12th December

We rehearsed the dances to start with to make sure that everyone was up to date with them. I think as a theatre company we work well together because a few people were stuck on some of the dances so I went over the moves with them to help them out. And as I was off on Friday, during the break we rehearsed the changes to scene 12. We changed the scene so that there was more movement and energy into it.

During the rehearsals I rehearsed with my backpack for the first time, however its hard to do the fast food dance with the backpack on so I think i'm going to take it off and put it inside the trolley.

We then rehearsed the dances adding in some new moves and finishing off the marry you dance.

5th December

Today we changed the blocking for scene 4. Rather than having the police walk on we pop up from the top of the decking. I pop up facing the wrong, this immediately shows the audience that I am a bit dopey and stupid. We then run around directly with high knees, the is making fun of how police usually walk as they walk very purposefully. When we are standing in a line we step forward as we say our  lines, also we added me walking around buttons then looking him up and down, when I walk around him I make an obvious concentration face, this shows to the audience that I have to think really carefully and hard just to work out that Buttons is a botherer.

27th November

Today we added on more moves to the Marry You dance. These moves are really up beat and energetic to keep the audience engaged as our target audience is small children and there attention span is short. We also added in claps which the audience can join in with, this also keep the children engaged.

26th November

Today be blocked scene 11, as I don't have any lines my job is to set the scene and atmosphere of being in a ball. I do this by dancing in character, my move movement are very simple and floaty. I took inspiration from how a child dances because they just bounce around on stage moving there arms. I received feedback saying that my movements were effective and always full of energy.

We also changed when the prince comes down, me and my partner need to be on the other side of the stage to dance so once the prince start talking we cross over behind him. I thought it would be effective as my character is always looking around to have her walk across as the is completely fascinated by the prince and the palace. I received feedback saying that it worked well and that it was very comical.

21st November

In partners we had to create a short slap stick routine, this gave us idea for things we could add into our show as children find slap stick comedy very humerus. Also it give the scenes more movement. I think maybe the police officers could do more slap stick comedy because we are stupid it might work if we collectively fall over or accidentally bump into each other.

We then added on more to the Marry You dance, we in a few claps this getting to audience joining in and when the audience claps along it boosts the overall atmosphere.

20th November

Today we rehearsed the ball scene, and changed a few of the counts and added on a few moves sticking to the regal ballroom theme.

We then sang through our end song, and gave everyone specific lines for them to sing. The policeman have been given the line 'Working hard to get my fill, Everybody wants a thrill' this works with our characters as we are working hard at our jobs even though we aren't very good at them.  

19th November

We started the lesson by talking about what skills we will need for performing and rehearsing for a pantomime and why these are important.

I said timing was important because when delivering a joke its important that the timing of it is right or you could lose the joke.
We them self evaluated ourself on how focused we are during rehearsals and performing. I gave myself an 8 because when performing I am very focused however during rehearsals I could improve. We also evaluated ourselves on enunciation I gave myself a 5 I think I need to improve when I say the line about Botherer and Borrower.

We then talked about arresting an audience member, rather than taking them of stage. I had the idea of leaving them on stage and miming that we are taking down there details, while Zipper runs on stage and chases Buttons off. Then we realise we have the wrong person, show them back to there seat and run of stage. This made the exists cleaner as we were not all running of at the same time.

13th November

Today we learnt more of the ballroom dance, the moves are classic fairytale ball moves this makes the scene look very regal.

We then created a 32 count freestyle, in my pair we decided to stick with the regal themed moves. We also decided to take a risk and add a lift, this works well because it added a different level to the dance but still sticks with the ballroom dance moves. I am going to watch Strictly Come Dance and use there dance moves as stimuli, to gave me inspiration for moves we can use in our freestyle.

12th November 2013

Today we rehearsed scene 4 and 12, we changed the arresting scene so that when we arrest Buttons I hold his left arm and Mo runs and jumps on Buttons. I think this looks really comical because the audience aren't excepting it, also it shows the audience how stupid we are because we can't correctly arrest buttons. I suggested that when surge lines us up we stand upright with are arms around our back then when he finishes saying 'You are the sorriest police force I have ever seen' we all drop from our upright position, this looks really effective because we are stood like proper police officers then we instantly change back to to our characters.

We then decided while the audience have there arms up we walk towards them and sniff there armpits, this works because we are stupid policemen but also works because it a very panto style childish humour.

We also rehearsed scene 12, and I added in my milkshake dance. We haven't showed this scene back yet so I haven't received feedback.

7th Novemeber 2013

Today we explored different ways of moving by using Ladan Movement Analyse. I think my character would be both indirect. Although most policewoman are very direct I think as I am dopey it would work well as I don't really know were I am going. We then had to pick an animal and take inspiration from them and move in that style. I chose a sloth because they are described as slow and lazy. I took inspiration for there slow movement and how they slowly turn there head. I think this works well with my character, as my character could constantly be looking around and moving her head and if I do it slowly it allows the audience the see my facial expressions.

We also blocked scene 4, I had the idea of while we are in the audience looking for zipper rather than running straight to her we could run around for a while, this involves the audience more and also shows how stupid the police are that they can't find the correct suspect.When shows back scene 12, I received feedback saying that I had excellent facial expressions, however I was coming across that I can't be bothered so I need to think of ways of making my character more confused and easily excited.

6th November 2013

Today we learn the dance to Marry You. During the dance we have to do 3 poses in character. We decided that the policewoman and sarge should work together. We showed this by all the policewoman doing the same poses but on the last pose we all turn to face sarge, this shows statues.

We also learnt the ball dance. The dance starts when we enter the place, I walk in very indirectly because my character is easily confused and is to busy looking around at the palace. Then the prince enters and we clap, I clap in a very childish way my hand are limp and turned at and angle.

5th Novemeber 2013

Today we had a group read through of the script. After reading it we got into groups to start blocking scenes. As a group we talked about how the policewoman would act. We decided it would be best if we all had individual personalities similar to the 7 dwarfs. I decided that my character was going to be dopey and easily confused.

