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1) What style of dance movement is it?
- Contemporary Dance

2) Why do you like it?
- I like it because it is the sort of dance style I am into. As well as, it is not too fast and not too slow. The movements flow with each other so well and co-ordinates which I really like. Lastly, I like it because when I watch this contemporary dance, it feels like there is a story behind the dance and within the movements, which makes me even like it more.

3) Does it communicate a theme/meaning?
- Yes, it definitely communicates a theme and a meaning. It communicates a theme by having a cold, wintery atmosphere within the dance. Also, the two dancers are both wearing the exact same clothing, making the theme even more clear and eye catching.
The meaning is communicated by the face expressions of the two dancers, the slow and tendicy of the dance movement and the constant change of body language, which some are repeated. This could be the dancers trying to express hoe they are feeling or what is going on in their mind by using that in their dance moves.

4) Describe 4-8 dynamics in it
- Smooth
- Slow
- Sharp
- Soft
- Controlled
- Delicately
- Flowing
- Patient

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NEWEST VIDEO! ELASTIC HEART here: https://www.youtube.com/watch?v=rCUl-1kp_RQ Music: Sia Choreography: Jacqueline Go Dancers: Karla Aquino and Phoeboa Buen of Ballet Baguio Videography and Editing: NHB Studio Shot on Location at Porta Vaga Mall

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In this lesson, we warmed up and completed some character work that led into the main activity, where you worked in groups to stage a scene from a play (Group A 'Mogadishu) starting to think about identifying and playing objectives and actions.

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1. What activities did you take part in today in class/ rehearsal. (This could include warm- ups; technical exercises; learning choreography; choreographic/ devising tasks; rehearsal and polishing tasks; feedback tasks; analyses/ research tasks. 

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1. What activities did you take part in today in class/ rehearsal. (This could include warm- ups; technical exercises; learning choreography; choreographic/ devising tasks; rehearsal and polishing tasks; feedback tasks; analyses/ research tasks. 

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2. Under each task you have identified, analyse why you carried out this activity. How will it help you to develop your dance skills and ultimately your performance? (Add this in a different colour to your answers for question 1.)
3. Review your writing. Make sure you have used correct and specific technical dance terminology. (See dance terminology sheet.)

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1. Create your own Padlet for Skills Toolkit, using the 'shelf' format and the subheadings given in the attachment.
2. Reflect on the lesson (include the date):
(a) What was the purpose of the lesson (to explore two essential ingredients for a successful scene - objectives and actions)
(b) What are objectives and actions? Why are they important?
(c) What text did you work on (Group A Mogadishu)? What was your individual objective and action/s? Did you achieve them? How did it help your performance in the scene?
(d) What were your strengths in the scene and what do you need to do to improve moving forward?
Use the handout in the Drama Practical Diary to help you reflect.

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Here is the PowerPoint delivered in class, for your reference.

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You need to do the best you can in every unit/assessment and build on each so that you are prepared to do well in the final unit. Here are the indicative grades your teachers will use for Skills Toolkit.

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Use this template to ensure your reflections are meaningful. Remember, spelling, punctuation and grammar counts!

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Here are the instructions for your research into audience types. You must present your findings in a 1000 word essay

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There are seven areas you must do well in. Have a look at this Matrix and the Distinction requirements.

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Units 1, 2 and 3 will be assessed thorough Skills Toolkit. You can read the individual unit specifications here.

