Since we have used an existing story that has been written by someone else. Also the fact that it's someone else's real life experience means we need to be careful with how we use it as they might be sensitive with it for example, going on television(Not that it will!) or putting it in a published book(not that it will do that either!).
We should be careful that it isn't ours, and should give credit to the author. We should also contact the author, telling them about how we have used it in our piece and why, to let them know. But we should have done that at the beginning actually and got permission from her.
In addition to this, Imogen covered 'Perfect' by Pink as the audience came in. I think it should also be noted that this isn't our song, this isn't the one we wrote.
Thursday, July 21, 2011
West Yorkshire Playhouse Funding
The West Yorkshire Playhouse a huge company and therefore is funded in many ways.
At the beginning of January 2011, the West Yorkshire Playhouse was awarded a grant of £1.4million from the Arts Council to fund a two year programme of research and development. The West Yorkshire Playhouse said that this funding will help them to communicate with audiences and gain feedback, work with communities in and around Leeds, help develop relationships with new and existing artists.
'Funding for the Playhouse comes from Arts Council England (£1,100,000), Leeds City Council (£820,000), Leeds Education Authority (£84,000) and West Yorkshire Grants (£97,000). The Playhouse has over twenty-five corporate members in its Directors' Club including Evans property group, Carlsberg Tetley, Yorkshire Post, ITV Yorkshire and Leeds Metropolitan University.' - http://www.theatreandshowflyers.com/theatre-details.asp?custid=480
They will also get money from tickets they sell for the plays they put on.
The 'First Floor' project at the West Yorkshire Playhouse recieves no regular funding or public funding. The playhouse is constantly looking for new and sustainable ways to fund it, but now has to rely on fundraising, project funding and deliver work. If you wish to take part in an activity you have to pay a small fee of, normally, £1 to cover workshop costs.
At the beginning of January 2011, the West Yorkshire Playhouse was awarded a grant of £1.4million from the Arts Council to fund a two year programme of research and development. The West Yorkshire Playhouse said that this funding will help them to communicate with audiences and gain feedback, work with communities in and around Leeds, help develop relationships with new and existing artists.
'Funding for the Playhouse comes from Arts Council England (£1,100,000), Leeds City Council (£820,000), Leeds Education Authority (£84,000) and West Yorkshire Grants (£97,000). The Playhouse has over twenty-five corporate members in its Directors' Club including Evans property group, Carlsberg Tetley, Yorkshire Post, ITV Yorkshire and Leeds Metropolitan University.' - http://www.theatreandshowflyers.com/theatre-details.asp?custid=480
They will also get money from tickets they sell for the plays they put on.
The 'First Floor' project at the West Yorkshire Playhouse recieves no regular funding or public funding. The playhouse is constantly looking for new and sustainable ways to fund it, but now has to rely on fundraising, project funding and deliver work. If you wish to take part in an activity you have to pay a small fee of, normally, £1 to cover workshop costs.
Health& Safety!
Health and safety is important when you have an audience, because you are responsible for them as well as yourself.
You must make sure that fire exits are always available. You don't know when a fire will happen (Unless you expect something could happen due to a certain scene in your performance.) and your audience definately won't. Make sure they know where it is by pointing it out, or at least having a visable sign. Of course, keep the path to it clear.
If you're using anything, such as a large prop, which could possibly fall onto the audience if knocked over, make sure a space is cleared around it or move it away from the audience.
Your own safety on stage is also important.
-Keep wires out of the way, or anything you could fall over.
-Wear sensible shoes if you're going to do a lot of moving around.
-Don't move heavy props on your own.
-Rehearse so you know where things will move to.
You must make sure that fire exits are always available. You don't know when a fire will happen (Unless you expect something could happen due to a certain scene in your performance.) and your audience definately won't. Make sure they know where it is by pointing it out, or at least having a visable sign. Of course, keep the path to it clear.
If you're using anything, such as a large prop, which could possibly fall onto the audience if knocked over, make sure a space is cleared around it or move it away from the audience.
Your own safety on stage is also important.
-Keep wires out of the way, or anything you could fall over.
-Wear sensible shoes if you're going to do a lot of moving around.
-Don't move heavy props on your own.
-Rehearse so you know where things will move to.
Monday, June 27, 2011
PLTS / Contributions.
Last Tuesday, we thought about our contributions to the T.I.E pieces. Here's what we got;
Effective Participators;
- Discuss and resolve concerns;
We were worried that we wouldn't meet the deadline. We didn't meet the first deadline because we were unorganised, so we decided to be a little more organised e.g Making a timeline of what we would do.
