Blogs (week two)

Week 2: Blog 5-8

Unit 1-4(Monday 17th) Script work

This lesson we were given our first script of the course. The three main GREEK Theatre scripts that were handed to the class were The Trojan Women, Antigone and Oedipus. I received the an Antigone script. This script was about a young man called Haemon and his father Creon arguing about a relationship with a women called Antigone. At first me and my partner Ben Miller weren't sure what character to choose so what we did was we read it twice.  The first time I went with Haemon and my partner went with Creon. I felt this character suit me more not because of what the script was based on but I understood and felt what the character was feeling for the subject in the script. Because the topic that they were talking about confusing at first, I wasn't sure of what to do for on of the characters. Though read again and understood the plot and realised which I character I felt comfortable with. When actually tried to act it we both were fluid and performing it quite well even while reading scripts. I could tell that my partner was really pleased with his character as I was pleased with mine because he really enjoyed acting like an annoying father figure. While I played the stubborn child.

Unit 1-4 (Tuesday 18 &Wednesday 19th) Medea

In this lesson our second mentor Sharon wanted us to perform our script that she gave us last week. The play Medea. We were put into groups. Then each of our groups would perform it. My partners were Ben Miller l, Ben Taylor, Katie, Danielle and Diogo. Our scene was a paragraph about how Medea's friends heard about her divorce and they won't to try and comfort her but they're afraid she won't listen. They need one of them to talk to her but they are arguing about it. In our groups we decided that we should perform it saying one line for each person. In total it was 3 lines per person. We would obviously go in order for the script but the people would be different places. The performance had four sections. The first section would start out as us talking to the person next to us like it were a conversation. The second would be us talking to try crowd. The third section would then be talking to ourselves while thinking about it deeply. Then we would point at one another for someone to try and talk to her. Then Fourth section would be everyone saying at the same time "stop her from being so STUPID!" After that the performance was approved and were given feedback. We weren't really powerful enough with our words (due to it being the first performance) so we had to show the powers we had to put in certain words. The following day my group and one other were to come for practice so that we could perform it in front of our mentor Sharon. As we practiced we decided to add some changes. We would start off with our back towards the audience and then do section one. The second section was kept the same. As for the third section, we would still talk to the crowd but we would make our posture go from low to high. For example someone would at start of the line be low and someone else would be high. I though this was a great idea because it gave our performance something to make it look interesting and so we don't just stand there talking. The last section was changed completely. Instead of saying one line at the same time. We created a mini scene where everyone argues about who should talk to her. Then everyone except Danielle would grab and pull me towards the front as if they're telling me to go. I suggested this idea for it would bring an surprising effect towards the audience making them think what's going to happen next. Will this person stop Medea. Though instead the scene was ended by Danielle crying out for everything to stop. What this was suppose to give to the audience is that Danielle is not only saying that the performance has ended but also to stop this insane argument over who should try to comfort Medea. When both groups were done with there scenes our mentor wanted us to merge both scenes to make it one. What both groups created was my group would go first then we would separate as the second group goes through us. While my group would like extras in there scene. In the end our mentor congratulated us on doing well in our scenes.

Unit 1-4 (Thursday 20th) Improvisation

For this lesson our we entered seeing artistic objects that were put on a table. Our mentor Rob wanted to see our IMPROV abilities. 

All we had to do was pick an object and create a scene for a performance. If no one came up Rob would choose a few people and direct a little short scene. Although there were more performers in the class this time. There were level 2 actors and year 2 actors who acted as well as us. It was a great time to see the everyone's acting skills while watching. 

Blog (week one)

Week 1: Monday 10th - Thursday 13th

Unit 1-4: Acting level 3 (Blog 1)

For today's lesson the following things were pursued and achieved:

Today what we had to do was work with each and respect each of our presentations. Teamwork is a big part in acting and working with others may help you perceive different ideas and gain new skills/styles.

From this image on the left you can see are mentor showed us the skills we needed to observe from our peers.CONFIDENCE - a skill we need so that we can perform passionately in front of the audience. This will help us to be comfortable in front of the audience.AWARENESS - we need this so that we will be careful with our surroundings and warn others of theirs.IMAGINATION/CREATIVITY - a skill that is very useful just in case you forget a line and you may need to improvise. Also so you create your own script or monologues.DISCIPLINE & LISTENING - both skills are needed so we may focus on the task at hand and so we can understand the information giving to us by our mentor.ENJOYMENT - acting is supposed to be fun so not everything has to be serious. You must always have a sense of enjoyment whenever your acting to make the performance more exciting.OPENNESS - when acting you have to get on that stage and be as open as possible (especially with a big part) you have to show the audience what makes you as your character exciting. The words "shy", " afraid" and "embarrassed" have no meaning if you're doing acting, because firstly the audience won't notice that you messed up unless you allow them to.VOICE - this skill is very important for the audience will obviously want to here what you are trying to say in the performance. DICTION is needed so they may UNDERSTAND what you are saying.

