Jackie Unit 19: principles of acting/ researcher and character development.

Research about tomorrow.

Tomorrow is a play writing by Simon Vinnicombe, in 2014 the play is about a group of  year 11, who are on their last day of secondary school, The first scene follows them on the last day of school which is set in April/June and the second is prom night and the last scene is about them collecting their results. The theme of the play is mostly about the future, about what their perspective and chances are in life. its about all type of stuff such as love, friendship, lush all the type of massive things you could deal with when you're that young. with these amazing characters.

Names of characters that we played:

Peter: played by Tyrell. is a boy without a peer group, yet to find his niche. He is never comfortable within a group and this manifests itself in his tentative physical movements. He works very hard for successes.

Lana: played by Bianca. is acutely shy, she is desperate to be hidden from the world. Incredibly clever and very kind but without any of the social skills to go with it. AN A* student in every subject.

Zack: played by Dorant. is a massive presence in the room. He can swish from being warm to ferocious in a moment but a natural charisma. When he is up, the sun shines on everyone.

Naomi: played by Natalia. has an odd maturity which doesn't match her outward appearance. she's fiercely intelligent, and is constantly battling to hide any of her vulnerabilities. she does her best to hide her prettiness.

Kelly: played by Morgan. is a ball of anxiety. she feels the full force of external pressure to succeed and is on the edge of exhaustion. she kind and open and genuinely loves being at school. constantly worried as to whether or not others like her.

Billy: played Ezekiel. is full of artificial confidence. His every movement is dictated by his desire to be liked A ball of energy. he has a quick wit and a desperate need to be approved of.

Shulay: played by Jashida (Me). tries to be brash and loud in an attempt to hide her lack of confidence.

Shadia: played by Temwanie. is extremely bright and ambitious. she is loyal and fiercely protective of those close to her. she maternal nature about her which believes her years.

Sam: played by Rophie. is a scruffy, clumsy mess of limbs. It's as if he has not frown into his body yet. He is always in he immediate, always upbeat. A loyal huge-hearted boy.

Matt: played by Edgar. is an athlete and moves with the casual confidence of a sportsman. HE is less comfortable in classroom and gets frustrated with his inability to articulate himself. An admixture of confidence and insecurity. A good-looking young man.

Chloe: played by Yasmin. has a quiet confidence born of years of popularity. she has a restlessness about her, as if her anger is about to bubble over she is naturally pretty and takes great care over her appearance.

We did the hole of act One which is set in April/June, the last day of school, in the assembly hall. with tables and chairs set out like were going to do an exam.

About Simon Vinnicombe.
Simon Vinnicombe is a British writer, who began his career when he was invited to join the Royal Court Theatre in a 'Super Group' within the young writes programme. His two plays, year 10 (2005) and cradle me (2008), opened at the finborough Theatre. Year 10 was named Time Out critics' choice and subsequently transferred to the BAC and the festival premieres second edition, a festival by the Theatre National de Strasbourg and Le Maillion, and as part of the Brittany International Theatre Festival in 2006. bout year 10 and cradle me  have been performed across Europe in several different languages. Simon Vinnicombe was also part of the BBC writers' Academy 2010 for Television  and has subsequently written  for both TV and film. He won Pearson Award for playwright in the same year. His play City love was performed at the Bussey Building in September 2013. His other work has been produced at the Bush, Union Theater, Edinburgh Festival, Southwark Playhouse, the Old Vic, the Manhattan Theatre Club, New York City, and on BBC Radio 4.

My character research.
Shulay is an 16 year old, who is in year 11, she cares a lot about her grade and school but doesn't shows it. She is the type who would spend her day outing with her friend, shopping and doing her nails trying to impress guys and her friends with her attitude and beauty. Her ambition is to pass her GCSE's and show off her high status when she has the chance. She enjoys making people feel bad with just using word. Her biggest fears is not living up her her friends expectations of her, and not passing her exam, because that's still a side of her that she hides from her friends. My character believes in God, however her greatest pleasure is making people feel terrible about them self, she really enjoys making people feel down, she love finding bad and horrible things to say too them. Therefor her worst nightmare is to have someone bring her down when she's trying to show of her high status, for example when Yazmin character Chloe she trying to stick up for herself and told my character to shut up my character responded with a " you didn't just tell me too shut up" and quickly find something else to throw at her, that's why she responded quickly. cause she don't people too get a chance to bring her down. however there's another character that she really fancy name Zack and he has a higher status the she does, she really likes him but she cant show it because her best friend and him already has a thing. I know other characters sees my character as a B*ITCH but i don't mind because thats what i want them too see me as.