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First lesson with Darren we started off with warming up where we had to walk and run around in the space whilst Darren himself is giving us instructions whilst moving around as well as playing a game to get our energy up and running. Secondly, we done characterisation work. On going to the main activity, Darren then split the group into two groups giving both groups a script where we had to stage the beginning till the end of the play. The script consisted of 12 characters which was enough for everyone to have a part. Both groups was given 20-25 minutes to learn the script, know what is going on then perform it. Whilst working with my group, there was some moments where it got tough because there was some students I knew them as performers and the rest I didn't know them as a performer.
In todays practical work, the skills that I used were:
1) Characterisation: I used this skill by, changing the way I walk, by slowing down and moving scared as I was playing Firat (the boy getting bullied), I also, changed my body language. For exmaple, my head was always facing down to not look at my bullies and my body was leaned forward as I walked.
2) Team work/team leader: I used this skill by working with 11 other students meaning team work was the key. I also, believe that I used the skill team leader by making sure everyone knew who their character was and blocking movements and blocking people in their positions.
3) Communicating my ideas clearly: I used this skill by, any ideas that came up in my head I made sure that when I explained my idea it makes sense as well as trying out my ideas to make sure it worked out.
4) Face expression: My face was constantly in a worried and frightened look. This is because, my character was afraid to face his bullies.

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a) Purpose of the lesson: To explore two essential ingredients for a successful scene objectives and actions.

b) Objectives are what the actor/actress wants in a play/scene or a goal they want to achieve. Actions, is how or what or do the actor/actress says or do to achieve their objective.

c) The text that I worked on was Act One, Scene On (Mogadishu). My individual objective, was to get to my lesson. My individual action was to barge through my bullies and run away.
I achieved this by making sure I put my objectives and actions into my performance. It helped my performance because I knew what I had to do and it is always good to pre-plan so that I do not freeze whilst performing.

d) My strengths in the scene, I was able to stay in character at all times, being able to change my body posture and being able to know how to use the stage whilst other characters are ganged up around me. I need to improve on, keeping the same energy I have at the beginning of the scene till the end to be able to move forward.

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What activities did you take part in today in class/rehearsal?
The first activity I took part in was warm up activities. There were four different type of warm ups that we done today in class.

1.       Warm up

2.       Body conditioning and plie

3.       Plank and roll

4.       Stretching

Second activity I had to learn the breakdown section of ‘Going to The Bad Side’ from Dream Girls.

Last activity I took part in was feedback tasks between the group (Lauryn, Naamah and Sam) I was dancing with.

Under each task that you have identified analyse why you carried out this activity.
First activity (warm ups): The warm ups consisted of speed walking left to right whilst stretching our arms in air, moving our arms and hands in and out and skipping around in a circle. we done this 4 times facing different directions. The warm ups that I done will help me develop my dance skills by if there is a particular dance move that involves me moving right to left fast, I will be able to do that with no struggle. It also, develops my dance skills by helping me to work on my accuracy of every dance move I perform.

Body conditioning: Body conditioning consisted of jumping up and down into a plank four times, then on the fifth plank we stay into a plank for 8 seconds and begin to  do mountain climbs; three counts slow then three counts  fast. We then do another set of mountain climbs but going across three counts slow then three counts fast. Pilé, consisted of doing ballet movements with our feets.

Plank and roll: Plank and roll consisted of, Helen put everyone in a group of 4 in a line and traveling across the space doing a plank and roll repeatedly until everyone got to the end of the dance floor.

Stretching: Stretching required me to be flexible and make sure that my arms were always aligned with my back. Stretching, consisted of me having to breathe in whilst putting my arms in the air then breathe out whilst going down and my arms facing the window/wall. We then had to face down and stretch our legs being straight and then bending it, 3 times each time

Second activity: The second activity, required me to memorise the choreography that was taught to me which was the breakdown section of ‘Step in To the Bad Side’ from Dream Girls. For this particular activity Helen put everyone in a group and the people in my group are Lauryn, Naamah and Sam. In our group, we also had to do  a small activity of devising where we had to decide who goes left or who goes right as well as setting up our formation on who stands where and what sort of shape we will be in. This activity will help me enhance my dance skills by being able to memorise the choreography for next lessons, being able to work in a group and enhancing my dance skills by I will know how to organise where I position myself and others when dancing in a group.

Last activity: (Feedback tasks)

The feedback tasks consisted of I and my group giving each other feedback on how we done and what we could improve on. My feedback given by Naamah was to; make sure each dance move I make was accurate and clear. This activity helps me with my dance skills by, I am able to accept any feedback that is given to me. Also, the next time I go over my dance I will be able to do it well.