We blocked the shopping scene, while performing the scene we kept standing in a line which works for the policeman however I think Sarge should stand a few steps in front of us to show statues. Also I think I could be doing more as while the policeman are reading as I'm not really doing much, so next rehearsal I'm going to try out some gestures that would work with my character. I also think when Buttons says that reminds me of a song I should bust out into a completely different song. This shows how dopey and clueless I am, I think Milkshake would work because its food related but completely the wrong song.

22rd October

Performance Workshop 

As we have not been able to rehearse our piece fully as a group in a while we rehearsed our scene's continuously. We decided to not include the first and last scene as we did not feel confident doing them and our play still made sense without them.

As the characters could be played by both men and woman we decided to make it gender-neutral and very Brectian. A solder is a solder male or female they are both doing the same job. I received feedback saying I was standing in a feminine way, so when we do the show I will make sure my body in fairly neutral. However we were told that we work well as a group and that we had a good connection and relationship between character. You could clearly tell they respected me as the Sargent but when I turned into a general solider they were more relaxed around me.  

17th October

Performance Workshop

Today we worked out a running order for our performance then ran through it start to finish. This gave us a chance to work out any transitions between each scenes. After our loneliness scene we needed a smoother transaction as the first time we walked out everyone huddled together and it looked messy. I thought as we are already in a line it would look effect if we split in the middle and walked off holding hands in a line either side. This fits with the piece as it is like we are walking of united as friends. Also as the bullying on a mountain scene is next, it works well to start the music as we are walking off so that by the time our scene starts the music is playing in time with our scene.

We also developed our scene so after the 2 girls jump of the mountain, we turn around as if we are at a funeral. We revised feedback saying that looked powerful because it was as if the people that bullied them felt sorry for there actions. Also at the point the line in the song was 'I can't change' showing that the couple couldn't change who they were, this also makes the audience think about the 3 bullying characters could they change? 

We then devised an end scene. We developed the roller-coaster scene so that all of us made up the roller-coaster. After trying out a few different staging options we decided on a roller-coaster with 4 rows. Once the roller-coaster finished we stood up in each column and each said a different word to describe us. After trying this out we realised it didn't work as the words got lost and you couldn't hear them clearly. I had an idea of each row saying the same word that reflects all of the people in that row. Our row choose the word Explore, because everyone in our row wanted to explore another city in the UK or the world. 

We then rehearsed our scripted scenes, we couldn't rehearse ours because our team member was still off so we ran lines making sure we knew them. We then showed back 2 scene as our team member arrived, and received feedback. We were told that there was a lot of humour in both scene's and that the audience found them both very funny.

   

15th October

Performance Workshop

We started of by looking at a few scenes from Cinderella. We decided it would be good if we all got a chance at playing each character, this gave us a chance to experiment and find which character we liked the best. It also showed us how each group member interpreted each role.The character I liked best was the Stepmother. I decided to play her quite 2 faced, in front of the stepsisters and Cinderella she was really nasty, however when the Baron came into the room she was sweeter and acted liked she loved her family and him. 

We then started work on our scripted scenes, as one of our members was off it was hard for us to rehearse. So instead we helped develop other peoples scenes and give then feedback. 

10th October

Performance Workshop

Today we figured out which pieces we wanted to have in our  performance. We listed all the scenes that we had put together and then as a class we voted on which scene's we liked the best and which would fit with the stimuli self. Then the scenes that we picked we showed back and talked about ways we could develop them. One of the scene that was picked was our scene of Bullying on a Mountain. Because last time we showed it back we didn't rehearse with the music and the timing was slightly off, so we were able to show it back with the correct timings. Because of this we received feedback saying that the music helped them understand that the scene was about a homosexual couple. Also we where told that our scene was very powerful and had lots of potential however it was kind of rushed, so if we slowed it down it would improve it.

We then rehearsed over what we have so far of our show. We developed it by giving everyone a number so that they knew which order to go in so on the day of the show we don't mess it up and talk over people.

After that we focused on our scripted scenes, as one of our member was off we helped other people develop there's. I watched over peoples scene's then gave them feedback on how they can improve. For example one of the group I helped with had a strong comedic piece however they lacked energy. Also as they were meant to be friends there laugher seemed rather fake so I told them that they should maybe laugh louder and for longer as having your class mates make fun of the teacher is probably on of the funniest things they have ever seen.

9th October

Musical Theatre 

Today we learnt a dance to the Time Warp. We used the original movie and classic time warp as stimuli. We kept to the creepy feel to the movie by adding moves such as creepy walks and also at the start its as if we are rising from the dead. We also adding mild sexier moves, we flick our hair around and smack our bum, these moves where used because the original movie is rather sexy.  

8th October

Performance Workshop

Today we devised a scene that can be used before Nothing. We were given a start word to a sentence that was used to previously end the sentence before, and we were told to elaborate on our monologues and talk about things we would have to overcome. My sentence started with Going and I wrote 'Going to University will be hard and I'd have to overcome many struggles'. 

We then had to use these phrases as stimuli to create a scene. However the scene must have included a chair being used 3 times, characterisation, phasing out, being spaced far apart, levels.

We decided to do it as an interview and talk to the contestants about there hopes and dreams. We used characterisation and had Lauren interviewing us. I came up with the idea that the contestants could use different levels while they were waiting to be interviewed, some people stood up, others laid down or sat on the floor and I sat on a chair, also use the whole of the stage so that we are far apart. Also I came up with the idea that after the contestants are finished being interviewed they could phase out. Having the contestants sit in this way shows the audience that they are all individuals. 

After showing our scene back, we received some feedback. We were told that they found the scene very comedic however the jokes being told were inside jokes that the audience might not have gotten. So we would have to change some of the jokes so that the audience could understand them.

1st October

Performance Workshop

Today we focused on Nothing. We rehearsed the over the first verses and I decided to add in a spin after the bobsled. Me and Fran hold hands and spin around, I think this works well with the piece because it adds a lot of energy and looks like we are creating wind. 

