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You should aim to complete 4 logbook templates.
These do not need to be in class time, they can be independent rehearsals, filming times etc.

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1. A copy of the proposal (powerpoint or padlet information)
2. Video of the proposal (video can be found on here)
3. You will need to complete 4 x logbook templates and upload these
4. Copy of the final performance solo
5. Copy of the evaluation (word or powerpoint)

Higher criteria-
videos of rehearsals
outtakes
Copies of drafts of script
Peer feedback received

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Please see file for how you must format your technical script for James.

Print single sided.

Use a blank piece of A4 paper for your first page.

3 Columns.

1st/Left Hand Column: Notes (notes of set / or descriptions of visual cues)

Middle Column: SX (Sound Cues) and AV (Audio Visual - Projection/Video)

3rd / Right Hand Column: LX (Lighting Cues)

These MUST be completed with a RULER.

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14th March 2024 - Independent Rehearsal.

Technician talk from James.

Tuesday 19th March ( 1:15 Tutorial)

Elise delivering Tech Script Tutorial. Actors welcome.

21st March 2024 - Connections performance.

28th March 2024 and 6th April - Easter holiday

Elise in college Monday 25th.

Oly in college 2nd, 3rd and 4th April.

11th April 2024 - Short tech slots with James.

Everyone else will have this lesson time to rehearse as normal, when not attending your tech slot.

18th April 2024 (All Day) -

PERFORMANCE

17th May 2024 - Logbook submission date.

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Refer to this assignment brief to help you through all stages of your module and how to achieve your best potential grades.

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Work experience letter template | reed.co.uk

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Looking to gain some work experience? Our free work experience letter template will help get you started, and learn how to stand out to employers.

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Refer to this assignment brief to help you through all stages of your module and how to achieve your best potential grades.

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Connections- Scripted performance- Padlet page  

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Connections- Scripted performance- Padlet page  

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We are overflowing with joy having witnessed such a diverse range of performances at this year's In The Round Festival. From the rumbling rhythms of Dave Okumu to the soft, folk melodies of Laura Veirs, it has been a phenomenal two weeks filled with immense talent. What were your highlights?

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Pantomime
Scripted Performance
Musical

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A storyboard is a graphic layout that sequences illustrations and images with the purpose of visually telling a story. A story board is used to communicate how a scene will play out shot by shot and is often used for motion pictures, television, animation, commercials, pre-visualizations or interactive media.

Storyboard panels can be comprised of custom drawings, screenshots from comparable videos, or photos taken on location.

A storyboard template or storyboarding software is designed to make the process of assembling and sharing professional story boards much easier.

Preview and download 60+ free storyboard templates, ideal for video, film, TV, animation or simply pitching a story. The story board templates are available as PDF, PSD, Word or PPT.
Quick Links

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60+ FREE Storyboard Templates & Creator (PDF, PSD, PPT, DOCX)

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A storyboard template or storyboarding software is designed to make the process of assembling and sharing professional story boards easier. Preview and download 60+ free storyboard templates, ideal for video, film, TV, animation or simply pitching a story. Story board templates available as PDF, PSD, Word or PPT.

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Refer to this assignment brief to help you through all stages of your module and how to achieve your best potential grades.

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G17 - Using Development Plans to Refine Skills

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G17 - Using Development Plans to Refine Skills

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Pantomime
Scripted Play Performance
Musical

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Solo performance in a contemporary context usually involves the creation of a performance or piece of theatre which involves only one actor or performer, often playing many different roles.

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Solo Performance - Routledge Performance Archive

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Solo performance in a contemporary context usually involves the creation of a performance or piece of theatre which involves only one actor or performer, often playing many different roles.

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G17.1 Identify personal opportunities and areas for improvement related to progression.
G17.2. Create a plan for personal development.
G17.3. Develop performance skills in response to the plan.

