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6/2/25 - The very first session was used to come up with ideas, which was a confusing concept. There were so many Stimulus to choose between and so many ways we could have taken this performance. As a group we weren't close, I am not very close with anyone in my group so building up confidence to express my ideas was awkward...

BEGINNING A IDEA

As a group we all researched and watched different stimulus that interested us and wrote these idea out onto our mind map. We looked into different rescues and performance techniques and how we could put them together into a play.

Our first brainstormed idea was a flashback, we thought of the idea that a grandparent who lived through a rescue is retelling the story to her grandkids many years later. At this point in time we weren't sure on this idea but kept it as a rough plan.

This lessons aim was to just jot down all our ideas for this play and what we could contribute to the production.

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SECOND SESSION - 27/2/25

As I had vet on the rest of my groups 2nd lesson I had come back to another brainstormed idea, which I loved!! We had decided to incorporate the idea of a group being stuck in a loop while trying to escape a bush fire. During this lesson we started to work out characters and a story line/plot for our performance whilst further researching the black Saturday fires as our focused stimulus for our performance.

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Research about The Black Saturday Fires

https://www.cfa.vic.gov.au/about-us/history-major-fires/major-fires/black-saturday-2009#:~:text=Major%20Fires-,Black%20Saturday%202009,Flowerdale%20and%20Strathewen%20were%20devastated.

time- February 7th 2009

Powerful winds brought down powerlines in Kilmore East, with sparks igniting a fire.

Melbourne recorded a temperature of 45.6 °C (114.1 °F) on January 13, the hottest day officially recorded in Melbourne for the next 70 years.

In the lead up to Black Saturday, Victoria was hit with a brutal heatwave. Melbourne endured temperatures over 43°C for three consecutive days

The fires were the worst bushfire disaster in Australian history, killing 173 people, and destroyed over 2,000 homes, as well as many businesses, schools, and kindergartens.

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4/3 - In today's lesson we came together and shared the research we discovered, such as the setting of the fires, movies/documentary that sparked ideas and information about the fires and any other ideas we had thought of over the weekend.

We started planning out our scenes in detail, discussing what should happen in each scene and how we can include the different elements and character changes. In this lesson we figured out characters who we were going to play in the production, and the characters perspectives we were going to use.

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5/3

To begin our scripting brainstorming we decided to get up and use the space. We used this as a chance to improvise our ideas and thoughts on how the performance should look. This gave us a clearer idea on what ideas would work physically, sparked lines we wanted to say and different props we wanted to incorporate.

We roughly scoped out how we would use the space, scene by scene how it would potentially play out, which took up majority of the lesson.

we briefly assigned set characters-

Cassie- Caitlin Tanner Rescuer/firefighter & ranger

Ruby- Abi Peters Friend #1 and family member

Indi- Darcy Hatcher Rescuer/firefighter & radio/news reporter

Eleanor- Luna Buckley friend #2 & lost child

Doni- Elle Fowler friend #3 & chief firefighter & father

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6/3

Today's lesson we spent mainly on scripting. We struggled at the start to get the flow of the story but once we got started we were able to write all of scene one.

Mr Bambery helped us write our opening and get the main plot idea across to the audience. We added some ideas that we didn't think of while improvising and also incorporated some ideas that we added when improvising!

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7/3

Today's aim was to lock in and write at least 6 scenes as a group.

As a group we wrote 5 scenes and contributed together to add all our ideas.

Doni and Indi were our main writers today but we all helped edit and write the story line for each scene :)

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11th and 12th of march

I was away for these two periods but we didn't work on on our plays as much these lessons.

Within these Classes they weren't given as much time to work in our groups, but when they were allocated time, the group continued to work on the script and added details to make it more entertaining and space out the scenes.

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13/3

Todays lesson we spent writing more of the scenes, I felt we fell into a mind block this season and struggled to come up with as many ideas but we still managed to write a couple more lines

not much happened in this lesson :)

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14/3

We again spent todays lesson writing more scenes finished scene 7 in this lesson.

we also discussed some of the props that we are planning on using such as if using a full size tent would work on our stage and how we would display a tree falling during 2 of the scenes. We had a few disagreements when discussing this as people had different ideas but came to some conclusions by the end of class!

