Wednesday, 13 February 2013
11.02.13 - Dance
As we had choreographed the first part of act 3, the animal taming routine. We now started on the other part of the animal routine and try to get that done. Sam said we need two people to help lead the choreography, so Mel and Elle did. Sam suggested this because when there is isn't a leader, everyone talks at once and over each other and we find it hard to get it done. Even though they were leading it, we could all put in our own ideas/input. We decided to keep the whole 'pairs' thing in, and we'd come in our pairs and do a party trick. As Emily was absence, I came up with a few ideas. We can both do the splits so I thought of walking on stage and doing the splits, then doing some gymnastic moves. Which will look good, as you have acrobats at circus's. Every other pair came up with ideas which involved having a prop. So I thought of using juggling balls to do tricks with. We choreographed it all the way up to when the clowns come in causing havoc with the animals and lock the animals up. It looks really good and Mel and Elle did a really good job of choreographing bits of it. Obviously we need to clean it up a bit, but what we got was pretty good.
Wednesday, 6 February 2013
06.02.13
Rachel was not in again today, so she left us all a message and told us what to work on. She told us to run through Act 1 and Act 2 without scripts and go over Act 3 with Sam, if she's available. We already had an idea of what to do, and instantly came up with a plan.
The first thing we did was sit down and do a read through without our DFTA scripts. It went okay, but still some people didn't know their lines or cues so it was a little frustrating. But we overcome this, by going over those bits again. I knew all my lines, and found the read through went okay. We then all decided to get up and run through Act 1 without scripts. Emily was the only one who went on with a script, so she could prompt any of us if we got the lines messed up or someone forgot them. This went really bad and no one was concentrating at all. Everyone was forgetting their cues, their lines, and everyone was talking on stage. I was trying to get through it without arguing with everyone, because no one was paying attention and no would pay attention anyway. As everyone was getting annoyed we had to start it again
The second run through went a little bit better than the first one. As we knew the first run through went awful, we knew we had to concentrate for this next run through, as it was important. We did the same thing, with Emily holding a script to prompt us. Everyone acted more professional and worked together properly as a group really well. Some people still needed promoting every now and then, but at least it went better than the first one and we overcame it really well. I could concentrate a lot more and I felt much better after doing a proper run though and we happily run through Act 2 too.
Unfortunately the atmosphere was very odd and awkward in today's lesson, and that why we didn't really concentrate at all. I think it's because we had no teacher to take direction. But all realised we should of been professional about it the first place. We all at least once or twice spoke during rehearsal time, but we definitely all learnt from that. The second half of the lesson everyone worked on their blog's as we knew we were falling behind a bit. Thankfully I got quite a bit done.
Later during the day we also run through Act 3. Near enough everyone is in Act 3. As Josh.M was sttruggling with his timing Emily helped him with it, as if he didn't get it right, it would confuse the rest of the group as he was the one at the front, starting it off. Josh eventually was getting the hang of it.We went over bits of the dance that needed cleaning up. After a while, we thought we needed some more ideas for Act 3, as we hadn't finished it properly all the way through. So we had a look online, on youtube and Grace found a really good video of dance that we could use. It involved people standing in straight a line, facing the audience, and doing different levels of movements with our arms. People were suggesting start with the smallest and the front and the tallest at the back, but I thought it would be better if we had the tallest at the front and the smallest at the back, so the person at the front can only be seen and then all the audience will see are the arm movements. We took a while to work on it as it was quite hard for everyone to get the timing of the arms. Plus we had an odd number of people so the we couldn't do it in a count of 8. So we would double up the people to make it 8 counts. We found this worked really well and it looked really cool from the front. We then all positioned/moved our arms at the same time, into a different position to change it up a bit. Then we brought our arms all the way to the top together at the same time and on each count until we get to 8, we brought our arms down really quickly and then the music completely changed to fast paced and we hadn't planned anything afterwards, but we all just suddenly broke out of the line and went mental. It worked really well and we ended up adding it in. We were all so chuffed and it put everyone in a better mood. Emily came up with the idea that when we break out, we act like our animal characters. So mine would be a monkey. This worked well as then Ben comes on with his whip and starts taming the animals. We all pulled together really well at the end of the lesson. It was less stressful and everyone was concentrated and the performance came together really well in the end.