We where all put into partners and told to think of some choreography for a verse. My team was given the part where she tried to melt like and ice cream. We thought it would be effect if she actually tried to melt on the floor. We staged it so that everyone was stood around her in a half circle and she was stood in the middle and all the focus and pressure was on her. We played around with different levels and had some pupils sit on the floor, this gave the scene more dimension and less like a stereotypical pressure circle.

We then had to choreograph the church scene. I played an angel, who kneels on the floor. After improvising the angels singing the lyrics we realised it actually worked well if the angels say "This man is nothing" "This course is nothing". This is because in the lyrics it says 'and the voice from down at the bottom of my soul'. So we decided it would look good if the 2 angels walk over the her and say in it her ear. We then decided to take a risk and have Mr Karp being lifted up and turned around. This symbolised his death, because you see him being lowered as if he was being lowered into the ground.

26th September

Performance Workshop

Today we rehearsed the monologue's and transitional dance at the start of our performance. However because me and my parter are quite far from each other I can't drop her on the 4 count. So we decided to change this so after everyone else has dropped there parter a beat later I drop mine. This make more of an impact because everyone is down and silent then suddenly you hear the sound of my dropping my parter.  

This transitional dance shows the audience that life may have it ups and downs and that people aren't always as helpful as they seem.

This then transitions well with the next scene as everyone on the floor that has been knocked down then does a physical theatre piece representing strength, and everyone who is stood up slowly walks off stage.

Our group was given the Stimuli of Loneliness. After discussing as a group different reasons why people would be lonely we then talked about ideas. I had an idea that to start the piece of everyone sat on there own randomly dotted about the stage in a pose that expressed loneliness. However this was not the must effective and powerful way of expressing this emotion. We decided to start the piece of with people walking into the middle of the stage into a huddle. This shows the audience that even though we aren't alone we are still lonely. We decided that each person should have a reason to be lonely and say that 1 word that expresses that. I thought a good word would be depressed, because people who are depressed often don't have many friends and are often lonely. I had an idea that if we sat in a circle would expressing that we are united through loneliness, however that would mean that some people would be facing away from the audience so instead we decided to use a half circle.

We then rehearsed The Grandfathers play and talked about different costumes and props. We have decided to keep the costume and props very simple. This is because our piece is very stylised and very Brectian, so to stick with this theme we are only going to use 1 prop which is a small box for the bird. We also worked out our transitions between scenes.

25th September

Musical Theatre 

Today we added more to our Our House dance. For our dance we have used the choreography from the Madness Musical as stimuli, keeping some of the moves and adding some of our own. For example at the start we are young school kids in a play ground, however in the actual musical they are older school children on they way home. This also fits with Madnesses lyrical themes as most of there songs are based on childhood memories.

We have also kept it similar to how Madness used to dance in there live shows and taking there movement as inspiration. After our paired work we walk into a space in a madness style. The dance is very bounce and has lots of energy similar to madnesses style of performing. 

24th Septemeber

Performance Workshop

My group decided to come in early to run lines. This gave us the chance to talk about some new idea's we had and see what we had to work on and what scene's we knew of by heart. Previously we had been given feedback to add some dimension to the end scene. I decided that it would be a good point to add an imagine of a soldier in heaven when Kol says 'And I have a terrible feeling' During the lesson we then played about with different ways of staging this and communicating it to the audience.

When the showed back a few scenes to the class and received some feedback. We were told that we should change positions so that me and Megan where facing towards the audience in our first scene. This makes the audience more involved because they are in the middle of the action between 2 rival army's. We were also told that we should lift Fran up higher so that the audience could see her easily.

We also added more choreography onto Nothing. Our group had to recreate a car using our bodies. After trying a couple of different ways we decided that it would be more effective to have Lucy and I at the front of the car being the engine and the rest of the group make the body of the car. I think this way was better than our previous way because it look more like a car and also is easier to get in and out of. 

19th September

Performance Workshop

We started of by warming up our body, this was so we don't injure ourself during the workshop.

We were then given an object that we had to use our bodies to create. Our group was given an aeroplane, we decided that we would used our bodies to create the shell of the plane rather than being passengers.I think this idea is more challenging and more effective, because it shows the audience that we are thinking outside of the box and using are bodies more effectively. I was the pilot at the front of the plane and the rest of the group made up with wings and the body of the plane.

Our group had to switch with the group of people that where making the field. We had 6 counts to get into there positions. This was so we could practice quick on stage character changes. This helps with my scripted piece as I have to switch characters quickly on stage in the last scene. 

We then started to look at our monologues again. Because had learn my monologue, this allowed me to focus on my timing and projecting my voice, as that was what I was told I had to improve on.

We then developed it and added on a short transitional dance. After our monologue we had to pose in a position as if we were asking someone to dance. We then turn to a parter and for 3 counts do a short dance then on the 4th count drop them on the floor. This idea was taken from a groups scene where there stimuli was Greed. This fits with most peoples monologues because there monologues are all about there hopes and dream and throughout that journey there are always going to be people that knock you down.

   

18th September

Musical Theatre 

Today we went through the choreography for Our House adding on some more moves. 

We had to pair up with someone and for 16 counts we had to think of a short energetic dance. I paired up with Natasha and we decided to link arms and skip around in a circle for 4 counts, the change direction for another 4. She then gets on my back and we run around. I think is works well because when we are skipping its really energetic. When she gets on my back we make the whole scene more interesting because we are playing with levels.

17th September

Performance Workshop

Today we had a full read through of The Grandfather, and assassinated parts. Assigning parts was quite difficult as we had to change a 9 part play into a 3 part play. I think it will be challenging playing more than 1 part however I think it would be really effective as it makes the play more un-naturalist.

We then started blocking the last scene. We thought as the words were really powerful that we wouldn't put to much movement into the scene. We start the scene on our feet, but when I say 'What do you call that conscript?' Fran and Megan sit down onto there knees. As I have to change quickly between 2 character, I thought it would be effective if I turned my body to face them and in that turn I change character. We have set a target to learn all of the last scene by Friday. 