Rehearsals log about what really help me develop my character.

1. One lesson we took off, reading the script and try to start acting out the piece, and we was really struggling  as an ensemble and Miss Jackie realised that. Therefor she took us out into the corridor to observe the way our other class mates are behaving, and that really helped me because whilst we was in the corridor  i realised that they were more open more focus and they were always listing to everything and everyone even though some are on their phone or listing to music, they was still curious about what was going on. therefor i took that into consideration and try to do that with my character, moreover we got the opportunity to experiment with our character a bit more.

2. I realised because my character was one of the high status people she had a lot of advantage to be more free but it was a bit complicated cause i don't consider myself as some who is high status so i had to change a bit and be more mean and observing about what others was doing.

3. Once we started getting confident with our character, the piece started to flow, we began add different  ideas and working as an ensemble to make the piece work. there was time we would struggle because we would get a  bit distracted and the energy will start to drop, but we would always  find a way to pick back up the pace and stay focus as a ensemble.

My character costume idea.

White signed shirt because it's our last day.




Black skirt high sock and black shoes.













M y character props .

pretzels to snake on whilst acting.









Blue bag!

MY CHARACTER AND COSTUME IDEA!

My character is 'Little Red Riding Hood'.

We are not using the original 'Little Red Riding Hood',  am making my character more modernised. 

costume ideas for my character

 I choose this look because it's more modern and easy to achieve, buy or make. 


The Moral of the Story is that a child should not speak to strangers because it is dangerous and there might not be good intentions. When people use animals to portray good and evil in a story it is because children are driven by their imagination and animals intrigues children because they are easy to be recognise











Background Check:

"Little Red Riding Hood", or "Little Red Ridinghood", also known as "Little Red Cap" or simply "Red Riding Hood", is a European fairy tale about a young girl and a Big Bad Wolf. Its origins can be traced back to the 10th century by several European folk tales, including one from Italy called The False Grandmother (Italian: La finta nonna), later written among others by Italo Calvino in the Italian Folktales collection; the best known versions were written by Charles Perrault and Brothers Grimm. The story has been changed considerably in various retellings and subjected to numerous modern adaptations and readings. It is number 333 in the Aarne-Thompson classification system for folktales. Variations of the story have developed, incorporating various cultural beliefs and regional dialects into the story. An example of this is "Kawoni's Journey Across the Mountain: A Cherokee Little Red Riding Hood", which introduces Cherokee myths and language into the traditional story. Another such example is "Petite Rouge Riding Hood", which approaches the story from a Cajun perspective.  

2 children theatre company.

Chicken Ched.

The reason it's called chicken  Shed, is because years ago the people who owned the company were very desperate to find a place and the own asked a friend if there was a place they could use just to start off the company, and the woman said yes sure and it was an old chicken shed that when they entered it still had some chicken feathers.

I found out that Chicken Shed is open to everyone from every background, they like to make people comfortable and confident with each other. Moreover they create a space where everyone feels safe, they listen to each other and also listen to their opinions, so that they could feel ownership.

They also have a group called tale from the Chicken Shed. they create children theatre for the age 0 to 6 years they use a lot off puppetry in animal form that's also in bright colors and bright colours like yellow, orange and red to attract the children. they also uses a lot of freeze frames to tell stories. They also uses boxes painted in different colours as the background.

Here's photos of the companies:

 
    

This company is the reason i decided to use bright colours and puppetry in my piece about the 'Fox' and the 'Crow, because i realise kids are attracted by bright colour it really capture their attention. their work is really unique and the way they uses colour really defined who they are, and how they just want the kids to enjoy them self and have fun while watching the play. They really engage with the children and make them have a good time, and i feel like that the type of recreating i want to get, and experience the same reaction from the children.

They really inspire me because they also go to hospital and place for thoses who are not able to access their regular workshops.

vedios




The Unicorn Theatre:

The Unicorn Theatre was found by Caryl Jenner, as a touring company in '1947' with a commitment to give children a valuable and often first ever experience of quality theatre.They strive to push the boundaries of imagination in everything they do; by welcoming families, schools. and young people for an unforgettable theatrical experience that will expand their horizon, and change their perspective, and  challenge how they will see and understand each other.
 

The unicorn theatre made a little trailer of one, of the pieces they made and they uses puppetry made out of cardboard, to make the scenes. moreover they uses shadow and lighting  to create a story while the cast members moving the puppets made out of boxes around. They also uses projection of raindrops in the background,and sound effects.