The first thing we did was sit down and do a read through without our DFTA scripts. It went okay, but still some people didn't know their lines or cues so it was a little frustrating. But we overcome this, by going over those bits again. I knew all my lines, and found the read through went okay. We then all decided to get up and run through Act 1 without scripts. Emily was the only one who went on with a script, so she could prompt any of us if we got the lines messed up or someone forgot them. This went really bad and no one was concentrating at all. Everyone was forgetting their cues, their lines, and everyone was talking on stage. I was trying to get through it without arguing with everyone, because no one was paying attention and no would pay attention anyway. As everyone was getting annoyed we had to start it again
The second run through went a little bit better than the first one. As we knew the first run through went awful, we knew we had to concentrate for this next run through, as it was important. We did the same thing, with Emily holding a script to prompt us. Everyone acted more professional and worked together properly as a group really well. Some people still needed promoting every now and then, but at least it went better than the first one and we overcame it really well. I could concentrate a lot more and I felt much better after doing a proper run though and we happily run through Act 2 too.
Unfortunately the atmosphere was very odd and awkward in today's lesson, and that why we didn't really concentrate at all. I think it's because we had no teacher to take direction. But all realised we should of been professional about it the first place. We all at least once or twice spoke during rehearsal time, but we definitely all learnt from that. The second half of the lesson everyone worked on their blog's as we knew we were falling behind a bit. Thankfully I got quite a bit done.
Later during the day we also run through Act 3. Near enough everyone is in Act 3. As Josh.M was sttruggling with his timing Emily helped him with it, as if he didn't get it right, it would confuse the rest of the group as he was the one at the front, starting it off. Josh eventually was getting the hang of it.We went over bits of the dance that needed cleaning up. After a while, we thought we needed some more ideas for Act 3, as we hadn't finished it properly all the way through. So we had a look online, on youtube and Grace found a really good video of dance that we could use. It involved people standing in straight a line, facing the audience, and doing different levels of movements with our arms. People were suggesting start with the smallest and the front and the tallest at the back, but I thought it would be better if we had the tallest at the front and the smallest at the back, so the person at the front can only be seen and then all the audience will see are the arm movements. We took a while to work on it as it was quite hard for everyone to get the timing of the arms. Plus we had an odd number of people so the we couldn't do it in a count of 8. So we would double up the people to make it 8 counts. We found this worked really well and it looked really cool from the front. We then all positioned/moved our arms at the same time, into a different position to change it up a bit. Then we brought our arms all the way to the top together at the same time and on each count until we get to 8, we brought our arms down really quickly and then the music completely changed to fast paced and we hadn't planned anything afterwards, but we all just suddenly broke out of the line and went mental. It worked really well and we ended up adding it in. We were all so chuffed and it put everyone in a better mood. Emily came up with the idea that when we break out, we act like our animal characters. So mine would be a monkey. This worked well as then Ben comes on with his whip and starts taming the animals. We all pulled together really well at the end of the lesson. It was less stressful and everyone was concentrated and the performance came together really well in the end.
4.02.13 - Dance
In this lesson Sam wanted to start working on Act 3 with us as it is the most important act, because this is when there is the most movement and we start to perform the 'circus act'. She first worked with the clowns and in the mean time, whoever wasnt a clown worked on their blog or helped eachother learning their lines. Then about half-way through the lesson she worked with the 'animals'(that is everyone apart from the clowns and Ben and Amy, as they play the people who run the circus). Sam asked to get into pairs and make up 8 counts, that related to whatever animal we were. I was with Emily and we both decided we were monkeys. After looking at the videos from DV8 a couple of weeks ago in Sam's lesson and in independant study, it was quite easy to think of 8 counts. As we are monkeys we came with ideas of what monkeys do when they move; swinging, walk low, arms are hang down. So our first 4 counts was of our arms in a swinging motion. Then Emily rolled on the ground and jumped back up again. So I thought of the idea of turning around in a low postion and staying like that and snuffle next to her and keep moving like a monkey would. Sam helped us to create the bit after our bits in pairs.
31.01.13 - Musical Theatre
As rachel was not in today, Kim took over the lesson and she told us we need to start making our ties for the school that we are from in DFTA. We suggested not to have any logos on them and just make them simple, but realistic. So we ended up having purple and black striped ties as the colour theme for the school St.Matthews. We had to double up the paper, so it would be thicker and realistic again. We cut up some colleran in the shape of ties and then starting glueing them down and then we started to paint them. I started by painting the purple stripes first then the black ones, so it would be easier. I suppose in this lesson we didn't get round to doing much, apart from the ties as Rachel wasn't there, but the ties needed to be done.
31.01.13 - Singing
Lena wanted to help us all with our singing in parts, so at the beginning of the lesson we all gathered around the piano and did working on parts. Split us into groups, singing 'London bridge is falling down', 'Mary had a little lamb' and 'Peas pudding hot'. Lena suggested looking at another a song with singing in parts in, so me and Emily looked at 'I want it all' from 'We Will Rock You' as me and Emily both play the same part and have to sing this song. So we took in turns to sing it and give each other feedback. By doing this it helped me get more confident at singing our duet and in our part singing.
