You are well under way devising and rehearsing your exam pieces. These 3 pieces of work are highly important to your working record and we will be adding to this during class-time.
1. Your 3 original ideas after reading the Exam paper - what do you want the audience to feel/think? How do they link to the exam paper?
2. Your chosen idea - plot outline/story breakdown, possible characters, costumes/technical aspects, what you want your audience to think/feel, performance style - naturalistic/abstract (Stanislavski/Brecht/Growtowski) and genre (style of theatre/drama).
3. Character Notes - these may be really basic at the moment but you can keep adding to it as we carry on through the devising process. Possibly include some research you have undertaken into finding out about the type of person your character might be.
theatre masks
Wednesday, 29 February 2012
Friday, 16 December 2011
Unit 2 Christmas Homework Task
These need to be brought into the first lesson back on Friday 6th January.Some of you may have completed some of these already, and there are extension tasks for those who are aiming for Skilful and Accomplished.
1. Christopher Marlowe research - look at his life and why he wrote the play 'Dr Faustus'. The play is a perfect example of a morality play and has the theme of the Seven Deadly Sins.
2. Character Notes - for your role/Character in Item 1 (the improvisation). Present this as either a mind map or collection of bullet points, (alternatively you could create a role on the wall) there are notes on how to this both in the Blood Brothers section on the Blog and your Year 10 classwork on here.
• Who or what were you?
• How did you use characterisation skills in the scene? (use of voice/body language/gestures/facial expressions/voice)
• What is their purpose in the piece? (why are they there/why do you need them)
• What interaction did you have with the audience (direct speech/use of stage space)
3. Presentation notes and Evaluation of Item 2- Costume Design
Intentions – what do you want the audience to think?
• Status – are they high status/low – class?
• historical and social context - time/place/modern/ancient/no time or place
• semiotics – colours/material choice all mean something
• links to item 1 – these are ideas that you have come up with after exploring the stimulus in Item 1 ‘Moving on from Item 1 and ideas from the stimulus I am going to design a costume for...... (Then say why
•class work on medieval theatre/morality plays/religion
• target audience – who is it for? Have you adapted the costume to suit this?
• Genre – greek theatre/tragedy/comedy/thriller/theatre-in-education
• style – abstract/naturalistic/physical theatre (Brecht/Stanislavski
• Consider that the actor might wear the costume for quite a time so it needs to be practical and they need to be able to project so a full mask might be an issue there.
• Average or estimated costs.
Evaluation - 1 A4 page - are you pleased with your final costume design? Why? Give examples? What else would you have included or could change if you could? At least 2 sentences where you refer to someone's elses design and what you liked about their ideas, what could you steal to enhance your own design?
4. For Item 3 - Performer/Deviser/Designer
PLEASE PLEASE pretty PLEASE MAKE SURE YOU HAVE COMPLETED ALL OF THE ABOVE FOR FRIDAY 6TH JANUARY - We have to be able to get Unit 2 completed and the Controlled Assessment done before starting Unit 3 so that we have enough time on this before the examiner comes in March.
All of this work will be sent to the examiner so make it count. This is your work and your grade - you will get what you deserve dependent on the effort you have put in. No-one else can do it for you! Best of luck and have a lovely Christmas!
1. Christopher Marlowe research - look at his life and why he wrote the play 'Dr Faustus'. The play is a perfect example of a morality play and has the theme of the Seven Deadly Sins.
2. Character Notes - for your role/Character in Item 1 (the improvisation). Present this as either a mind map or collection of bullet points, (alternatively you could create a role on the wall) there are notes on how to this both in the Blood Brothers section on the Blog and your Year 10 classwork on here.
• Who or what were you?
• How did you use characterisation skills in the scene? (use of voice/body language/gestures/facial expressions/voice)
• What is their purpose in the piece? (why are they there/why do you need them)
• What interaction did you have with the audience (direct speech/use of stage space)
3. Presentation notes and Evaluation of Item 2- Costume Design
Intentions – what do you want the audience to think?
• Status – are they high status/low – class?
• historical and social context - time/place/modern/ancient/no time or place
• semiotics – colours/material choice all mean something
• links to item 1 – these are ideas that you have come up with after exploring the stimulus in Item 1 ‘Moving on from Item 1 and ideas from the stimulus I am going to design a costume for...... (Then say why
•class work on medieval theatre/morality plays/religion
• target audience – who is it for? Have you adapted the costume to suit this?
• Genre – greek theatre/tragedy/comedy/thriller/theatre-in-education
• style – abstract/naturalistic/physical theatre (Brecht/Stanislavski
• Consider that the actor might wear the costume for quite a time so it needs to be practical and they need to be able to project so a full mask might be an issue there.
