Monday 08:
I live here!:
We started the lesson in a circle discussing this term and what was in store for us like workshops. We then discussed (image below) about the "I live here. This is where I live" quote and who could be saying it. Some people thought it's maybe from a war scene where there is a fight and someone shouts that at invaders, but I was thinking more along the lines of a psychopath talking to themselves or a nursery rhyme. We then got into groups of twos and one three and had to make a act implementing the use of the quote. Dillion, Abdul and I worked quite well and made a scene where us three are at home and Dillion and Abdul are my older brothers and I ask them to play with me but they say no. Then I keep bugging them saying mums not home let's play but I get slapped by Dillion and run away from home in tears. Then Abdul and Dillion get a call from our mum and lie to her saying i'm in bed asleep and she says she'll be home soon. They soon figure out I am not at home as the front door is wide open and that I've escaped into a forest. They eventually find me there playing games with imaginary friends and they say let's go home but I say the quote. Then they eventually persuade me to come home and I do and Sharon thought we worked quite well as a team.
Tuesday 09:
We had received our scripts today. We had all picked who would read which character and we began to site read in the circle. I would guess that the reason the teacher got us to read was to test out site reading skills and if we can read at the standard of an actor. We had read through all of act one and got to know the characters very slightly for example George who is Barbara's brother and working in the acting industry. John who is the assistant director, and the mother. We then got into groups of threes and worked on specific pages with our groups and tried to get a better understanding of the characters. I found this exercise also helpful as I got to know some of the people in my acting group better that I hadn't worked with once last term. We ended up working really well and even when it was quite early on in the day my group seemed to have a lot of positive energy which worked in our favour as we annotated a few pages within a couple of minutes. We all got together in the end and told one another of our finding and what we have learnt about the characters according to our extracts.
Wednesday 10:
Today not many students came in on time and there was only 5 people in class so I was given the honour of being director and so in the circle I got to cast people for their characters. Eventually around 9 people were in, and so Sharon told me that me and Shamzul were told to set up the cottage that the characters in the play inhabit using the script, and then show the other young actors around the stage. We then sat down and casted the characters and watched the play unfold. During some points a character may be in a different room to the person they are talking to and they were talking too quietly so I had to tell them at times to project their vocals more. There was also some hand gestures and signs that one of the character used as they spoke which weren't common at the time so I had to instruct that person to stop. There was also a bit of bad acting at times for example when the mother and George spoke in the play as the actors made the relationship seem very awkward, almost like two ex's speaking after a breakup. I learnt that when being a director you need to be sharp and harsh at times with your cast in order to try to portray the characters in a much clearer fashion which Sharon told me I was successful at doing.
Next week
Monday:
In Sharons lesson we began by casting the characters. I was usually the director but for today I decided that I wanted to play John to better understand the characters and their relationship dynamics. Playing John I felt I did an alright job considering the director at the time didn't make much criticism but I was told to maybe react more with my environment. Watching others in the scene you could see some mistake that you may not have seen as the director due to being too tense with that responsibility. One thing that I had realized was that some characters were walking in front of each other and other characters were just plainly reading the script and not trying to become the character like what Stan tried to do. There was a continuous vibe of family and oneness when watching which was great. We then looked the last three pages of the page in the end and discussed what the atmosphere was like and what exactly was going on between John and George. On the top of page 28 for example George is asking John if he wants anything and John refuses which leads to elements of awkwardness considering there is no real conversation. Then George, as he wasn't attending theatre apologises for it, but it was a sincere yet false reason, and that leads to John feeling a bit of pity. This goes onto George trying to change the vibe into something more banterous and he starts to joke around to clear the air. John clearly really appriciates George and goes on about how he's just right and there aren't many others like him in it. The conversation starts to shift again and that keeps going on. From my interpretation there seems to be some sort of romantic tension between the two characters, and it seems like they are trying to hint out to each other that they like one another.
