Dance Lesson Five
We created a sequence of movements to the theme os gangs and anger. We also incorporated it into our dance piece. I felt that I remembered the sequence well and helped my group to create the sequence that we then incorporated into our dance piece.
I have used harsh movements to create the idea of anger to help create a violent and brutal atmosphere within our groups. As well as this, we have also used levels to help sow the theme of gangs, to create the idea that we are a unit that sticks together no matter what.
I feel that the way that we are performing our piece towards the other group as they are performing theirs help to create the idea of gangs that are trying to provoke each other and prove that they are of higher standard than the other.
Monday, 31 October 2016
Dance Lesson Four
Dance Lesson Four
We started to learn the dance to the song 'Radio Gaga' for the year thirteens musical 'We Will Rock You'.
I felt that I kept in time and remember the piece well. I stayed in time and remembered my place and directions when I was with my partner. I feel that when we put the dance into the full piece that it will help to create the atmosphere that it is currently lacking in rehearsal.
We also rehearsed and extended our piece for the dance show. I felt that I kept in time and remembered the piece. I like the way that we are changing partners through the piece so that we are not always dancing with the same people.
I feel that with both pieces, I need to act moe throughout the piece and make the characters my own but not to different from others so that I still fit with the dances as a whole.
We started to learn the dance to the song 'Radio Gaga' for the year thirteens musical 'We Will Rock You'.
I felt that I kept in time and remember the piece well. I stayed in time and remembered my place and directions when I was with my partner. I feel that when we put the dance into the full piece that it will help to create the atmosphere that it is currently lacking in rehearsal.
We also rehearsed and extended our piece for the dance show. I felt that I kept in time and remembered the piece. I like the way that we are changing partners through the piece so that we are not always dancing with the same people.
I feel that with both pieces, I need to act moe throughout the piece and make the characters my own but not to different from others so that I still fit with the dances as a whole.
Drama Lesson Nine
Drama Lesson Nine
We all performed a full run of each of our pieces for our current piece of theatre, this includes the activities and a rough layout.
My Groups Performance Analysis
What Went Well - The activities world well and all the children participated. We split the children into groups quickly and affectively. We used a song to create more audience participation, such as one you would see in a pantomime. We have a diverse range of characters to help create an interesting and gripping story in hopes that the audience will connect with the characters.
Even Better If - We all need to learn the introduction to our piece so that it doesn't seem scripted and so that it all seems more realistic to the children; it will also make our piece look more professional. We need to create better props, for example we need to create rocks for our activity 'The Floor is Lava' so that the children do not slip and hurt themselves (we could use the rubber spots that use in the physical eduction lessons). We all need to use a different vocal approach because we sound like ourselves rather than the monsters we are performing as. We need to create ideas for transitions between each activity so that they are not going straight from one activity to the next.
We are making our piece appealing to children by using a pantomime song to help us 'scare away' the evil King Garry, as well as incorporating different activities such as: the floor is lava, linking the riddle to the correct answer, feeding Daniel the Dragon his magic cereal so that he will tell his mystical story.
We are going to have three to four different areas that we will use through out our piece; each areas will have a different activity. We will use the first area to introduce our story and roughly explain what the children will be doing; in the next area we will have the riddles and their answers for the children to link to receive the magic bowl, spoon and cereal. The next area will be where they have to cross the lava floor to reach Daniel's lear. The last area will be where the children will feed Daniel his cereal, then they will all sit down and listen to Daniel tell his mystical story.
We are hoping to use a smoke machine in Daniel's lear so that it looks mysterious and it will help to portray the idea that Daniel is a dragon. We will use blue and green lighting in the lear to create the idea os being in a cave. We will use red, yellow and orange lights in the 'lava floor' area to help create the atmosphere of fire and lava. We will use pink and purple lights for the riddles area to help create a contrast between the mental activities and the physical ones. For example, solving the riddles will be light and happy colours, whereas crossing the 'lava floor' and feeding Daniel his cereal will be darker, more aggressive colours.
I feel that as a whole class we need to create imaginative ideas to link and transition from one story to the next, so that they flow and do not feel like they are just three random stories with just the same world to link the.
We all performed a full run of each of our pieces for our current piece of theatre, this includes the activities and a rough layout.
