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At the start of my training, I was experienced in Ballet, but this term I learnt new and corrected old techniques, therefore, I am applying this in class. These corrections were (see Appendix 1):

(see Appendix 2)

(see Appendix 3)

(see Appendix 4)

To improve and develop these weaknesses, I responded to the feedback:

To improve my second position, I've implemented an exercise Ben Tripe taught me (see Appendix 5) which was useful to widen my understanding, and eventually my muscle memory will retain it.

To improve my weight and rib placement in passé position, I have focused on using the correct technique (see Appendix 6).

As I'd previously been trained to keep both hips facing forwards it was challenging to implement Lisa Aldridge's feedback. What really helped was Lisa held my leg in arabesque so I could focus on letting my hip open whilst pulling the opposite rib back. This really helped me feel and see the correct placement so when I independently practice, I can correct myself (see Appendix 7).

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The first thing we learned in Commercial was drills. Drills are steps that integrate the basic techniques needed for that style. They are also good for warming up as the steps not only get us into the correct style of dance, they gradually increase our heart rate, preparing us for more intense movement, and preventing us from injury. At first, I found these very difficult, and finding a groove was something I struggled with the most. For me to improve, I began self-reflecting, and I'd watch my teachers closely to pick up on their movements, character, and detail. A similarity I noticed in all was relaxed, bent-over upper bodies, which I then focused on implementing into my dancing, whilst also trying to find my groove. I found this difficult as my instinct is upright posture, so I had to consciously keep thinking about it and applying it. Finishing the half term, I could see an improvement as I began to have fun learning the new steps instead of worrying about how I looked, which helped me when we began learning routines.

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In our ATS and Rep singing classes we worked on songs for our assessments and developed them by receiving individual feedback. At first, I was very nervous to get up and sing in front of my peers as I was in a new environment but after realised it wasn't at all bad. From then I kept wanting to volunteer but never built up the courage to do so, because I was so apprehensive as to what I'd be asked to do acting wise and having to respond straight away in front of an audience instead of practicing independently first made me feel uncomfortable. One challenge I would like to set myself is to volunteer to sing in a ATS lesson before my assessments.

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I really enjoy Kamila Zalewska's classes as I feel her style sits more comfortably in my body and her way of moving has helped me find my own style. When executing the drills I felt a lot more relaxed I focused on keeping my upper body fluid and rounded as this is a technique, I still have to concentrate on maintaining. Whilst learning a routine key detail that stood out to me were (see Appendix 15).

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Kamila selected a group to perform (me included) because of our (see Appendix 15) personal feedback. This made me feel proud because I've taken on board her corrections and details which is starting to show through my dancing. What I took from this class because of the feedback we received was it's always important to be alert and take direction straight away, remember to retain details given by the choreographer and to be more confident.

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The week after we developed this routine in groups and spaced it with transitions. Developing skills such as:

Group work

Spatial Awareness

Musicality

Dancing in unison

Leadership

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This term I decided to reflect on Kane Silver's classes and for four weeks tracked my progression (see Appendix 16). I noticed I hold tension in my upper body, so I focused on relaxing my neck and rounding my shoulders. Another way I developed my personal feedback was by watching videos of my teachers online to try implement and reflect their technique and style. I previously watched a video of my teacher performing the routine I perform in this video, and it really helped me to apply the correct weight placement, posture and musicality to my dancing (see Appendix 17).

Something Kane talks about is how the audience should see the music through your dancing, and this is a goal I would like to set myself for all styles as mentioned in Ballet.

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In repose to last term's goal, I did in fact achieve it. I was confident enough to put myself forward to sing a song called 'Raining' (see Appendix 19). I felt so proud of myself after singing and received some rewarding feedback of my peers and teacher. I received some very useful constructive criticism and ways to improve my song and develop my character. which I will explore and apply before my assessments next term.

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After Christmas, I missed the first day due to travel issues, which was frustrating as class exercises were amended. Therefore, this made me unsure of some of the choreography. Due to this experience, I will ensure to communicate with my peers in our WhatsApp group chat about the content of the lesson, therefore, ensuring I'm prepared for the next lesson. This is vital as we are beginning to prepare for our assessments. Furthermore, I made a note of everything we needed to retain for the assessments and the feedback I'd received (see Appendix 8).

Following on from last term's feedback, when focusing on turning our leg out, it's common for people to throw their weight back, making us more aware that we need to focus on placing it forward. Implementing this correction further helped me this term as we began learning pirouettes. Ben talked us through how to perform a pirouette in detail (see Appendix 9). These videos show the improvement of my pirouettes from the first term to now (see Appendix 10 & 11).

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This term I spent preparing for my assessments, constantly practicing at home and applying feedback. Last term when I sang 'Raining' one piece of feedback which stood out to me was to make sure my dynamics and acting intensions were different in both the first and second chorus. This was helpful feedback because it added contrasting acting choices and dynamics to my performance as well as an emotional impact on the audience. To implement this feedback, I explored different physical and facial expressions in front of a mirror to see if my body was reflecting my inner emotion. I also read my notes from sing tech to help with the contrasting dynamics (see Appendix 20).