We had a disagreement about something to do with the skeleton. We weren't sure if we wanted to put flowers round it or not, as a group, we decided not to.
- Present a persuasive case for action;
We needed to borrow the skeleton, but at first we couldn't have neither the new one of the old one. We had to be persuasive, and we eventually got a skeleton. It was the old one, but it was better than none at all.
Each of us had to present our idea for T.I.E pieces at the start of the unit, back in December. We had to create a presentation on a subject of our choice, which would then be voted on by the class. I found the anorexia/body image presentations very persuasive, that's why I decided to join one of those groups.
- Propose practical ways forward, breaking these down into manageable steps;
We made a couple of timelines, one at the beginning where we didn't meet the timeline, then one after the new timeline had been set. I tried to stick to this and make references to it whenever I thought it would help the group.
- Identify Improvements;
Imogen rewrote the script from the problems we had found whilst watching certain parts. Some parts didn't make sense, some parts we thought needed slowing down or speeding up, and some just needed sometime more in them. We scrapped some ideas, and added more in. The first scripts was very short, so we had to keep adding parts in.
Team Workers;
Collaborate with others towards common goals;
Well, first of all we all had the common goal of creating a successful T.I.E piece and completing it before the deadline.
To do this, we first needed a script which we all took part in. We all sat round a computer, worked out who should be who, how they would speak, ect. We all decided to follow the story Imogen had found, 'The Skeleton In My Closet' as the backbone to our story.
We all had to act in the T.I.E, because we had small groups.
- Reach agreements, managing discussions to achieve results;
We had alot of discussions about conventions, scene ideas, characters, ect. We had to reach agreements on what we wanted to use, and what would really create an effect, because we couldn't use ALL our ideas, there were too many. I tried to explain which would be useful/ would have a good effect or show the theme of anorexia against what could just be a waste of time.
Provide constructive support and feedback to others;
Me and Imogen gave Emily and Beth feedback while they were doing the 'Mirror Scene'. Such as if it would be better to face the audience or face each other, ect.
We gave feedback to other groups when possible. This was often when we saw unfinished parts in rehearsals, or if we were asked to look over sometime that might be put in but needs looking at.
I filled out questionaires for other groups after their performances, trying to give them as much useful feedback as I could by giving full answers with things to improve, and things I liked.
Effective Participators;
- Discuss and resolve concerns;
We were worried that we wouldn't meet the deadline. We didn't meet the first deadline because we were unorganised, so we decided to be a little more organised e.g Making a timeline of what we would do.
We had a disagreement about something to do with the skeleton. We weren't sure if we wanted to put flowers round it or not, as a group, we decided not to.
- Present a persuasive case for action;
We needed to borrow the skeleton, but at first we couldn't have neither the new one of the old one. We had to be persuasive, and we eventually got a skeleton. It was the old one, but it was better than none at all.
Each of us had to present our idea for T.I.E pieces at the start of the unit, back in December. We had to create a presentation on a subject of our choice, which would then be voted on by the class. I found the anorexia/body image presentations very persuasive, that's why I decided to join one of those groups.
- Propose practical ways forward, breaking these down into manageable steps;
We made a couple of timelines, one at the beginning where we didn't meet the timeline, then one after the new timeline had been set. I tried to stick to this and make references to it whenever I thought it would help the group.
- Identify Improvements;
Imogen rewrote the script from the problems we had found whilst watching certain parts. Some parts didn't make sense, some parts we thought needed slowing down or speeding up, and some just needed sometime more in them. We scrapped some ideas, and added more in. The first scripts was very short, so we had to keep adding parts in.
Team Workers;
Collaborate with others towards common goals;
Well, first of all we all had the common goal of creating a successful T.I.E piece and completing it before the deadline.
To do this, we first needed a script which we all took part in. We all sat round a computer, worked out who should be who, how they would speak, ect. We all decided to follow the story Imogen had found, 'The Skeleton In My Closet' as the backbone to our story.
We all had to act in the T.I.E, because we had small groups.
- Reach agreements, managing discussions to achieve results;
We had alot of discussions about conventions, scene ideas, characters, ect. We had to reach agreements on what we wanted to use, and what would really create an effect, because we couldn't use ALL our ideas, there were too many. I tried to explain which would be useful/ would have a good effect or show the theme of anorexia against what could just be a waste of time.