29.01.12 - Rehearsal
Today we had an extra rehearsal and doing a run through of act 1 and act 2. We started off by talking about circus in a bit more detail and if we still think it's entertaining and it there anything we could do to make more funny and appealing to the audience. As we spoke what a circus is and that they are suppose to be funny, we thought it would be good to add some things that are funny. Also a lot of the lines are funny in the play, we have to make sure we show when we say our line, so we don't miss out on any laughs. Also the clowns have to be very funny too, so they need to work on that we thought, as at the moment its not very funny, its more just random movements.
Everyone was getting on really well and no one was stressing out. We all worked really well again as a team. When we did the run through of Act 1 and 2, we made sure we tried to make the liens that are meant to be funny, sound funny. She gave us some feedback and said that they did, just make sure your making it clear. Rachel also suggested(after seeing Act 3) that we do a lot of improvisation when we aren't doing anything. We need to still play our animals when improvising. We thought this looked good and went quite well, but we moved around a lot and it looked quite messy. To overcome this matter we just did the movements in the same positions we were in with our partners. And when our partner starts dancing, just carry on improvising and moving around like your animal would, around your partner still.
It was quite a productive lesson and we got a lot done and got Act 3 tidied up a lot more than what it was before. Even the clown routine was looking really funny now, after they worked on it and we all helped them out and gave them suggestions.
Everyone was getting on really well and no one was stressing out. We all worked really well again as a team. When we did the run through of Act 1 and 2, we made sure we tried to make the liens that are meant to be funny, sound funny. She gave us some feedback and said that they did, just make sure your making it clear. Rachel also suggested(after seeing Act 3) that we do a lot of improvisation when we aren't doing anything. We need to still play our animals when improvising. We thought this looked good and went quite well, but we moved around a lot and it looked quite messy. To overcome this matter we just did the movements in the same positions we were in with our partners. And when our partner starts dancing, just carry on improvising and moving around like your animal would, around your partner still.
It was quite a productive lesson and we got a lot done and got Act 3 tidied up a lot more than what it was before. Even the clown routine was looking really funny now, after they worked on it and we all helped them out and gave them suggestions.
24.01.13 - Musical Theatre
Today we did a full run through of Act 2 and looked at the jumps/dives again to make sure they were perfected and looked good from the audiences point of view. It was a bit stop and start, because of lines or Rachel didn't like something or we didn't but it came together well. Rachel told us that when we all go to sit down or spread out, don't lose your character and have general chit chat, as it will look obvious and it won't look very good at all. Make sure it relevant to the play(what your talking about when you sit or stand with your groups).
When we run through Act 2 again, I tried to stay focused and in character. I made sure I didn't just talk about a load of rubbish, but I actually spoke about things that were happening in that scene at that moment. I stayed in character quite well, as I play a bit chavvy, and rebellious. I find it very easy to stay in character, if you know that character really well. It's just hard if people aren't concentrating very well, then its distracting and it distracts you and gets you out of the zone, so then you don't stay in character. This is why we all need to concentrate all the time and not randomly chit chat. I need to remember for next lesson to stay in character as much as I can, and stick with that character throughout the play.
When we run through Act 2 again, I tried to stay focused and in character. I made sure I didn't just talk about a load of rubbish, but I actually spoke about things that were happening in that scene at that moment. I stayed in character quite well, as I play a bit chavvy, and rebellious. I find it very easy to stay in character, if you know that character really well. It's just hard if people aren't concentrating very well, then its distracting and it distracts you and gets you out of the zone, so then you don't stay in character. This is why we all need to concentrate all the time and not randomly chit chat. I need to remember for next lesson to stay in character as much as I can, and stick with that character throughout the play.
23.01.13 - Musical Theatre
Started blocking act 2 of DFTA today. Before we did that, we all read through Avt 2 together as a group so we could get to grips with the script. It's suppose to start off with Dizzy doing a dive and the gang catch her Emily was playing Dizzy, but she didn't really want to do it. So Rachel was fine with it and it didn't change the way the play went at all. So LuLu(played by Mel) did it instead. So just a couple of lines were given to Mel. Rachel's idea was to add in a bit of physical theatre to the play, so she suggested we all hold the person opposites arms in one long line,facing out to the audience and hold on nice and tight to make sure Mel doesn't fall. We worked on this for a long time, as we wanted Mel to feel safe and make she wasn't getting her when she dived. Rachel saw it from the front and said it looked really good. Mel said she didn't get hurt either.