12th September

Performance Workshop

We started of by reading through our assignment brief, our brief for this unit is 'Self '

We then wrote a paragraph about ourself and about our hopes and dreams. I wrote about how when I leave I'd like to move to London and act in TV shows and hopefully a movie one day. 

We then had to walk on stage and find a space and read our monologues out to the audience. We then did it again but this time would had to sit down in a pose that reflected our monologue. I choose to sit down looking off into space, as it reflected me daydreaming about my dream to become a professional actress. 

We then had to pick a song to use as stimulus that reflected our monologue. I chose Born to be Somebody by Justin Bieber, because this song is very personal to me and also reflected my monologue perfectly. The song is about knowing that you are born to be somebody and that as long as you believe in your dream no one can stop you. I think this song would work well with the show as it not only reflects my story but it also reflects other peoples as a lot off other people want to be an actress. 

We then watched a Physical Theatre piece which we used as stimulus. We were then given a topic and a location and we had to create a physical theatre piece. We were given Bullying on a mountain. In the physical theatre piece we watched they touched on the subject of homosexuality. We decided taking into consideration what's happening with the current Gay marriage laws that we would have 2 lesbians being bullied. I decided that it would be effective if they had no support at all other than each other. This not only shows that anyone can bully you or discourage your beliefs, but it also shows how strong love is, even if it is between 2 people of the same gender.

I played the teacher, who to there face was supportive however as I showed them out of the room I used my facial expression to show my disgust. When we were not in character we played mountains. We did this by putting our arms above our head into a point. This shows that they are on a mountain range.   

11th Septmeber

Musical Theatre

Today we met with the 1st years and watched the opening song from Madness The Musical, which is Our House. We then sang through it as a class, then in a smaller group, then in an even smaller group. This helped us grow in confidence with singing. Also it helped us get used to the tune and the lyrics.

We then separated off into groups and choreographed a dance to the first verse and the chorus. As this is the opening number it has to be really energetic. I think our group worked well together we all had lots of ideas which we all talked about to pick the most effective. As everyone was giving so many idea's and everyone was really enthusiastic I decided to take charge and make sense of everyone's ideas. I think our choreographed piece was good because it started off structured then once the chorus kicked in we where all walking around the stage using all the space, but when ever we sang Our House we would point to ourself on Our then on House we would make a house shape with our hands. I think this was a good idea as the audience could join in which would engage them.

We then started to learn the choreography for the opening song. We start in a freeze frame as kids in a playground. I decided to be a little kid playing hand games with my friend.

I'm going to learn the song and the tune as some parts are quite fast and I haven't yet mastered it.  

10th September

Performance Workshop 

Today we looked into devising our own play and using a scripted play. As a class we brainstormed idea's for types of plays and plays. We all decided as a class that doing a serious play was best because was have already done 2 comedy's, also it is more challenging.  

Once we finished Megan, Fran and I decided to do The Grandfathers because it is quite comedic but has really serious undertones. However we are going to have to condense it down as there are only 3 actors playing a 9 part play.

I am going to get a copy of the script and work with Fran and Megan to condense it down. Then I will write up notes about my character and work on where the humour is and where the points are that are impacting to the audience. 

We looked at the song Nothing from A Chorus Line. We looked at the lyrics and try to find the humour in the song.I think a lot of the humour could come from how the other pupils are acting in the class. I also think there could be some humour when she says 'I feel the snow... I feel the cold... I feel the air' Morales could mimic the pupils in the class, as if she was making fun of them. 

Then we turned the song into a mini scene. I had an idea of rather than just having 1 Morales we switch between 3, this gave everyone in our group a chance to be the main character. I also had the idea when Morales is singing about how she is trying to feel how an ice cream cone feels, that she could us her arm and body and try to be an ice cream cone. This could be quite comedic as it shows the audience that she is really trying to feel like an ice cream cone which is really comedic as ice cream cones don't have feelings and its also very stereotypical of an acting class.

Evaluation of the Performance

I think our play went really well, we messed up on bits but I don't think the audience noticed, we managed to save it.

I think as a cast Chelsea, Dan and I all bounded well. We laughed at each other like school kids and when we were walking off we would stay in character and make random conversation. For Example in scene 6 when we are making fun of the people in the class we all laugh together. Also at the end of that scene when I say 'Yeah but you hate being called Lillian' me and Dan laugh at her real name, then at the end of the scene when we are walking of we laugh at her name and make fun of her. This is effective because it keeps energy levels up and we also stay in character. It also looks for effect because it looks like we really are friends.

We messed up our lines a bit in scene 8 and got them in the wrong order, because of this Mr Nixon didn't have the chairs in the right order when he was meant to put them in a half circle, it also throw of the timing. But we saved it by improvising about milkshakes. However our chairs where in the wrong order. But we managed to swap chairs this actually worked really well as we where meant to be naughty kids and by swapping seats during Pete Saxons monologue it kept energy levels up and showed that we were naughty kids, but it didn't distract from Pete's monologue.

Scene 28 The End

Me, Chelsea and Dan blocked the end scene. We originally planned for salty and hobby to walk off in different directions and have Gail left in the middle on her own. This shows that the kids are going in different directions.

But we decided to change the scene, as we say our finally goodbyes, slowly the staff member and pupils come out and stand around us in a huddle, while Mr Nixon is on the back platform. Then once we finish our lines all the staff and pupils turn there heads and look behind them at Mr Nixon. This works best because it shows the audience how Mr Nixon has influenced all the people on stage. This goes back to our message of how one person can be so influential.

Scene 25 Tennis Court

In the Tennis Court scene Hobby and Salty play Ball Boys, and Gail holds the net. I mostly narrate to the audience. So to show when I'm talking to the audience and talking in the scene I lift up onto my knees.

I also play Miss Fisher in Cast 2. To show that I am playing a teacher and not a student I stand up straight and fold my arms. It says that Miss Fisher has bow legs, so when I walked onto the court I separated my legs. When Mr Basford wins the point I thought it would be good if because I had bow legs that the ball would fall through my legs. 