My Groups Performance Analysis
What Went Well - The activities world well and all the children participated. We split the children into groups quickly and affectively. We used a song to create more audience participation, such as one you would see in a pantomime. We have a diverse range of characters to help create an interesting and gripping story in hopes that the audience will connect with the characters.
Even Better If - We all need to learn the introduction to our piece so that it doesn't seem scripted and so that it all seems more realistic to the children; it will also make our piece look more professional. We need to create better props, for example we need to create rocks for our activity 'The Floor is Lava' so that the children do not slip and hurt themselves (we could use the rubber spots that use in the physical eduction lessons). We all need to use a different vocal approach because we sound like ourselves rather than the monsters we are performing as. We need to create ideas for transitions between each activity so that they are not going straight from one activity to the next.
We are making our piece appealing to children by using a pantomime song to help us 'scare away' the evil King Garry, as well as incorporating different activities such as: the floor is lava, linking the riddle to the correct answer, feeding Daniel the Dragon his magic cereal so that he will tell his mystical story.
We are going to have three to four different areas that we will use through out our piece; each areas will have a different activity. We will use the first area to introduce our story and roughly explain what the children will be doing; in the next area we will have the riddles and their answers for the children to link to receive the magic bowl, spoon and cereal. The next area will be where they have to cross the lava floor to reach Daniel's lear. The last area will be where the children will feed Daniel his cereal, then they will all sit down and listen to Daniel tell his mystical story.
We are hoping to use a smoke machine in Daniel's lear so that it looks mysterious and it will help to portray the idea that Daniel is a dragon. We will use blue and green lighting in the lear to create the idea os being in a cave. We will use red, yellow and orange lights in the 'lava floor' area to help create the atmosphere of fire and lava. We will use pink and purple lights for the riddles area to help create a contrast between the mental activities and the physical ones. For example, solving the riddles will be light and happy colours, whereas crossing the 'lava floor' and feeding Daniel his cereal will be darker, more aggressive colours.
I feel that as a whole class we need to create imaginative ideas to link and transition from one story to the next, so that they flow and do not feel like they are just three random stories with just the same world to link the.
Drama Lesson Eight
Drama Lesson Eight
Everybody's Roles in the Preset, Performance and Strike of our current piece
Preset - Before the Performance
Strike - Clean up after the Performance
Costume - Co-ordination, Preset (Andrew, Lottie, Lois, Charlotte)
Marketing - Photography, Programme, Poster (Megan, Lottie, Raven)
Sound Design - Gathering Music, Musicians, Sound Check (Charlotte, Andrew)
Schools - Contact, Teachers Resources, Adults Only Performance (Lois, Naomi)
Assistant Stage Manager - Costume Cupboard, Props Cupboard (Me)
Lighting and SFX - Staff and Team (Jennah)
Set - Preset, Making/Co-ordinating (Maddy, Raven, Megan, Me)
Props - Preset, Making/Co-ordinating (Harry, Jennah, Naomi, Jessica)
My main job is Assistant Stage Manager. My job will entail:
- Making sure that everyone knows what they are supposed to be doing.
- Making sure everything is completed in time and that everyone is on schedule.
- Organising the props and costume cupboards so everything is in order and easy to find and access.
My secondary job is helping with Set Design and Setup. This job will entail:
- Organising the set.
- Making certain elements of the set.
- Creating and re-creating the set design for each performance.
Everybody's Roles in the Preset, Performance and Strike of our current piece
Preset - Before the Performance
Strike - Clean up after the Performance
Costume - Co-ordination, Preset (Andrew, Lottie, Lois, Charlotte)
Marketing - Photography, Programme, Poster (Megan, Lottie, Raven)
Sound Design - Gathering Music, Musicians, Sound Check (Charlotte, Andrew)
Schools - Contact, Teachers Resources, Adults Only Performance (Lois, Naomi)
Assistant Stage Manager - Costume Cupboard, Props Cupboard (Me)
Lighting and SFX - Staff and Team (Jennah)
Set - Preset, Making/Co-ordinating (Maddy, Raven, Megan, Me)
Props - Preset, Making/Co-ordinating (Harry, Jennah, Naomi, Jessica)
My main job is Assistant Stage Manager. My job will entail:
- Making sure that everyone knows what they are supposed to be doing.
- Making sure everything is completed in time and that everyone is on schedule.