During the lesson we were given rules:
ACCEPTANCE: accept ideas that are given by your peers for they help in future performances.
DO NOT BLOCK: blocking people who say you may not like or trust will henceforth bring you down in the end, because you there ideas could've have been useful to you.
DO NOT PUT DOWN: putting down someone for having idea that YOU think is not good is considered rude and a cause for less people helping you in teamwork situations. Don't do it.

Unit 1-4: (Blog 2) The MEETING

For today's blog I'll be talking about the meeting we had, because we didn't have any lessons today due to some say "technical difficulties". Though back to what I was saying. In the meeting we talked about 5 main topics.

PROFILING: in this course we are taught acting and we acting to affect us in the future. We need what we are good at in the course. The characteristics we have in acting. You need to know who you are and what you are contributing to in this course

WORK: What are you doing to promote yourself in the course. If you want to gain an achievement. You must work for it. You don't put the work in. You will put everybody else down, which including yourself. You chose this course, because you believe that its the best thing you can do. That's why you have to show your effort and appreciation for this type of opportunity. WORK hard, PLAY hard.

FEEDBACK: feedback is the greatest advice you can get so you can improve and make the performance better. When given feedback you do not need to be offended by it. All that teachers and peers are trying to do is give you that extra push so you can achieve your goal.

RULES: when any environment other than your own respect the rules. That saying "rules are meant to be broken" can be used for stupid rules. Though if its a rule that will keep you and your peers safe. You respect it or all you are gonna do is mess up.

CAREERS: what ever purpose you had for choosing this course. Focus on it. You chose it, because you were like "when I grow up I wanna be this" or "I wanna be like this guy/girl". You wanna focus on reaching your goal so you can become that person and live like them. There are loads of opportunities with acting so choose one and go for it. Fulfill YOUR dream.

In conclusion to that meeting, I thought of a lot of thing. There was more that was told than what I said to day. Like focusing on your maths and English, getting extra points to get into drama schools and universities, etc. Hearing all of this stressed me out and all I can think about was " how do actors do it?" "How do they keep up, how did they reach their goal". Then I told myself why I'm I stressing. I chose this course to be like them so if they can do it so can I. This meeting showed me the real system of acting and if I want to be like my idol. I got buck up and deal with it.

Unit 1-4: Blog 3

In today's lesson we had our other (new) mentor Sharon. We all did a little game so she can remember some of our names but also so that us students could others we didn't really talk to.

We were then put into groups and she requested we all do a combination movements. Then put them together to make a fully choreographed dance.

In my group we each our own type of move and it all collaborated well. What I took from that was we were supposed to realise the type of creativity that was given by our peers in the group and then turn it all into one big performance. This is something that contributes a lot to acting, because working with a team helps a lot in situations like creating scripts.

Then after a short break we went back into the same groups and our mentor requested for us to do a 3 minute performance with three scenes and the dance moves incorporated into it. The teacher then gave each group a heading for our performances.

For my group, we were given "superhero*. Me and my peers went to straight to work and created quite a comedic performance. It was about a villain called " Dance Fever" was terrorizing people by making them dance. Then a group of five called the "Dance Avengers" stopped his evil doing. As we were creating the scenes I was amazed by the enthusiasm and energy my friends/ peers had put in to make this performance. I had to do the same of course but this is the type of feeling I was touched by as I watched them. That's what Sharon (mentor) was trying to accomplish. Seeing how good we work together.

Unit 1-4: (Blog 4) Voice

For the lesson we were focusing on his we make our dialogue truthful through your own words. The only way its possible is through doing voice work activities. Stretching the mouth/tongue, changes in pitch of voice and lots more. We do vocal warm ups to help with the intensity of our voice. Another important topic for voice is articulation so that the audience may understand us while performing. I learnt today that tongue twisters help a lot with articulation. For that will help with controlling the way we speak. You also need to learn to breath and relax as you speak. that is so you do not mess up your words if you're speaking to fast. Though this doesn't mean that you can't put energy into your words. You need the energy to make you and the performance truthful.

In conclusion voice is the most important topic of acting. Of course so we can tell the audience what we're saying as we talk in the performance but also so we can show them the truth of the performance. show them the feelings of the character and make them feel what we feel.