25th June

Today we ran though all of Act 1 and Act 2. We also blocked the second to last scene, and changed the ending.

I think the rehearsals went okay, as we have not rehearsed the second to last scene a lot I messed up a bit, but tonight I am gunna look over my lines and make sure I know them.

I relieved some feed back from saying that I should be loading when I am talking to Oggy in the Disco scene. Also that I need to annunciate my words, so when I say my lines im clearer.  

Scene 23 Asylum Scene

Today we worked on the Asylum scene, this scene is one of our drama classes. Its very important that we don't looks like we are messing on in the class, and that we are actually doing work.
 We had to think of a few different characters to play. I picked a baby and a bull. I think these work well because when I am a baby I just sit down and cry, because i'm crying loudly it makes loads of noise and it really effective, also it shows i'm playing a character and not still Gail messing around in a classroom. Then I play a bull this is good because when I can see space on stage where no one is stood I can run into the space and fill it up. Also I can use other people in the class to be a matador.

11th,13th and 14th of June

11th

Today we ran most of Act 1 without scripts and with scene changes. We had made some changes to Scene 2, which shows the different between how teachers and students move though the corridors. In scene 6 we added some music between the scene changes. I push Simon off 2 chairs then move then around and sit on them. When I sit on them I but my feet up on the other chair.

13th

In the morning we rehearsed Scene 1. We where think that if half way though Hobby could get some crisps out and start eating them when Salty says his part about sitting on the floor freezing his Knackers. I thought it would work well if when Salty says knackers she could spill them on the floor, this would also work well because at the start of the next scene Doug the Caretaker cleans the floor and he could clean up the crisps.

In the afternoon we ran Act 2 without scripts. We play around with different entrances, say my lines as we walked on, also says them after we walked on. I think it walked best to say then once we had walked on to stage.We also blocked the car scene, where Mr Nixon hits Oggy. 

14th

We did scene 20, however after getting feed back some people thought it was to busy and that there was to much running around. Instead we can up with an idea that when Hobby say "The ninja's are in action" we all pull different Ninja poses we thought it would be good if in the background we played some Ninja music. Also when I turn into the French assistant I changed my posture so I was sat up right and also wagged my finger when I was shouting at Rachael. 

Scene 16

Today Me, Dan and Chelsea, who play salty and hobby, blocked scene 16. We thought the scene seems really fast paced and energetic.

I came up with the idea of hobby hitting me with a piece of paper, rather than her actually hitting me. I think this would work better because it looks more effective and kids often throw paper, also its less painful for me.Also when I take her pen I throw it high in the air rather than just at the side, this worked best as it got the biggest laugh from the audience. Before I take her glasses Me and Chelsea stand up and stare at each other, this works well because it gives the scene a little pause, but it doesn't take so long that the scene loses its pace and energy. At the end when we are try to get  Mr Nixon's attention, we stand up and shout, this works well as Gail and Hobby have been arguing and it's as if we are seeing who can get Mr Nixon's attention first.

23rd and 25th April

On the 23rd we rehearsed scenes from Act 1, and showed them back to the class. I helped people work out there blocking and timing as some people weren't moving when they should and it would mess up the timing of the scene.Most of the first scenes set the scene of the play and introduce the characters. Its it important it know why your character is on stage and doing what they are doing. In the first scene its important to have lots of energy so get the audiences attention. Scene 6 shows the audience how out of control the classrooms are, this is the first classroom scene that the audience sees. So its important that the classroom is out of control.
I think the first scene could use some more energy. Scene 6 needs to be more crazier. I also thought that when Gail and Salty are taking about Benny Good it would almost be like a little argument.

We talked about how your character moves. This helped me because I had to think about how my character would move her hands and what part of her body she walking from. 

I think Gail wouldn't sit on a chair properly she would slouch on it, she would sit with her legs crossed because she is quit feminine. During scene where the classroom is crazy and all the kids are doing whatever they what she would sit with her legs up on Hobby or Salty's chair. I think this will work well because it will show the audience that the class is not doing what they are suppose to without distracting from the action.

John Godber

John Godber is the writer of Teechers, he also wrote plays such as Bouncers and Shakers. All of these play's have title that explain exactly what the play is about. However Teechers is spelt wrong. Teechers is a play that is written by the pupils of Whitewall, these pupils are poorly educated, therefore it is ironic that Teechers is spelt wrong.

John Godber was raised in a working class family, however he broke away from the and went into drama. He became the Head of Drama at a local secondary school. This is where he got his inspiration for a Teechers.

John Godber is also inspired by Brect, he makes theatre that you can relate to. Teechers have minimal set, this is a very Brechtian style. Also the school doesn't have a lot of money so the pupils wouldn't be given a lot of money for a set. Teechers only has 3 cast members in the play, however we have adapted it so everyone only plays on character. But in the original the cast have to change character on stage, they shows there character change by changing there gestures, facial expression and how they hold there bodies. This is another Brectian technique.

16th and 18th April

On Tuesday we had to work out which character we wanted to audition for. I picked Gail Saunders. I was thinking I could play Gail as your typical airhead, After I read the script some of the things she says are quit random and stupid. This would fit into the story well because the Whitewall teachers struggle to teach the pupils.

For my audition Lauren, Lucy and I performed the opening scene from Teecher. I think the audition went well, I had lots of energy and enthusiasm. However if I were to do the audition again, I would do it off script as I think it weakened my audition.

In small groups we discussed teachers from our school. We discussed their personalities, gestures, the way they spoke, posture, ways of moving and there appearance. We then used this to take part in a workshop audition where we improvised a scene as teacher's in a staff room, we used the notes we made on teacher's from our school as stimuli. This helped me to get into role as an older character and understand the differences between how young people and old people move.


On Thursday we found out who we had been cast as. I found that I had been cast as Gail Saunders.

We then did a full script read though. My first impression of the script was that there was a lot of humour in it. Also that we could put a lot of physical humour in it. Then in our casts we discussed the 10 most important moments in the play, and used them as stimuli to create still images. This helped me to get into character as I was able to play about with different postures and body language. Also it helped me to under the most important points in the play and how Gail would react to them.