Once we did it with Mel, later on in Act 2 we had to do it with Ben. Ben plays Zack who owns the circus and wants the gang to help him. That's why in this particular bit he is teaching Angel(played by Danielle) how to dive. So we did the same again, and made sure we worked on it for a long time, making sure Ben felt okay about, and again it went really well and there were no casualties. We had to make his dive look like we were professional by this point. When we did it with Angel, I thought it would be a good if she doesn't actually do it properly and we forget she is going to dive. So I suggested the 4 people at the end should still be holding hands, but talking amongst themselves not realising Angel is going to dive, so we fall over with her. This would work really well I thought, as it will look quite funny as Ben has just done it all professional and then it shows a down fall in the fact that maybe we cant do it, as Angel mucks it up. It also shows what typical teenagers would be like; not paying attention, being clumsy etc.
They were the most important things we had to worry about in Act 2. Everything else we blocked looked good, and everyone was happy with what we had. We all worked really well as a team. I think for next time I need to make sure I know all of my lines properly and cues and go through Act 1 and 2 in my head.
Once we did it with Mel, later on in Act 2 we had to do it with Ben. Ben plays Zack who owns the circus and wants the gang to help him. That's why in this particular bit he is teaching Angel(played by Danielle) how to dive. So we did the same again, and made sure we worked on it for a long time, making sure Ben felt okay about, and again it went really well and there were no casualties. We had to make his dive look like we were professional by this point. When we did it with Angel, I thought it would be a good if she doesn't actually do it properly and we forget she is going to dive. So I suggested the 4 people at the end should still be holding hands, but talking amongst themselves not realising Angel is going to dive, so we fall over with her. This would work really well I thought, as it will look quite funny as Ben has just done it all professional and then it shows a down fall in the fact that maybe we cant do it, as Angel mucks it up. It also shows what typical teenagers would be like; not paying attention, being clumsy etc.
They were the most important things we had to worry about in Act 2. Everything else we blocked looked good, and everyone was happy with what we had. We all worked really well as a team. I think for next time I need to make sure I know all of my lines properly and cues and go through Act 1 and 2 in my head.
21.01.13 - Dance
Today we looked at videos from the dance company DV8 and look at their physical theatre movement in relation to our play DFTA.
This is an example of their work:
http://www.youtube.com/watch?v=NShJJr1ztkM
The way they move is very relevant to DFTA, in the different ways they use the parts of their body to explain or show how they feel or want to say. I personally really liked there work. I thought it was really clever and very easy to understand. There was a specific dance where this man uses his whole body and uses lots of different motifs to show feeling. I really liked this piece and it looked like it worked really well.
After watching their videos and getting lots of ideas from them, we started to do some choreographing on our DFTA dances in Act 3. We started the main dance in Act 3, which was the animal taming routine. It was really easy, but when we knew we had to play animals, we knew it was going to be a lot more trickier than we thought. Sam told us to get into pairs and think of any animal movements and come up with a count of 8 to start with. So I got into pairs with Emily and we came up with a monkey movement. We knew monkeys walked very low and sort of shuffled and not walked, so we did that and made lots of monkey movements with our arms. Also monkeys swing on trees, so that came into our little duet routine. When we did it looked really good. Throughout the rest of the routine its about the animals escaping as they get captured and Sam vaguely started to choreograph that bit. We all came in together into the middle and all tried to struggle to escape.
This is an example of their work:
http://www.youtube.com/watch?v=NShJJr1ztkM
The way they move is very relevant to DFTA, in the different ways they use the parts of their body to explain or show how they feel or want to say. I personally really liked there work. I thought it was really clever and very easy to understand. There was a specific dance where this man uses his whole body and uses lots of different motifs to show feeling. I really liked this piece and it looked like it worked really well.
After watching their videos and getting lots of ideas from them, we started to do some choreographing on our DFTA dances in Act 3. We started the main dance in Act 3, which was the animal taming routine. It was really easy, but when we knew we had to play animals, we knew it was going to be a lot more trickier than we thought. Sam told us to get into pairs and think of any animal movements and come up with a count of 8 to start with. So I got into pairs with Emily and we came up with a monkey movement. We knew monkeys walked very low and sort of shuffled and not walked, so we did that and made lots of monkey movements with our arms. Also monkeys swing on trees, so that came into our little duet routine. When we did it looked really good. Throughout the rest of the routine its about the animals escaping as they get captured and Sam vaguely started to choreograph that bit. We all came in together into the middle and all tried to struggle to escape.
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