Here's the trailer i found:



This piece give me an amazing idea for one of the story i shoose, called Tom and Jerry. we could use a white background and use our human characters to portray the Cat and the Rat, while there shadow is playing on the white background.

this will really be funny because the children will actually think their get hit or they are really fighting when it just their shadows moving. and puppetry really attract childrens, makes enhances their imagination. I really enjoyed this trailer, because it was very creative, they really think out of the box.

3 childre stories and how they could be used for our piece and why they are suitable.

 During my research into possible children's theatre stories for development, i decided to use.
The Fox and Crow 
Why i find this story suitable for Children Theatre .

I think we could use this story because the fox is trying to trick the crow. It shows that there is a "good guy" and a "bad guy", which is very clear to understand and that makes it suitable for young children. Animals  engage children because they are intriguing and easily recognisable, this is because children are driven by morality,it's easier to use animals to describe good and bad because if you use human it makes it a bit complicated for them. because children know that their loyalty should lie with the character who stands for what is good and right.

This story is about deception and manipulation, human behaviours that the children should recognise as wrong. My idea for this play would be to take the children on an interactive theatrical journey, one in which the children are encouraged by by the narrator to respond to the 'bad' characters through audience participation, calling upon the tradition of pantomime. I would also like to integrate French in to the piece telling parts of the story in basic french, encouraging the development of another language in the piece as the play progresses. This would make this an educational experience also. 

Costume and scenes ideas: we could have a group of three people,one person to play the "Crow", dress in (black) and  the other person to play the "fox", dress in (orange) and a narrator. The narrator would be telling the story to the children, whilst controlling the people acting out the "fox" and the "Crow" as a puppet. Therefore whilst controlling the fox and the crow. In the background, we could have a bright green tree, with blue sky and a shiny sun to make the colours more effective for the children. Moreover a (black) platform for the person who acting as the crow to sit or stand on to show the heights difference from the"Crow" and the "Fox" .

Here a video i watch on youtube about the crow and the fox.

https://www.youtube.com/watch?v=1ataamAg4X8
The Fox and Crow, in French and English.
English
Master Crow perched on a tree, 
was holding a cheese in his beak. 
Master Fox, enticed by the smell 
said something about this language:!. 
"Well, Hello Mister Crow
! How beautiful you are beautiful you seem to me 
without lying, if your song 
is like your plumage, 
You Are the Phoenix of the hosts of these woods. " 
At these words the Raven feels no joy; 
And to show his beautiful voice, 
He opens his beak wide, lets his prey fall. 
The Fox grabs it, and said, "My good Sir, 
Learn that every flatterer 
Lives at the expense of those who heed
This lesson is well worth a cheese, probably" 
The Crow, ashamed and embarrassed, 
Swore, A little late, that he would no longer be taken.
French
Maître Corbeau, sur un arbre perché,

Tenait en son bec un fromage.
Maître Renard, par l'odeur alléché,
Lui tint à peu près ce langage :
"Hé ! bonjour, Monsieur du Corbeau.
Que vous êtes joli ! que vous me semblez beau !
Sans mentir, si votre ramage
Se rapporte à votre plumage,
Vous êtes le Phénix des hôtes de ces bois."
A ces mots le Corbeau ne se sent pas de joie ;
Et pour montrer sa belle voix,
Il ouvre un large bec, laisse tomber sa proie.
Le Renard s'en saisit, et dit : "Mon bon Monsieur,
Apprenez que tout flatteur
Vit aux dépens de celui qui l'écoute :
Cette leçon vaut bien un fromage, sans doute. "
Le Corbeau, honteux et confus,
Jura, mais un peu tard, qu'on ne l'y prendrait plus.

A background check.                                                       Found on wikipedia. 

The Fox and the Crow is the second fable of Book i, of Jean de La Fontaine located in the first collection of Fables , published for the first time in 1668 . There are two sources for this fable: the version of Aesop ( "The Fox and the Crow") and the Latin fabulist Phaedrus (Macedonia - 10 BC. - To 54 AD. , Author of twenty-three fables imitated by Aesop). The version of Phaedra (Book I, 13) was translated into French by Sacy in 1647.

It was set to music by Maurice Delage in 1931 .

The Fox and the Crow is one of Aesop's Fables, numbered 124 in the Perry Index. There are early Latin and Greek versions and the fable may even have been portrayed on an ancient Greek vase. The story is used as a warning against listening to flattery.