We looked at subtext (my use of it in the picture below) and we went to the end of act one and had to work with each other to give our interpretation. Subtext is the underlying meaning, and it is almost like reading the lines imbetween the lines and this can help actors create a more impressionable, interesting piece of drama.
Tuesday:
Today we spent the lesson going through the script and doing 'Units of Action'. This means that every time the script indicated a change in time, conversation, and action we would have to mark the point at which this happened and at the end of the lesson we all discussed our own interpretations of when this Unit of Action were to happen on each page. After this we were put into different groups and were to act out a summary of a particular part of the first act or even all the act. Gabriel, Shamzul, Abdul, Malcolm and I decided to work together for our improve scene. We decided on which characters we would be, and I was going to be Doreen. We decided that the way we were going to play the characters would have to be in a comedic way, and instead of directly saying lines from the play we would say our interpretations of what would have been on the character's mind. As we performed this we got many laughs from the audience which was the goal, and from this we not only increased out confidence as actors but we also got to know each other and the play better in terms of the plot. We were told that we played the characters brilliantly by other students. One other group also got the chance to act but because the lesson had finished, Sharon instructed them to stop. It was interesting to see them use different accents to play different characters and it showed me how different peoples interpretations of how the characters should be played really are.
Monday:
Today we were to work on scene 2. I set up the scene by placing tables and chairs, and also tea pots and we worked on scene two today. I learnt more abouts the characters for example how Jack is a bit moody and sexist towards women, and according to the time period at which the play was set, many men from then would have thought the same. We acted it out and I was Jack. I played the character in the beginning almost as if the character was 8. Then I learnt that Jack was 14 and so as I have been a very hormonal 14 year old boy once, I knew exactly how to play him. During the act, we were told to give a slight pause everytime we thought there was a beat, meaning a change in subject or time. I've definitely learnt a lot about the play by volunteering to act and I also learnt more about the relationship between George and John which is now clearly a gay relationship, and that other family member are starting to be aware of this. He was moody yet charming and manipulative to get his way in certain things. It has also become clear that there's a love triangle as Doreen seems to secretly like George and so it is clear that a sort of theme to this play would be supression.
Tuesday:
Today we were given scene 3 and 4 and in a circle we read out scene 3. We communicated some ideas we got from it. One example would be how it's lear that John is now quite integrated into the family. We also get to see more of Jack's stubborness with his Dad and Mum. For example when he was hinted by his dad to get up and make a tea with him, he wouldn't come along and would sit at the table with everyone else. Another example is when his mum tries to drag him off to leave, but he refuses to by asking George and John some questions about their acting careers. We then acted out the scene. It's quite interesting when being given a new act to work on for the first time and being told to act it out without further examining it, because you learn that certain things that are being said may have a different meaning to what you originally thought it meant, I found myself in this situation , thankfully Sharon told me what I was meant to do and that it's always alright to ask for a reason as to why something is happening. We acted this out to a few other students who were in another room working on act 2 as they were absent the day before and they said they liked it and understand a bit of what act 3 was about.
Wednesday:
Today we began working on scene 4. We read it together at the beginning of the lesson and then acted the scene out. There was no critisism, but from what we had learnt in the past from the director we were able to use our experience to act this scene out to the best of our ability, and did it well. As we went through this scene, we learnt or revised about Theatre back in the early 1900's. As George is from north England he has a strong northern accent and he doesn't seem to be sure whether he wants to move there with John. A reason for this was because back then acting was done with the majority of actors being middle class and not lower, and they had specific accents they needed for example a Londoners. He felt that he wouldn't get the success he needed if he moved there, not just that but also the fact that he's gay contributes to his thought process. He seems to want to prefer to stay at home rather than to move there as his family accepted him but society may not.
(My source):
After this we were put into groups of twos to work on a quick creative improvised piece of drama. We were told to use each one of us as a voice for George's opinions and that one person would be for staying and the other would be for leaving to London (as the image shows above, Abdul and I worked together). We decided that we would stand back to back and each time one of us had to speak we rotated so that the person speaking on behalf of one opinion would be visible to the crowd. We acted this out, and other groups did different variations of what we did and I thought there were some very creative ideas being put out there.