As we got closer to the assessment, I wanted to make sure I was fully prepared which pushed me to sing more in class. In an ATS lesson I sang 'Once Upon A Dream' and received helpful feedback.

1:1 lesson:

I sang 'Cockeyed Optimist' and received some useful feedback which I can apply to all songs. A piece of feedback I applied to this song was to begin at a piano volume because it matched my characterisation and gave the song room to build. This feedback made me realise I should always read the sheet music because although I can develop the song in my own way I must also take on board the directions given by the composer.

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This month I injured my foot and took it upon myself to go see the physiotherapist. She advised I didn't dance till I felt I was able to, giving my foot time to recover. Sitting out of class was hard as all I wanted to do was dance but it did give me the opportunity to observe and take notes of others feedback which I can implement into my own dancing (see Appendix 18).

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I felt my assessment went very well and I'm proud of my hard work and the feedback I received.

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This term we worked on our 21st Century Module where I was selected to sing a solo giving me the opportunity to unleash unknown ability's and develop confidence. Throughout the process I feel I gained a lot more confidence which pushed me within my 1:1 singing lessons to explore and try new skills as well as volunteering to sing more in ATS and ensemble classes. I believe this has had a positive impact on the improvement in my voice because my vocal ability has progressed and I've developed new skills such as:

Diction

Characterisation

Speech quality

Integrated performance

Vocal stamina

Harmony's

Dynamics within an ensemble

From term 1 when I was nervous to sing in front of my peers to now singing a challenging, fast tempo song, with choreography and characterisation to an audience is a huge development (see Appendix 21).

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Within independent rehearsals and 1:1 singing lessons I worked on my ATS assessment feedback which I feel is evident in the previous video. I focused on maintaining diction on words such as 'Joe' and words beginning with M.

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I also worked on my acting and relying on instinct which was supported by my research into Katie Mitchell's method.

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This term, we continued to prepare for our assessments and focused on implementing the technique we'd learnt and the feedback we'd received into the exercises. I practiced at my local gym, which helped with my confidence going into the assessment, and approached it with an open mindset because I knew if I stayed calm, I would perform more effectively. I presented myself neatly, delivered every exercise with intention, and was proud of myself afterward. What I'd learnt in term 2 helped me when approaching the pirouette exercise because with every turn, I thought about the technical details. Feedback I'd give to myself would be to make sure I was consistent, because although I was thinking about the correct technique, it didn't always reflect in my movement. To improve this, I will work on my weight placement and strength in retiré exercises at the barre as well as practicing pirouettes.

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This term we rehearsed the ballet piece for our 21st Century Module where I challenged myself and took on the role of Dance Captain (see Appendix 12) my journal notes for that lesson.

During this project and term, I worked on my feedback.

In response to feedback 1 I've been striving to integrate performance into my ballet by listening to the music and trying to reflect how it sounds, helping me create more texture, maturity and musicality to my dancing whilst also broadening my dynamics. Developing my performance in ballet made it easier for me to add character to my 21st Century performance when I had to portray someone at an audition.

After concentrating on the position of my arm in a la second I hadn't realised I was placing it too far forward. Now I know I will focus more in lesson to engage my back muscles and pull my shoulders and arms back.

(See Appendix 13) This term's pirouette exercise after working on this feedback.

I wanted to check the improvement of my arabesque and asked Lisa if she would hold my leg in arabesque like she did in term 1. I found it a lot easier to acknowledge the correct technique and did it straight away but still struggled to maintain keeping a pulled back rib, straight knees and being on my leg. I feel this is due to strength which will come the more I practice (see Appendix 14). These are techniques I want to take forward into level 5.

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Appendix 3: https://youtube.com/shorts/edAIzzEtMDo?feature=share

Appendix 4: https://youtube.com/shorts/im3UpNS9LBo?feature=share

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This term we began learning our 21st Century Module piece to the song 'Bend and Snap' from the musical Legally Blonde. As well as learning choreography we sang and acted through song which helped develop my integrated performance skill. Throughout rehearsals with Kane, I improved on:

Making my movements precise, clean and reflective of the music. In the last few rehearsals before we performed, we went through each piece of choreography making sure all our movements were the same.

Clean spacing - Kane was very clear with this direction especially when dancing in vertical lines because if one person was out of line it would make the movement appear unclean.

Having experienced working as a collective in Term 2 with Kamila had a positive effected on the way I approached this because I was more aware of the skills I needed to use such as spatial awareness and using my peripheral vision to make sure I was in the correct spacing.

I really enjoyed integrating commercial with Musical Theatre because there are so many ways of performing this style it was exciting to collaborate it with acting through song. I loved that I could go from a characterful dialogue section into a commercial dance break and both genres be as strong as each other because of my progression in this style. (see Appendix 18) which showcases my progression from term 1 to now.

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Appendix 17: https://youtube.com/shorts/M-CO9AziETA?feature=share

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Appendix 21: https://youtu.be/mPL85r4MHIA