Tom and Jerry.

This story is about two animal, a Mouse and a Cat, who are always competing against each other, however both are after two different, (goals) "Tom" the cat is more focused on catching Jerry. And Jerry the "Rat" is more focused on finding his cheese. these two friends are always in a conflict with each other, and ending up being friends again.

Why i find this story suitable.
I find this story suitable for children theatre because, it's funny and it have a lot of actions and conflicts, that the kids are going to find hilarious and really intriguing, because they are acting as animals. the moral behind this story is that even if your two different people, with different personality you don't have to compete with each other. and i find this good for the children because it shows them that it's okay to be different, but love and support one and other.

we can achieve this by making the characters more modern, by keeping their appearance as animals
but instead of making the sound like a Mouse or a Cat, make them speak as humans Moreover we could also use bright colours to make the scene more effective. and show the joy and the danger the characters are in. we could also make Tom have an IPhone to track "Jerry", whilst making his way or journey, to find his cheese. Moreover we could end the scenes by making "Tom", have Jerry cheese and "Jerry" have tom phone.So that they could come together to return each other belongings, and end up listing to music on tom phone and sharing Jerry cheese. this also shows the children that sharing is caring. and sometimes friends is all you have.

here's some videos of Tom and Jerry.
https://www.youtube.com/watch?v=-h_IOcC9xsg
https://www.youtube.com/watch?v=Qer1RH_X4Io

Background check.                                                 found on wikipedia. 

 Tom and Jerry is an American animated series of short films created in 1940, by William Hanna and Joseph Barbera. It centers on a rivalry between its two title characters, Tom and Jerry, and many recurring characters, based around slapstick comedy.

In its original run, Hanna and Barbera produced 114 Tom and Jerry shorts for Metro-Goldwyn-Mayer from 1940 to 1958. During this time, they won seven Academy Awards for Animated Short Film, tying for first place with Walt Disney's Silly Symphonies with the most awards in the category. After the MGM cartoon studio closed in 1958, MGM revived the series with Gene Deitch directing an additional 13 Tom and Jerry shorts for Rembrandt Films from 1961 to 1962. Tom and Jerry then became the highest-grossing animated short film series of that time, overtaking Looney Tunes. Chuck Jones then produced another 34 shorts with Sib-Tower 12 Productions between 1963 and 1967. 

The Grinch Stole Christmas.

