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we used two pictures as stimulus for a short piece ( a poem and a picture).
first we performed this and got feedback and then altered it based off of the feedback to make it more interesting and engaging.
finally , neil gave us his feedback and altered it based on that e.g audience participation ‘you made us’

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adjectives - introverted , perceptive and mysterious

charlie jones

20

artist

outside in not inside out - figured out standing feet distance , the stride of how we walked, figured out where the centre was (walking) , tried a few different ones ,then the animal they were and moved around how they would move and chose a trait , figured out what sound they would make ,then used it to form a phrase , then did improv with each other in our characters (forces you to make decisions there and then)

costume can influence character - denim jacket done up - lame , open and rolled up - american/cool , collars pop - badass

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Today we played some warm ups such as the alphabet race to become alert and work together as a team , we also played an improv game where someone had to act out what was given on a sheet of paper and the host has to guess what they are portraying. Then we had a look at our previous devising piece

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The class led some warm up games and then we continued with our gesture non dialogue work where we focused on portraying emotions rather than the dialogue.

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Today we played some warm up games then looked at different levels of tension from catatonic to tragic.Then we attempted to ‘watch tv’ and convey these different levels of tension in our performances.This can be used as a basis for our own characters

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We explored the critical conventions of story telling and compared it with complicité’s list and then tried to tell stories and see how we could apply that. Then we went on to further our previous scenes w/ these techniques in mind.

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First we played a few warm up games and then we looked at scene 11 and how gestures can affect the presentation of your character e.g tilted head shows interest.We picked three gestures to include in our scene and performed with only gestures and no dialogue to see how it impacted the presentation of the characters.

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Today we played a game where we had to prevent someone from getting a seat and we have to work together as a group to make sure this happened and was helpful to keep in mind for devising.We then used the pictures we had researched based off of the themes of war conflict journey and memories. in our groups we picked the best photo and created six movements to represent the photo. We then performed this to the other group and watch theirs. feedback was given by the group and also by Neil who told us to think about atmosphere, colour, space ,dark and light. We then changed it keeping their comments in mind.

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We looked at the elements and how to symbolise them as well as react to them. Originally we did what we instinctively thought we should them polished our performances by thinking about the reality of elements and physical excercises such as pushing each other. We did walking through fire , being fire , walking in hurricane and being wind. This can be used to communicate the language of movement e.g going into battle - strong wind can symbolise this. It gives us freedom to make lots of different choices.

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We used complicté techniques, the first thing we did was holding onto each other's ankles while linking arms and then racing, one time all at once and the other one after the other. The second was carrying two people around the room without using our arms and figuring out how to. The third was to use common objects and figure out a movement to symbolise it ( a deciding game). Then we formed it as a sequence with our group and performed it to the rest , which gave us opportunities to explore different scenarios.

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We split into halves and began devising a piece on war using poetries and personal stories through research and the stimulus script. Then we created 5 stills as a basis based off of five words that we brainstormed associated with war. We performed them and then added sound and dialogue , creating a narrative.

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Today we focused on how to construct the ideas of flying , jet packing and walking on the walls. To fly , we needed one person 'the rock' to stand and let the person who was going to fly, use them to prop themselves up on (holding onto their shoulders). Eventually this should progress into a run and raise and then without a rock at all. The rest of us stood around in a horse shoe shape and held up the flying person.We repeated this a few times with different people.Then we split off into fours to try jet packing where we had to hold the person's arms and raise them by below the buttocks and travel around the room.We also began trying to figure out how to effectively walk on the wall but it proved a little too difficult for us at the moment.

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'There was a car bomb that -- what happened was, there's an Iraqi police station and right next to it was, like, a coffee shop, and a lot of the police officers would go there to get coffee in the mornings. There were a lot of civilians in that area. And a car bomb just drove up and just indiscriminately killed everybody there -- cops and civilians. And these explosions that happen are just so enormous that body parts can fly up to a hundred meters away. And so we got to the scene, we checked it out; we were trying to secure it. There was a lot of chaos, a lot of s -- going on at the time. And I was in my truck scanning from my machine gun, and I'm scanning for anything that could happen because that's part of the job, just sitting there scanning. And then looking over and on the side of the street there was -- there was a little girl's foot. Well, I think it was a girl because it looked like a little pink sandal, but there was a foot still in it. A little pink sandal with a little flower or something on it. The shoe was so small I'm imagining the girl was no older than 6, and just the foot was still in it, smoldered, you know, burned and smoldered and just sitting there on the side of the road. The body parts ... I don't know. It's not a video game. It's very real. But you think about -- this was a little girl. She was obviously innocent. No way you could accuse a child that young of being guilty. And her life was snuffed out in a second just from being in the wrong place at the wrong time.

There's no way to get emotional about it. Like I said, you're just numb to it, you know, and just, like, there's no crying about it. A lot of soldiers joke about it. Look at that little foot and the bastard child that got blown up, but I guarantee that soldier thinks about it a little bit more deeper than that. I don't really know how to explain it any other way. It's just a great numbness that creeps over everybody. But you know, it did cross my mind later, like, well, that's pretty disgusting, I should have been more grossed out. I hope I'm not f -- up in the head. I mean, it's just dealing with death every day.