- Organising the props and costume cupboards so everything is in order and easy to find and access.
My secondary job is helping with Set Design and Setup. This job will entail:
- Organising the set.
- Making certain elements of the set.
- Creating and re-creating the set design for each performance.
Tuesday, 11 October 2016
Drama Lesson Seven
Drama Lesson Seven
Before the lesson, we were asked to create a recast of a fairy tale. I rewrote Cinderella:
In the lesson, we were put into groups and incorporated our fairy tales together to create our own piece of theatre. I was put with Megan, we incorporated her fairy tale (Goldilocks and the Three Bears) and my fairy tale (Cinderella).
Our scene was created on the idea that Cinderella and Goldilocks are friends, and Goldilocks is coming to visit Cinderella in her new home (the palace). We have incorporated elements of Goldilocks' original story with the idea that she was given food that was too dry and then too salty, final she is given porridge and she finds it just write.
I felt that we incorporated elements from both stories; we incorporated different dynamics to make it more interesting and entertaining for children. We were very facially aware and we used the space to are advantage.
It would have been better if we had used slow motion movement and songs to make our piece more interesting and entertaining for children.
Before the lesson, we were asked to create a recast of a fairy tale. I rewrote Cinderella:
In the lesson, we were put into groups and incorporated our fairy tales together to create our own piece of theatre. I was put with Megan, we incorporated her fairy tale (Goldilocks and the Three Bears) and my fairy tale (Cinderella).
Our scene was created on the idea that Cinderella and Goldilocks are friends, and Goldilocks is coming to visit Cinderella in her new home (the palace). We have incorporated elements of Goldilocks' original story with the idea that she was given food that was too dry and then too salty, final she is given porridge and she finds it just write.
I felt that we incorporated elements from both stories; we incorporated different dynamics to make it more interesting and entertaining for children. We were very facially aware and we used the space to are advantage.
It would have been better if we had used slow motion movement and songs to make our piece more interesting and entertaining for children.
Thursday, 6 October 2016
Drama Lesson Six
Drama Lesson Six
In this lesson, we created our own individual monsters, which we named. After that we were put into groups and we created a tribe name; then we created a small scene which introduced each character and a problem which they had to solve.
My monsters name was Victorop. It was a monster that have short arms like a t-rex; I also changed my vocal approach to make it less like my natural speaking voice. Our tribe name 'Casmaract Tribe of Monsters' and our problem was that Andrew's character had lost his peanuts and we had to help him find them again.
After we had some time to devise, each group performed their short scene. We then all had a chance to write down some feedback for each group, including our own.
Megan's Groups Feedback - I felt that the different levels worked well to help create a more entertaining piece of theatre. However, I did feel that the idea of Megan and Lois running away for Sapphire was unclear because we were unsure of why they where running away.
Harry's Group Feedback - I felt that they had a great range of different and diverse characters and movement that the incorporated into the scene that helped with characterisation. I did feel that when they were doing the section about the torches, that they could have been more central rather that placing themselves in the corner away from the audience.
My Groups Feedback - I felt that we all had good characterisation throughout the devising and performance stage of the lesson. Also, I felt that we used the space well; however, I do feel that we could have used more physical theatre movements and elements to help portray the scene better, as well as using different levels to make the piece more interesting and entertaining throughout.
In this lesson, we created our own individual monsters, which we named. After that we were put into groups and we created a tribe name; then we created a small scene which introduced each character and a problem which they had to solve.
My monsters name was Victorop. It was a monster that have short arms like a t-rex; I also changed my vocal approach to make it less like my natural speaking voice. Our tribe name 'Casmaract Tribe of Monsters' and our problem was that Andrew's character had lost his peanuts and we had to help him find them again.
After we had some time to devise, each group performed their short scene. We then all had a chance to write down some feedback for each group, including our own.
Megan's Groups Feedback - I felt that the different levels worked well to help create a more entertaining piece of theatre. However, I did feel that the idea of Megan and Lois running away for Sapphire was unclear because we were unsure of why they where running away.
Harry's Group Feedback - I felt that they had a great range of different and diverse characters and movement that the incorporated into the scene that helped with characterisation. I did feel that when they were doing the section about the torches, that they could have been more central rather that placing themselves in the corner away from the audience.