• Average or estimated costs.
Evaluation - 1 A4 page - are you pleased with your final costume design? Why? Give examples? What else would you have included or could change if you could? At least 2 sentences where you refer to someone's elses design and what you liked about their ideas, what could you steal to enhance your own design?
4. For Item 3 - Performer/Deviser/Designer
- You've had two hours class-time on this to decide, plan and start creating your additional item - remember this still has to be linked to the stimulus of the Seven Deadly Sins and you should be able to link it to your Item 1.
- For next lesson - ALL OF YOU NEED TO write up the introduction/planning notes you made in class.
- If you are a Deviser (writing an additional scene) - make sure you bring your completed script with you next lesson and be prepared to either make a short presentation that explains your ideas or write up 2-4 sides of A4 explaining your ideas, the characters and story in your scene, and why you wanted to create this scene (including research and links to Item 1)
- If you are Performer (performing an additional scene) - make sure you know what you are doing in your new scene, you may be performing a monologue/duologue/short scene with a group (max. 3minutes) You will have only 1 hour to rehearse on Fri 6th January so come prepared!
- If you are a Designer (additional costumes/masks/make-up/set/props) - bring your completed designs, and additional research you have undertaken in order to support your ideas. Your designs could be very artistic and detailed or could be more in the way of a plan/brief that you would present to a Director outlining your ideas for your chosen design area. You must have 2-4 sides of A4 explaining your ideas, with all image designs clearly labelled. You should look at the same points we studied when you completed your costume design. (See Task 2)
PLEASE PLEASE pretty PLEASE MAKE SURE YOU HAVE COMPLETED ALL OF THE ABOVE FOR FRIDAY 6TH JANUARY - We have to be able to get Unit 2 completed and the Controlled Assessment done before starting Unit 3 so that we have enough time on this before the examiner comes in March.
All of this work will be sent to the examiner so make it count. This is your work and your grade - you will get what you deserve dependent on the effort you have put in. No-one else can do it for you! Best of luck and have a lovely Christmas!
Friday, 9 September 2011
How to write decent Character Notes
My Character: Mickey Johnstone
Key Themes for this character: Love, Loyalty, Honesty and Family
As a Child: Age 7
Key Themes for this character: Love, Loyalty, Honesty and Family
As a Child: Age 7
- Funny (I wish i was our Sammy monologue)
- Excitable - plays gun/horse games
- Voice - High pitched shows age with quickly spoken dialogue to show excitable nature
- use of adult word and language 'pissed off'
- Linda - drops her as his best friend when he becomes Blood Brothers with Eddie ' She's a girl but she's alright'
- Innocent - imaginary horse, rides it like a western cowboy 'rough'.
- Body Language - fidgets and plays with his clothes. Constantly moving around and 'itching' to do something.
- Dark colours to show the change to darker times and themes in the play. Mickey made redundant and Linda pregnant and their struggle for money. Eddie home at Christmas - they argue and Mickey nearly punches Eddie.
- Mood changes quickly as Mickey becomes involved with his brother Sammy and the raid on the bank - gets sent to prison.
- Turns to drugs in prison - becomes a zombie and nothing like the Mickey the audience saw in the first act 'I need my tablets'
- Tension between him and Linda as he wants to return to drugs. Linda looks to Eddie for help making Mickey jealous and suspicious.
BLOOD BROTHERS - Making notes for you working record
Many of you have completed parts of the working record but there are some gaps. You should spend the summer making notes that will help you complete the remaining sections.
1.Your group intentions and aims - this is what you completed as a group at the very start of the Blood Brothers work. You stated the scenes you wanted to include in your performance and why and then linked these to the key themes of the play, you also considered how you would make the playwright's intentions clear in your performance.
2. Scene structure and transistions - Detailed breakdowns of each scene in your performance: What happens in the scene, Your intentions with the scene (what are you going to do), How you will show the location of the scene and finally how you will move from this scene into the next.
3. Directors Notes and Annotated Script - You all took responsibilty for the direction of a particular scene so should make notes on this scene. What did you want the audience to feel when they watched it? Why is this scene of particular importance in communicating the playwright's message? How did you want the characters to come across? You should also annotate the section of the script with stage directions and character notes.
4. Evaluation of Support Set Member/Another group - You should highlight three things that another person and another group did really well in their performance. You must be detailed and specific. You should also give 3 improvements that the group and individual could work on, giving an example of what they could do to improve also.
5. Character Notes - Make a simple mind-map or use bullet points to detail important key points about your character. Age, Background, what sort of person they are, Job, Personality.
