāt want to be caught which causes the audience to become involved as they want Thor to catch me. I also thought that my gesture was good because I was able to show how my character felt and also I was able to use my gestures to mime at points in the piece. This can be shown in the fifth scene when the gods are holding counsel on how they are going to get the hammer back which was done with mime. Finally, I think that my energy was good because I was able to put a lot of energy into my performance and maintain it throughout the whole performance. This can be shown in sixth scene when Thor and Loki go to Jotunheim for the hammer and Loki has to talk to Thrym, I felt that put a lot of my energy into that part because Loki is desperately trying to convince Thrym that this is not a trick.
2. Evaluate your professional conduct throughout the rehearsal process
2a. I felt that my professional conduct was good throughout the rehearsal process as I didnāt muck around during rehearsals and I gave a lot of ideas to the group for a potential performance although some werenāt used. I did lots of research into the Vikings including religion, history and mythology which helped us put together our final product.
3. What could be improved? And why it needed improving using specific examples from the piece. This should link to the needs of your audience along with entertainment value.
3a. I felt that during the piece there were a few things that needed to be improved upon for our performance. Firstly, I felt that the timing was a little off at point which was down to the fact that some of the actor werenāt quick enough onto the stage, especially myself. In particular, was the transition from scenes 3 to 4 and scene 4, I felt that I wasnāt giving myself enough time to transition between scenes 3 and 4 which effected the fluidity of the performance and to some degree, the cue of some of the other actors which went into scene 4 and consequently cause a few dead stage moments. Another thing that needs to be improved upon is our use of space because I felt that during our performance, some of the actors were not using the entire space. This is shown in scene 3 when Thor and Loki go to see Freyja for her feathered cloak, I felt that we were all stood in the same spot for the whole scene and that we could have experimented with the space more which I felt would have engaged the audience more. Finally, we need to improve upon our entrances and exits because I felt that at certain points in our performance, we didnāt come onto the stage when we were meant to and we left before we should have. This can shown in scene 4 when Loki and Thor get dressed up when I went off the stage to get changed when I think I was meant to stay on. This I think caused the audience to become disengaged from the performance and I felt it made it less enjoyable to watch.
4. If you had more time what would you do to improve these skills/moment on stage
4a. I think that if we had more time then firstly we would have gone through the piece and worked our when people needed to be on and off the stage and also we would have run through each scene continuously which I feel would have improved our timing and our entrances and exit as well as keeping it consistent. Another thing we would have done is looked through each scene and experimented more with using the space like standing in different places and using more of the stage, then we could have looked at the performance space we were using to map out where our entrances and exits were and how much space we had to use.
5. Do you feel that you were successful in creating a community arts piece that matched the needs of your target audience and did the feedback from them reflect this.
5a. Yes, I feel that I was successful in helping my group to create a community arts piece that was based around the Vikings and was both informative and interesting for our audience but also related to them and was done in a way that allowed them to understand what we were trying to teach them. I felt that we interacted a lot with them which allowed us to connect with them and also allowed them to engage more with the performance. From the feedback, I was told that I expressed my character well, I projected my voice and I was clear enough for everyone to hear.
you need to finish this
Self Evaluation
Here are the areas that you need to talk about in your Self Evaluation:
Professionalism
Working in a group
Devising process/ coming up with ideas
Performance - vocal/physical/characterisation skills
Evaluation Guide
Community arts blog; week three.
In week three of our community arts lessons we were give our client briefs for who/where we will be performing in December. In my group we got the client brief of celebrations that we had to educate 4/5 years old about.
The celebration we chose to use is Christmas. We chose Christmas because it is celebrated in not just our country but other religions maybe donāt celebrate it because of different views. So we decided on our short play which was going to be about a little girl who has an argument with her mum about Christmas presents, then an elf comes to her in her dreams and takes her to a country where they donāt celebrate Christmas and that makes her grateful for the things that she does get.
After we decided that, Sam told us to find a sound effect or song to fit with our piece and build a scene around it. Our group chose a sleigh bell noise and mapped out the scene when the girl returns home from the dream and wakes up the next morning appreciating what she does get for Christmas.
Your blogs are severly lacking detail and you havenāt followed the blog guide properly. this isnāt a blog this a paragraph, there needs to be more reflection on the session and your performance at this time.
Reflection on Peer review
you need to include another 2 or 3 pieces of feedback on them like this as to show a range of reflection against feedback.
Self Evaluation community arts
Watch footage of your entire performance and or workshop
Looking at your own performance first, evaluate your own strengths and areas in need of improvement setting detailed targets Ā to ensure that your reach the performance potential for your target audience
Are there any further areas in need of development that you could incorporate into your next team meeting or independent rehearsal .
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Reflection on Peer Review
Today during the session you took part in a peer observation task in which you watched and gave feedback to other cast members. As part of that you will have received feedback for your performance.
Ā Reblog the feedback from your peers whether it is written or filmed.
Reflect on the detailed feedback given
Use this to create an action plan for personal development before the next session
Incorporate this where appropriate into team meeting agendas and independent rehearsal.
Blog guide
Briefly outline what you have done over the last 2 weeks and your role within the performance
Describe any extra roles you took on for example director/choreographer
List and Describe the performance skills that you used within your performance (both movement and vocal, physical and interpretive)
Describe technical skills you explored within the sessions
How effective were your technical and performance skills within todayās work?
Watch back your footage and use this to evaluate the strengths and weaknesses of your individual and group performance
Reflect on feedback given by peers or tutors in the session and consider this within your action plan.
How did you work as a professional company? Are there any changes or improvements that could be made to make your process more effective ?
Action plan- this should consider areas of weakness in your practical sessions along with any productions issues flagged up within team meetings.
Remember you are able to book independent rehearsal space this should go within your rehearsal schedule during team meetings.
ļæ½
Proposal Task
Over a number of weeks you have not only prepared a performance to entertain an audience but you have also researched and discussed as a group the needs of your client and your response to the client brief. For this task we would like to see that response documented in your project proposal.
What are the requirements of your client?
When and where will your event take place?
Who are your target audience?
What are the needs of your target audience?
Why do you want to hold this event and what do you hope the event contributes to the community?
Who will be performing in the event? (Try not to just list names but include your performer background)
Who have you Ā liased with on this project ? For example teachers, activity coordinators, technical assistance
Do you require any special permissions for the event? For example insurance, permits or safeguarding checks
Technical aspects to consider
Who will set up the room?
Who will manage the audience?
Is any equipment required such as sound system, lighting, chairs and tables?
How will you and your audience travel to the event?
Qļæ½]hļæ½z
Year 1 Community Arts Actors
After you have produced your feedback for the other groups you need to do a reflective blog.
follow thiss guide:
Today during the session you took part in a peer observation task in which you watched and gave feedback to other cast members. As part of that you will have received feedback for your performance.
Ā Reblog the feedback from your peers whether it is written or filmed.
Reflect on the detailed feedback given
Use this to create an action plan for personal development before the next session
Incorporate this where appropriate into team meeting agendas and independent rehearsal.
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
Geography notes
Subject content Key stage 1 Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils should be taught to: Locational knowledge ļ§ name and locate the worldās seven continents and five oceans ļ§ name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge ļ§ understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography ļ§ identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles ļ§ use basic geographical vocabulary to refer to: ļ§ key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather ļ§ key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork ļ§ use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage ļ§ use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map ļ§ use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key ļ§ use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