We then did an off-text improvisation of the school disco scene. This helped me think about how Gail would act with the teachers and the pupils. Also it helped me to get into character, because I was able to think about how she would walk, her posture, any gestures she might have and also her vocal mannerism. I was able to play about with them more because I wasn't warring about my lines and trying to follow along to story line as it was improvisation.

We also discussed what we wanted the audience to get from the play. I think they should be thinking about there time at school. Did they get the most out of it, could they have tried harder. We also what them to see how influential one man can be to a whole school. He changed Gail, Salty and Hobbys life's. And maybe when the audience leaves they could be thinking about people who was influential in there life's, or if they were influential in other peoples life's. 

Evaluation

Overall I think I worked well on set, I had good communication with the director and the other crew. I also think I had good chemistry with the other actors on set. I was able to manage my time, so I was able to learn my scripts in time for the scene's we were filming.

However on the 2nd day of filming I had an audition so I had to miss a day, which resulted in me being replaced with another actor. Also The Player ended up getting drop from being filmed.

Shooting the films

During filming for Chasing Demons, I arrived on time. I had already learnt my lines for the scene that we were shooting. During filming I think that there was good communication between me and the crew, I took direction from the crew well. However the camera man didn't tell me what shoots he was doing, weather he was doing a medium shot or close up. This effected my acting because I couldn't change it for each shot.

During filming I made sure that I didn't over blink, as this would have weakened my performance, and Punks are usually seen as strong characters.As I had practised my continuity in rehearsal, I knew what points I had to hit. Because I had experimented with vocal and physical characteristics, when it came to shooting I knew what to do. I used my body to show my relationship with the other characters, my body was facing forward away from both actors. Also when I spoke I didn't really look at them.

Rehearsals

During rehearsals I was very professional and self disciplined, I always arrived on time and came prepared with all the equipment needed for the lesson. I feel like took direction well from both the directors and the other actors in the movie.

While rehearsing I thought about how I could change my acting style for the camera. I thought about all the little movements I'm gunna make and then I practised them. On stage you need to make big movements to get the point across so I had to tone down my acting skills to make them suitable for the camera. I also have to think of how I was gunna move my eyes and face. I had to think like my character, because the audience can see your eyes, and your eyes show how your brain is working. And if i'm thinking of my next line the audience would see that thought my eyes. The camera easily picks up on small facial movement, so when I'm showing emotion on my face. I need to remember to only make small movement.

When we blocked though the scenes, I made sure to make all my movements hit certain marks. This makes means that when the camera cuts to different angles, my continuity is right.

When I got my script I highlighted all my lines and stage directions. I thought about how my character would be feeling at the different points of the movie, and how that would effect how I say the lines.

I used Magic If, to help me get into role. I thought about how I would feel in the situation. I had to think why I am the way I am. Violet is a punk, I had to think why I made that choice to become so different to everyone else. Daisy Drew has been hurt my an ex, I had to think how that would effect how she behaves and acts. This makes my character's more believable because I think it is important to think and feel like your character.

It took my 2 weeks to learn all my lines from both scripts.

In Chasing Demons we don't know each other, so at the start it is quit awkward, I think we could create the awkward tension by not looking at each other. However as the play goes on we sort off become friends.
In The Player, all of the girl are really close and are best friends. However I have never met Josh before.

I think I worked well independently. I learnt my lines and researched my characters.

Character Research

Violet

Violet is described in the script as a punk. Punk's usually rebel against social conventions. They dress differently and act differently. I have experimented with different ways of walking and sitting, that show how I am different to the other characters.

Daisy Drew

Daisy is described as being similar to Marilyn Monroe. So I did some research on Marilyn, she was seen as a sex symbol, which is how Daisy comes across after reading the script. She is a very sweet girl, however she is very flirtatious. I also watch a few movies that Marilyn was in, I found out that Marilyn used to blink slowly, this made her seem like she was taking her time. I was also quit flirtatious. I will use this in my film, because it would be like i'm taking time while torturing Josh.

First Impressions on the Script

I have been cast in 2 movie. The first movie is Chasing Demons, I play Violet.

My first impressions of the Chasing Demons script is that it very update as supernatural shows are very popular now. I like my character as Violet is very different to how I am as a person. Violet is described as a punk, Punks are sometimes really out spoken and in your face, bur they can also be really creepy and quiet. After speaking to the director, I found out that Violet is a out spoken kind of punk.

I have also been cast in The Player, which is the movie I'm most excited about seeing, the script is well written and I like the character I have been cast as. I play Daisy Drew, she is described as being very a sweet girl with a flirtatious side like Marilyn Monroe. After reading the script it seems very American. I spoke to the Director and he said that the characters are America. I feel like Daisy Drew has a southern accent, so I'm gunna learn how to do a southern america accent.

What Micheal Cane Taught Me

1 - Once you are in front of the camera, no one exists

It's important to ignore the camera's and the crew, because they could make you lose focus. When doing a scene on stage, the only people on stage are the people who are needed in the scene. However when doing film and TV acting there are a whole crew of people around you, so it is important to ignore them. When acting for Film and TV you can only focus on the other actors in the scene. I will use this in my Film and TV acting, to help me stay focused on the scene, and focus on the other actors rather than on the camera crew.

2- Don't change eyes or Blink

When don't an extreme close up the focus is on your eyes. So it's very important to keep your eyes as still as possible. When you look into the other actors eyes, pick one eye and focus on it, don't switch between the eyes as this will weaken your acting. Also try not to blink as much. When doing an extreme close up, you can use blinking to your advantage. However, if you blink a lot it can weaken your performance. I will use this when doing my Film and TV Acting because it will make my performance stronger.

3- Listen and Re-Act

A big part of acting is Re-Acting, responding to what the other person is saying. Think about  your other acting is saying to you, and how would your character re-act to it. Use your voice, body and face when re-acting.

