Researching a play to do for our final performance was extremely hard we came across torn which is about generations of secrets which have broken within the brook family.
We realised that we were unable to do this play as the role had to be race specific for it to make sense. Some people were unhappy with this as this did not want to be cast because of the colour of there skin.
After this, we read “our country’s good” which tells the extraordinary true story of a group of convicts transported to Australia and the officers inspire them to rehearse and put on a play.
This had an overall negative response and we did some more researching into plays we came across girls which are a small play with only 3 female by the dynamics of the friendship and the unexpected turns in the play really appealed to me and my group
What are girls about?
Girls are about three normal teenage girls, living in North East Nigeria (Chibok) who have been the best of friends forever. This Lifestyle is drastically changed when they are kidnapped for their hometown
Girls explore themes of friendship, girlhood and the headline stories that dreadfully become yesterday news.
What role do I play
I play Haleema who is a young black teenager, 14 to be exact. Who sees herself as a very strong feminist, who is quickly mistaken for being angry she believes in females right and the role of a woman being really strong.
Skills
Emotion Memory-
Linking real life events to the events that your "playing" in the scene.
Vocal Projection-
Speaking not shouting, to the character as well as the audience. But do it in a way that the back of the audience ( the cheap seats) can hear you clearly, without thinking your shouting at them.
Stage awareness-
Being aware of the stage around me and using the stage space wisely. I have come up with a tip-in which whenever I change the space when I am rehearsing my voice stays the same. So if I am in the theatre or the drama studio my voice can still be heard from the back of the room.
Understanding Characters
When working on peace of drama, you have to ask a question yourself to really know your character and become one with your character. These questions can include...
1. Who am I?
2. Where am I?
3. When is it?
4. Where have I just come from?
5. What do I want?
6. Why do I want it?
7. Why do I want it now?
Production
The production I believe this can be a very heavy set or a minimalistic play, it's completely up to us. But certain sound effects and lighting I believe is crucial such as the SFX of gunshots.
I did some research and came across war sounds which could be played in the background of when I am telling my story.
I also had an idea of when I am explaining how people running frighten for their lives, leaving a baby alone that the backdrop behind us could a have silhouettes retelling the story
The lighting in the play could be very minimal but there are some aspects where it needs to be really strong to make is powerful for example. When we are in the dark hiding in the forest. The whole stage should be dead black but a few spotlights now and then to reveal our faces.
How would this contribute this to the future of theatre
Like I mentioned before Girls is about “headline stories that dreadfully become yesterday news.” So just by putting on this play, we are revisiting a devastating story that the media has now overlooked. While the tragedy of the girls kidnapping was actually taking place the hashtag “bring back our girls” was reposted all over the world but this quickly died down.
Level 3 Extended Diploma – Performance and Production Arts Assignment Brief:
Assignment Title
| Final Major Project Proposal | ||||
Unit No & Title
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Unit 12
Extended Project
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Level & Credit Value
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Level 3 / 36 credits
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Assignment Leader
| Shenagh Cameron, Monique Campbell | ||||
Assignment Verifier
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Rob Alexander. Sharon Mckevitt,
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Start Date
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4/2/19
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Assessment Date
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Proposal Deadline; 26/02/19. Performance wk Beg’ 13/05/19
Folder submission; 20/05/19.
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Assessment Grade
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DISTINCTION
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MERIT
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PASS
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REFERRAL
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FAIL
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The Extended Project is made up of a piece or collection of practical works, with written work to support. It will follow a similar process to the year 1, unit 8 processes but the quality and quantity of the work needs to be much greater, with much greater depth of research applied to and evidenced about the contextual and development sides of the project.
For your Extended/ Final Major Project you will need to choose and develop an outcome of your choice. You must demonstrate the best of your ideas and skills. Keep in mind the different projects that you have done so far and what you have learnt through them.
You will need to write the project, develop research areas, themes, select places to go, work on production ideas using previously learned techniques and experience and produce a final outcome which will be marked and assessed for your final grade on the course both internally and externally.