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In today's lesson, we started off with a energetic game to warm everyone up. After couple rounds of playing the game, Darren combined both groups together to work on the opening scene of the play Mogadishu. He divided the class into small mini groups into different corners of the stage, to make it look like a clique of teenagers all doing their own thing on the school playground. Whilst there was I and 4 other students opening the beginning of the play. Darren, directed the class on where they should be positioned on stage and where to move on stage. He also, made us to repeat the opening several times as well as peoples dialogues. The purpose of him making us repeat everything several times was because to clear where people are placed on stage, to make sure the actors dialogue are heard and to make sure he and everyone understands what is going on. The purpose of the lesson was for Darren to see how well the class can work as a whole. Another purpose of the lesson was to understand and know the play Mogadishu as well as guessing what the play will be about.

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In today’s lesson with Darren, we started off with a game. Once the game was finish we went straight to the main activity and Darren told us that we will be now working on duologues for the first assessment, coming up in 3 weeks.

The term ‘duologue’ means, a scene which consists of two characters.

My partner is Wesley and our play is called ‘The Royale’. My character is Nina and Wesley’s character is named Jay. Nina and Jay are sister and brother from Alabama, America. Jay is a boxer also known as ‘Jay Jackson’ and Nina is visiting him in his locker-room before his big fight.

I and Wesley read through the script three times and then we discussed what was going on, the relationship between our two characters, where it is set and how our characters are feeling in the scenes.

Darren also gave us a sheet of paper where we had to write down The Given Circumstances of my duologue.

The skill that I used today was ‘Back Story’. I used this by imagining my characters past and inputting it the current situation she is in now. The reason for using this particular skill was because it benefits me from understanding my character more and being able to be in characterisation at all times.

Second skill I used today was ‘Clear Communication’. Clear communication was used between I and my partner Wesley whilst discussing what was going on in our scene.

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What activities did you take part in today in class/rehearsal?

In todays lesson the activities I took part in today were doing the four different types of warm ups, going through the dance routine and in my own little group creating two lots of 8 counts to choreograph to Step In To The Bad Side from Dream Girls on 0minutes:38seconds.

Under each task that you have identified analyse why you carried out this activity.

First activity (warm ups): The warm ups consisted of speed walking left to right whilst stretching our arms in air, moving our arms and hands in and out and skipping around in a circle. we done this 4 times facing different directions. The warm ups that I done will help me develop my dance skills by if there is a particular dance move that involves me moving right to left fast, I will be able to do that with no struggle. It also, develops my dance skills by helping me to work on my accuracy of every dance move I perform.

Body conditioning: Body conditioning consisted of jumping up and down into a plank four times, then on the fifth plank we stay into a plank for 8 seconds and begin to  do mountain climbs; three counts slow then three counts  fast. We then do another set of mountain climbs but going across three counts slow then three counts fast. Pilé, consisted of doing ballet movements with our feets.

Plank and roll: Plank and roll consisted of, Helen put everyone in a group of 4 in a line and traveling across the space doing a plank and roll repeatedly until everyone got to the end of the dance floor.

Stretching: Stretching required me to be flexible and make sure that my arms were always aligned with my back. Stretching, consisted of me having to breathe in whilst putting my arms in the air then breathe out whilst going down and my arms facing the window/wall. We then had to face down and stretch our legs being straight and then bending it, 3 times each time.

After doing all the warm ups we then went through the dance routine. Going through the dance routine is beneficial because it can show Helen where we are at with our memory in terms of what we know so far from the dance routine, it shows Helen which certain dance routine we are strong at and which certain dance routine we are not strong at. Another benefit of going through the dance routine is getting my body use to doing the dance routine as well as my body and memory will know what to do when going through each step of the dance routine.

The last activity consisted of team-work, communication and good listening skills. This is because, when in a group of team I must be able to be a good team member. For example, participantjng with the fellow people in my group as well as listening to everyones ideas and inputs. Listening is key when working in a group because someone may have said a wonderful idea but no-one listened which is bad. This is when, communication comes in, being able to communicate your idea clearly to the people in my group as well as communicating the choreography clearly to the others that will watch.

