All together the show was a great hit, and everyone in the class pulled it off, this may be down to nerves and the rush of adrenaline we all experienced. We were the first group to perform, I start quietly off stage and can hear the dialogue being spoken on stage at the time. Millie's accent was massively improved and you could understand what she was saying as we worked and rehearsed on this in class. Josh's death looked tragic and meaningful and the audience could see from the bottle what he was drinking due to the change of the labelling we also did in class. As the clowns exit and us school children arrive i could feel the energy levels higher than ever before this showed through our performance with our confidence and projection of speech which was a focus we looked upon in lesson.
Some lines were slightly incorrect but these were covered from each others enthusiastic reactions. We all managed to look at the speaker when he or she is saying there lines, i knew we achieved this through the audiences reaction as the were understanding and aware with the story. As we have never performed this to an audience, it was a great experience getting a response from a live audience. for example, there were humorous points throughout the play that we had forgot were funny. Listening to the audience laugh gave us a great confidence boost and helped us to play about with the joke.
Act 3 came off a hit as well. The comedy element came out of the clown routine with the use of a mask of the queen and other essential props that made the dance. The song 'clown by Emile sunda' sounded great but I'm not sure weather the audience understood the cause of the song. And the reasons for why they are singing it and why they look miserable whilst performing it. The taming routine was spectacular with all the different props and acrobatics occurring as well as being enhanced by the lighting that was bright, colourful and exciting. Mine and Elle's kart will looked stable and safe which is the feeling we wanted to gain whist doing it, if we were to do it again i would definitely challenge ourselves to succeed in 3 kart wills in a row, this could of been achieved if we didn't have a shortage of rehearsal time.
As i have said above the reactions from the audience really gave us high spirits and encouragement and it gave the cast a confidence boost which was needed in our performance. We even received an email from the opposite school congratulating our success on the show, and how they enjoyed it as well as explaining how thankful they were for our encouragement towards there school.
I felt that we could develop the play for future performances through various ideas. I would have liked to of seen more daring stunts being trialled throughout the play, some of the stunts we did lacked energy and excitement and that fear factor the audience want to see. We most defiantly needed masks in the animal taming routine in act 3. All though we had props to convey our our animals it still didn't seem clear enough. Spending an hour making masks would have made all the difference and would of visually been pleasing. We each had these hand made purple tops for the animal taming routine that were perfect but with having animal costumes would of just added to the circus like affect. And if we had extra time i would most definitely make sure that we ourselves know as a cast why the song 'clown' is being performed and what significance it has to the play.
Keeping in character was a demand in our tech run, but having a break re-energise the mind and helped me to easily step back into the role of my character without any problems. This is a skill to keep with me for the future. I have also learnt how to interact and react with a cast in a professional manner whilst dialogue is being said.
Target - Focus tecnhiques for staying in characater
Thursday, 23 May 2013
Wednesday, 24 April 2013
Watching back the show we performed to Luna and Laura
Act 1 and 2 - We need to have more energy, and enthusiasm in our play I have solved this problem by re- motivating my peers with encouragement. We also have followed and solved the notes the National theatre gave us themselves, this is evidenced in the previous post.
Act 3 -
THE SONG - CLOWN
Have the girls singing on the blocks makes it more aesthetically pleasing. Have Ben in the middle because he gets lost on the side and we want to make it symmetrical as well as showing off his talents. Make the end more slower when exiting.
CLOWN ROUTINE - Danielle gets slightly strangled when they wrap a scarf around the body, they need to be sure not to do that as its not safe and could cause an accident. We also as a cast need to make car sounds and noises so it looks obvious when they are exiting that there leaving in an imaginary car.
ANIMAL TAMING ROUTINE - No talking on stage, I saw Lauren try to talk to me but ignored her. If you talk its noticeable but don't want to distract other action happening on stage. I suggest we use masks or paint to draw on our animal faces this is so its obvious for an audience. At a section of the dance there is a silence, we need to fill the silence with animal noises as it doesn't make sense otherwise.
The routine looked fun exciting but lacked slight energy, this will be solved when we perform to an audience with adrenaline. Make sure everyone is confident with the choreography so that it looks slick and rehearsed as everyone forgot which way they jumped and the correct arms.