Do not try to include too much in the time provided as you may find it difficult to fulfil your own project brief. In proposing your project you can also include not enough information and set targets which are too small so the project outcomes are too simple, with too little initial research. Throughout this project there will also be times when you need to work completely independently and staff will be observing/ facilitating. Be realistic. How easy is it to research your chosen subject/role? Choose a topic/role that you feel sufficiently interested in and which will sustain you throughout the project.
Level 3 Extended Project- Performance and Production Arts
Project Proposal
Learner Name
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UAL Reg. ID
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Centre name & Number
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Westminster Kingsway College 11072
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Project proposal title
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Main Area of Activity/s e.g.
Performance/ Direction/choreography/ acting
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Tutor / Assessor Name
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Signature
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Date
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Project Proposal: Guidance for Candidates
This unit requires students to produce a written project proposal of about 500 words. The proposal should address the following:
- A review of the students’ progress and achievement to date (Section 1)
- The project concept and rationale (Section 2)
- How the project will be evaluated and reviewed (Section 3)
In addition, students should provide:
- A bibliography detailing all research sources
- A timetabled action plan
In producing the project proposal and in preparing for the project realisation you should familiarise yourself with Unit 13 of the qualification. In particular, you should understand the assessment and grading criteria which will be used to determine standards of achievement.
Units 12 require you to produce a project proposal of about 500 words, excluding the project action plan and bibliography. Project proposals should not be so succinct that they do not address the requirements listed below, nor should they be excessively long and unfocused. Your project proposal should be sufficiently challenging to ensure you have the best possible chance of meeting the grading criteria.
Section 1
A review of progress and achievement through parts 1 and 2 of the course: This section provides you with an opportunity to reflect on, review and summarize your progress and achievements through the first 11 units, and the knowledge, skills and understanding you have acquired. What you know now, and what it means to you, compared with what you knew and could do before you started the course, and how this has influenced your choice of discipline or disciplines and your project proposal. It also provides an opportunity for you to explain your reasons for choosing a particular discipline or disciplines and to outline both your immediate and longer-term aspirations (150 words)
Throughout the duration of this course, my acting ability has increase and develop extremely. Working through dramatic techniques such as stage presence and objectives has really stuck with me and I plan to use these skills to excel and pursue my acting career. One thing that has stayed the same is my imagination as I believe a lot of actors after a certain age they start to lack imagination when they are transforming into a character. As this is my final performance I want to show of my acting ability and the audience to see my growth from Romeo and Juliet to Girls. The play girls have a smaller cast so we have to work extra hard to give the same energy and dramatic experience compared to a cast of Romeo and Juliet with a cast of 20. Learning about stage presence in the first year was extremely important and those skills will definitely be needed.
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Section 2
Project concept:
(Approx 200 words) This section provides an opportunity for you to clearly explain the concept and aims of your project, production or performance, the research and ideas that will support its development, what you anticipate producing, the levels and types of resources that you will need and an indication of the form in which you will complete and present your final realisation within the allocated timescale. This might include an indication of when and how you will use studios, equipment and other resources, how you will make use of tutorial and peer feedback and where you will incorporate independent study
Girls is about three normal teenage girls, living in North East Nigeria (Chibok) who have been the best of friends forever. This Lifestyle is drastically changed when they are kidnapped for their hometown. Girls explores themes of friendship, girlhood and the headline stories that dreadfully become yesterday news.I play Haleema who is a young black teenager, 14 to be exact. Who sees herself as a very strong feminist, who is quickly mistaken for being angry she believes in females right and the role of a woman being really strong. Production I believe this can be a very heavy set or a minimalistic play, it's completely up to us. But certain sound effects and lighting I believe is crucial such as the SFX of gunshots.
I did some research and came across war sounds which could played in the background of when I am telling my story.
I also had a idea of when I am explaining of how people running frighten for their lives, leaving a baby alone that the backdrop behind us could a have silhouettes retelling the story
The lighting in the play could be very minimal but their are some aspects where it needs to be really strong to make is powerful for example. When we are in the dark hiding in the forest. The whole stage should be dead black but a few spotlights now and then to reveil are faces. Girls is about “headline stories that dreadfully become yesterday news.” So just by putting on this play we are revisiting devastating story that the media has now overlooked. While the tragedy of the girls kidnapping was actual taking place the hashtag “bring back our girls” was reposted all over the world but this quickly died down.