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In todays lesson, the focus was on control, accuracy and alignment.

Control: The ability to start and stop movement whilst travelling across the space as well as changing directions in the space. Also, to be able to hold a shape in a frozen position.

Accuracy: The ability to work on your preciseness whilst performing.

Alignment: The ability to correct your body parts in relative to another body part. For example, your arms being aligned with your shoulder when doing a plank.

First activity I participated in, Helen split everyone into groups of twos to go through the pliés and tondus. My partner was Chris and we went through the Pliés because we was not strong on doing pliés.

Second activity we done the warm ups, consisting of warm up, body conditioning, pliés, tondus and stretching.

The warm ups consisted of speed walking left to right whilst stretching our arms in air, moving our arms and hands in and out and skipping around in a circle. we done this 4 times facing different directions. The warm ups that I done will help me develop my dance skills by if there is a particular dance move that involves me moving right to left fast, I will be able to do that with no struggle. It also, develops my dance skills by helping me to work on my accuracy of every dance move I perform.

Body conditioning: Body conditioning consisted of jumping up and down into a plank four times, then on the fifth plank we stay into a plank for 8 seconds and begin to  do mountain climbs; eight counts slow then eight counts  fast. We then do another set of mountain climbs but going across eight counts slow then eight counts fast. Helen changed the counts from 3 to 8 counts for when doing the moutain climbs. This is because to push everyone to work harder, to also strengthen our arms and our stomachs.

Pilé, consisted of doing ballet movements with our feets. pliés and tondus: This required us to put our hands on our waist and stretch our legs and feets forwards and sideways. We do pliés and tondus to strengthen our legs, to strengthen the accuracy of when pointing our feet as well to improve our alignment.
Doing Tondus and pliés is important because the routine for Dream Girls requires a lot of feet pointing and our body parts having to be aligned with another body part. For example, there is a section where we have to glide across the dance floor, it requires the arms being aligned with the left leg and back.

Stretching: Stretching required me to be flexible and make sure that my arms were always aligned with my back.
Stretching, consisted of me having to breathe in whilst putting my arms in the air then breathe out whilst going down and my arms facing the window/wall. We then had to face down and stretch our legs being straight and then bending it, 3 times each time.

Last activity was going through the whole of the dance routine. Helen also added in a new travelling dance routine part of Dream Girls which last for 12 beats. This new travelling routine consisted of everyone to use their listening skills and patience. This is because it took a while for everyone to get it straight forward.

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These two dates were the first time I learning the dance choreography from Dream Girls so there was no targets that we had to set for ourselves. However, I am able to self evaluate on how well I done and what I could improve on for next weeks lesson.

What Went Well: I memorised and picked up the dance routine very quickly which is an important skill because if going for an audition and I do not remember my dance choreography it will look very bad and especially embarrassing to the judges on the panel. Another thing I done well was, I was able to make my dance moves as accurate as I could have as well as making clear on if i’m turning left or right. Last WWW is, I was able to not give up. For example, this is my first time doing a dance style from Dream Girls so if I did not understand a particular dance move, I kept on trying until I done it well as well as asking the teacher for help and the people around me.
Even Better If: To be more confident in what I am doing as well as to be confident in the dance that I perform in. For example, there is a section I go to the ground then come back straight up, I am not really confident on that part so I need to make sure I go over that part and practice it so that I feel confident.

Improvement Target:
1) To be confident within myself and within the dance routine I do.
2) If I struggle with a certain dance section, I must go over it and practice until I get it right.

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First activity I participated in, Helen asked everyone to go back to their partners they were working with on the tendu and Pliés. (My partner was Chris). She then asked us decide as a pair and choose what part of the dance routine we struggle in and choose a dance routine we are good at.

Second activity we done the warm ups, consisting of warm up, body conditioning, pliés, tendu and stretching.