Provide constructive support and feedback to others;
Me and Imogen gave Emily and Beth feedback while they were doing the 'Mirror Scene'. Such as if it would be better to face the audience or face each other, ect.
We gave feedback to other groups when possible. This was often when we saw unfinished parts in rehearsals, or if we were asked to look over sometime that might be put in but needs looking at.
I filled out questionaires for other groups after their performances, trying to give them as much useful feedback as I could by giving full answers with things to improve, and things I liked.
Monday, June 20, 2011
Performance& Feedback!
We have finally performed our TIE pieces! I was pretty nervous all day.
We had the first two lessons to rehearse our pieces (One and a half really) and I think that was very useful to refresh our memories about the piece, since we only got to rehearse once a week. Our costume was simply all black and everyone had brought in one prop. This extra time was very useful. The only thing we didn't do was organise our workshop.Our performance was period 5, and my nerves were building after the other groups had performed. They were all brilliant. It was also a 2-1-2 day, so we didn't have lunch time to set up like we'd expected, but we managed to set it up fine.
We thought we were only performing to one year 8 class, but we performed to two and afew sixth formers (A level drama class). The room was really full, but all of the audience seemed to listen and no-one was disruptive.Sometime before our performance, Imogen was playing Pink - Perfect on Sebs guitar, and we thought that it fitted almost perfectly with our piece, so we asked her very nicely to play it while the Year 8's came in and sat down. I think it was very effective because it's a well known song as it has been on the radio for a while, and the audience didn't need to think too hard what it was about so it gave an instant effect.
The performance went very well, I didn't notice any mistakes and nothing came up in the feedback, so that's great.
The workshopafterwards was sort of off the top of our head, Beth decided to do some hot seating after the performance because she knew her character very well. They asked a few questions in the hot seating and the questions seemed to flow more when we had got them started then died down. The questions were relevant showing that they paid attention to the piece, and also shows that we chose the correct target audience and correct language in the piece that they were able to follow.
Our Feedback;
Mr. Truscott; He picked up on the song at the beginning. I think he was abit confused as to why we used that song and not the one we had spent time writing in the lessons which was written specifically for our TIE piece, but he still liked the song choice.
Miss. Bentley; She loved Beths use of 'direct address'. She asked us if we'd meant to do most of it but most of the parts that she had pointed out were just natural things we did and we weren't planning them as a certain technique.
A Level Class;
They had different feedback sheets on the piece. A list of what they said;
- Direct Address was really well done.
- Strong imagery, e.g the skeleton. Shocking to the audience.
- 'Fat, Trapped, Alone' - 'YES' 'Brect 'Slap-Tickle Technique'.
- Good audience choice to talk about anorexia with
What could we improve?We had the first two lessons to rehearse our pieces (One and a half really) and I think that was very useful to refresh our memories about the piece, since we only got to rehearse once a week. Our costume was simply all black and everyone had brought in one prop. This extra time was very useful. The only thing we didn't do was organise our workshop.Our performance was period 5, and my nerves were building after the other groups had performed. They were all brilliant. It was also a 2-1-2 day, so we didn't have lunch time to set up like we'd expected, but we managed to set it up fine.
We thought we were only performing to one year 8 class, but we performed to two and afew sixth formers (A level drama class). The room was really full, but all of the audience seemed to listen and no-one was disruptive.Sometime before our performance, Imogen was playing Pink - Perfect on Sebs guitar, and we thought that it fitted almost perfectly with our piece, so we asked her very nicely to play it while the Year 8's came in and sat down. I think it was very effective because it's a well known song as it has been on the radio for a while, and the audience didn't need to think too hard what it was about so it gave an instant effect.
The performance went very well, I didn't notice any mistakes and nothing came up in the feedback, so that's great.
The workshopafterwards was sort of off the top of our head, Beth decided to do some hot seating after the performance because she knew her character very well. They asked a few questions in the hot seating and the questions seemed to flow more when we had got them started then died down. The questions were relevant showing that they paid attention to the piece, and also shows that we chose the correct target audience and correct language in the piece that they were able to follow.
Our Feedback;
Mr. Truscott; He picked up on the song at the beginning. I think he was abit confused as to why we used that song and not the one we had spent time writing in the lessons which was written specifically for our TIE piece, but he still liked the song choice.
Miss. Bentley; She loved Beths use of 'direct address'. She asked us if we'd meant to do most of it but most of the parts that she had pointed out were just natural things we did and we weren't planning them as a certain technique.
