11/12/14 Task 01

Ensemble

Write your own definition of what ensemble means in theatre.

 Ensemble means when a group of people do like an abstract piece to represent a subject or something in that play.

What has to happen in the rehearsal room to develop a successful ensemble?
We highlighted things that represent the atmosphere in the East End and the sudden changes in scenes in groups and found creative ways with our bodies and voices to represent the atmosphere.

Unit 15:Performing Scripted Plays Grading Criteria

Unit 15: Performing Scripted Plays Grading Criteria

DEVELOPING IN REHEARSAL  

P1 Explore, develop and shape a role using practical activities and research findings

M1 Explore, develop and shape a role using practical activities and research findings in relation to the demands of the text

D1 Explore, develop and shape a role using practical activities and research findings effectively, fully appreciating the demands of the text.

 

REHEARSAL 

P2 Demonstrate personal and technical skills in rehearsal making a positive contribution to the process

M2 Demonstrate personal and technical skills in rehearsal, consistently making a positive contribution and constructive contribution to the process.

D2 Demonstrate personal and technical skills in rehearsal with consistently positive and constructive contributions, engagement, commitment, input and self- reflection.

 

PERFORMANCE 

P3 Perform a role demonstrating competent use of relevant performance skills to communicate intentions to the audience

M3 Perform a role demonstrating competent use of relevant performance skills confidently and consistently, clearly communicating intentions to the audience

D3 Perform a role with competent, sustained and effective demonstration of relevant performance skills, accurately communicating intentions to the audience with confidence and control.

04/12/14 Girls- East End Tale 1

04/12/14 Girls- East End Tale 1

Q- What is your role in the tale?

I am playing a modern teenage girl who is on my phone the whole time as well as every other girl.

Q- How has it been staged?

The stools have been put in two rows centre stage, some girls sit on the stool and some sit in between and in front of the stools on the floor.

Q- What are the strengths of this piece?

The strengths of this piece are:

• it shows what girls can be like when not paying attention to the thing around them and always on their phones .
• it is using the torch effect to light up the room and the people talking.

Q- What developments need to happen throughout the rehearsal period?

We just need to work on the flow of it and timings and that is about it.

The picture is the new edited scrip.

04/12/14 Staging the Prologue

Staging the Prologue

How have we staged the prologue? Why have we made this choices? What is the effect that is created? 

We staged the prologue where we had the different taxi drivers positioned in different places at different angles. Each taxi had two head lights and a head light. We made this choice because we want to light up enough of the stage as we can and it makes a good night time/ lights in the city effect.

04/12/14 Thust Stage Over View

Rehearing:

Here is the basic configuration of our performance space. It is called THRUST staging.

 

Advantage

• The audience can see different angles of the stage and experience it as if they are in the same place as the actors.

Disadvantage

• If an actor looks to one side of the stage only that part of the audience can see and here properly that specific actor, the rest of the audience wont see/ hear as much.

 

Above is a plan of a stage. It tells you what we call each of the stage. Familiarise yourself with this as you will be asked by your director to enter from stage left or right, move up or down stage. This is vocabulary that you should be able to use as an actor.

27/11/14 task 2 replacement

27/11/14 Task 2 (Replacement) Monologue Feedback

Feedback:

"Confident to speak to audience , good use of levels and projection, good use of staging and chair.
A way to improve don't over direct it. If I carried on performing there could of been to much going on in the scene, just be careful with how much you put into a simple monologue scene." -Chris (Director/ Teacher)

27/11/14 Task 1 quesions 1 - 4

27/11/14 Task 1 Questions

Q- What choices did you make when staging your monologue? Think about how you used your voice and physicality.

Well Matilda was staging my monologue and since our monologues were very similar and about the same tale and in response to the same character we quickly read through both and thought of a way to divide it. We realised that Matilda's monologue was about the man' and woman's relationship before the domestic abuse came along, and my one was about when the domestic abuse was happening.

Matilda thought it would be best to have levels in my monologue because my character ends up killed as well as the twins. So I am basically having last thoughts and an over view of the last few moments of my life whist I am dying. I take it slow and build up the tension as I gradually get higher in my levels and faster to resemble my anger building inside of me, and I let it out my pushing down the chair to show the immediate drop in our relationship.

Q- How did the monologue task help you understand the play further?

It allowed my to look deeper into the mind of my character and empathise with her. Also live her story I can get a better understanding of why she feels a certain emotion at one point.

Q- Who performed their monologue successfully and why?

Roseby's monologue was very successful because she had the classes attention the whole time that when the timer was up the teacher didn't want her to stop. She was very interactive with the audience and creative to put on a different accent that was obviously not from the East End. But that's what made it really interesting and engaging.