The warm ups consisted of speed walking left to right whilst stretching our arms in air, moving our arms and hands in and out and skipping around in a circle. we done this 4 times facing different directions. The warm ups that I done will help me develop my dance skills by if there is a particular dance move that involves me moving right to left fast, I will be able to do that with no struggle. It also, develops my dance skills by helping me to work on my accuracy of every dance move I perform.

Body conditioning: Body conditioning consisted of jumping up and down into a plank four times, then on the fifth plank we stay into a plank for 8 seconds and begin to  do mountain climbs; three counts slow then three counts  fast. We then do another set of mountain climbs but going across three counts slow then three counts fast.

Pilé, consisted of doing ballet movements with our feets. pliés and tendu: 1st and 2nd position with our feets. This required us to put our hands on our waist and stretch our legs and feets forwards and sideways. We do pliés and tendu to strengthen our legs, to strengthen the accuracy of when pointing our feet as well to improve our alignment.
Doing tendu and pliés is important because the routine for Dream Girls requires a lot of feet pointing and our body parts having to be aligned with another body part. For example, there is a section where we have to glide across the dance floor, it requires the arms being aligned with the left leg and back.

Stretching: Stretching required me to be flexible and make sure that my arms were always aligned with my back. Stretching, consisted of me having to breathe in whilst putting my arms in the air then breathe out whilst going down and my arms facing the window/wall. We then had to face down and stretch our legs being straight and then bending it, 3 times each time.

The last activity consisted of going through the whole dance. Helen also, put everyone in a formation in a shape of V for the ending of the dance routine for Dream Girls.

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The 19th and 20th were the toughest days of rehearsals for me; this is because it consisted me of working in a group making a choreography with 4 lots of 8 counts. I found it tough because everyone in the group came up with amazing ideas including me and was inputted into the piece we made except my idea was not put into the dance piece that we made up. I found it frustrating because I dislike it when my idea is not put into consideration. However, I resolved my frustration by going along with everyone else’s idea and worked with what they come up with. It is very important to let go of frustration especially working in a group because it could bring down the moods of everyone that is around me which could lead to arguments because of miscommunication. In conclusion, because I felt comfortable with the ideas that were brought to live, I went along with it and worked well with the people in my group at the end.

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What Went Well: Since the first week of doing Cardio Fitness, I have realised each week I do it I have been becoming better in terms of my arms has strengthen when doing planks and my back is flat and straight when doing stretches. Previously, did was a problem for me as my body was not use to doing a lot of Cardio Fitness. I problem solved this by practicing at home as well as before the lesson starts.

Even Better If: When doing the mountain climbs for 8 counts slowly and 8 counts fast, I tend to give up because I get tired out quickly. So, in future when doing mountain climbs I must be able to not give up and I try hardest to the best of my ability. I must also do mountain climbs outside of lesson for example, at home or at the gym so that when it is time to do the mountain climbs during the warm ups I will be able to do it with no struggle.

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On the 3rd and 4th were the days where we went through the whole of the dance routine. I personally feel like I have improved on making all my dance moves accurate and clear. I also believe I have now put on a Dream Girl character whilst performing the dance. As a target to set myself, I need to have special awareness at all times because there is certain parts of the dance where one side of the group is gliding across one way and another side of the group is gliding across another way, meaning when the two groups glide into each other it is important that I and everyone know where to glide. This is also known as Control.

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In todays lesson with Darren we started of with a warm up game. The game consists of when he says run, we run. When he says walk, we walk into the space. That warm up lasted for 5-7minutes.

It is important to have a warm up before practical lessons because your energy levels up, you are less likely to feel tensed before rehearsing or performing. Also, it gives you more motivation to go straight into your character. For example, we have warm ups where Darren will say a number like 9 therefore when he says 9, everyone must run around in the space. Whereas, if he says 2 that means to walk very slow. Activities like that help a lot to go into your character because your character could be a person to walk very fast in a tense scene or in general.

The next activity consisted of everyone going into their duologues group and to work on their duologues as well as filming it.