4 - When doing an Extreme close up only do little movements

When doing an extreme close up the camera is only focusing on your face and nothing else. This means the when you make the smallest movements the camera will pick up on it. So when I am doing an extreme close up I need to remember that I only need to do small facial expressions to show my emotions and how I am feeling.

5 - Continuity

It very important as an actor to remember the action you are doing. For example if you are eating, make sure that you eat your food at certain point. So when the camera cuts to a different shot the continuity isn't messed up. I will use this in my Film and TV acting to make sure the shots are even. I will do this by picking certain words on my script and doing actions on them words.

Presentation on an Actor

Today we had to do a presentation on our favourite actor or actress. I chose to do Chloe Grace Moterz.

Chloe has appeared in movies such as
-500 Days of Summer
-Kick-Ass
-Let Me In
-Hugo
-Dark Shadows

Chloe likes to play characters that challenge her, so she can experiment with different emotions.
When she was filming Dark Shadows she had to think a lot about how to change her body movements, as she played a werewolf. During Hugo she played a French girl who spoke English. As an American she has to learn the British accent, but she also had to put a French twist on words.

When preparing for a role, she reads though the script, and writes notes, then discuses her ideas with the director.
When getting into role she asks herself
Who the character is outside the role?
Who they are before and after the movie?
What the character is thinking during the scenes?

I admire Chloe's acting skills because she is only a young actor, however when watching her perform you forget how young she is, because she is so mature and focused.

Quote- No matter how big you are in the business, at the end of the day it is still work.

Audiencing

When I was given the scenes I was auditioning for I read though the scenes fully and started to think about the characters, and the films.
I thought about who I was?
What my characters relationship is like which the other characters in the scene?
How my character would relate to the other character?
I did this because it helped me to get into character, it helped me to think about how I should deliver my lines.


I think my casting could have gone better. I think I understood the characters well, however I think I could have delivered the lines better. I wish I had learn't all my lines, I think that would have improved my chances during the audition. I think I listened and re acted well, but I could have done better.  

26th Feb

Today we learnt about camera shoots and how acting on camera is different to on stage. Firstly, in a group we had to think of how TV acting and Theatre acting is different and write them down in a list. I contributed to this by giving ideas.

Difference in Shots

We were given a sheet that had different camera angles on and name which shot they were. I helped spot which camera shot was which. We learnt that for each shot you have to change how you act.
Long Shot you have to make your acting bigger and melodramatic. However when your filming a Extreme Close-up, because the camera is so close to you face, it picks up even the smallest movement.

Distance on Camera

We were then given a sheet that had different TV and Movie stills on, that we had to recreate then, and hold the position for 20 seconds. During this exercise I learnt that when on camera you have to be closer to people than you would in real life. When we were setting up the scene I did feel quit awkward. However when the 20 seconds started, and I was in role and focus, the awkward feeling went away. After doing this I learnt that actor have to be close to each other than they would in real life and in theatre. In theatre, the actors are a normal distance apart. However on screen the actors need to stand closer together to get them both in shot.

Cheating Shots

When watching we assume everything we are seeing is true. However sometimes the shot is cheated. All the viewer can see is what is on screen however as an actor we have to think about what isn't on screen.
For Example, If 2 people are in a fight scene and the director wants to get a close up shot of both actors together, and on actor is smaller, the smaller actor may need to stand on a box to achieve a good close up shot of both actors. However the viewer would never know that that shot has been cheated, because they can't see the box.

My Characters Monologue

  This My Characters Monologue

They were fighting again last night, my brother knocked on my door and climbed into my bed. We lay there together till we fell asleep, wishing the screaming could end. Next thing I knew my alarm went off. As I applied my make-up and did my hair I tried my best to fake normality. I got dressed, putting on my protective clothing as if it was a raincoat which kept me dry, and as everything poured down its just sprinkled away. I went to school as happy Chantelle desperately trying to cover the pain inside.

I’m pretty popular at school everyone loves me. I talk to my friends, which is pretty much everyone. I am nice to everyone, because no-one should feel left out.

School is usually boring, most of the time I just zone out and think about other things. Sometimes I think about reinvention. If I cut my hair, would they even notice?

I went to town after school, alone. I went in Boots, staring at the perfumes, lipsticks and blushers. I looked around. I picked up the new Chanel No.5, without even thinking about it. I dropped it in my bag. As always no one really noticed.

I walked home, with all my new goodies. I ran upstairs sat down and started cutting of all the labels of my new clothes, listening to the same old broken record in the background.

Some parts of my monologue make more sense when you see them performed.
' I talk to my friends, which is pretty much everyone. I am nice to everyone, because no-one should feel left out.' while I am delivering these lines, Fran who is playing me, will be making fun of other people. However, the audience will see that I think I am being nice.
'listening to the same old broken record in the background. '
While Fran, is miming cutting tags of clothes, Shannon and Jack, who play my parents, will be fighting in the background.

I thought of various different way of how to end my monologue, I was going to have her cut her hair. However that wouldn't work because I have rehearsed previous scenes, and flipping my hair is a big part of my character. However in the end I decided to have her steal. This works well, because she is very interested in fashion and make-up. Also because her parent are so wrapped up in arguing and fighting they don't really notice her. So she does it to try and get there attention.

In the monologue the audience get so see a contrast on her home life and school life. When she is in school she is talking to her "Friends" however when she goes shopping after school she goes alone. This shows how alone she is.

14th February

Today we did the final scene. We used the idea of ending the play with a written letter to the teacher, we got this idea from The Breakfast Club, we used there wording for the letter, because I fits well with our play.
However rather than ending it with 'You see us how you want to see us' with thought it would be better if we used a word that describes who we really are.
My word is Alone, because my character is very lonely. She pretends to be really popular, but really she is very lonely, her parents don't really pay attention to her.
I helped other people think of names because they were stuck, also because some people were off we had to think of names that would fit there character.

In the afternoon we added on an improvisation scene to our starting physical theatre scene. I like this scene because I think the audience really gets to see what my character is like. Because I am skipping and bouncing around and talking to loads of other class mates, however I am also being mean to people, I throw books and papers in the air and steal Megan's phone.