How The Grinch Stole Christmas, by Dr. Suess

Every Who Down in Whoville Liked Christmas a lot...
But the Grinch,Who lived just north of Whoville, Did NOT!
The Grinch hated Christmas! The whole Christmas season!
Now, please don't ask why. No one quite knows the reason.
It could be his head wasn't screwed on just right.
It could be, perhaps, that his shoes were too tight.
But I think that the most likely reason of all,
May have been that his heart was two sizes too small.
Whatever the reason, His heart or his shoes,
He stood there on Christmas Eve, hating the Whos,
Staring down from his cave with a sour, Grinchy frown,
At the warm lighted windows below in their town.
For he knew every Who down in Whoville beneath,
Was busy now, hanging a mistletoe wreath.
"And they're hanging their stockings!" he snarled with a sneer,
"Tomorrow is Christmas! It's practically here!"
Then he growled, with his Grinch fingers nervously drumming,
"I MUST find some way to stop Christmas from coming!"
For Tomorrow, he knew, all the Who girls and boys,
Would wake bright and early. They'd rush for their toys!
And then! Oh, the noise! Oh, the Noise!
Noise! Noise! Noise!
That's one thing he hated! The NOISE!
NOISE! NOISE! NOISE!
Then the Whos, young and old, would sit down to a feast.
And they'd feast! And they'd feast! And they'd FEAST!
FEAST! FEAST! FEAST!
They would feast on Who-pudding, and rare Who-roast beast.
Which was something the Grinch couldn't stand in the least!
And THEN They'd do something He liked least of all!
Every Who down in Whoville, the tall and the small,
Would stand close together, with Christmas bells ringing.
They'd stand hand-in-hand. And the Whos would start singing!
They'd sing! And they'd sing! And they'd SING!
SING! SING! SING!
And the more the Grinch thought of this Who ChristmasSing,
The more the Grinch thought, "I must stop this whole thing!"
"Why, for fifty-three years I've put up with it now!"
"I MUST stop this Christmas from coming! But HOW?"
Then he got an idea! An awful idea!
THE GRINCH GOT A WONDERFUL, AWFUL IDEA!
"I know just what to do!" The Grinch laughed in his throat.
And he made a quick Santy Claus hat and a coat.
And he chuckled, and clucked, "What a great Grinchy trick!"
"With this coat and this hat, I look just like Saint Nick!"
"All I need is a reindeer..." The Grinch looked around.
But, since reindeer are scarce, there was none to be found.
Did that stop the old Grinch? No! The Grinch simply said,
"If I can't find a reindeer, I'll make one instead!"
So he called his dog, Max. Then he took some red thread,
And he tied a big horn on the top of his head.
THEN He loaded some bags And some old empty sacks,
On a ramshackle sleigh And he hitched up old Max.
Then the Grinch said, "Giddap!" And the sleigh started down,
Toward the homes where the Whos Lay asnooze in their town.
All their windows were dark. Quiet snow filled the air.
All the Whos were all dreaming sweet dreams without care.
When he came to the first little house on the square.
"This is stop number one," the old Grinchy Claus hissed,
And he climbed to the roof, empty bags in his fist.
Then he slid down the chimney. A rather tight pinch.
But, if Santa could do it, then so could the Grinch.
He got stuck only once, for a moment or two.
Then he stuck his head out of the fireplace flue.
Where the little Who stockings all hung in a row.
"These stockings," he grinned, "are the first things to go!"
Then he slithered and slunk, with a smile most unpleasant,
Around the whole room, and he took every present!
Pop guns! And bicycles! Roller skates! Drums!
Checkerboards! Tricycles! Popcorn! And plums!
And he stuffed them in bags. Then the Grinch, very nimbly,
Stuffed all the bags, one by one, up the chimney!
Then he slunk to the icebox. He took the Whos' feast!
He took the Who-pudding! He took the roast beast!
He cleaned out that icebox as quick as a flash.
Why, that Grinch even took their last can of Who-hash!
Then he stuffed all the food up the chimney with glee.
"And NOW!" grinned the Grinch, "I will stuff up the tree!"
And the Grinch grabbed the tree, and he started to shove,
When he heard a small sound like the coo of a dove.
He turned around fast, and he saw a small Who!
Little Cindy-Lou Who, who was not more than two.
The Grinch had been caught by this tiny Who daughter,
Who'd got out of bed for a cup of cold water.
She stared at the Grinch and said, "Santy Claus, why,”
"Why are you taking our Christmas tree? WHY?"
But, you know, that old Grinch was so smart and so slick,
He thought up a lie, and he thought it up quick!
"Why, my sweet little tot," the fake Santy Claus lied,
"There's a light on this tree that won't light on one side."
"So I'm taking it home to my workshop, my dear."
"I'll fix it up there. Then I'll bring it back here."
And his fib fooled the child. Then he patted her head,
And he got her a drink and he sent her to bed.
And when CindyLou Who went to bed with her cup,
HE went to the chimney and stuffed the tree up!
Then the last thing he took Was the log for their fire!
Then he went up the chimney, himself, the old liar.
On their walls he left nothing but hooks and some wire.
And the one speck of food That he left in the house,
Was a crumb that was even too small for a mouse.
Then He did the same thing To the other Whos' houses
Leaving crumbs Much too small For the other Whos' mouses!
It was quarter past dawn... All the Whos, still a-bed,
All the Whos, still asnooze When he packed up his sled,
Packed it up with their presents! The ribbons! The wrappings!
The tags! And the tinsel! The trimmings! The trappings!
Three thousand feet up! Up the side of Mt. Crumpit,
He rode with his load to the tiptop to dump it!
"PoohPooh to the Whos!" he was grinchishly humming.
"They're finding out now that no Christmas is coming!"
"They're just waking up! I know just what they'll do!"
"Their mouths will hang open a minute or two,
Then the Whos down in Whoville will all cry BooHoo!"
"That's a noise," grinned the Grinch, "That I simply MUST hear!"
So he paused. And the Grinch put his hand to his ear.
And he did hear a sound rising over the snow.
It started in low. Then it started to grow.
But the sound wasn't sad! Why, this sound sounded merry!
It couldn't be so! But it WAS merry! VERY!
He stared down at Whoville! The Grinch popped his eyes!
Then he shook! What he saw was a shocking surprise!
Every Who down in Whoville, the tall and the small,
Was singing! Without any presents at all!
He HADN'T stopped Christmas from coming! IT CAME!
Somehow or other, it came just the same!
And the Grinch, with his grinch-feet ice-cold in the snow,
Stood puzzling and puzzling: "How could it be so?"
"It came with out ribbons! It came without tags!"
"It came without packages, boxes or bags!"
And he puzzled three hours, till his puzzler was sore.
Then the Grinch thought of something he hadn't before!
"Maybe Christmas," he thought, "doesn't come from a store."
"Maybe Christmas...perhaps...means a little bit more!"
And what happened then? Well...in Whoville they say,
That the Grinch's small heart Grew three sizes that day!
And the minute his heart didn't feel quite so tight,
He whizzed with his load through the bright morning light,
And he brought back the toys! And the food for the feast!
And he, HE HIMSELF! The Grinch carved.