6. Staging Notes - We looked at various types of staging at the beginning of the term and considered how they might be suitable for your performance of Blood Brothers. Make notes on how you tried out these different staging types and what worked well about them and what didn't.
7. Costume Notes - What costumes and props you intend to wear for your character (and also changes to this costume if necessary!) Remember the key word here is Semiotics - any piece of costume should be an outward reflection of the characters personality and lifestyle also the time in which the play was set. You may wish to include a diagram/drawing/photo of your costume or examples of costume pieces from the internet.
1.Your group intentions and aims - this is what you completed as a group at the very start of the Blood Brothers work. You stated the scenes you wanted to include in your performance and why and then linked these to the key themes of the play, you also considered how you would make the playwright's intentions clear in your performance.
2. Scene structure and transistions - Detailed breakdowns of each scene in your performance: What happens in the scene, Your intentions with the scene (what are you going to do), How you will show the location of the scene and finally how you will move from this scene into the next.
3. Directors Notes and Annotated Script - You all took responsibilty for the direction of a particular scene so should make notes on this scene. What did you want the audience to feel when they watched it? Why is this scene of particular importance in communicating the playwright's message? How did you want the characters to come across? You should also annotate the section of the script with stage directions and character notes.
4. Evaluation of Support Set Member/Another group - You should highlight three things that another person and another group did really well in their performance. You must be detailed and specific. You should also give 3 improvements that the group and individual could work on, giving an example of what they could do to improve also.
5. Character Notes - Make a simple mind-map or use bullet points to detail important key points about your character. Age, Background, what sort of person they are, Job, Personality.
6. Staging Notes - We looked at various types of staging at the beginning of the term and considered how they might be suitable for your performance of Blood Brothers. Make notes on how you tried out these different staging types and what worked well about them and what didn't.
7. Costume Notes - What costumes and props you intend to wear for your character (and also changes to this costume if necessary!) Remember the key word here is Semiotics - any piece of costume should be an outward reflection of the characters personality and lifestyle also the time in which the play was set. You may wish to include a diagram/drawing/photo of your costume or examples of costume pieces from the internet.
Tuesday, 31 May 2011
Homeworks
Here is a Half-Term Homework task - mainly for the 'Nation' group as most of 'Road' have already done it!
You need to reflect and evaluate on the show before you start your own work on directing and rehearsing the scenes to include in your 10minute performance. Answer the following questions in detail and make references to what you actually saw in the show!
1. Which scenes did you like and why?
2. Which character do you feel had the most on-stage presence and what was it about their performance that made you connect to them as an audience member?
3. Which scenes and/or characters would you like to work on or include in your exam work?
Extra Fabulous Bonus Question - After watching the show, do you think Willy Russell's message was made clear? Give examples of when his overall intention was particularly significant in the show.
You need to reflect and evaluate on the show before you start your own work on directing and rehearsing the scenes to include in your 10minute performance. Answer the following questions in detail and make references to what you actually saw in the show!
1. Which scenes did you like and why?
2. Which character do you feel had the most on-stage presence and what was it about their performance that made you connect to them as an audience member?
3. Which scenes and/or characters would you like to work on or include in your exam work?
Extra Fabulous Bonus Question - After watching the show, do you think Willy Russell's message was made clear? Give examples of when his overall intention was particularly significant in the show.
Exam Groups!
Here's what you have all been waiting for!!
1.
C Newcombe, C Guerney, A Pearson Smith, O Self
J Freeman, G Gill, S Yam, O Denton, M Nash
R Dupres, C Hewitt, A Hill, J Biggs
B Sadler, G Melson, J Hunter, V Elkin
2.
J Smith Swan, D Carroll, S Thean, K Cook, C Pengilly
J Key, R Finnegan, T Murray, H Labacik, M Qalliaj
W McFadzean, S Nicholls, A Jarvis, Y Akguneyli, L Jillard, Z Butler
1.
C Newcombe, C Guerney, A Pearson Smith, O Self
J Freeman, G Gill, S Yam, O Denton, M Nash
R Dupres, C Hewitt, A Hill, J Biggs
B Sadler, G Melson, J Hunter, V Elkin
2.
J Smith Swan, D Carroll, S Thean, K Cook, C Pengilly
J Key, R Finnegan, T Murray, H Labacik, M Qalliaj
W McFadzean, S Nicholls, A Jarvis, Y Akguneyli, L Jillard, Z Butler
Friday, 6 May 2011
Blood Brothers Theatre Trip
You are all aware that the trip has been booked for the Thursday 19th May 2011. The coach will be leaving school at 5.45pm so please make sure you are waiting in front of main reception in good time as the wheels will roll without you if you are late!
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