-- Jeff Englehart, 3rd Brigade, 1st Infantry Division, February 2004-February 2005, Diyala province'

https://www.google.co.uk/amp/www.sfgate.com/opinion/amp/SOLDIERS-TELL-TRUE-STORIES-OF-THEIR-WAR-2466818.php

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This lesson we used the stimulus from last lesson and the notes we took to create a sequence that explained the character's journey. We used the canes to do this and spent the some time coming up with the sequence. The two groups performed and then we listened to feedback. We learnt that the skin thing we were all lacking was commitment to the emotional state , transitions and variety. Then we re-did our sequences, adding sounds and better transitions to further emphasise the desperate nature of the narrative. This is helpful for when we devise later on.

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Today we used canes again and explored movement with a partner going from 'calm' to 'angry' to 'laughter' and observed how it changed the way we moved and acted. Then we also explored different types of space by invading each other's. We then took away the canes and tried to do the same thing without it whilst maintaining the same distance apart and invading each other's space and now stealing partners.

After we looked at a stimulus and imagined how we would tell the story in groups through canes.

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We looked at script that had no characters and it had no stage directions to explore the different ways in which you can view the text and how we would interpret it.

We did work w/ bamboo sticks that was inspired complicité work - we tried to keep it the same distance and straight off the ground whilst walking and created different shapes.

We used one stick between two of us and had to hold it with one finger , creating unique positions that we had to act out when Neil removed the sticks.

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(Was not in - the following is a description sent by Peta)Within today’s lesson did a warmup exercise game called aging population in with Neil instructed us to do various different ages in which we had to stylrise the different age groups.

Later that lesson we went one discus our basic understanding of Greek theatre and how has it evolved over the Centuries. The main activity of the lesson was to spilt up into two groups of seven in which we imagine our selves in different scenarios: the first on be at a bus stop, Neil then to the scene by giving us a time place and event( heavy rain at a bus stop with a extremely small space) it was interesting to the dynamics of the scene change.  We then moved on to  another scenario in with we were told to image we were in a small cell( the atmosphere was intense to show hostility). However, Neil then told us to image that we were a family inside of a cell rather that complete strangers (once again the dynamics and atmosphere changed). We continued to do this with serval scenarios to emphasize the point of   the importance of when, where, what and how when creating a devising piece.

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Today we started by warming up our bodies e.g rolling out ankles and wrists.Then we explored a technique which we can use in devising layer where we have a scale 0-7 , 0 being stationary and 7 being the fastest we can run so that we can discuss the movement levels quickly.Next we picked an object from our bags, I picked a book and had to come up with four movements to do with it.After this, we were split in half and performed these movements,adding the element of a text from our phones.We then had to incorporate movement inbetween repeating the sequence and explored using different speeds etc to emphasise whatever each group was trying to convey.

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Today we started off playing various games.One was throwing a ball to a person in the circle and making a noise whilst we did so.This then progressed to us walking around the room at the same time.After this we played another game about unison in which we tried to stand/sit/move all at the same time but without a countdown or signal.For the remainder of the lesson Neil gave us a famous pop song and put us in groups.We had to include things like call and response, repetition and a minimum of two people speaking at once.This refers to the chorus feature of Greek theatre that we were set to study for homework.

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First we started by doing a game that helped us remember each other's names (passing a ball back and forth in a circle then in a moving group).Then we were split into groups and told to remember a list of actions that we had to complete together and in order to win, whoever did it in the right order and the fastest to sit down, won. In the same groups, Neil gave us a list of words that we had to incorporate into a scene.We performed them to each other and gave constructive criticism. Our group's performance was not clear enough and taught us that we had to make sure it was clear to the audience. We will keep this in mind when devising.

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The first thing we did was said our name and then added a psychical action to it that represented our name/personality.After this we were split into groups of 4/5 and taught each other our own actions.Then we were tasked with making a short movement sequence that incorporated them all.During this Neil added themes and elements which were for us 'battle' and different levels.The whole class taught each other one move from each group and then were split in half. One did it backwards whilst we did it forwards simultaneously.

The changes Neil made meant it was always moving it along and progresssing.

then no more

Although this was challenging it made us more of a chorus.

By developing things we changed it to make it better, all just from our names.

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Today with Neil we worked on how we approached language in scenes. We asked ourselves who are the characters? What's going on between them?Where are they?What time of day is it? What is the situation?

We also learnt how the use of punctuation determines how we act the scenes e.g exclamation indicates extreme emotion are fundamental skills you need as actor. The first time we did our scene in our group, we were not fully committed and did not engage enough with the script. To change atmosphere the second time, we showed more commitment by utilising our new skills of using the punctuation and delving deeper.I think I need to be braver in my performances and not stay in my comfort zone so that I can progress.It is key to develop as an actor. I will approach text differently by using my new techniques and fully committed because what happens when you don't commit is you lose the job, role etc.

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SOURCES OF RESEARCH
PRATICAL ACTIVITIES
CONTEXT
REFLECTIONS
VIDEO EVIDENCE