Act 3 -
THE SONG - CLOWN
Have the girls singing on the blocks makes it more aesthetically pleasing. Have Ben in the middle because he gets lost on the side and we want to make it symmetrical as well as showing off his talents. Make the end more slower when exiting.
CLOWN ROUTINE - Danielle gets slightly strangled when they wrap a scarf around the body, they need to be sure not to do that as its not safe and could cause an accident. We also as a cast need to make car sounds and noises so it looks obvious when they are exiting that there leaving in an imaginary car.
ANIMAL TAMING ROUTINE - No talking on stage, I saw Lauren try to talk to me but ignored her. If you talk its noticeable but don't want to distract other action happening on stage. I suggest we use masks or paint to draw on our animal faces this is so its obvious for an audience. At a section of the dance there is a silence, we need to fill the silence with animal noises as it doesn't make sense otherwise.
The routine looked fun exciting but lacked slight energy, this will be solved when we perform to an audience with adrenaline. Make sure everyone is confident with the choreography so that it looks slick and rehearsed as everyone forgot which way they jumped and the correct arms.
Wednesday, 6 March 2013
National theatre and chichester festival theatre - Laura Keefe and Luna Russell came to look at our progress for the dfta and see weather or not it was good enough to take to the competition.
Th show ran smoothly and it was the best run we had done. They also gave us feedback to help on our performance.
Their first important point was to learn lines so that sections don't get cut, for example Megan cut out numerous lines due to not knowing her own. Its important to know lines so that the story makes sense.
I need to have the correct costume because at the moment I'm missing my white shirt, and only wearing a white crop top. Both the woman agreed on the rap needing improvement. We improved the rap by spending a whole hour re writing the words so that it fits into the beat and practising using the drums whilst rapping. Kim also taught us strategy's to help when working with the microphone. They suggested us to be louder so they can hear and understand what we are saying, otherwise it sounds blurred.
It is important that lines are heard, but be sure it is controlled and plotted so none of the narrative is lost. How could this be done? We could project more with our voices as well as waiting for a reaction before speaking so that every ones lines are heard. Use more mockery towards Ben and Amy to show relationship and different social class and status.
They also suggested us labelling the bottle of alcohol (ideally plastic) with the word 'VODKA' or 'WINE'. This is so it makes it obvious for an audience to understand whats going on in the play. And so the are aware of the reasons why Josh has just collapsed. As well as making it more clown/circus like.
The ladies also asked for a slicker ending this will be changed in our next lesson.
They weren't very clear on the fact we were outside at the beginning. They wanted us to make it more obvious. We solved this problem by projecting an outside backdrop onto the curtains below as well has having sins into the tent saying 'DO NOT ENTER'. We also wanted to show through our character that we were outside, we done this by putting down our jackets on the imaginary grass so we could use it as a blanket to sit on if we thought the grass was wet and dirty, as well as making imaginary daisy chains.
Laura and Luna were interested in having the drum and pianist shown opposite each other on stage so they can be seen. This will be done by having them raised directly opposite either side on the stage blocks.
To make it visually pleasing for an audience we have decided to project pictures onto the wall behind where we were performing. This was decided as we couldnt use masses of staging as we had to transport and put the staging up at the National theatre and there was a shortage of time issued to each cast on the day for set and props ect.
Th show ran smoothly and it was the best run we had done. They also gave us feedback to help on our performance.
Their first important point was to learn lines so that sections don't get cut, for example Megan cut out numerous lines due to not knowing her own. Its important to know lines so that the story makes sense.
I need to have the correct costume because at the moment I'm missing my white shirt, and only wearing a white crop top. Both the woman agreed on the rap needing improvement. We improved the rap by spending a whole hour re writing the words so that it fits into the beat and practising using the drums whilst rapping. Kim also taught us strategy's to help when working with the microphone. They suggested us to be louder so they can hear and understand what we are saying, otherwise it sounds blurred.
It is important that lines are heard, but be sure it is controlled and plotted so none of the narrative is lost. How could this be done? We could project more with our voices as well as waiting for a reaction before speaking so that every ones lines are heard. Use more mockery towards Ben and Amy to show relationship and different social class and status.