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18/3

We worked really hard this lesson on our scripting and we manage to write a lot in this lesson.

During this lesson we also did a read through, to see how the flow of the script was. Once we finished our read through we tweaked a few lines and added in some that we felt were necessary in different spots.

As a team we all contributed very well during this lesson and worked together to add all our ideas to the script.

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19/3

In today's lesson we did a little bit of characterisation. As a group we had to interview each other in character to help each other understand more about our personality and background of our identity. This also helped us add personality to our lines and made scripting easier!

Today we finished scene 7 and half of scene 8, we came up with cool ideas on how to include freeze frame and the ability to break the 4th wall!

We are coming down the end parts in our script and getting a better idea of how we want the story line to go and how we want to perform it :)

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20/3

We only spent the last half an hour on script writing today, but as we are getting towards the end of the script we are finalising ideas and clarifying the full story line as a group.

we had a brain fog today with how to clearly demonstrate the ending of the storyline, but once we got over that we were able to nearly finish our final scene!

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21/3

today was our last day of scripting!!

we got given a checklist to see what needed to add more of or what we hadn't included yet. such as

more direct address

more placards and signs

may add stillness to build tension (haunting atmosphere)

symbolism

Then we spent the rest of the lesson finishing our script, and completed a full read through as a group!! :)

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25 & 26/3

We started blocking over these 2 periods, and getting scene one started

SCENE 1

we ended up deciding that we weren't going to use a life size tent as a prop but were going to incorporate some physical theatre when creating the tent. This was going to be displayed through Indi and I creating a tent with our upper body and holding some sort of fabric over us as the door of the tent, which will then be used to go in and out of a tent.

In this scene I have multiple roles, I am being a narrator at the beginning to set the scene of what is happening which then changes into a background camper where I will be 'secretly' collecting props for the tent and later used props. Our group will be including placards with me holding a sign that has the moon on one side and the sun on the other to help highlight the different time of day.

We only got the base of this scene done but it helped us get a better idea on the main setting and how we would reset the loop each time.

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29/3

We did a group workshop on creating a title for our play. We wanted to make this title not too obvious on what our storyline was about but wanted to make it engaging and highlight some key aspects of our piece

We came up with these themes

Bushfire

Friendship

fate

tension

we came up with a few titles such as

twinflame

between the flame

and ended up deciding on

THE CHOICES WE BURN

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1/4

Today we printed out our script! We made our last few changes onto the script and then were able to print them out so it would be so much easier to block with!

We fully blocked out scene 1 & 2, these 2 scenes were one the hardest as it was setting the scene and as the days repeat it set out how each scene would start. Making it 2 very important scenes within our play.

I felt within our blocking we struggled to use the stage and fill the space but with a few suggestions and full working out our tracks I believe we fixed that problem pretty quickly!

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2/4

We covered a lot in today's lesson, we have a pretty good rough blocking of the whole script, confirming all probs that we plan on using and how we want to use the stage most affectively.

We do have a question about the characteristics of my character the Ranger and how he is so calm, we are unsure if this will come across weirdly to the audience.

Other then that all the other character and scenes work very well and are smoothly blocked :) our job now is to just refine the blocking and memories everything.

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3/4

We ended up changing the character of the Ranger as we felt it was too similar to the 3 friends.

We made the character seem more experienced and worried about the bushfire and very alert about the dangers of the fire, rather then being a comedic unexperienced ranger.

As this is my character I have now had to do some character development and figure out how I am going to display this on stage :)

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I couldn't attend the holiday rehearsal as I was away but there were a few changes that were made to the script, props and blocking.

Doni and Eleanor both changed characters, when reading for other characters they felt more connected to their characteristics and personality so they made a mutual decision to swap, which is a big change but they have walked through the changes they needed.

They went through the script and made a few line changes but just confirmed all the lines and ran a couple of scenes.

They also wrote up a props list that we are now as a group going to begin to collect and find as the weeks go on, such as:

fireman hats

red fabric

blue fabric

creating a radio and bushes out of cardboard

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22/4

Today is our first lesson back, term 2 and we came together as a group to discuss our aim for the next few weeks.

We reprinted our script as we had too many changes that had made but we now have a finalised.