A Level Class;
They had different feedback sheets on the piece. A list of what they said;
- Direct Address was really well done.
- Strong imagery, e.g the skeleton. Shocking to the audience.
- 'Fat, Trapped, Alone' - 'YES' 'Brect 'Slap-Tickle Technique'.
- Good audience choice to talk about anorexia with
- 'Fat, Trapped, Alone' would have been alot better if we had thought of a way to get more people involved, e.g getting other diploma members in the audience?
- Include more statistics/facts about anorexia/eating disorders.
- Hair needed to be tied back.
I'm impressed with how well the theatre went. I expected it to go well, but I expected some noticable mistakes, but I don't think there were any. I feel relieved that it's now over!
Monday, June 13, 2011
7th June!
This was our last proper rehearsal time before our performances and we unfortunately had to go to an exam before we had any rehearsal space, but we managed to rehearse in a corridor in school. It was better than no rehearsal at all.
The practicing in the corridor went well. Lines are pretty much perfect, everyone knows what they're doing, and everyone is a part of the performance.
PLTS's!;
Be organised - Kind of.
Manage emotions - Yes.
Go for it, finish it - Almost.
Manage risks - Pretty much.
Creative Thinker!;
Imagine -Yes!
Question assumptions - Kind of.
Take creative risks - Yes!
Make links - Kind of.
Effective Participator!;
Persuade others - I think we've all persuaded each other to try different ideas.
Identify issues - Definately!
Find solutions - Yes.
Get involved - Yes.
Reflective Learner!;
Set yourself challenges - Yes, definately for me! Drama is a big challenge.
Plan - Do - Review - In the process of reviewing!
Invite Feedback - Yes.
Share Learning - Yes.
Team Worker!;
Take responsibility - We've all done our bit!
Evaluate the team - Yes.
Build team strength - Definately, I think this has gotten better as the unit has gone on.
Manage the team - Yes!
Independant Enquirer!;
Reach conclusions - Kind of.
Evaluate the evidence - Kind of.
Explore a question - Kind of.
Staying objective - Sometimes.
The Independant Enquirer section is definately out weakest! I think we could work on staying focused on the task we need to be doing. I can't think of any evidence we can evaluate, apart from when we were researching into anorexia and eating disorders and we decided how we could fit these into our piece.
The practicing in the corridor went well. Lines are pretty much perfect, everyone knows what they're doing, and everyone is a part of the performance.
PLTS's!;
Be organised - Kind of.
Manage emotions - Yes.
Go for it, finish it - Almost.
Manage risks - Pretty much.
Creative Thinker!;
Imagine -Yes!
Question assumptions - Kind of.
Take creative risks - Yes!
Make links - Kind of.
Effective Participator!;
Persuade others - I think we've all persuaded each other to try different ideas.
Identify issues - Definately!
Find solutions - Yes.
Get involved - Yes.
Reflective Learner!;
Set yourself challenges - Yes, definately for me! Drama is a big challenge.
Plan - Do - Review - In the process of reviewing!
Invite Feedback - Yes.
Share Learning - Yes.
Team Worker!;
Take responsibility - We've all done our bit!
Evaluate the team - Yes.
Build team strength - Definately, I think this has gotten better as the unit has gone on.
Manage the team - Yes!
Independant Enquirer!;
Reach conclusions - Kind of.
Evaluate the evidence - Kind of.
Explore a question - Kind of.
Staying objective - Sometimes.
The Independant Enquirer section is definately out weakest! I think we could work on staying focused on the task we need to be doing. I can't think of any evidence we can evaluate, apart from when we were researching into anorexia and eating disorders and we decided how we could fit these into our piece.
Tuesday, June 7, 2011
7th of June targets
Here are some targets we need to complete by the end of this lesson;
1. Have a rough idea of what we will be doing in our workshop. (Drama conventions, ect.)
- Conscience Alley.
- Role On The Wall.
- Physical Theatre.
2. Have a smooth, looking at problems, run of the piece and feel comfortable with it.
- Lines.
- Movement.
3. Get some more feedback and improve.
1. Have a rough idea of what we will be doing in our workshop. (Drama conventions, ect.)
- Conscience Alley.
- Role On The Wall.
- Physical Theatre.
2. Have a smooth, looking at problems, run of the piece and feel comfortable with it.
- Lines.
- Movement.
3. Get some more feedback and improve.
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