They also suggested us labelling the bottle of alcohol (ideally plastic) with the word 'VODKA' or 'WINE'. This is so it makes it obvious for an audience to understand whats going on in the play. And so the are aware of the reasons why Josh has just collapsed. As well as making it more clown/circus like.
At the beginning they slightly got lost in Millie's accent, we solved the problem by all of us helping her change her accent to an easier one that's suitable for her to do.
Because there is so many of us on stage at the same time, we slightly get lost in the vocals because of how much movement there is from the gang. The Lady's noticed this an they suggested a simple technique to solve the problem. The technique is to look at the person that's speaking the audience are then aware of who's speaking. After trying this made huge difference in our performance and movement.
They weren't very clear on the fact we were outside at the beginning. They wanted us to make it more obvious. We solved this problem by projecting an outside backdrop onto the curtains below as well has having sins into the tent saying 'DO NOT ENTER'. We also wanted to show through our character that we were outside, we done this by putting down our jackets on the imaginary grass so we could use it as a blanket to sit on if we thought the grass was wet and dirty, as well as making imaginary daisy chains.
Laura and Luna were interested in having the drum and pianist shown opposite each other on stage so they can be seen. This will be done by having them raised directly opposite either side on the stage blocks.
To make it visually pleasing for an audience we have decided to project pictures onto the wall behind where we were performing. This was decided as we couldnt use masses of staging as we had to transport and put the staging up at the National theatre and there was a shortage of time issued to each cast on the day for set and props ect.
Wednesday, 6 February 2013
Making the tie/costume/ props
Rachel was absent and sent Kim our technician and designer for our musical theatre department to help make ties for the school children of DFTA.
I had decided to wear a white shirt, school tie, blazer, black skirt, tights and dc martin boots. All of these costume items I have, accept for the tie.
At school every student always has the same coloured tie, we decided to make our own ties and paint them black and purple so that everyone was matching and we looked like a school group on the mischief. We made the ties from paper and double sided up the sides so that we make them as sturdy and strong as possible so they don't rip. We painted the ties and left them to rest overnight. When we studyed them in the morning they had cracked from where the paint had been. They were still really flimsy and didnt look suitable for the production. So i decided i would buy my very own tie that would look nice and last for the production.
Before i bought the tie i did suggest making them ourselves again out of fabric i was inspired by this original idea from a previous production i was part if. No one agreed on this idea as it involved more money and time.
Props;
I had decided to wear a white shirt, school tie, blazer, black skirt, tights and dc martin boots. All of these costume items I have, accept for the tie.
At school every student always has the same coloured tie, we decided to make our own ties and paint them black and purple so that everyone was matching and we looked like a school group on the mischief. We made the ties from paper and double sided up the sides so that we make them as sturdy and strong as possible so they don't rip. We painted the ties and left them to rest overnight. When we studyed them in the morning they had cracked from where the paint had been. They were still really flimsy and didnt look suitable for the production. So i decided i would buy my very own tie that would look nice and last for the production.
Before i bought the tie i did suggest making them ourselves again out of fabric i was inspired by this original idea from a previous production i was part if. No one agreed on this idea as it involved more money and time.
Props;
Tuesday, 29 January 2013
Rehearsal - drumming
In this lesson we rehearsed act 2 without script, I need to add movement to my character and insure confidence with my lines, to get a smoother run of the play.
How am i going to do this?
1. Create 5 gestures to my character that i can repeat so I'm not standing stationary.
2. Read lines every night before bed as it is proven to stick in your head.
- In the second half Ben also does the same jump as me. Below is a video of Ben practicing his fall.
We then Rehearsed act 2 again but introducing Tim the drummer, it worked really well as it was raw and not over rehearsed. Tim was able to add drumming beats to enhance the movement and performance. Next lesson everyone has been told to bring in a prop i.e mask/juggling ball. This is so we can practise with the props we need so it doesn't look unrehearsed on the actual day.
- Think about using cardboard to create set i.e moving car, that we can pick up to move on and off stage in the Animal Taming Routine for Elle, Dylan and Dani. I have researched ideas on you tube.
Below is a video of how to make a cardboard car, it looks amazing but too complex to make in the time we have but was a good idea to think about in another production where I have extra time to make something incredible like the following.
- Next week bring in costumes. Black skirt / blazer / white shirt
Production role; helping choreography and costume
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Rehearsal Skills
There is specific skills and rehearsal technique required in a lesson.