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23/4

We started fully setting up our blocking for scene 1 and 2 in this lesson. Setting up how we are using the space and making sure all our lines and stage directions have a meaning and are intentional. We started using props and figured out how to create a tent on stage out of our physical bodies.

We have come together with the idea of using big sheets of fabric to help display the tent, create fire and use for water. This helps us use transformation to object in our performance

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24/4

we reprinted a new script in this lesson as we had made a few changes which were to big to write down. We did a read through of what we changed just to make sure everything made sense and we wouldn't have to reprint anymore!

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25/4

We went though all the changes that we had made and added them into the scenes that we had already run and started getting an idea on how we wanted each scene to connect into each other, making them smooth and seamless

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29/4

We started blocking scene 7 in this lesson and I was excited as I really enjoyed acting out this character. I find one thing our group struggles with is remembering to open up our lines towards the audience but as a group we do remind each other which I find very helpful.

We worked together to position and work out how to fill up the stage space and clearly show that we were moving through the 'bush'. We also worked on how we wanted our lines to come across in this scene and how our characters felt in a moment like this.

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30/4

we spend this lesson continuing on with scene 7, this scene is also one of my bigger scenes as my second character is in it. This lesson wasn't as hard, as I feel we all had a brief understanding on how the scene was supposed to be run, we just had to get used to using the props and finalising how fluently we could get through the scene without stopping or getting confused as to what was happening.

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1/5

We spend this lesson working on scene 6, this is probably one of my most active scene as it is located in the fire station with me being a fire fighter. We spaced out the beginning of this scene pretty well as it doesn't involve many other aspects but is still very important.

When the location in this scene changes from the fire station to the bushfire we came up the idea with walking through the audience to help highlight that it takes time and there is an intention for the location change.

I felt we worked very well as a team during this lesson and helped each other get the hang of moving the fabric in a fire like way. We also decided to add a few lines for when I save the child as when I save her there is a transition happening into the next scene and it felt a little awkward so adding more lines filled the space and helped distract the audience from what was happening behind us.

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2/5

We started fully locking scene 8 in this lesson and I believe this is one of the hardest scenes as we all are in it at the same time. We had some trouble figuring out how to show the fire as well as acting in the scene. After a long discussion we decided to hold the fabric behind us and try keep within the distance of the fire, this meant that we had to change around some of our ideas as we were now limited to a smaller stage area.

We decided to get Mr Bambery to come give some advice on this idea but he wasn't able to get around to us this lesson, but hopefully he can give us some help next lesson because i'm not very sure how much our idea is going to work... or how effective it will be.

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6/5

I was away during this lesson but I was updated that they spend the lesson showing Mr Bambery scene 8 and getting feedback on how to make the scene come across more effectively

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7/5

As I was away on the tuesday we went over the last 2 scenes which were rearranged during the lesson I was away.

We had some struggles creating this scene as we had to highlight that we were in the fire but at the same time all be in the scene. This was hard because we couldnt all hold the fabric and display that at the same time as acting so this scene took the longest to figure out. We had come up with one idea but got some feedback from the teacher which was what I was being filled in with during this lesson.

We had to discuss a way to rotate holdings the fabric in chunks of lines were we felt we weren't as involved to help highlight the main characters being used throughout. This took us about the whole lesson to figure out but I think we have found a very affective way!!

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8/5

In today's lesson we focused on the first 3 scenes, as we have finished blocking we now need to go over and refine all the details within the performance. We reminded ourselves on all the decisions we had made and included using probs and discussed how we would effectively use them.

We also tried a full run through of those 3 scenes together without any stops, to see how fluently we could remember and connect the scenes. With a few stops and starts I thought we did this quite productively, as we attempted this run about 3 or 4 times to fully help us feel confident in these scenes.

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9/5

we blocked scene 5 in today's lesson, this scene includes a lot of props so we had to figure out the best way navigate all the props throughout the scene.

We came up with this cool idea to use the water to help transition us from one scene to the next but when we got someone to video us and see what it looked like, it looked very messy... but we analysed the video giving each other tips and continuously trying it until we were happy with the end result!