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Section 3
Evaluation: (approx 150 words) This section provides an opportunity for you to explain how you will reflect on and evaluate your work, as both an ongoing activity and at the conclusion of your project. You should describe how you intend to record your decision-making and how you will document changes to your ideas as your work progresses. The evaluation should be referenced to your stated aims and be reflective and analytical rather than a description of actions completed. When working in collaboration with others you should comment on how this may impact either positively or negatively and steps you can take to minimise disruption in your own progress.
Throughout the process I will record rehearsals and give myself critical feedback of what I am doing and where I could improve for the next time we rehearse. For example noticing that I could work on my articulation, looking up ways to improve my articulation and putting them into practise. When it comes to our final performance I will look at the process through the videos and see how much improvement has been made.
As well as video evaluation writing a diary and writing what we aim to do that lesson, what we achieve, why we did not achieve everything and what will we be doing next lesson. This will organise the order of the lesson. Given myself feedback helps with giving yourself an analytical eye to detail.
We will perform to the class and ask for feedback as it is harder to give yourself feedback when your always in the scene. we will note these down.
If we have two or more showings will can ask for the audience for their feedback whether it’s paper forms or online surveys and ask what they thoroughly enjoyed about the performance.
We would like to invite industry professionals to the final performance for example agents, directors and casting agencies.
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Bibliography (Harvard Format):
This section provides an opportunity to record the initial research sources, both primary and secondary, that you intend to use. Your sources of research should be as wide as possible and could include libraries, galleries, books, magazines, films, computer games, websites, blogs, social media, radio programmes, archive material etc. Where appropriate, you should use the Harvard system of referencing. The bibliography should be continuously updated as the project progresses
Caspe-Singer, E,1995. Teenage mothers’ attitude towards education, Wisconsin, The university of Wisconsin - Madison.
“Triplets at Age 16 | Britain’s youngest Mums and Dads 2” . Youtube, uploaded by Nurture, 1 November 17, https://www.youtube.com/watch?v=hMhs7uaDDCY
“#NoWahalaMonday - on the Areaaa show with Yomi Kazeem.” Top Radio, 14 Oct. 2014. Radio
Moat house, 2019, about us: Mission statement & aims. Stockport, Moat house. Available from: http://www.moathouse.stockport.sch.uk/mission-statement/ [accessed at 6 February 2019]
Juno. Directed by Jason Reitman. Performances by Ellen Page, Michael Cera, Jennifer Garner. Fox Searchlight pictures, 2008
Bringbackourgirls. Michelle Obama bring back our girls * Instagram, 8 sep. 2016, www.instagram.com/p/BKEvBQdBl5E/
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Project action plan and timetable:
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Thi This section provides you with an opportunity to outline your planning and organisation over a period of weeks and the activities you will need to carry out in order to successfully complete your project in the agreed timeframe. The more time and thought you give to planning your project the more successful it is likely to be. It is important that you consider how you will balance ambition, time and realism in the realisation of the project. You should also include what you are going to do, how you will do it and by when. Remember to include time taken to source materials/ resources, to conduct research, to seek feedback from tutors and peers and identify when you will carry out independent study.
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Week no
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Tasks
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Notes
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1
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Read through entire play,
Discuss themes and characters and likes and dislikes
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entire ensemble
paper preferable A2
markers and pens
Script
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2
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Begin to put the play on its feet by going through each scene slowly and picking out things that stand out for us and writing these down in our blogs
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Script
entire ensemble
pens
blogger
room to rehearse in
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3
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Start to research into the writer or the play their views and why they wrote this play. Discuss themes and begin to go into depth on your blog
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books
internet
pens
paper
blogger
individual learning
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4
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Look how others did the play and watch shows, documentaries and films around the themes of the play discuss what we did like and how we can incorporate this into our performance as well as what we didn’t like and why that it
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youtube
tv programmes
cinema ( if necessary )
pens
paper
blogger
script
individual learning
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5
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Start thinking about handy nuances that we can add into our play to make it our own. We should be getting familiar with the scenes now and start to add entrances and exits to the scenes. learn scenes 1- 5
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script
pencil
entire ensemble
individual learning
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6
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Start to film rehearsals. Blocking through whole play discussing objective, stakes, beats and moment before. Ask for peer feedback as well as industry professional feedback. learn scenes 6 - 11
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script
mobile phone
classmates
teacher or another outside eye
pencil
entire ensemble
individual learning
acting action book
The Chubbuck technique - 12 steps
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7
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Continue to film rehearsals as well as blocking. Start to discuss how we would like the set, props and lighting as well as any songs that we would like to incorporate and why we want to make this decision. Add this to our blog Learn scenes 12-16.