-Best behaviours - no talking and no eating in studio/ appropriate clothing
-Any free time available look at script and learn lines
-After every rehearsal come back the next day aware of your own movement approach and direction.
How am i going to do this?
1. Create 5 gestures to my character that i can repeat so I'm not standing stationary.
2. Read lines every night before bed as it is proven to stick in your head.
- In the second half Ben also does the same jump as me. Below is a video of Ben practicing his fall.
We then Rehearsed act 2 again but introducing Tim the drummer, it worked really well as it was raw and not over rehearsed. Tim was able to add drumming beats to enhance the movement and performance. Next lesson everyone has been told to bring in a prop i.e mask/juggling ball. This is so we can practise with the props we need so it doesn't look unrehearsed on the actual day.
- Think about using cardboard to create set i.e moving car, that we can pick up to move on and off stage in the Animal Taming Routine for Elle, Dylan and Dani. I have researched ideas on you tube.
Below is a video of how to make a cardboard car, it looks amazing but too complex to make in the time we have but was a good idea to think about in another production where I have extra time to make something incredible like the following.
- Next week bring in costumes. Black skirt / blazer / white shirt
Production role; helping choreography and costume
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Rehearsal Skills
There is specific skills and rehearsal technique required in a lesson.
-Best behaviours - no talking and no eating in studio/ appropriate clothing
-Any free time available look at script and learn lines
-After every rehearsal come back the next day aware of your own movement approach and direction.
| -Demonstrate punctuality and preparedness for rehearsals -Display a level of professional work ethic with respect to concentration, focus and physical alertness in relationship with choreographers, rehearsal directors and fellow actors -Contribute to the creative process with increasing confidence and skill | |
| -Demonstrate a greater level of skill and accuracy in performance | |
Act 3 MindMap
Act 3
CLOWN ROUTINE
- Zero degrees sculptures life size puppet show
- ribbons
- clown movement as old fashioned music / silent movie
- pink panther double sided costume
Animal Taming
- Human juggling
- Me and Elle doing kart will
- Zach spot light / animals copying actions
Animal Dance Routine
- UV paint
- Project things (media)
Tim playing the drums whilst we use scarfs as juggling props!!!!VIDEO
CLOWN ROUTINE
- Zero degrees sculptures life size puppet show
- ribbons
- clown movement as old fashioned music / silent movie
- pink panther double sided costume
Animal Taming
- Human juggling
- Me and Elle doing kart will
- Zach spot light / animals copying actions
Animal Dance Routine
- UV paint
- Project things (media)
Tim playing the drums whilst we use scarfs as juggling props!!!!VIDEO
Inspiration for drums Cirque du soleil
Blocking Act 3
CLOWN ROUTINE - With act 3 we divided the class up between three groups. Its the end of the show and we want something interesting, spectacular and visually pleasing for an audience. The first section is a clown routine for this we had Ben playing the piano to a traditional clown song, where Elle, Dani and Dylan made up a comedy sketch routine, they also added clown costumes to add to the effect.
ANIMAL TAMING ROUTINE - I was part of the animal taming routine. This dance started with Ben the 'ringmaster' and Josh jumping through hoops and tumbling showing acrobatic skills. Two at a time we all come on stage doing a trick. Charlotte and Amber juggle scarfs, Megan and Grace come on doing kicks and kart wills because they are reenacting tigers from the wild whereas me and Lauren are pretending to be snakes. To portray this we made ribbons to highlight snakes tongues and physiques. This routine is danced to, 'Lion King in the jungle the mighty jungle.' Then comes an upbeat tempo version of the song where the clowns come and chase us animals. This is devised with a rope to restrain the animals where i break free to do a double kart will with Elle Locke trying to convey a fighting scene, as well as tricks to make the show interesting. This routine is then followed on by the Animal Dance.
ANIMAL DANCE - I was part of the animal dance routine, for this we had all choreographed a dance with animalistic movements to portray that we were animals. We danced to the song Gorillas - Feel good ink.
At the end of this dance we finished with everyone on stage laying in a clump on the ground to show the finishing position of our circus show.
What went well?
The dances looked visually interesting and exciting for an audience. We were able to get across the humour in the clown routine. Costumes we had looked great and fitted in with the dances.