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13/5

We worked through scene 7 into scene 8 today, we had made a few changes so just went through and cleaned up the blocking of the scene and finalised any smaller details. This allowed us to run our lines in this scene over and over again and remember what we are doing through each part of the scene

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14/5

In todays lesson we did our first full run through of our performance, we tried our best to fully go though it without stopping or asking questions. As well as doing this we filmed the full run so we were able to go back and watch and critique ourselves.

We had brought more props in today, such as our fireman hats, camping bags and radio which helped us get used to using these props and incorporating them into the performance.

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15/5

In today's lesson we just worked on our transitions, to ensure that they are nice and smooth and done effortlessly. I found when we did our transitions they would be very rushed so we worked as a group to slow them down and make them more meaningful

we also got some advice from Mr Bambery on what he thought needed work and what transitions we needed to change.

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16/5

In today's lesson we did another full run we used more of the props that we had brought in, and tried our best to not use our scripts. This run went pretty well as we are all starting to get the transitioning through scenes well and each scene is running more smoothly.

We also talked about the props and sound that we needed to prepare before next week as we are getting closer to the performance.

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CASSIE

RUBY

ELEANOR

INDI

DONI

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PHYSICAL THEATRE

Physical theatre is a major part of our performance, and probably the most used performance style. We have tried our best to ensure that we were ALL being used for different aspects throughout the whole play.

FIRE

We have used our bodies to help create fire by moving red fabric around the stage throughout most scenes, to help highlight that the fire is constantly moving and chasing the main characters as they run though the bush. Moving our arms in different directions and speeds to help show the extreme of the scene. For example at the start the fire scenes we moved the fabric in a calm way but when Abi (ruby) was being attacked by the fire, we made the fabric move more chaotically and faster, to help show the intensity and how it would feel to be surrounded by fire.

TREE

I also use my body to create a tree, that falls and crushes one of the characters. When deciding we wanted a falling tree we were struggling to come up with ways to affectively demonstrate this, but as I am a dancer I am confident in falling into a plank from standing and this is a good physical demonstration of a tree falling at a fast pace down onto a person.

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Australian Gothic Horror

We have drawn parts our performance from the realistic idea of an Australian bush fire, and how it would have been realistically dealt with and experienced. Researching the landscape of the Australian wildlife was a major part of this as we wanted to feel like we were fully living this experience. As the Black Friday bushfires were located in North-East Victoria, along the coast in the south-west, we took a deeper look into how that looked. This area was very organic and known for their large range of landscaping and forests which was heavily affected during this fire.

We also took time to research the Black Friday Bushfires and how they affected the community as a whole, and the toll it took on their wellbeing. The loss on life's and homes was a huge aspect of these fires and causing significant trauma for the survivors. This is bushfire was very hard on this community and we took time to explore the outcome of this to help us display this in our performance.

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EPIC THEATRE

We created a deeper meaning behind our performance that we showed in very critical ways, this allowed the audience to think about the underlying meaning of our performance.

Placards and signs

refer to next paragraph

Disjointed time sequence

As we had different perspectives on the bush fire, we wanted to show this in a way that the days repeated the same for both perspectives.

In transition from scene 5 to 6 we changed from the bush to the fire station, and then jumped back to the bush, giving the audience a change in perspective to make the story line add up and add a new twist to what was going to happen.

Another example of this is scene 8, this scene consisted of 2 freeze frames that were split stage in two different locations. Towards the end of this scene is when the two characters bump into each other, making the locations combine and the two separated story lines become one.

we all played at least 2 characters

Cassie- Firefighter, Ranger

Ruby- Abi, Mother

Indi- Firefighter, News reporter

Doni- Elle, Sergeant

Eleanor- Luna, Missing kid

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we have found a few ways in our performance to add symbolism and placard which as a group we agreed would be very affective.

SYMBOLISM

As we are in a bushfire we have a extreme bushfire warning sign which is used to highlight the dangers of camping in a bush, but we later discussed how our piece is more about the struggles of friendship and the deeper meaning of growing up, which I feel is secretly hidden in the performance. So to add symbolism we have decided to use the fire sign to highlight the extremity of the scene and how much the scene has a toll on the friendship, which we will change throughout the performance depending on the tension in the scene.