DONMAR PROJECT BEGINS:
Tuesday:
Today we went to the Donmar Theatre and we were in a room with other students. We started off by walking around the space and when either of the two hosts shouted clap or jump we did either, and tried to do it in sync with everyone else, and this was likely to create a sort of group consciousness in that it is to bring us to the same level of awareness and to wake us up. After this we continued to walk around the space. and every time the hosts said a number we got into groups of people of that number (Encouraged to be with people we don't know). Then the hosts would say and object and we would, in silence, try to create the still image. Once this had finished the WKC students went upstairs and stood in a circle. This is when we were introduced to a game named Warrr.
Wednesday:
TUESDAY:
Then we went straight downstairs and had the lesson with donmar project guy. Started the lesson with waa and we also played a ball game to wake us up and get us confident to go into the center of the circle. We played this until 5 in a row of us went into the center and threw the ball at one another. Then we listened to 30 seconds of molly reading out her where she finds that she is most herself. The we got into groups of twos and wrote our own what makes us at one with ourselves and then I wrote about the Heath and we shared with one another and that was interesting. Then we all stood is different places and read out our monologues when our shoulders were tapped. And that was interesting. Then we split into two separate groups and got behind stage and when we were ready we had to stand in a ::: formation on stage and each one of us had to say this is my home and then whatever was your home. We have criticism and say who sounded most convincing. After this we left.
WEDNESDAY:
Today we had attended the big workshop. We began by meeting at the donmar theatre and went into a small yoga room where we learnt about how we could put music and that aspect into our pieces. We got into groups of twos and made dance pieces based on the previous exercise where we moved according to what music was being played and wrote 4 different emotions based on the four pieces of music. Me and abdul made a great team. After this we went to the donmar theatre and worked with the same guy as yesterday. We started off with the was game and played grandmas footsteps which was fun but it also conveyed and story and that was quite interesting. Then we learnt about gays blackmail and the gay language and then we sat in a big room and asked the actor for George questions and he told us about he went to farms and did all sorts in order to prepare for his role.
REVIEW:
This play takes place on a Yorkshire farm in the 60's and it shows us the relationship between a seemingly normal family and an assistant director? Over time it does become clear that a family member named George and this assistant, John, are having a secret relationship with one another which Robert Hastie has wonderfully presented to the audience. John comes to Yorkshire in hopes to retrieve George and persuade him to come and re-attend rehearsals for the York mystery plays and what should have been a failed attempt had become a Romantic feud between the two men. We get to observe the masculine side of George and his softer side as he and John are about to engage in their seemingly sexual acts which actor Jonathan Bailey very clearly depicts in his use of subtext and emotional recall.
From the wonderful, remarkably detailed farm house credited by Peter Mckintosh to the almost unbelievably executed use of the subtext, it must be said that this play is one to not be missed! We get to observe the contrast in different characters in this play, and a result of this in the end of act 2 was the swooning of the young girls of the audience at the rear side of the stage. This would have arguably ruined anyone's experience of the play, except from the fact that as the actors came back after the interval, they changed their style of acting very slightly to quieten down the audience, which was fascinating.
Despite the lack of establishment and clarity between the relationship of George and John, and the clarity of whether George's mother or other family members had realized the romance between the two lovers, which quite frankly got on my nerves! I must say that there are very little negatives to give this production.
Tuesday:
The guy came in from the donmar we first played a game of was then we played a game in a circle in which two people went in the middle to do a freeze frame. This was fun and in the beginning not many people comitted but over time more people chose to do the freeze frame at the center. Then we did two people doing an improvisation of a freeze frame and that was even more fun. Then we got into four groups and looked at one of our what makes us feel like our selves and we did an improvisation which was enjoyable and we got new ideas from each other. Then we were given homework to look at what objects make us our selves.