What didn't go well?
Josh couldn't pick up the routine and timing of the dance so needs some work and practise. When Elle Dylan and Dani exit off stage they pretend to be leaving in a car driving. To make the audience have a clearer understanding make car noises off stage for when they exit.
Things to improve?
Think about getting face masks for the end dance so the audience can understand we are animals. Practise the dance so everyone is confident with the choreography. Practise car noises.
At the end of the lesson we looked over act 2. It was lacking something and felt slightly boring and dragged on. We solved the problem by adding in humour this took part in the scene where Amy gives her long speech and lecture where she is telling us off, we add the humour by having myself walking up playing with a toy gun and pretending to shoot her which makes her jump this it to reengage the audience as well as reinforcing the idea that we are still school children messing around, because at times it felt this idea was lost.
As i have mentioned in one of my posts. Me and Elle say the majority of things at the same time, there come a time when I'm physically not attached to Elle as she has exited of stage and I'm on my own with the rest of the group i immediately change my vocal approach by lowering my voice and making myself sound and look sad, because I'm missing my sister. The line is, 'I can't do nothing without Midge'.
Blocking act 2
We did a block run of Act 2, and at the beginning of the scene its starts with 'Dizzy' jumping from a platform onto our linked hands. Emily who plays dizzy wasn't comfortable in this stunt so i volunteered to fill in for her. This meant learning extened lines. We also had to make a circus ring out of our belongings and props, we practiced these exits and entrances with putting the props out and away to create slick transitions.
In this scene Ben has a big section where he talks about how days have changed, I need to be more interested when listening otherwise i end up making my own conversation away from the subject. Ben reads out the line, 'Heads down checking iphones and blackberrys'. For this to make sense we need an iphone as a prop, so he is able to communicate and make relationships with us school kids.
Analysis - The blocking went smoothly, and the jump at the beginning is practiced and looks visually pleasing for an audience. We need to form more of a clump around Ben when he talks to us because it creates more of a dynamic impact.
Targets
- Learn lines after each scene is blocked. It will be easier and less pressure
- During the next lesson we are choreographing the jugglings skittles section.
- Research trampets or any staging so i get the best possible height in the jump
In this scene Ben has a big section where he talks about how days have changed, I need to be more interested when listening otherwise i end up making my own conversation away from the subject. Ben reads out the line, 'Heads down checking iphones and blackberrys'. For this to make sense we need an iphone as a prop, so he is able to communicate and make relationships with us school kids.
Analysis - The blocking went smoothly, and the jump at the beginning is practiced and looks visually pleasing for an audience. We need to form more of a clump around Ben when he talks to us because it creates more of a dynamic impact.
Targets
- Learn lines after each scene is blocked. It will be easier and less pressure
- During the next lesson we are choreographing the jugglings skittles section.
- Research trampets or any staging so i get the best possible height in the jump
Wednesday, 16 January 2013
Debate/ Blocking
What is a circus?
A travelling company of acrobats, trained animals, and clowns that gives performances, typically in a large tent, in a series of different places.
Is it still entertaining?
Yes, nowadays it is new and improved, I found this out after researching online. New circus focus's on acrobatics. Watching the circus live creates ery atmosphere because its a fear of knowing the unknown and unexpected. Of course the circus is entertaining and popular because it is still running till this day, although there is only one huge circus left (Cirque du Soleil ) it appears 3rd on the leader board for most popular world tours this year.
Circus is a form of escape to people for example, like magic and having no sense of realism, dreaming of fantasy with the phrase 'run away with the circus'. People are able to scream, shout and make noise. Circuses are visually spectacular with the dramatic mix of circus arts as well as the vibrant colours around creating the props and scenery.
What is the difference between traditional and new circus?
Contemporary circus conveys a theme or a story, in contrast to the traditional circus which fails to present a story of any kind, usually including a set of acts consistently one after another. 'Contemporary circus shows try to tell a story using circus and juggling disciplines as the narrative language'. Other differences include occasional use of animal acts and presentation of performances outside the circus tent.
Barnun and Bailey - Circus Show
New Circus
Both the eras for these circus are different and both bring contrasting views and outlooks into the ring.