PLACARD

We have decided to use placard during the monologue at the end of our performance, as Indy (the reporter) is stating facts about the stimulus, the Black Friday fires. So during this part all us other characters each have a sign which states one fact during her monologue that we are all going to hold up when she says that specific statistic, and then bring down when she announces the death of our character.

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TENSION

The friendship between Elle, Luna and Abi created a rise of tension throughout the performance, as being stuck in this loop starts making them mad at each other and fearful of the future. At the beginning of the script they are entering a bush to go camping with 0 camping experience, but Abi having the underlying idea of wanting to spend one last weekend with her best friends before they all leave her for their careers. The 3 friends are constantly arguing and as the loop keeps resetting the tension between them grows as Elle is getting worried about never getting out and Abi being afraid of leaving. They are all constantly fighting about how Abi is the reason they are in this mess until they realise the reason she brought them camping.

CONFLICT

The conflict in this performance becomes very intense when they can't figure out a way out of the loop, the anger and frustration gets to them as they fight with each other over why they got stuck in the fire in the first place. Throughout the performance the 3 friends are constantly snapping back at each other and not agreeing with each other which makes finding a solution harder for them achieve.

CLIMAX

Throughout the performance the deaths become more extreme and the fighting and tension in the scene changes as the loop continues to repeat. The climax reaches its peak in scene 8 when all the characters are together and have finally found the solution to getting out of the fire, they are trying to run out of the bush, surrounded by fire and smoke when Abi reveals her true emotions about how she is afraid of the future, this causes the three friends to argue as Abi tries to kill herself in the fire. This scene is very intense, keeping the audience on edge about if the characters will make it out of the fire or be stuck forever.

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20/5

We did some cleaning on our lines today and attempted a full run! we kept going all the way through without stopping and it went very well!

after the full run we went back over a few details and make sure some smaller details where demonstrated well.

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Performance is done!

I wouldn't say the real performance was our best run, but I feel we pulled it off very well! We managed to make the audience laugh and feel connected to the scenes, and the fire scenes were very effective!

A major challenge was the sound that we wanted to use, as we didn't get a tech rehearsal we didn't get all the right sounds to play at the correct points, which made some things go wrong or made us have to improvise the outcome of this, but as a team I believe we worked well together as a team to pull together a good performance.

I felt I did well in my firefighter character, and kept in character well throughout the whole show, there was one point where Indi forgot to let me say my line but I just worked with it and improvised my next line helping it make sense again!!

Together as a team, I feel we worked together and helped each other out when things didn't go exactly how we planned and we had fun in the scenes together. I was really impressed with ruby's screaming when she was getting burnt and how Doni reacted to the tree.

I enjoyed this whole process and learnt a lot about teamwork and creativity. I am grateful that it is now over but I believe we brought together a great performance and felt prepared as a team! I really enjoyed all the other groups performances and very impressed with everyone :)

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SYMBOL

The fire warning sign was used as symbolism in our performance, to highlight the tension and intensity within each scene. Each scene we would have the person most highlighted or whoever died in that scene to move towards the sign during one of their lines and change the arrow of the 'heat' to a higher extremity depending on the scene or how big the death scene was. As the performance goes on the deaths and conflicts/tension within the scene tends to grow bigger and more impactful which is why the arrow moves depending on the scene.

This is used to highlight how the death becomes more impactful as the performance proceeds, and portrays the emotional impact that each character has, without having to say their exact feelings.

TRANSFORMATION OF CHARACTER

Through my transformation of character I, become different aspects in the performance starting off as fire, to then become, a tree, and then a firefighter, then a ranger, and back to a firefighter. Although me being fire and a tree aren't speaking roles they still have to be portrayed in a very specific way to project well to the audience. I do this by my transformation in physical movement and expression, for example when I am fire I need to more in a more flowy way and use my body to move quickly around the stage, but when I am a firefighter I need to focus more on my expression through my face and voice rather then my body movement.

TIME

As our main idea of our performance was the time loop we had to find a way to demonstrate this clearly without looking boring or like we ran out of ideas. So we made sure each loop we included some sort of movement or line that was the same as the day before, such as the radio which played the same song and news report every day, or the fact that the characters began in the same setting every single time.

PLACE

To show the transformation back to the tent every loop we used a certain clock ticking sound that played every time we needed to transform back to the same spot, this highlighted reseting of the loop and place as well as giving us enough time to intentionally move back to the tent.