My Groups Feedback - I felt that we all had good characterisation throughout the devising and performance stage of the lesson. Also, I felt that we used the space well; however, I do feel that we could have used more physical theatre movements and elements to help portray the scene better, as well as using different levels to make the piece more interesting and entertaining throughout.
Wednesday, 5 October 2016
Drama Lesson Five
Drama Lesson Five
In this lesson we looked at Physical Theatre.
Physical Theatre - People playing objects or animals, over-dramatic acting, elaborate movements.
Features of Physical Theatre: Highly stylised, pedestrian, devices movement, multimedia, contact work, risk taking, music and sound effects, masks, puppets, live musicians.
Some Physical Theatre Companies: Frantic Assembly (Drama and Dance elements), Knee-high Theatre (Drama and Dance elements), DV8 (More Dance elements), Complicite (More Drama elements, however, does include some elements of Dance), Gecko (Drama and Dance elements).
Question:
What ideas worked best when adapting our short piece and our long piece?
Short Piece - 'My hat is old. My teeth are gold. I have a bird, I like to hold. My shoe is off. My foot is cold. My shoe is off. My foot is cold. I have a bird, I like to hold. My hat is old. My teeth are gold. And now my story is all told.' by Dr Seuss
We approached this task in pairs. In our pair, we decided to repeated the short rhyme twice, the second time slower than the first as a change of pace. We also blocked out our movements so we knew at what point we would be when we said a certain line. Once we received our prop (a bowler hat each), we found it easier to choreograph the piece as a whole.
Long Piece - 'The Sneetches' by Dr Seuss.
We approached this task in groups of six. In our group, we decided to give out parts to each person according to their character/part they had chosen. I felt that we used good blocking in our piece because it helped us to organise our piece structurally and helped the dialogue to flow more smoothly. This also helped us to create the characters/groups segregation t clearly identify the different sides and personalities of the different characters.
In this lesson we looked at Physical Theatre.
Physical Theatre - People playing objects or animals, over-dramatic acting, elaborate movements.
Features of Physical Theatre: Highly stylised, pedestrian, devices movement, multimedia, contact work, risk taking, music and sound effects, masks, puppets, live musicians.
Some Physical Theatre Companies: Frantic Assembly (Drama and Dance elements), Knee-high Theatre (Drama and Dance elements), DV8 (More Dance elements), Complicite (More Drama elements, however, does include some elements of Dance), Gecko (Drama and Dance elements).
Question:
What ideas worked best when adapting our short piece and our long piece?
Short Piece - 'My hat is old. My teeth are gold. I have a bird, I like to hold. My shoe is off. My foot is cold. My shoe is off. My foot is cold. I have a bird, I like to hold. My hat is old. My teeth are gold. And now my story is all told.' by Dr Seuss
We approached this task in pairs. In our pair, we decided to repeated the short rhyme twice, the second time slower than the first as a change of pace. We also blocked out our movements so we knew at what point we would be when we said a certain line. Once we received our prop (a bowler hat each), we found it easier to choreograph the piece as a whole.
Long Piece - 'The Sneetches' by Dr Seuss.
We approached this task in groups of six. In our group, we decided to give out parts to each person according to their character/part they had chosen. I felt that we used good blocking in our piece because it helped us to organise our piece structurally and helped the dialogue to flow more smoothly. This also helped us to create the characters/groups segregation t clearly identify the different sides and personalities of the different characters.
Dance Lesson Three
Dance Lesson Three
Fight Scene Choreography
We had to create choreography that portrayed the idea of a fight using constant contact throughout.
What Went Well - We used levels to make our piece more interesting. Portraying the theme of a fight. We used manipulation to create tension and the idea of pushing and pulling the other around the space.
Even Better If - We used dynamics to create a more interesting and dynamic piece. This would help to portray anger.
Fight Scene Choreography
We had to create choreography that portrayed the idea of a fight using constant contact throughout.
What Went Well - We used levels to make our piece more interesting. Portraying the theme of a fight. We used manipulation to create tension and the idea of pushing and pulling the other around the space.
Even Better If - We used dynamics to create a more interesting and dynamic piece. This would help to portray anger.
Drama Lesson Four
Drama Lesson Four
Storytelling - Portraying a plot through words, movement, sound, gestures (fact or fiction)
Forms of storytelling - Television, films, books, music videos, articles, plays, the news, documentaries, advertisements, art work, poetry, people, cards, leaflets, social media.