Today's lesson we began with an intro exercise which is shown clearly in the video below. In this exercise we had to play our character from the script. Millie was the host and her job was to ask questions to each of us, with the reply of our interesting facts. The purpose of this exercise allows us to engage and focus onto our character, playing around with ideas and characteristic features we may or may not have, helping myself and class mates to gain full understanding of who I am playing in Don't Feed The Animals so everyone can start to think about reactions and relationships towards each other.
We started to block scene 1 with the class. It was a slow process as we were unfamiliar with the play and confidence issues with lines. Rachel had to explain to the class that blocking takes time and patience is needed. No one was grasping the concept of the play so we all got reinforced by Rachel that once we finished blocking we would be able to do a run through of scene 1 allowing the class to gain an understanding and feel to the play.
The majority of my lines are spoken in unison with Elle's line. This was a reason why we decided to make the relationship of becoming twins in the play. It is quite a demanding skill speaking every line in unison, this at first was a challenge and we never came in with the line at the same time, but at the end of the lesson we solved the problem by practising and marking the breaths and pauses for each line, this made it easier for us to follow.
What were the challenges?
Because there is so many of us on stage at the same time, it can easily become stationary. It is going to be a challenge for such a large group always be moving around BUT quietly as other characters have there lines and need to be heard.
Analysis - The banter is great within the group but slight more interaction otherwise movement and actions get dull and lost. This can be done by creating relationships with other cast members. I can improve these problems by speaking to Rachel so she can sort out a workshop based on character and relationship.
Targets
- Start to learn lines
- Read the script so that I'm aware of movements and have a clearer understanding with less confusion.
- Make relationships with other characters so when we feel ourselves going stationary as a group we can quickly fix the situation by talking to other characters.
Creating Character
Introducing Character and Relationship
Background story
- Twin
- 14 Years old
- Born 9th January
- Respect and love parents
- Been spoilt as a child thats the reason for me rebelling and bunking school although im scared about bunking because I am a follower in the gang
- Live in a posh house but hang around in council estate because I want to fit in with the crowd
- One of the youngest in the gang so I look upto everybody
Having the knowledge of my backgroud helps me show off my character more confidently and help to fit in with other characters in the play as well as having a clearer understanding of the reactions i show towards the other roles in the play.
Background story
- Twin
- 14 Years old
- Born 9th January
- Respect and love parents
- Been spoilt as a child thats the reason for me rebelling and bunking school although im scared about bunking because I am a follower in the gang
- Live in a posh house but hang around in council estate because I want to fit in with the crowd
- One of the youngest in the gang so I look upto everybody
Having the knowledge of my backgroud helps me show off my character more confidently and help to fit in with other characters in the play as well as having a clearer understanding of the reactions i show towards the other roles in the play.
Wednesday, 9 January 2013
Introduction DFTA
In today's task we had to get into small groups, picking out five key points in the play to create a mini version of DFTA lasting no longer than two minutes. This was to gain a clearer understanding of the play and look at the different interpretations the other groups had on the play. Altogether this was a speed run/overview of DFTA. I have evidenced this below.
Five key points of DFTA;
1. Circus has no money left to perform shows and clown has just died
2. School children on the bunk come to get there money back and invade privacy
3.Children want to help put on a show and try to persuade Missy to agree
4. Missy finally agrees but they think they have no talent to put into the show
5. Finally they create a whole new show that hits book office records and they don't get shut down
Dont Feed The Animals by Jemma Kennedy
Sparks Circus is on its way down. The owners have been forced to sell their star attraction Tiny the elephant and a rival circus is poaching their artistes. With a busy bank holiday weekend approaching, it’s down to acrobatic twins Zack and Missy to fill the house and stop their family business from going under. When a local gang of bored youths volunteers to help them, the twins are faced with the task of training an un-trainable mob in circus skills.
The style of the play is reflected from today's society, it speaks volume about the demise of good old fashioned family entertainment which struggle to capture audiences attention away from modern audience who have seen it all before on HD on there 50" plasma TVs. This expressed through comedy elements with a broad style of talents shown in act 3.
Rachel decided to do an exercise with us to help with learning lines and character building. This was done simply by her asking us a question, and us answering the question with a line from our script or any other line from the play. Evidenced below.
