Friday 8th November 2013
We first did a warm-up, which we were given a colour and we had to write our connotations of our colour. My group was given the colour blue.
We wrote a number of words to do with the colour and the three main words were “blueberries”, “sadness” and “cold”.
We then learnt about lights and what they do.
Friday 25th October
Today we just discussed props and what happens.
We then made a list of props, which has not been finished as we still haven’t finished with the play.
Tuesday 22nd October 2013
Tuesday 22nd October 2013
Tuesday 8th October 2013
Lesson 5 was on computers.
Lesson 4 of dance we did a test.
Wednesday 2nd October
I wasn’t in for lesson 3, so I only got 3 out of 11.
Wednesday 18th September 2013
What is Performing Arts?
Tuesday 10th September 2013
Friday 4th October
- Me – Mrs Kay
- Lorato – kid
- Lucy – little kid
- Charlie – Susan
- Paris – Rielly
- Natalie – Briggs
- Chantelle – Driver
- Megan – Collin
- Louise – Digger
Warm up for the kids:
- Start with a still image
- Build up to exaggerate in your still images
- Find a key line to say as your character, using body language and facial expressions
- Become the character as them when they are alone, still using body language and facial expressions.
How did it change your confidence as the character?
Key themes that appear in the play:
- Unfairness – in a box of people who will never get anywhere (1970’s)
- Inequality between characters
- Childhood, what they’re like – normal?
- Status – kids are lower than teachers because they have the better life
- Pity – Briggs doesn’t feel sorry for the kids because he has his own set life, but Mrs Kay feels pity for them because she has completed her life and she knows the kids in the Progress Class won’t have the full completed life because of the society they’re in.
We then created 3 still images for certain picked themes; we chose:
- Inequality/status – we conveyed this by having the kids on the floor and gradually increasing to Mr Briggs at the top of the “status scale”
- Pity – we showed this by having the kids surrounding Mrs Kay and her giving them a sympathetic look.
What I contributed:
I explained to my group the positive uses for levels and how it shows status. I also helped them improve body language, for example as a child I suggested that they mess with their sleeves and exaggerate with childlike mannerisms. I also gave out simple directions like not to have your back to the audience which is very common. I also explained that you do not just need height to show status but facial expressions and body language can show it just as clearly.