UAL Level 2 Performing Arts: Monday to Friday 21st to 25th September 2015

Monday to Friday 21st to 25th Sep 2015

What happened in lessons on week 3: Rehearsing

After/ during the lessons throughout the week where we were practicing and changing around scenes in the performance improving and putting more emotion in what we are doing and the characters or shall I say editing it to the next level which it should reach by the actual day we perform our 5 minute pieces as part of the induction process.

Also we were told after watching each others performances or first scenes by our drama teacher Rob what to improve or exaggerate even more bigger: for our group we were told to project our voices, Do not hint anything to the audience earlier on in the performance, my character should be a ticket collector on the train by saying ''Tickets please'' and also don't block other characters while on stage. Towards the end = announce to the family (daughter, Grandsons) before they arrive at the door which is ''there here''.

Vocal= we did tounge twisters to help us pronounce our words clearly with confidence and were told to also find other chairs? for the performance so it looks more original for that time/ era of the play and setting of our scene and look were we put the chairs to be aware of how much space we can use as other groups need to use the space and to be more angled not the other way.

1st activity= Devising Physically in a circle as a group (class) and 2nd activity= Physically clear activity (in pairs). Last exercise, where we were in pairs and then did a freeze frame, was to look at how we can make pieces physical and less verbal.

Blog: why we devised what we devised? We devised what we devised because we thought it would be interesting to create a picture to a live piece of drama from a picture which meant something rather than a dance and short piece of drama which takes more dedication but is shorter than a real play improvised with made up on the spot characters. What was it with the stimulus that was good? The thing that was good with the stimulus was it stood out to us and showed some emotions in the picture which made us enthusiastic to use the images and incorporate our own ideas into it to come up with a nice idea. Did we devise it collaboratively? I think as a group and individuals we get on well and work really nicely together and I am happy with who I am working with and am sure it will turn out good. To improve maybe we need to have a bit more confidence to project our lines to the audience.

A freeze frame in Physical theatre

Tutorial with Becca and a other teacher:

For one tutorial we did a lesson on safety in the college building and around the college building as well and what goes on in society e.g. crime and domestic violence. The next tutorial we did presentations on a website called ''Prezi'' were we all created an account and designed and did research/answered the questions on the board about our individual roles which went well but couldn't complete it in the time set so had to finish it at home but I did it at home and in the college library.
We were also notified who was in our group and in which order to complete it and we would say it by discussing those things together. Our tutor said the date of the presentation will be on the 18th October at 10:45am in context.
Each person in the group must speak for 3 minutes. We all must talk about our roles, who we work closely with, why our role is vital in a production and when we would work on a production. (This is to complete unit 2). As part of our presentation I used websites for information and put it in my own words as references for example a good website was: ''www.inputyouth.co.uk'' which had good info on set design.

My maths support/lesson:

Imishka and me started the session by doing worksheets on prime factors and the highest common factors and in our morning maths lesson from 09:15-10:30 we did a entry level test so the teacher could see what level we are at but we all found it a bit easier than we thought it would be and then we did a functional skills test and a question on ducks on the board which was easy and was a problem solving question with help from people in our group, Jessica answered the question correctly on the board and the teacher repeated it so we all understood it.

My English Lesson:

In English we learnt how to do a film review on a film that deserves a reward or writing a creative story on a films title. Also on a sheet of paper we did a list like ingredients for recipe on which key things you should be added in the writing piece like quotations and adjectives/adverbs.
We also had to read several good and a bad piece of writing to see the difference in quantity and quality of writing and their were many differences and a wider vocabulary range in one than the other.
We had to correct one piece of short writing by editing the punctuation and grammar so it made more sense also their was no balance or variety of vocab such as adjectives (doing words) and we had to fill the register in each lesson and fill out sheets from a booklet were we read 3 good film reviews and answer questions and were told we have a assignment in 2 and half weeks.

Dance Diagram which we did in groups before doing a dance from words circled on a sheet:

Safe Practice

be aware of the space around you, no socks, accurate exercise of movement, don't chew gum, don't slide, no phones, wear comfortable clothes, don't leave things lying around (=========

======) no hats, dancing, moving, watch out for the other people don't stand to close to others, enough sleep, headphones, no wired cables dangling from pockets or around the neck, no MacDonald's before dance lesson, no eating or drinking, good posture and alignment, tie hair back, no shoes, warm up, no running (dance studio), don't wear jellewery (no earing's)