Wednesday:
Today the representative from the Donmar project came in and we started off the lesson in a circle play wahh to get our awareness and our ability to think critically up for the day. Then we played the game where we threw the ball to someone in the center of a circle and then they throw it back and the person behind them has to try to get the ball. After this we got into our groups from two days ago and we began to create scenes from our final piece at the Donmar theatre. In our group we used one of our _____'s piece to create a scene to do with a girl going through a journey out of her home into the park which is her safe space and the journey back from that safe space which was funy (FURTHER GO INTO THIS TONIGHT). Then we teamed up with the other group to help out with their minecraft improvisation and improve it. After this we saw lots of different scenes contructed by the other group which we were to join in to as the representative wants everyone to be involved in every single scene. There was a part when we call connected around one student and squashed him which was quite fun and a DJ talked about his career and pretends to turn on music at which we all act and react to. After this we got into groups of around 4 and we constructed pieces of us acting out what makes someone feel most themselves and we acted out a students bed room and his private life at home. Then we presented these and were thinking of ways we could put our numerous instruments to play.
We went to the Donmar Studio started the lesson off by playing wah with the other students from a different school then we worked on the different scenes for example Georgina’s we needed to have more energy be faster, also on Malcolm’s scene everyone had to dance and he needed to get timings correct. The clap at the end to Jaychelle needed to be more synchronized. We also had much more space to work on which was a +1 and it meant that we had more freedom to be creative. We then went off to the theater where we sat and did a technical rehearsal with the person who had played as George and the stage was the same as it was from the York realist so we had to work with what little we had. It all worked out just fine in the end
I live here!:
We started the lesson in a circle discussing this term and what was in store for us like workshops. We then discussed (image below) about the "I live here. This is where I live" quote and who could be saying it. Some people thought it's maybe from a war scene where there is a fight and someone shouts that at invaders, but I was thinking more along the lines of a psychopath talking to themselves or a nursery rhyme. We then got into groups of twos and one three and had to make a act implementing the use of the quote. Dillion, Abdul and I worked quite well and made a scene where us three are at home and Dillion and Abdul are my older brothers and I ask them to play with me but they say no. Then I keep bugging them saying mums not home let's play but I get slapped by Dillion and run away from home in tears. Then Abdul and Dillion get a call from our mum and lie to her saying i'm in bed asleep and she says she'll be home soon. They soon figure out I am not at home as the front door is wide open and that I've escaped into a forest. They eventually find me there playing games with imaginary friends and they say let's go home but I say the quote. Then they eventually persuade me to come home and I do and Sharon thought we worked quite well as a team.
Tuesday 09:
We had received our scripts today. We had all picked who would read which character and we began to site read in the circle. I would guess that the reason the teacher got us to read was to test out site reading skills and if we can read at the standard of an actor. We had read through all of act one and got to know the characters very slightly for example George who is Barbara's brother and working in the acting industry. John who is the assistant director, and the mother. We then got into groups of threes and worked on specific pages with our groups and tried to get a better understanding of the characters. I found this exercise also helpful as I got to know some of the people in my acting group better that I hadn't worked with once last term. We ended up working really well and even when it was quite early on in the day my group seemed to have a lot of positive energy which worked in our favour as we annotated a few pages within a couple of minutes. We all got together in the end and told one another of our finding and what we have learnt about the characters according to our extracts.
Wednesday 10:
Today not many students came in on time and there was only 5 people in class so I was given the honour of being director and so in the circle I got to cast people for their characters. Eventually around 9 people were in, and so Sharon told me that me and Shamzul were told to set up the cottage that the characters in the play inhabit using the script, and then show the other young actors around the stage. We then sat down and casted the characters and watched the play unfold. During some points a character may be in a different room to the person they are talking to and they were talking too quietly so I had to tell them at times to project their vocals more. There was also some hand gestures and signs that one of the character used as they spoke which weren't common at the time so I had to instruct that person to stop. There was also a bit of bad acting at times for example when the mother and George spoke in the play as the actors made the relationship seem very awkward, almost like two ex's speaking after a breakup. I learnt that when being a director you need to be sharp and harsh at times with your cast in order to try to portray the characters in a much clearer fashion which Sharon told me I was successful at doing.