  

5th Feb 2013

Today we ran though our physical theatre routine, as some people were off we had to fit them in. We also fit the opening scene to a song called Kids by Take That. This songs fits well with our scene because of the lyrics.We had to change a few of the timings so that they fit in with the song.

I had the idea of rather than poking Sophie that I would play with her hair, this would make more sense, because at the end I end up playing with her hair. Also my character thinks by playing with peoples hair she is helping them, when really it is annoying them and they doesn't like it.

We also added a few more steps to the physical theatre opening scene. Once we have finished the scene we freeze on the chair, how our characters would sit. Some of the other students interact with each other, then we all do a few synchronised movements. For my move I stand on the chair and fit bump the air. This move is inspired by the end move in The Breakfast Club. Which is an icon move.

We then do a few other movements, when the lyrics is "They'll be trouble when the kids come out, When then kids come out, When the kids come out." Each time the lyrics says When the Kids come out, we pose in character. Then we gets down of the chair, and stand behind it. When the lyric is "Hey Hey Hey Hey, what you looking at?" We lift our heads up on " What you looking at?" then move our chairs to out class room setting.

We also planned out the first 4 scenes. We do a docedrama scene, this is the first scene were the audience really get to see my character. However they see the Happy Chanatelle, after my monologue you see more about my character.

My Character

My Character is called Chantelle, she is the stereotypical bitch character. However I wanted her to be a bit different to most bitch characters. I decided she would be a happy bitch. Sort of like she was living in her own world, in her own imagination.

In real life she is very mean to other characters in the play, however she thinks she is being nice to them, because in her world everyone loves her. But really she is alone, she doesn't have any close friends. She spends all her free time alone at home, listening to her parents argue in the background.

I got this idea from Wicked the musical. My character is similar to Galinda, she is the Good Witch of the South, everyone in Oz loves her. However as the musical continues and you meet Elphaba, who is knows as the Wicked Witch of The West, and Galinda is very mean to her, but she doesn't realise it.

At the start of this unit we where given stimuli of song lyrics and we had to make a scene based around them. The lyrics were from a song called Family Portrait by Pink. These fit well with my character so we made a piece using them lyrics as inspiration. I think giving my character family problems at home fit well, because she using her imagination to block out the pain. She fakes happiness so that people like her. I think deep down inside Chantelle knows that she is alone but doesn't want to admit.

29th January 2013

On Tuesday we explored our characters more. We all sat in a circle and we have to think about how our characters would sit on a chair and freeze in that position. Because my character is very confident I thought she would sit up straight. I also thought she would sit with her legs closed on the chair, this is very child like.I think my character is very child like in some respects, in the way she moves and stands. We then had to think about why we where in detention. My character was in detention, because she was late to school. Stereotypical bitches are often late, because they don't really care about being on time, because they have other things to do.

After that we looked at Physical Theatre. We used videos of Morecambe and Wise and Cirque du Soleil, as stimuli to give us inspiration on how to use physical theatre, but how to also stay in character. We also got inspiration from Frantic Assembly. Frantic Assembly create pieces of theatre using unique physical theatre  using music,movement, design and text. We watched this clip of a piece called Chair Duets. We used this as stimuli to create our opening scene.
We where then put into pairs and given 2 chairs and had to create a piece of physical theatre  I had to work with Caprice, she plays Sophie the film buff. Because I think everyone loves me I think we are friends, however she doesn't really like me.We then fit the piece to music.

Ours starts by me flipping my hair and Sophie looking at me weird, then I start trying to get her attention by poking her. I thought this fits in well because my character is very chatty and wanted to talk to her. However she just ignores me and shuffles away from me, I shuffles closer to her. This continues until she falls off the chair. She then stands up and moves to the other chair and moves the chair away from me. After waiting a sort while, I decided to try to get her attention again. I shuffles my chair up to hers and tap her on her shoulder as she looks over I grab her and pull he over my lap, and start playing with her hair. While I play with her hair I find a spilt end, I then push her and she rolls off my lap. She stands up then sits back down onto her chair.

I like our piece as we can clearly see the different characters. Caprice moves around more than me, this shows that I have more power over her as I am the one that makes her move around. My character is really bossy and wants everyone to do what she wants them to, this comes across in our piece.

17th January 2013

Today we built on work that we had done on Tuesday. We devised a short scene which had very stereotypical characters.

I played Chantelle the stereotypical bitch. To show that I was playing that character while I wasn't talking I did some miming, this is a divising technique, I mimied that I was doing my hair and reading a magizine. I did this because most stereotypical bitches care about there appearance and always want to look perfect.I also changed my tone of voice, to a more threatening tone.
I made fun of James who played Richard and Shannon who played Shannon.

After that we were given a sheet that had a verity of different divising techniques. We had to pick 1 to focus on and add it into the scene.  We decided to add Docudrama and mime. We chose docudrama because it let each character say a bit more about themselves. We also chose mime, this is because while Jack was interviewing the other characters we would mime something our character would do.

Jack, interviewed each character.While he interviewed the other characters I filed my nails, read a magazine and did my hair. These were all things you would as a stereotypical bitch would do.
When he got to my character my character was sorting out her hair and make-up so she looked perfect on camera  During this exercise I decided that my character would be very over confident and talkative. I showed this by telling the audience a lot about my character, however they were all this they didn't really need to know. When asked what I thought about my class mates. my character individually picked on each character, this showed  the audience that my character was not this really happy, bubbly person on this inside she was really mean.

After that exercise we were given song lyrics, to us a stumilui. The song we were given was Family Portrait by Pink, this song is about a family who are going though a bad time. My group thought that this song worked best with my character, as it would explain a lot about why my character is the way she is.

At the start of our piece we had Chantelle and her friend picking on this girl who was looking at them. Then the scene changed, Chantelle was at home and her mum and dad were in the background fighting. While they were fighting I read a specific lyrics in the song that related to the action that was happening with her family. This was affective because you could how my character home life was. It was also very powerful, because the lyrics fit well and the seeing the mum and the dad fight silently behind was very moving.