Story that I had heard that day:
Clinton and Trump Debate
Driving Lesson Story (I mixed up the date of my driving lesson)
Neighbours having a loud argument early in the morning.
One day of my weekend:
Saturday
9:00 Got up
10:00 Started Big/Jazz Band
11:15 Started Youth Concert Band
12:45 Got home
1:30 Went to town with my family
3:00 Got home
7:00 Changed ready for party
7:30 Went to party
11:30 Arrived home
12:00 Went to bed
Storytelling - Portraying a plot through words, movement, sound, gestures (fact or fiction)
Forms of storytelling - Television, films, books, music videos, articles, plays, the news, documentaries, advertisements, art work, poetry, people, cards, leaflets, social media.
Story that I had heard that day:
Clinton and Trump Debate
Driving Lesson Story (I mixed up the date of my driving lesson)
Neighbours having a loud argument early in the morning.
One day of my weekend:
Saturday
9:00 Got up
10:00 Started Big/Jazz Band
11:15 Started Youth Concert Band
12:45 Got home
1:30 Went to town with my family
3:00 Got home
7:00 Changed ready for party
7:30 Went to party
11:30 Arrived home
12:00 Went to bed
Drama Lesson Three
Drama Lesson Three
Theatre I saw as a child:
The Lion King, Alice In Wonderland, Cinderella, Narnia, A Christmas Carol
This is my research of Children's Theatre Companies and Venues.
Questions to answer:
What kind of work do they produce?
Age Range?
Other Activities Offered?
Blunderbus Theatre Company
We are a professional theatre company with charitable status, established in 1998. For over 17 years we have been creating magical theatrical experiences for children and their families. We play to 200,000 children each year, touring to theatres, arts centres, schools and festivals across the UK and internationally.
They create productions for children between the ages of 3-7. They create stories with simple plots and they also use puppetry throughout their pieces, along with elaborates sets and costumes to keep the children engaged.
Tell Tale Hearts
Tell Tale Hearts devise and deliver participatory touring theatre productions exclusively for primary children and younger years in schools, theatres and community venues.
Combining installation, performance, music, projection and puppetry we put children at the heart of our highly visual productions. Through a unique mix of creativity and interactivity we aim to give children the opportunity to experience a magical and multi-sensory world of theatre in different environments.
Tell Tale Hearts aims to promote accessibility of theatre to children through devising pieces that appeal to children of mixed ability and cultural background and that can be delivered in different environments. Through exploring new genres in theatre for children, we hope to push the boundaries of what is childrens theatre and how it is perceived.
Tell Tale Hearts
Theatre Hullabloo
Theatre Hullabaloo is a pioneering organisation that’s all about making, touring & promoting theatre for young audiences, aged 0 – 16 years old, because we believe that they are the most important audience of all.
We create pioneering work which puts the young person at the heart of the creative process.
Our work is driven by the belief that young audiences have an entitlement to theatre of the highest quality which inspires the imagination and challenges the mind.
Theatre Hullabaloo
Ga Ga Theatre
We believe that theatre can (and should!) be a regular part of children’s lives, and not a rare outing with the hassle and stress that it can involve. That is why we are bringing professional theatre closer to you and creating a magical theatre experience that is fun, stress-free and to be enjoyed by the whole family.
Our productions will always be convenient to reach and you will be encouraged to relax and enjoy the show knowing that the children (and babies!) are being stimulated, inspired and enriched. The production itself will integrate live action, original music and projections on the big screen based on illustrations from the book. This will bring the book to life in a completely new way, while still remaining true to its original spirit.
With high quality productions and the unique Ga Ga experience, we aim to create memorable childhood experiences which you can share and enjoy together with friends and family. We really hope that you enjoy the Ga Ga experience and look forward to welcoming you back again and again!
Ga Ga Theatre
Theatre I saw as a child:
The Lion King, Alice In Wonderland, Cinderella, Narnia, A Christmas Carol
This is my research of Children's Theatre Companies and Venues.
Questions to answer:
What kind of work do they produce?
Age Range?
Other Activities Offered?
Blunderbus Theatre Company
We are a professional theatre company with charitable status, established in 1998. For over 17 years we have been creating magical theatrical experiences for children and their families. We play to 200,000 children each year, touring to theatres, arts centres, schools and festivals across the UK and internationally.