Next week
Monday:
In Sharons lesson we began by casting the characters. I was usually the director but for today I decided that I wanted to play John to better understand the characters and their relationship dynamics. Playing John I felt I did an alright job considering the director at the time didn't make much criticism but I was told to maybe react more with my environment. Watching others in the scene you could see some mistake that you may not have seen as the director due to being too tense with that responsibility. One thing that I had realized was that some characters were walking in front of each other and other characters were just plainly reading the script and not trying to become the character like what Stan tried to do. There was a continuous vibe of family and oneness when watching which was great. We then looked the last three pages of the page in the end and discussed what the atmosphere was like and what exactly was going on between John and George. On the top of page 28 for example George is asking John if he wants anything and John refuses which leads to elements of awkwardness considering there is no real conversation. Then George, as he wasn't attending theatre apologises for it, but it was a sincere yet false reason, and that leads to John feeling a bit of pity. This goes onto George trying to change the vibe into something more banterous and he starts to joke around to clear the air. John clearly really appriciates George and goes on about how he's just right and there aren't many others like him in it. The conversation starts to shift again and that keeps going on. From my interpretation there seems to be some sort of romantic tension between the two characters, and it seems like they are trying to hint out to each other that they like one another.
We looked at subtext (my use of it in the picture below) and we went to the end of act one and had to work with each other to give our interpretation. Subtext is the underlying meaning, and it is almost like reading the lines imbetween the lines and this can help actors create a more impressionable, interesting piece of drama.
Tuesday:
Today we spent the lesson going through the script and doing 'Units of Action'. This means that every time the script indicated a change in time, conversation, and action we would have to mark the point at which this happened and at the end of the lesson we all discussed our own interpretations of when this Unit of Action were to happen on each page. After this we were put into different groups and were to act out a summary of a particular part of the first act or even all the act. Gabriel, Shamzul, Abdul, Malcolm and I decided to work together for our improve scene. We decided on which characters we would be, and I was going to be Doreen. We decided that the way we were going to play the characters would have to be in a comedic way, and instead of directly saying lines from the play we would say our interpretations of what would have been on the character's mind. As we performed this we got many laughs from the audience which was the goal, and from this we not only increased out confidence as actors but we also got to know each other and the play better in terms of the plot. We were told that we played the characters brilliantly by other students. One other group also got the chance to act but because the lesson had finished, Sharon instructed them to stop. It was interesting to see them use different accents to play different characters and it showed me how different peoples interpretations of how the characters should be played really are.
Monday:
Today we were to work on scene 2. I set up the scene by placing tables and chairs, and also tea pots and we worked on scene two today. I learnt more abouts the characters for example how Jack is a bit moody and sexist towards women, and according to the time period at which the play was set, many men from then would have thought the same. We acted it out and I was Jack. I played the character in the beginning almost as if the character was 8. Then I learnt that Jack was 14 and so as I have been a very hormonal 14 year old boy once, I knew exactly how to play him. During the act, we were told to give a slight pause everytime we thought there was a beat, meaning a change in subject or time. I've definitely learnt a lot about the play by volunteering to act and I also learnt more about the relationship between George and John which is now clearly a gay relationship, and that other family member are starting to be aware of this. He was moody yet charming and manipulative to get his way in certain things. It has also become clear that there's a love triangle as Doreen seems to secretly like George and so it is clear that a sort of theme to this play would be supression.
Tuesday:
Today we were given scene 3 and 4 and in a circle we read out scene 3. We communicated some ideas we got from it. One example would be how it's lear that John is now quite integrated into the family. We also get to see more of Jack's stubborness with his Dad and Mum. For example when he was hinted by his dad to get up and make a tea with him, he wouldn't come along and would sit at the table with everyone else. Another example is when his mum tries to drag him off to leave, but he refuses to by asking George and John some questions about their acting careers. We then acted out the scene. It's quite interesting when being given a new act to work on for the first time and being told to act it out without further examining it, because you learn that certain things that are being said may have a different meaning to what you originally thought it meant, I found myself in this situation , thankfully Sharon told me what I was meant to do and that it's always alright to ask for a reason as to why something is happening. We acted this out to a few other students who were in another room working on act 2 as they were absent the day before and they said they liked it and understand a bit of what act 3 was about.
