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We were first introduced to our prompt of 'Gone', a story of the three missing boys back in 1967.

Also began brainstorming our prompt, with a focus on scene ideas and as well as just to find common ground we can all begin on.

Next few lesson, I've prompted that we should focus more on the necessary details we must go through- which include the dramatic elements, performance styles, production areas, and a general outline of the original plot.

I have an idea that I want to add when we begin devising, where we begin our performance in the dark, have eucalyptus leaves to act as rustling, to induce fear into the performance. Another is to have a 'child' do a monologue at the start, but every time they describe their surroundings, the other four will say something that contradicts them to foreshadow and increase the dramatic potential of the performance. Ex: "It was a bright warm day (the other four overlaps with 'freezing night'), I was full (starving) and the dogs were playing (gnawing) on me."

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CCCMRSST
Contrast:
Having contrasting elements ranging from dramatic elements themselves to performance skills to expressive skills
Climax:
Having the build-up towards the tension point in the performance.
Conflict:
Views and values that are being challenged by two sides (can be clichéd ideas).
Mood:
The external emotions that are evoked within the audience through the manipulation of the performance.
Rhythm:
Pace, rhythm in an actor's actions, movement and dialogue. It can be affected by the mood of the performance (many factors).
Sound:
Created live by the actor, it is the body percussions and sounds that the performer creates to portray a scene.
Space:
The specific way the performance area is used to create meaning and define actor-audience relationships.
Tension:
The suspense that unfolds as a way to hold the audience's attention.

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We continued brainstorming for our ensembles, where we also began to research through the stimulus. We aimed to list out some scenic areas within the timeline and also some historical people.

We researched:
- Scenes/Settings
- Characters/Historical figures
- Historical events at the time
- Similar events

After that we also went through further brainstorming, mainly focusing on performance styles, especially the newer 'Australian Gothic Theatre'. By brainstorming these, I believe it showed us the different conventions that could be incorporated into our performance with a specific focus on Gothic Theatre.

We listed out our potential styles:
- Epic theatre
- Theatre of Cruelty
- Poor Theatre
- Australian Gothic Theatre

I had an idea that I want to incorporate into our performance in the future, where we can directly break the fourth wall. It begins as the scene where the whole town is gathered in the hotel, in which we directly ask the audience to 'look beneath your seats, we have supplied your equipment below and will venture to find the lost children together. There won't be enough for everyone so please, form groups among yourselves. We only ask of you for one thing, use your flashlights on any sound you hear.'. After that, we could even have the lights off again at some point and ask them to use the flashlights to act as the stage lights instead (which fully immerses them).

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We began brainstorming scenes and ideas, with specific focus to what our general plotline could be. We didn't get as far to actually sorting one out but we did get to compile all our research into one document.

https://docs.google.com/document/d/1n7NwHBU4cHbxzHTw8_QF59DIcYr2IZ6yj-ocdmEKsFI/edit?usp=sharing

I had a thorough think through different symbolism we can put into our performance but it was quite difficult to think of more. We ended it on a very finished note.

An idea I want to try incorporate is that there is a mural, the three come up to read the mural and the moment they begin to read the first line, the historic scene rushes into existence.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This week we started scripting our first scenes. We began to start thinking of our dramatic elements that we can use within our performance with a specific focus on the dramatic potential of each scene. We began first devising possible plot lines, and once doing so, we begin our first scene.

Our first scene involves assaulting the audience's senses through darkness (with flashlights) and invokes a sense of mystery. We also had the idea of blending in the present and the past through a 'rush' of historic events that overpowers the present and is a perfect transition into the next part.

Overall I have a feeling we are treading along very well, with everyone contributing a fair bit. We need to all continue this up and also make sure we are cross-checking with the rubric to make sure we attain full marks.

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This week in class we continued scripting, but this time we went through potential scenes and even outlined a plot-line. We elaborated on our planning on the google document and expanded on some ideas that each of us had. We also began to block out a few simple scenes.

In doing so we were able to actually increase the on-screen times and also map out on what needs to be done next.

Overall, we are treading quite well even without a member, but I enjoyed having everyone agree on one thing and actually expanding on it.

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This week we began blocking out and rehearsing out the first part of our performance as well as working out our performance space.

We finished blocking out scenes 9 and 5. The development of the performance has been going smoothly and is on its way to completion. Right now we are still improvising and devising, but soon we are going to move to rehearsing and refining our ensemble.

In this week, we really focused on actually getting some details into our performance. In doing so we are raising our dramatic potential greatly through the careful planning of everything we do, which can convey our ideas better.

This week we actually managed to collect all our information and finished up our script. We also have been rehearsing every lesson, sometimes even coming up with new scenes

Overall, we did a fair bit this week but I felt as though I was wandering off a lot. I'm pretty content with everything but I wish we could take a few breaks in between. But it's amazing how much we've got through in the past 3 weeks.

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https://docs.google.com/document/d/1RiSiIZj0rmJaCL8US8ZciuIRwRCRnjwcYZgNb8OBTw0/edit?usp=sharing

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This week we continued to block our some extra scenes we decided was necessary. We reviewed the stimulus a few times and continued rehearsing. The rehearsing started off quite rocky with the newer scenes since everyone had differing ideas but as we got together, we managed to form many great ideas.

We focused on creating smooth transformations between scenes and made sure that the actual performance had a flow to it. Then we also focused on distinguishing different characters we play.

I came up with an idea that we should layout our stage differently to an unconventional U-shape. We figured out how we would be able to do that and we thought of using the boxes.

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We decided maybe having only four boxes might be easier to manouver.

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This was our final design for our performance, it was half done but it had everything we wanted to use in it.

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This week we focused on rehearsing and rehearsing. We were reminded that we only had a week left before performance. (Quite nervewracking) I've learn't most of my lines but can't go off script yet.

I focused a lot on giving my characters differing energy and making them easily distinguishable.

We also brought it another scene after realising that we didn't tick off one of the stimulus requirements and came up with the idea to incoporate 'Picnic at Hanging Rock' into the performance. The entirety of the performance is prepped but we need lots of refining and just making sure everything is smooth and well.

We figured out our final lightings and had a tech script written up.

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THIS IS NERVE-WRACKING. One more week and we are performing.

We figured out and made sure we understood everything we needed for the actual performance. TRIPLE CHECKED we knew our lines, some of us still weren't off script and it was just a little worrying but we managed to get one run-through without scripts.

TWO MORE CLASSES. WE HAVE BEEN REHEARSING ALMOST EVERY DAY BEFORE AND AFTER SCHOOL AND LUNCH. But it's all worth it since I really feel like our performance is getting refined and the transitions between scenes are really really effortless. I AM SO PROUD

LAST CLASS. THIS IS IT. I'M SO NERVOUS BUT BETTER NOW THAN NEVER. ANYWAYS WE JUST RAN THROUGH OUR LINES SO MANY TIMES JUST SO WE WOULD NEVER FORGET THEM.

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Record the play-making techniques you use to devise your performance. Link this to the dramatic potential of the stimulus material.

Describe how you are exploring the performance styles (at least three) in your work.

Document your use of dramatic elements.

Record the stages of development for one or two of the character(s) that you have created in the performance. Describe your use of expressive skills and performance skills.

Discuss your use of the conventions of application of symbol, transformation of character, time and place (drawing on transformation techniques).

Record your decisions about production areas and how these are linked to your use of performance styles.

Consider and document your intended actor-audience relationship and your use of space.

Use the above documentation to maintain a working script.