Quite simply, we love working with children!
We employ a small, but dedicated team of professional actors, designers, puppet-makers, writers, directors and musicians to create our beautiful shows. Our team work 'in-house' to lovingly write, design, build, make, paint, sew and stitch every element
for each show. Everything you see on this website has been
made by us, for you to enjoy.
Our work would not be conceivable without the dedication of our core team, along with the freelance artists and volunteers who work together to weave the magic for each new project. Blunderbus is very much a team effort, and our heartfelt thanks go out to every member of staff, past and present, for their
contribution to the success of our lovely company.
Blunderbus Theatre CompanyThey create productions for children between the ages of 3-7. They create stories with simple plots and they also use puppetry throughout their pieces, along with elaborates sets and costumes to keep the children engaged.
Tell Tale Hearts
Tell Tale Hearts devise and deliver participatory touring theatre productions exclusively for primary children and younger years in schools, theatres and community venues.
Combining installation, performance, music, projection and puppetry we put children at the heart of our highly visual productions. Through a unique mix of creativity and interactivity we aim to give children the opportunity to experience a magical and multi-sensory world of theatre in different environments.
Tell Tale Hearts aims to promote accessibility of theatre to children through devising pieces that appeal to children of mixed ability and cultural background and that can be delivered in different environments. Through exploring new genres in theatre for children, we hope to push the boundaries of what is childrens theatre and how it is perceived.
Tell Tale Hearts
Theatre Hullabloo
Theatre Hullabaloo is a pioneering organisation that’s all about making, touring & promoting theatre for young audiences, aged 0 – 16 years old, because we believe that they are the most important audience of all.
We create pioneering work which puts the young person at the heart of the creative process.
Our work is driven by the belief that young audiences have an entitlement to theatre of the highest quality which inspires the imagination and challenges the mind.
Theatre Hullabaloo
Ga Ga Theatre
We believe that theatre can (and should!) be a regular part of children’s lives, and not a rare outing with the hassle and stress that it can involve. That is why we are bringing professional theatre closer to you and creating a magical theatre experience that is fun, stress-free and to be enjoyed by the whole family.
Our productions will always be convenient to reach and you will be encouraged to relax and enjoy the show knowing that the children (and babies!) are being stimulated, inspired and enriched. The production itself will integrate live action, original music and projections on the big screen based on illustrations from the book. This will bring the book to life in a completely new way, while still remaining true to its original spirit.
With high quality productions and the unique Ga Ga experience, we aim to create memorable childhood experiences which you can share and enjoy together with friends and family. We really hope that you enjoy the Ga Ga experience and look forward to welcoming you back again and again!
Ga Ga Theatre
Drama Lesson Two
Drama Lesson Two
What makes 'Children's Theatre'?
- Simple Language
- Children
- Comedy
- Over-the-top Acting
- Child-friendly
- Interaction
- Five Senses
- Audience Participation
- Moral Stories
- Colourful Scenery
- Positive Atmosphere
- Elaborate/Creative Sets
- Emotions
- Bright/Colourful Lighting
- Bright Costume
- Multi-Sensory
- Music/Soundeffects
We created our own island. We created this by creating a map of the island; we then created characters that lived on the island and what they did as a job.
Character
My characters name is Nimfi Black, she is 15 years old and she lives in the Glass Castle in the basement. She lives in the basement because she works for the royals in the Castle, however she is forbidden to leave the Castle accept for her monthly 'day-off' when she visits her sister and the Theatre of Dreams. Her parents died in a aeroplane accident when she was 3 years of age. She used to live in the Theatre of Dreams and perform concerts and performances on the piano, until the Royals decided that she was going to play for them and them alone.
What makes 'Children's Theatre'?
- Simple Language
- Children
- Comedy
- Over-the-top Acting
- Child-friendly
- Interaction
- Five Senses
- Audience Participation
- Moral Stories
- Colourful Scenery
- Positive Atmosphere
- Elaborate/Creative Sets
- Emotions
- Bright/Colourful Lighting
- Bright Costume
- Multi-Sensory
- Music/Soundeffects
We created our own island. We created this by creating a map of the island; we then created characters that lived on the island and what they did as a job.