Highlighted lines - My scripted lines
Non highlighted lines - Are NOT my lines
What does my character say about other characters?
- Pinhead
- I cant do nothing without Midge
- He wants angel to lay an egg with him
What your character says about themselves?
- Im a bunny rabbit
- I want to see the rest of the show
- We make trouble
- We on strike
- I'll lose my pocket money if my mum finds out
- I cant do nothing without Midge
What other people say about my character?
- Shut up
- They closed the show you mushroom
What the stage directions say?
- Billy clowns around for the benefit of Midge and Lula who share headphones on an ipod and sing tunelessly to whatever song they're playing.
- Shows his phone to Midge and Lula
This is a brilliant task to help me engage with my script, helping to learn my lines as well as understanding the stage directions given to myself and others.
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Role Play - Gangs and Crimes
Five key points of DFTA;
1. Circus has no money left to perform shows and clown has just died
2. School children on the bunk come to get there money back and invade privacy
3.Children want to help put on a show and try to persuade Missy to agree
4. Missy finally agrees but they think they have no talent to put into the show
5. Finally they create a whole new show that hits book office records and they don't get shut down
Sparks Circus is on its way down. The owners have been forced to sell their star attraction Tiny the elephant and a rival circus is poaching their artistes. With a busy bank holiday weekend approaching, it’s down to acrobatic twins Zack and Missy to fill the house and stop their family business from going under. When a local gang of bored youths volunteers to help them, the twins are faced with the task of training an un-trainable mob in circus skills.
The style of the play is reflected from today's society, it speaks volume about the demise of good old fashioned family entertainment which struggle to capture audiences attention away from modern audience who have seen it all before on HD on there 50" plasma TVs. This expressed through comedy elements with a broad style of talents shown in act 3.
Rachel decided to do an exercise with us to help with learning lines and character building. This was done simply by her asking us a question, and us answering the question with a line from our script or any other line from the play. Evidenced below.
Highlighted lines - My scripted lines
Non highlighted lines - Are NOT my lines
What does my character say about other characters?
- Pinhead
- I cant do nothing without Midge
- He wants angel to lay an egg with him
What your character says about themselves?
- Im a bunny rabbit
- I want to see the rest of the show
- We make trouble
- We on strike
- I'll lose my pocket money if my mum finds out
- I cant do nothing without Midge
What other people say about my character?
- Shut up
- They closed the show you mushroom
What the stage directions say?
- Billy clowns around for the benefit of Midge and Lula who share headphones on an ipod and sing tunelessly to whatever song they're playing.
- Shows his phone to Midge and Lula
This is a brilliant task to help me engage with my script, helping to learn my lines as well as understanding the stage directions given to myself and others.
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Role Play - Gangs and Crimes
In our DFTA script most of my class mates and myself play a part in a very large gang, dominating Ben and Amy. To get across this picture we needed to act like a gang before people believe we are. We made an exercise where we could help our character for this scenario. The exercise involved us to get into small groups participating and demonstrating a shared experience in which a member of your group has had to do with the confrontation of either gangs or crime.
As evidenced above, I felt this made me gain an understanding on gangs and the feelings Ben and Amy should feel in the confrontation scenes. This has created character and knowledge for myself on gang culture as well as exploring the feelings and damage gained from the bad behaviour that occurs from gangs, which i can portray in my performance.
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Research - 'Circus Clown Acts' / Mimes that are achievable.
http://www.youtube.com/watch?v=QMJGkrs2WkA
http://www.youtube.com/watch?v=ecznw1ZnHZE
Both links above show example of mime acts, this helps me to inspire and conjure up ideas for ACT 3
http://www.youtube.com/watch?v=QMJGkrs2WkA
http://www.youtube.com/watch?v=ecznw1ZnHZE
Both links above show example of mime acts, this helps me to inspire and conjure up ideas for ACT 3
Blog Project Proposal
1. Skills Audit - dance, singing, acting
2. Early reactions - Very happy overall, love the play. I was happy with the casting, I wasnt put in a demanding role but is enough for me to work with. Although being a confident dancer I had concerns about the circus skills that are required in the play. I was then reasured by my teacher who was part of a circus, that she could teach the class skills that looked impossible to achieve, and im willing to give it a go with her reasurance.
3.Production Role - Choreography
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