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Mobile phone
research theatre lights and different types
As well as minimalistic and naturalistic sets
script
pencil
entire ensemble
youtube
individual learning
blogger
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8
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Everyone should know half of the play by now. We can begin perfecting the first. Have another peer assessment session now that we are further down the line and that we are more comfortable with our lines. Start to talk about costumes and special effects for example blood how significant they would be and how many costumes changes are needed if needed. continue to record rehearsals. Begin discussing programmes and posters for the night as well as pricing for tickets Learn lines 17-21
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script
Classmates
costumes room
research into special effects blood and wounds
blogger
research theatre programmes, tickets and posters
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9
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Begin rehearsing with props and in the performance space to get a feel of how it will be on the night. have industry professionals looking and critically analyzing our performance, especially about how we stage it. Have a meeting with the technical team and discuss the lighting and sound that we would like and ask whether it is possible and if not discuss substitutions. Talk about this on blog. learn lines 22-25.
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props
theatre space
industry professionals
technical team
blogger
pencil
paper
entire ensemble
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10
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The whole ensemble should know their lines by now and now we can really rehearse without any scripts in out hands. Work on scenes that need work. Begin making first drafts of poster designs and program. Look for and attend any acting workshops that we believe we would benefit from as it will help us with our performance. Start to email industry professionals to come down and watch our show.
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entire ensemble
paper
pencil
computer
acting workshops
email
list of agents, directors and casting agencies
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11
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Have dress rehearsals in the space with props, discuss any problems we may have with the costume and props and how we can overcome these problems. Finalise any things in the scene that may need adjusting. Create second draft of poster and design. Chase up any industry professionals that have not gotten back to us. Record dress rehearsal
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costumes
props
special effects
script
computer
photoshop
email
entire ensemble
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12
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Have a tech rehearsal in the space with the tech team, discuss any problems that we now have to face with the tech and quickly overcome these problems. Have another tech run with costume and props. Create a third draft of the poster design and program. Record tech rehearsal. Have one last peer assessment before final performance. Discuss ticket cost and come up with a price. write this on blog
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theatre space
technical team
costume and props
computer
photoshop
entire ensemble
audience
blogger
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13
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Final draft for poster and programs. Have one last tech run. have the final performance recorded so we can look back on it and talk about what went well and what needed improvement as well as if we had more time and money what we would have added. Add this all on blog. Capture stills from the performance.
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technical team
theatre space
camera
audience
poster
programmes
blogger
ph
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Learning Outcomes
The candidate will:
|
Assessment Criteria
The candidate can:
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Pass, Merit & Distinction Grade Criteria and Exemplification
|
Context
1. Be able to initiate and develop a Performing and Production arts project proposal.
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1.1 Use critical and contextual perspectives to initiate a performing and production arts project proposal.
1.2 Use analysis and evaluation to clarify and develop ideas for a performing and production arts project proposal.
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Pass
1.1Use critical and contextual perspectives to initiate a performing and production arts project proposal. 1.2Use analysis and evaluation to clarify and develop ideas for a performing and production arts project proposal.
Understanding of subject context used appropriately to make judgments, describe aims and clarify purpose.
Merit
1.1Use critical and contextual perspectives to initiate a performing and production arts project proposal to a high standard.
1.2 Use analysis and evaluation to clarify and develop ideas for a performing and production arts project proposal to a high standard.
Good understanding and knowledge of subject context used to make sound judgments, articulate ambitions and clarify purpose
Distinction
1.1Use critical and contextual perspectives to initiate a performing and production arts project proposal to a very high standard.
1.2Use analysis and evaluation to clarify and develop ideas for a performing and production arts project proposal to a very high standard.
Comprehensive understanding and knowledge of subject context used to communicate complex concepts, articulate ambitions and clarify purpose.
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