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•Opening paragraph explaining what performance you are linking your targets to and why (panto / dance works), linking to your specialism and future higher education goals

•Identify the skills you need for future performances and your future goals AND WHY

•Identify the 3 targets you are choosing to work towards

•Evaluate why these are important skills for you to work towards (how will this benefit future performances)

•Identify performances/rehearsals where you have not executed these skills effectively before – speculate why you think that might have been

•Provide examples (from YouTube or otherwise) of industry professionals executing your chosen targets well and evaluate what makes it a good performance

•Write, in detail, what exercises and routines you are going to do in order to reach your identified targets

•Create a weekly plan that clearly identifies your exercises (use the table provided)

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Written By: Alex Garland (screenplay), based on the characters byJohn Wagner & Carlos Ezquerra

Synopsis: In a violent, futuristic city where the police have the authority to act as judge, jury and executioner, a cop teams with a trainee to take down a gang that deals the reality-altering drug, SLO-MO.

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Here are the best free movie scripts online. A library of some of the most iconic and influential screenplays you can read and download right now.

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In this module you will be assessed on the following:

Your ability to set and work towards targets that are pertinently linked to your career progression.

Evidence of your working towards your targets in your own time.

Performances that show you have met your targets.

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G18.1. Devise and develop a personal performing arts project. G18.2. Demonstrate technical and interpretive skills within a project.

G18.3. Create final outcomes in response to the aims and constraints of the project.

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BBC Comedy Classroom provides teachers with a brilliant framework for young people to explore comedy writing and develop key literacy skills. Focusing on comedy writing is a perfect match for secondary level core curriculum requirements and for teaching English across the UK.

As well as a series of three 60-minute teaching sequences, the BBC Comedy Classroom pack also contains top tips from comedians, comedy industry producers and writers.

By using the resources in the pack and online, you will be able to help students address key literacy outcomes which have been drawn from the National Curriculum in England, the Curriculum for Excellence in Scotland, The Northern Ireland Curriculum and the Curriculum for Wales.
Click here to view the full outcomes this resource can deliver.
By using these resources your students will...

Communicate clearly and confidently with an audience and also through evaluating their own work and the work of others

Demonstrate the ability to gain, maintain and monitor the interest of an audience

Consider how texts can be changed to appeal to different audiences

Be able to assess the effectiveness of their own and others' writing and suggest improvements

All the activities and resources are designed to inspire you and your class or group to have fun with writing and to motivate students of all abilities. It really is designed to be flexible. Dip in and out of the Comedy Toolbox, put on your creative hat and encourage your pupils to 'have a write laugh' and start tickling those funny bones!

The resources are broken down in to 3 categories

Class Joker
Stand-up comedy - the writer performs words that put across their own particular view of the world

Class Act
Sketch comedy - the writer turns a funny idea into a scene that people can perform

Class Comic
Caption comedy - the writer looks at an image and creates a funny line to go with it

You can access lesson plans, student-facing slides, and BBC archive clips from this page.

Class Joker - Stand-up comedy

Students will write a comedy script and perform their stand-up routine. They will learn how to put across their own particular view of the world in their own words.

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BBC - Comedy Classroom - Welcome to Comedy Classroom for secondary schools

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G19.1. Define and plan self-promotional material in relation to networking opportunities.
G19.2. Select and create content for self-promotional material. G19.3. Present self-promotional material for planned opportunities.

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Skills audit and outline for Development Plan One.

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You will 'Pitch' your idea for the performance you must ensure you cover the following-
Target audience-
Who have you chosen, why have you chosen them? Where can they be found? What research you have undertaken
Challenges and issues
What challenged and issues do you see yourself having for this project and how are you avoiding them before they arise?
Knowledge and skills
Which skills will you be bringing to the performance project such as spoken word, acting, singing, script writing etc. The overall style of the project, for instance a workshop, full length projection, a skills development session.
Script- have you written one?
Workshop planning- show details of what you are planning in the workshop (like a lesson plan)
Resources- what resources will you be using in the performance project? (film, lights, projection, music)

Aim- What is the Aim of the performance?
What is the overall aim of the performance and HOW are you going to evaluate if it was a success?

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At Distinction, learners show innovation in the modification of their approach, making valid judgements about challenges and issues. They will apply a range of knowledge, skills and understanding, with consideration of the aims and constraints of the product.

At Merit, learners use planning processes that show modification of their approach to challenges and issues, discarding ideas as they refine the work, in line with the aims and constraints of the project.

At Pass, learners use relevant planning processes and show capable application of project management skills. They will develop the product competently, in line with the aims and constraints of the project.