Character
My characters name is Nimfi Black, she is 15 years old and she lives in the Glass Castle in the basement. She lives in the basement because she works for the royals in the Castle, however she is forbidden to leave the Castle accept for her monthly 'day-off' when she visits her sister and the Theatre of Dreams. Her parents died in a aeroplane accident when she was 3 years of age. She used to live in the Theatre of Dreams and perform concerts and performances on the piano, until the Royals decided that she was going to play for them and them alone.
Drama Lesson One
Drama Lesson One
Immersive Theatre
What does immersive mean?
Immersive means multi-sensory (sight, touch, smell, sound, taste)
What is good about Immersive Theatre?
Immersive Theatre keeps the audience engaged and interested by the performance. It gets the audience on their feet and active throughout the performance so they feel as if they are involved and participating in the performance and the outcome as a whole.
Immersive Theatre
What does immersive mean?
Immersive means multi-sensory (sight, touch, smell, sound, taste)
What is good about Immersive Theatre?
Immersive Theatre keeps the audience engaged and interested by the performance. It gets the audience on their feet and active throughout the performance so they feel as if they are involved and participating in the performance and the outcome as a whole.
Dance Lesson Two
Dance Lesson Two
Gestures
- Clap
- Asking for the bill
- Clapping
- Hand Shakes
- Jazz Hands
- Pointing
- Thumbs Up
- Fist Bump
- Waving
- OK Sign
- Trekkie Sign
- Clicking
- Slapping
- Aegyo (Korean: 애교) in Korean refers to a cute display of affection often expressed through a cute/baby voice, facial expressions, and gestures. Aegyo literally means behaving in a coquette-ish manner and it is commonly expected for both male and female k-pop idols to behave this way.
Examples:
Gesture Sequence
I used the exaggerated wave to display the idea that my character and Sapphires character are friends. This is also portrayed through the handshake at the end. I used different levels to make the piece more visually appealing. This was also the case with the position change near the beginning.
Gestures
- Clap
- Asking for the bill
- Clapping
- Hand Shakes
- Jazz Hands
- Pointing
- Thumbs Up
- Fist Bump
- Waving
- OK Sign
- Trekkie Sign
- Clicking
- Slapping
- Aegyo (Korean: 애교) in Korean refers to a cute display of affection often expressed through a cute/baby voice, facial expressions, and gestures. Aegyo literally means behaving in a coquette-ish manner and it is commonly expected for both male and female k-pop idols to behave this way.
Examples:
Gesture Sequence
I used the exaggerated wave to display the idea that my character and Sapphires character are friends. This is also portrayed through the handshake at the end. I used different levels to make the piece more visually appealing. This was also the case with the position change near the beginning.
Dance Lesson One
Dance Lesson One
What is a stimulus?
The stimulus is a starting point.
Examples of stimuli
Visual - Picture
Text - Book, Poem, Script
Concept/Theme - Happiness, Friendship, Love, War
Aural - Music, Dialogue, Natural Sounds, Footsteps
Our stimulus is 'Faultline' by Shobana Jeyasingh.
Some key words that describe the original choreography or sharp hand movements, fluid motions, fast, angular, intricate, staccato, powerful, agitated, aggressive.
What Went Well - In our choreography, we stayed in time throughout which helps to bring fluidity to the piece. As well as this, at the beginning of the piece, we all had a goo arm extention which brings the aspect of the original choreography into our own adaptation.
Even Better If - One thing we could do to improve our performance would be to sharpen the pliea hand movement at the beginning of the piece because it would help to make the performance become more accented and varied in movement types.
What is a stimulus?
The stimulus is a starting point.
Examples of stimuli
Visual - Picture
Text - Book, Poem, Script
Concept/Theme - Happiness, Friendship, Love, War
Aural - Music, Dialogue, Natural Sounds, Footsteps
Our stimulus is 'Faultline' by Shobana Jeyasingh.
Some key words that describe the original choreography or sharp hand movements, fluid motions, fast, angular, intricate, staccato, powerful, agitated, aggressive.
What Went Well - In our choreography, we stayed in time throughout which helps to bring fluidity to the piece. As well as this, at the beginning of the piece, we all had a goo arm extention which brings the aspect of the original choreography into our own adaptation.
Even Better If - One thing we could do to improve our performance would be to sharpen the pliea hand movement at the beginning of the piece because it would help to make the performance become more accented and varied in movement types.
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