Background:                                              Found on Wikipedia

This is a story that was written by Theodore known as " Dr Seuss" Geisel. The story was written in rhymed verses with illustrations by the author. It's a story about a Grinch, a Grouchy, solitary creature who tried, to put an end to Christmas by stealing Christmas-themed item from houses, near by a town called Whoville on Christmas. however despite everything, all his effort. At the end he returned everything he stole and was a guest of honour at the whos' Christmas dinner.
This story was published as a book by Random House in 1957. The national education association named it one of its teachers ' Top 100 Books for children in 2012 it was ranked number 61 among the " 100 picture Books".

Why i think this is suitable.
I think this story is suitable for children, because it showing the children that stealing is not a good thing to do. Most of the time people steals out of envy, they don't have the things other people have. however it also shows them the repercussion of stealing. Therefore it makes them sad and upset. Finally it teaches them theirs always good in people.

 Children's Theatre.

Rehearsal log.

We took this off the plan our piece as a group, in the beginning of the lesson miss katie took time to tell us who we were playing, i got told am playing 'Little Red Riding Hood' and i was paired with Yasmin, who's playing 'Goldilocks' my sister. we then get 30 to sit as a group and plan the structure of the play and how we want it to start and finish. Therefore we came up with.
                    
We will start with the Narrator played by Temwani as ' Queen Moon Shine', she will explain that everyone is arguing. We will then have a call and  response opportunity.

Followed by princess 1 played by Morgan as 'Princess Buttercup' and princess 2 played by Bianca as 'Princess Rosy'.
they will establish their conflict about their love triangle with a prince. 
want a projection of a prince.

We will then have the narrator again to link the next scene by reminding the children what happened in the previous scene.

We will then have the 'Three Little Pig' played by Ezekiel as Po-Faced Pig, Natalia as 'Positive pig and Dorant as 'Peckish Pig.  
they will also establish their conflict about how they can't find the perfect house because they all want something different and because they all have different standard .

We will then have the narrator again to link the next scene by reminding the children what happened in the previous scene.

Followed Yasmin and I as 'GoldiLocks and Little Red'. 
We will then establish our conflict about who's the coolest and which is the most rebellious. 

We will then have the narrator again to link the next scene by reminding the children what happened in the previous scene.

Then we will have the two wolves played by Tyrel and Edgar and 'The Wicked Witch of West Africa' played by Rophie.   
they will also establish their conflict about the wolves not being bad enough.

Well then and the play with a talk show, called 'The Queen Moon Shine Talk Show'.
where everyone will come together and solve their conflict.

Rehearsal Log. 2Th Feb 2017

In today's lesson, I was paired with Yasmin. In our first scene we worked on our individual characterisation. As we were playing twmodern characters of 'Little Red Riding Hood' and 'Goldie Looks.' we decided as partners with miss Katie, to change the names and call them 'Goldi and Little red', to make it more modern, because our ideas was more of our generation.

We just experimented, play with our imagination, came up with ideas share our thoughts, see what was going to work and what wasn't  working in our piece. And we basically came up with our fist scene the same day. We had our lines and everything from the first day we worked on it. however everything wasn't perfect we still had things we needed to work on, but we knew exactly what we wanted and how we wanted our scenes to be so it didn't take that long to make and come up with.

Therefor we showed our piece to Miss Katie to make her see what we had so far, and she seemed pleased with what we had, and as our mentor and teacher she told us what we needed to work on and how to perfect the scene and make more stronger, and more meaningful.
we then took all her critics and ideas to make it better, see if it really worked, which some of them did and make our scene stronger.

My target for next lesson is for Yasmin and I to write our first script and perfect our scene and see what more we could add to it, to make it better. 

Rehearsal Log. 3nd Feb 2017

In this lesson Yasmin and I took time to analyse, what we were going to add in our piece to make the conflict, so we came up with jealousy, because we are both two modern characters, that are playing rebellious sister and jealousy made our characters more interesting, because we are competing against each other. were always trying to be better then one and other. therefor Goldi is jealous of Littler Red, "red cape" and little red is jealous of  Goldi "gold shoes".