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COSTUMES

For our costumes we all chose one character to have the majority of our costume represent and then add aspects to display other side characters. As our performance includes a large amount of props some of our characters don't have alternate costumes but instead were shown through our characterisation. For example I was in a red t-shirt to highlight the fire but then added a fire fighter hat, in my fire fighter scenes to show that character.

PROPS

Props were a huge aspect of our performance, using red fabric for fire and blue fabric for water. A mini radio, snake, cardboard boat, tree vines, signs and placards.

SET

We have a smaller set compared to all the other groups which concerned me at first but, the minimalists look allows us to move around the stage and change settings in a simple way. We have 2 bushes at the back as well as a standing sign which we change from the fire station to the campsite throughout the performance.

LIGHTING

Lighting in our performance is used to clearly display the redness of the fire and darkness that the smoke causes on a bush. Although when we got to the performance we discovered we could only use one spot light but it was okay because it was able to highlight the tent at the start of each scene.

SOUND

Ruby was in charge of putting together the music for our performance. We wanted to use sound to help us make the sound of fire create more nerves and adrenaline of how loud and scary it really feels to be in a bushfire, giving the performance a realistic atmosphere to it. We also used sound to portray the clock sound of the loop resetting, we were influenced by the clock sound from hunger games and how it sounded like it came from the sky nd wanted it to feel the same in our performance, using a digital sound allows for it to be loud and create an intense feeling of fear.

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"Burning" – 2021 Documentary on the 2019-2020 Australian bushfires (Amazon Prime) and/ or “Australia Burns: Silence of the Land” (SBS/ClickView)

https://www.amazon.com/Burning-EVA-ORNER/dp/B09M45NHTX or https://www.clickview.net/secondary/videos/47649868/australia-burns-silence-of-the-land

“The Rescue” – 2021 'The Rescue' chronicles the dramatic 2018 rescue of 12 Thai boys and their soccer coach, trapped deep inside a flooded cave. (ClickView)

https://www.clickview.net/secondary/videos/58289708/the-rescue

“Beaconsfield “ -2011 The true story of Brant Webb and Todd Russell, who were trapped nearly a kilometer below the surface. (ClickView)

https://www.clickview.net/secondary/videos/29727/beaconsfield

“Saving MG99” – 2021 Documentary – A Refugee story with heart. (ABC iView)

https://www.abc.net.au/news/2021-08-20/saving-mg99/13504454

"Storm Boy" by Colin Thiele – Picture Book

https://matthewjageranduniversenews.wordpress.com/wp-content/uploads/2015/06/06020807.pdf

"The Storm Whale" by Benji Davies- Picture Book

https://www.youtube.com/watch?v=EbWjTRiZR0Q

Australia's Response to the COVID-19 Pandemic – Government and community actions

"Beds Are Burning" by Midnight Oil – Song

https://www.youtube.com/watch?v=ejorQVy3m8E

“Rabits” by James Marsden and Shaun Tan – Picture Book

https://www.youtube.com/watch?time_continue=64&v=T128Y-0h6Wk&embeds_referring_euri=https%3A%2F%2Fwww.google.com%2Fsearch%3Fq%3D%25E2%2580%25A2%2B%25E2%2580%259CRabits%25E2%2580%259D%2Bby%2BJames%2BMarsden%2Band%2BShaun%2BTan%26rlz%3D1C1GCEA_enAU1137AU1137%26oq%3D&source_ve_path=MjM4NTE

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Caitlin is my main character in the performance. She is a trained Firefighter who has a lot of passion and knowledge about saving peoples lives. She works beside Darcy who is a new firefighter, Caitlin tries to be a role model for Darcy acting all tough and like she knows what she is doing. She tries to take charge of the loop but soon discovers that her and Darcy make a great team and that 2 minds and better than one!

EXPRESSIVE SKILLS

MOVEMENT

As I am a firefighter, I had to make my movements bigger and "stronger", because my actions needed to come across as a "brave", character. When I am running through the fire I had to make my movements react off the fames and the heat to show that i'm used to being in fires and show my professionalism through that.