Wednesday:
Today we began working on scene 4. We read it together at the beginning of the lesson and then acted the scene out. There was no critisism, but from what we had learnt in the past from the director we were able to use our experience to act this scene out to the best of our ability, and did it well. As we went through this scene, we learnt or revised about Theatre back in the early 1900's. As George is from north England he has a strong northern accent and he doesn't seem to be sure whether he wants to move there with John. A reason for this was because back then acting was done with the majority of actors being middle class and not lower, and they had specific accents they needed for example a Londoners. He felt that he wouldn't get the success he needed if he moved there, not just that but also the fact that he's gay contributes to his thought process. He seems to want to prefer to stay at home rather than to move there as his family accepted him but society may not.
(My source):
After this we were put into groups of twos to work on a quick creative improvised piece of drama. We were told to use each one of us as a voice for George's opinions and that one person would be for staying and the other would be for leaving to London (as the image shows above, Abdul and I worked together). We decided that we would stand back to back and each time one of us had to speak we rotated so that the person speaking on behalf of one opinion would be visible to the crowd. We acted this out, and other groups did different variations of what we did and I thought there were some very creative ideas being put out there.
Tuesday:
Today we went to the Donmar Theatre and we were in a room with other students. We started off by walking around the space and when either of the two hosts shouted clap or jump we did either, and tried to do it in sync with everyone else, and this was likely to create a sort of group consciousness in that it is to bring us to the same level of awareness and to wake us up. After this we continued to walk around the space. and every time the hosts said a number we got into groups of people of that number (Encouraged to be with people we don't know). Then the hosts would say and object and we would, in silence, try to create the still image. Once this had finished the WKC students went upstairs and stood in a circle. This is when we were introduced to a game named Warrr.
Wednesday:
TUESDAY:
Then we went straight downstairs and had the lesson with donmar project guy. Started the lesson with waa and we also played a ball game to wake us up and get us confident to go into the center of the circle. We played this until 5 in a row of us went into the center and threw the ball at one another. Then we listened to 30 seconds of molly reading out her where she finds that she is most herself. The we got into groups of twos and wrote our own what makes us at one with ourselves and then I wrote about the Heath and we shared with one another and that was interesting. Then we all stood is different places and read out our monologues when our shoulders were tapped. And that was interesting. Then we split into two separate groups and got behind stage and when we were ready we had to stand in a ::: formation on stage and each one of us had to say this is my home and then whatever was your home. We have criticism and say who sounded most convincing. After this we left.
WEDNESDAY:
Today we had attended the big workshop. We began by meeting at the donmar theatre and went into a small yoga room where we learnt about how we could put music and that aspect into our pieces. We got into groups of twos and made dance pieces based on the previous exercise where we moved according to what music was being played and wrote 4 different emotions based on the four pieces of music. Me and abdul made a great team. After this we went to the donmar theatre and worked with the same guy as yesterday. We started off with the was game and played grandmas footsteps which was fun but it also conveyed and story and that was quite interesting. Then we learnt about gays blackmail and the gay language and then we sat in a big room and asked the actor for George questions and he told us about he went to farms and did all sorts in order to prepare for his role.
REVIEW:
This play takes place on a Yorkshire farm in the 60's and it shows us the relationship between a seemingly normal family and an assistant director? Over time it does become clear that a family member named George and this assistant, John, are having a secret relationship with one another which Robert Hastie has wonderfully presented to the audience. John comes to Yorkshire in hopes to retrieve George and persuade him to come and re-attend rehearsals for the York mystery plays and what should have been a failed attempt had become a Romantic feud between the two men. We get to observe the masculine side of George and his softer side as he and John are about to engage in their seemingly sexual acts which actor Jonathan Bailey very clearly depicts in his use of subtext and emotional recall.