Unfortunately, my duologue parter Wesley; was not in. So instead, I did a character biography on my character as well as Wesleys character. I also took notes on what was happening, why certain scenes were happening and what caused the scenes to happen.

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In today’s lesson I and my partner Wesley worked on our duologues. The first thing we started off with is discussing to each other what we know so far of our play and what is going on. We also, discussed on how we should stage our play, what props to use and costumes to wear. After all the discussion was done we went straight into rehearsing. Whilst rehearsing, we kept stopping on lines we did not understand or one of us didn’t understand and helped each other to interpret the meaning of what our character says. We gave each other targets. Wesley’s target for me was to make sure I understand my character Nina well and to also think about how my character will say certain lines. My target to Wesley was to make sure, when he is in characterisation mode his physicality in terms of his body posture and the way he stands is always strong and powerful. By the end of the lesson, we continued to rehearsed, testing each other on our lines as well as figuring out on how we should stage our performance.

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First activity: Helen put everyone into partners to watch a video on YouTube called ‘Step into The Bad Side Dream Girls Musical’ whilst watching the video with my partner Micah we also got given a sheet of paper to take notes, 3 points and the key skills on what makes a good performer. The 3 key skills I put down on what makes a good performer were: Excellent special awareness, flexibility and strong physicality in terms of the way they move and how they move.

Second activity: Helen put us into groups of 3 to give other students in the class feedback on doing the 5 five warm ups and the Dream Girls dance. Myself, Lauryn and Diaz was in the first group to give feedback on people doing the warm ups. We had to pick 3/4 people on who shows the key skills we put on our sheet of paper and explain how they met the skill we were looking for. Once my group had given the people we thought that met the skill we were looking for, the second group went off to the side to now give feedback on people’s body conditioning, plies and tendus and if anyone has met their skill the second group were looking for. One student (Micah) from the second group said that my alignment for the tendus exercise was good and was always accurate. I was really happy that someone spotted my tendus because when I started doing tendus it will never look so accurate but I can see that I have progressed a lot on my tendus from the beginning till now.

Third activity: split into two groups. half of the people did dream girls. half of the people helen was teaching them the harder dance routine of dream girls.

Fourth activity: helen told us to all come together and go through the whole dance routine as a whole group. Helen then told to go back to our partners from the first activity and film each other do the first part of the dance. below this there will be a video of me where my partner had filmed me doing the beginning of the dance.

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Uploaded by Frae Braelynns on 2017-10-07.

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Uploaded by Frae Braelynns on 2017-10-12.

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This is an image of my script for my Duologue.
The play is called 'The Royale' which I will be performing to for my assessment

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1)    Read the Scene: Go through the script, read word by word, line by line. Picture what is going on in your head. Imagine. Begin to ask questions.

2)   List the events in the scene: Listing the main events that are happening in the scene. For example, the main event that happens in one of my scenes is racial comments being said, which causes change in the atmosphere as well as changing the mood of the scene and the characters.

3)   Improvise the scene, going from event to event as guard: Being of script. Improvising the events that are happening in the scenes. I and my duologue partner Wesley, attempted to improvise without script and found it to have went really well. This is because; we got the chance to understand our character even more in terms of why they say the things they’re saying and act more like them in terms of my character Nina, acts shady most of the times towards Jay as well as showing affection towards Jay. It also gave us the chance to interpret certain scenes differently so that we were able to make the scenes that were tough from making it easy to perform.

4)   Go back to the script: After improvising, go back to the script and ready through it. Whilst going through the script again, think about if the improvisation you done for a particular scene makes sense to what are on the script.

5)   Improvise again. Bring in same dialogue from the scene: After going through the script and deciding the improvisation you first done to what is on the script, continue to then improvising again and bring in same dialogue from the scene.

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On these two dates my target was to keep going through the dance routine as well as knowing each formation well.

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Uploaded by Frae Braelynns on 2017-10-19.

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Dreamgirls - The Guide to Musical Theatre