My target is for Yasmin and I to finish our script.

Rehearsal Log.    

During the lesson today,  Yasmin and I, took the first 5 min off, to work on our scripts, moreover,  we came up with our lines and decided as partners to make Yasmin type it up and  printing it of, due to the fact that am not confident with my English.
we then spend the rest of the lesson rehearsing with the lines we came up with and perfecting our piece, we also came up with the final idea and song for our dance scene in the first part of the piece.

Target for next lesson is to get our script Yasmin going to print and finished working on our scene.

Link to our first script: https://outlook.office365.com/owa/?path=/attachmentlightbox

Rehearsal Log. 7th Feb 2017

During this lesson Yasmin and I wanted to create the ensemble scene in which all our characters came together to resolve their conflict. Yasmin and I decided that we should enter the stage in unison. Temwani (the Queen of fairy tale land) asks us why our characters are in conflict. In order to show my jealousy and anger towards 'Goldilocks' I rolled my eyes and sighed as she spoke, my physicality was confrontational. I used accusatory gestures like pointing to show my frustration. I think this animated and very physical way of acting on stage, will engage and entertain an audience of small children. We had scripted our dialogue which gave us a structure. We use direct address to tell the story and to interact with the audience. I discuss 'Goldilocks' stealing of porridge and I ask the children if they think stealing is good. In doing this I am trying to teach the children the difference between right and wrong.  
By the end of this session we had decided how the scene would finish, with all of the characters resolving their conflict. 

My target for next lesson is for Yazmin and I to perfect every scene we created, and make sure our script is up to date, find music for when we enter each scene, make sure we make siri clear so the kids could understand.

Up to date script from our talk show and our personal scene.

First scene:https: https://outlook.office365.com/owa/?realm=leyton.ac.uk&exsvurl=1&ll-cc=2057&modurl=0&path=/attachmentlightbox
talk show scene: https://studentsleytonac-my.sharepoint.com/personal/s1603716_leyton_ac_uk/_layouts/15/WopiFrame.aspx?docid=1fe85518fb24a4f8c86a9b046cf014516&authkey=AQyTlAS0Wc7rS9DrC9N_QGk&action=view

Rehearsal Log.

Today in the theatre, Yasmin  and I came up with our final intro song, which was called 'I know thing now' from 'Into The Woods' but miss Katie told us it was to soft for our character, make it more modernise to suit or character. so Yasmin came up with "just fine"by Mary J. Blige, and we listing to it together and decided to use this song, because it suited our characters.because our scene is every energised and fun and i ends with a dance off. therefore using that song as our intro really good because we are waling on really sassy, which shows are characters are cool and very naturalistic characters. this well help us show the children that we are just two normal sibling who fight a lot. which is interesting because we are not playing animals or princesses who are heightened.

voice and the actor.

                                                    voice and the actor.

This term we have started the unit voice and the actor and are focusing on how to develop and use your voice as performer effectively. we started to look at various definition of vocal terminology such as:

Projection: projection is the strength of the voice, actors need to project in order for their voices to be heard at the back of the auditorium.

clarity: clarity is the ability, to be understanded when you are speaking" so you could clearly understood".

Articulation: articulation is the movement of the tongue, lips,jaw and others speech organs ( the articulators) in order to make speech sounds, being able to produce the correct vocal sound. its mostly being to pronounce the word properly.

Articulation: articulators are the lips,jaw,teeth,tongue.

Pitch: pitch determines how high or low you vocal sounds is, another way of describing vocal pitch is "vocal range"

when we begin voice work in lesson, i find that my voice was very weak because i didn't know how to control my breading. Therefor i didn't know how to use my breading to help me project my voice properly.

KATIE/JACKIE DEVISING PIECE AND SCRIPTED FINALE EVALUATION!

We finally had our final show of our improvised, device piece in the theatre, followed by Fallout at the end of  devising piece.

I really enjoyed my devising piece due to the fact that, I had a really hard time while creating this piece because of my foot injury, nut that didn't stop us. for creating an amazing piece about stop and search. moreover due to the previous performance we had and ending up having a break down, we took the audience feet back and work on everything they told us and perfect our scene.