From the wonderful, remarkably detailed farm house credited by Peter Mckintosh to the almost unbelievably executed use of the subtext, it must be said that this play is one to not be missed! We get to observe the contrast in different characters in this play, and a result of this in the end of act 2 was the swooning of the young girls of the audience at the rear side of the stage. This would have arguably ruined anyone's experience of the play, except from the fact that as the actors came back after the interval, they changed their style of acting very slightly to quieten down the audience, which was fascinating.
Despite the lack of establishment and clarity between the relationship of George and John, and the clarity of whether George's mother or other family members had realized the romance between the two lovers, which quite frankly got on my nerves! I must say that there are very little negatives to give this production.
Tuesday:
The guy came in from the donmar we first played a game of was then we played a game in a circle in which two people went in the middle to do a freeze frame. This was fun and in the beginning not many people comitted but over time more people chose to do the freeze frame at the center. Then we did two people doing an improvisation of a freeze frame and that was even more fun. Then we got into four groups and looked at one of our what makes us feel like our selves and we did an improvisation which was enjoyable and we got new ideas from each other. Then we were given homework to look at what objects make us our selves.
Wednesday:
Today the representative from the Donmar project came in and we started off the lesson in a circle play wahh to get our awareness and our ability to think critically up for the day. Then we played the game where we threw the ball to someone in the center of a circle and then they throw it back and the person behind them has to try to get the ball. After this we got into our groups from two days ago and we began to create scenes from our final piece at the Donmar theatre. In our group we used one of our _____'s piece to create a scene to do with a girl going through a journey out of her home into the park which is her safe space and the journey back from that safe space which was funy (FURTHER GO INTO THIS TONIGHT). Then we teamed up with the other group to help out with their minecraft improvisation and improve it. After this we saw lots of different scenes contructed by the other group which we were to join in to as the representative wants everyone to be involved in every single scene. There was a part when we call connected around one student and squashed him which was quite fun and a DJ talked about his career and pretends to turn on music at which we all act and react to. After this we got into groups of around 4 and we constructed pieces of us acting out what makes someone feel most themselves and we acted out a students bed room and his private life at home. Then we presented these and were thinking of ways we could put our numerous instruments to play.
This week needs more depth
Monday:
In Sharon’s lesson we worked through the whole transitions and everything else also worked in Georgina’s scene and how we needed faster transitions and on the part of her scene when there is chatter between family members we look out at the audience also a scene where we give the clap the Jaychelle and we do something that makes us feel ourselves
Tuesday
We spent our lesson going through everything twice, we needed much more energy and people were not putting in too much effort which lead the ensemble to argue about what we should do in the end we all agreed that more energy was needed and less chatter from backstage
Wednesday:
On Wednesday we spent one lesson with Rob in the morning just going through all the scenes to make sure everything was at its best standard, we were not given any pointers at the end considering we had improved on most bad aspects of our acting like taking too long to go from one scene to another and to also put more personality into it.
We spent our lesson going through everything twice, we needed much more energy and people were not putting in too much effort which lead the ensemble to argue about what we should do in the end we all agreed that more energy was needed and less chatter from backstage
Wednesday:
On Wednesday we spent one lesson with Rob in the morning just going through all the scenes to make sure everything was at its best standard, we were not given any pointers at the end considering we had improved on most bad aspects of our acting like taking too long to go from one scene to another and to also put more personality into it.
Thursday:
We went to the Donmar Studio started the lesson off by playing wah with the other students from a different school then we worked on the different scenes for example Georgina’s we needed to have more energy be faster, also on Malcolm’s scene everyone had to dance and he needed to get timings correct. The clap at the end to Jaychelle needed to be more synchronized. We also had much more space to work on which was a +1 and it meant that we had more freedom to be creative. We then went off to the theater where we sat and did a technical rehearsal with the person who had played as George and the stage was the same as it was from the York realist so we had to work with what little we had. It all worked out just fine in the end
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