VOICE

Caitlin is a very passionate character who puts all her energy into her job and fixing problems, you can see this by her first line when she tells Darcy to stop joking around that that they need to come up with a way out of the loop. I have chosen to use quite a stern, serious voice in this character as a way to show that they are always onto business and about the facts of the situation.

FACIAL EXPRESSION

For the facial expression in my performance I focused on my listening and reacting and making sure i'm always engaged throughout the whole performance. I focused on the intention for each line I say and how my emotions react off that.

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PERFORMANCE SKILLS

FOCUS AND TIMING

I made my intention and focus throughout the performance very direct, and strong. Making sure my lines come across in a steady pace but also making some of my words more intentional and increase the volume and speed in points where needed.

ENERGY

The energy of my character is quite high and intense as in most of my scenes the whole scene is quite full on so my character is fully involved with everything that is going on. Although my character has moments of confusion and questioning the energy is still very direct and strong towards those feelings.

ACTOR-AUDIENCE RELATIONSHIP

Majority of the performance my character doesn't acknowledge the audience. However I do say one line 'do you have any experience camping like at all?' when I say this line I do look at the audience in confusion, like they are apart of what i'm saying, but then I return back to the normal performance.

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22/5

Today we did 2 full runs, one in class and one at lunch. They both went pretty well and we are feeling good about how we are doing it. We made a few comments that we need to use more of the space and take our time with our lines and transitions but overall I feel that we are ready to go!

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The ranger is my side character in the performance. This character is only in the performance for a small period of time but it is important for the story line. As during its scenes, the character is very frantic about the fire and why there are campers still in the bush. I chose to portray the ranger as really confused and panicked.

MOVEMENT

This character moves very fast paced around the room, directing the assistant on what to do and trying to figure out an escape plan as fast as possible. As soon as the campers knock on his door, I made the movement become a bit frozen and in a shocked state to try and highlight the confusion that he is feeling. This is then quickly changed into fight or flight mode when running through the forest and acting in charge and using big movement.

VOICE

I portrayed this character with a very projectable voice as he is a camp leader, and has to often talk to large groups of people. When the confusion set in, I tried to use a "speechless" voice by stopping and starting in my sentences and adding a questioning tone at the end of everything I said to make it sound like a question. For example when I said "why would u do that?" I made my words stutter to show the confusion in my voice. As soon as the ranger saw the snake his voice became more high pitched, this was used to portray the fear in his voice.

FACIAL EXPRESSION

I tried to carry through the panic and confusion in this characters face, but really engaging with what other characters were saying and even when I wasn't the main focus in a certain part such as when the campers hadn't arrived at the rangers cabin yet, I tried to have a main intention and keep that story line going in my head even though I wasn't physically speaking.

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PERFORMANCE SKILLS

FOCUS AND TIMING

For this character I had to jump in and cut off a few lines of the other characters, which showed the panic I felt in this scene as I was in a rush to get the campers out of the fire. My focus was very important to remember when to jump in and make it look intentional.

I made the timing of my lines quite fast, again show the panic in my voice but this changed the second I saw the snake, as I was then in fear which slowed my thinking down as my character didn't know how to react to seeing the snake. This showed the fear in his trembling voice and how the speed change can show that emotion.

ENERGY

The rangers energy was very alarming and aware of his surroundings, using bigger movements to demonstrate the reactions that were felt. The energy changed depending on the emotions that were felt, and I had to use the energy to match that feeling.

ACTOR- AUDIENCE RELATIONSHIP

This character didn't have any interaction or focus towards the audience. This was to help the audience feel like they were really watching the scene unfold and keep them intrigued about what was going to happen next.

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We didn't use as much of an actor audience relationship aspect apart of our performance. We had parts of narration and direct speaking out to the audience but there was no direct communication or contact towards them.

Although we didn't physically use the audience in the performance we used a deeper meaning of our performance to help connect with them. Our performance was based around the theory of being stuck in a loop whilst trying to escape the fire but we chose to use a deeper meaning than just a bush fire rescue.

A lot of people relate to having friendship troubles and being afraid of growing up and creating a future for themselves, especially when you are unsure what that future looks like, and using this layered narrative helped us bring the audience into the feelings and connect with the emotions felt within our characters. This helped keep our audience engaged and gave them something more sentimental to walk away remembering.