Stop and search
Therefor I feel our strongest scene was when we did the searching scene in the dark. and that's because we work together as an ensemble with the L.E.D lights and by using physical theatre at the same time, to show the audience  the communication and tension between the police and a young person, we showed that tension by using gesture and movements and ending it with a deep stair in the eye, and standing right in front of them. Moreover, I also feel our final scene was very strong because we also worked as an ensemble, while walking in all together. That had the most tension to me because I was playing police and we had to pursue Ezekiel and Yazmin, so we used proxemics on state to show the tension on the police as hunters of young people. We showed it by walking in a large group in unison and canon the rhythm of our stamping as an ensemble added tension, and representation of  how the police intimidate young people.

Which is quite funny because we swished things up by showing, the dynamics at the end of scene by adapting the Mac-arena choreography  into tense gesture and movements which we performer with pressure and anger at the end. This keep the audience guessing what's going to happen next because of all the changing of emotion, better yet feeding of the their curiosity. Even the sound effect we used was so tense until we chance it to the Mac-arena and ended the scene while singing in a chorus

In Fallout, my strongest piece was towards the end, the" investigation scene", with Dorant, Tyrell and Natalia. because I feel like I was more comfortable during that scene, like we had a lot of energy and we was feeding off each other, As we worked as an ensemble, it helped us to show the tension and anger we had towards each other, Not only the way we worked as an ensemble but our facial expression as well, I mean Tyrell and Natalie didn't have much lines but their facial expression showed that they was connect to the scene and not just listing to us saying the line, so feel that we all was physically connected as a ensemble. Moreover I use a lot of hand gestures and neck movements  to show my character's emoting (sassy/don't care attitude ),  Me and Tyrell also use hands gestures to show or anger by ( hitting the table), and changing our vocal range by (shouting) at each other while projecting our voice. Lastly I was really happy because while rehearsing or piece Me and Dorant always use to have a hard time because we never use to listen to each other properly, but towards the end we got to show the emotion, aggressiveness we wanted and was expecting from each other. and this is because my character and to really aggressive and sassy toward his, Therefor while rehearsing to get me in character, because he knew I love (Rihanna) he would call her names to change my mood. and this really help us with our scene and or characters. so yeah I'm really proud of the final performance we did.

Stop and Search: our less successful scene was our improvisation scene, we did with Me, Bianca, Natalia, Yazmin, Ezekiel and Morgan, because this scene was always the hardest one due to the fact it had a lot of low energy while rehearsing it, however when we performed it for the first time we go feet back about what we needed to work on and we worked really hard into perfecting that scene by adding new pieces to make it stronger and more developed. but what made this scene unsuccessful, is that we used direct address to the audience, and we got some of our lines wrong that we had to say together in unison and I tried not to make it obvious. it was also less successful because I feel like we some of us could've have more energy while performing I feel like we could of been a bit more louder and work much better as an ensemble although we rehearse so much time before our final performance we still didn't get to perfect the scene as much as I wanted it to.

Fallout: although my scene with Tyrell and Natalia wasn't unsuccessful, I still feel like I needed to work a bit more harder on mesmerising my line's because  did forget about to lines,  was really upset at the end of the show but  was happy as well because, we played it off and keep the scene going, but most of all we stayed in character, and the audience didn't realise what happened. as Miss Jackie always said "no matter what happened keep going and stay in character" and  remembered  know the play the audience don't.

Stop And Search/Fallout: overall  feel like the difference between the devised piece and the scripted piece is that, when you do devising pieces you get to be more creative and think outside the box, you also get to experiment with different ideas from different people, try them see if it work if not take them out and try something else you even get to add different character and create your own particular character, moreover you get to come up with different sound effects and using multimedia. . While scripted you have a specific way to ac you have all the lines writing down for you and you can't change it, you have you really research the character and  put yourself in their shoes to connect them physically and emotionally. you can't even express your creativity that much.

Stop And Search: I find coming up with ideas was the most challenging thing I know it might sound weird, because you get to explore your creativity more. But I get really shy and when it comes to saying my idea it will take me really long to saying, because I get insecure about what people will say about what I come up with. but I really tried my best and say what I think would and will not work.

fallout: I find learning my lines really challenging, which is really weird because I'm usually really good at doing that but I really tried my best and learning them. I think it because I had a foot injury so that took most of my attention, but I never you it as an excuse to not learn my lines.

I really enjoyed both pieces in many different ways. It was really good working with two wonderful and different teacher and these two pieces. because I learned a lot of thing from both pieces, like in fallout I was basically  acting as a typical teenager, with stop and search I really had to change my character and my emotion because I had to act as a police woman, and the character is much more mature than myself.