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This we prioritised giving and receiving feedback, we did this by watching each others pieces and giving strengths and targets for each other to work on. Our strength was that we had good focus and showed good strength. However our target was to improve technique within the performance so therefore we need to try and participate in technique lessons out of college time to ensure we are keeping our technique up to scratch without having to take time out of our lesson to do technique.

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The joint piece where both the year one and two groups are united was not as affective as the year two piece as it lacked enthusiasm and energy as people were not motivated. The choreography was also not as fluent, the structure was also rather broken in my opinion as it was stop, start having one group do something and then the other without very smooth transitions. I believe that if we had longer to rehearse we could have refined the piece a lot more and made it much more sleeker, however I think that the choreography was a much too challenging concept for the age group we were performing to as although the older section of the group will be able to comprehend the performance however the younger ones may not be able to understand some of the literature techniques incorporated into the performance.
I think that the year two piece was much more successful as it was entertaining choreography and all performers enjoyed the choreography so therefore were much more enthusiastic about it and that was well transmitted to the audience as I believe that they enjoyed this piece a lot more. However alike the other piece this piece was not very refined either making it appear a little chaotic

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As wanted to prioritise improving stamina I have researched ways to improve stamina and plan to try and include these within my everyday schedule to improve my stamina in preparation for tour.
1. Combine strength days with cardio days.-  good example: Jump rope for a minute, followed by squats, an overhead press, and finally sit ups.
2. Reduce your amount of rest between sets.
“Only take a break if you physically can not continue.” Torres suggests selecting a series of movements like 10 pull-ups, 10 squats, 10 push-ups, 10 sit-ups. Do three rounds of the series back to back, taking as minimal a break as possible.

3. Do fast-paced, high-intensity lifting.

“When you use weights at an extremely rapid pace, it will not only improve your strength, but also carry over to improve your endurance activity,” says Torres.

4. Choose compound movements over isolation.

Compound moves that require using more than one joint—like squats, step-ups, push-ups and pull-ups—will improve your endurance more so than exercises in isolation.

5. Remember: Routine is the enemy.
Switching up your workout is essential to building endurance and stamina. According to Torres, the human body gets used to a workout after two weeks. So if you're an avid cyclist, change it up by running stairs.
6. Go for hybrid exercises.
A squat with an added overhead press, jumping pull-ups, and lunges with bicep curls are all great hybrids.
7. Add explosive movements to your workout.
Explosive movements that take a lot of energy challenge your strength, endurance and stamina simultaneously. Try adding things like burpees, box jumps, jumping knee tucks and power push-ups to your workout routine.

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As this week I wanted to priorities eating well and maintaining a healthy balanced diet, I have researched how to ensure a healthy diet and came across the eawell plate which displays what quantity of the five different food groups you should eat. so as seen we should have a bigger portion of fruit and vegetables to keep you healthy and also a large amount of carbohydrates as these give you energy. you should have minimal fat and sugars as these are not good for you. a healthy sum of protein as protein helps repair and take care f muscles. And a healthy amount of dairy to take care of your bones. I will try and use the eatwell plate as a guide to help keep a healthy diet leading up to the tour ensuring I my body is healthy for the intensity of tour

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In groups of threes we all got given a choreographic device in which we had to produce approximately 2 counts of 8 to. My group got travel therefore we used a lot of traveling movements which filled the space well, I think that our group did well to ensure that the motif related to the music well and also related well to the other movements that were used within the dances it would not look as sleek if the choreography had drastic changes and styles used within it.

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The aim of today lesson was to rehearse the joint study working particularly on refining the question and answer section of the piece. As from tutor feedback we were told this section of the dance was not clear nor tidy. In my opinion this part of the dance may be very hard to perceive as an audience as the choreography is inspired by the poems and therefore we are unable to fully show the message of the poem through movement without the audience seeing the poem. Therefore I feel that this part will not be clear to the audience and so we must get it looking as sleek as possible so that the audience are able to understand it as much as possible. As well as this we also need to ensure that everyone is performing with correct technique as using incorrect technique could lead to injuries, which having an injury at this stage will be very bad with the tour being soon. We also prioritised performing the piece with confidence as at this stage along with our technique we also need to think about performance and having confidence whilst we perform will enhance our performance and in turn making the piece more effective, hopefully ensuring the students watching will think about their attitudes towards maths and English, accomplishing the purpose of our piece.
In this lesson we also had aim to put an ending on the year two piece which we did by adding a weaving section on the end of the dance, weaving through one another created a feel of community and friendship bonds which the audience should hopefully be able to relate to being in part of a community at school and part of friendship groups.
Once we had finished we then began refining the piece considering performance and headline, displaying confidence.

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Our aim for this session was to complete the joint piece ready for tour. After evaluating last session we concluded that the best thing to do this session was to finish it so that we could refine it with the piece not looking as well rehearsed and refined as it should be. We began by recapping what we did last session and as we had mentioned last session that the newest section that we choreographed last week, which we needed to go through this section slowly ensuring that everybody is confident within this section and figuring out which parts people are struggling with. We also prioritised refining the section of the dance where one line is sat down and one stood up where we are ‘passing on gossip/messages’ making sure everyone was doing the same thing and ensuring the timing was sleek so that it would be effective and better understood by the audience. We did this by repeating the motif respectively with one of our tutors informing whoever was making a mistake that they were making it so that they could correct it, and also by using the mirrors to see what everyone was doing, this is helpful as it allows you to see if you are doing things differently to everyone else or if your timing was incorrect.
We then added the poem motifs we had previously created and made them into a question and answer phrase, we taught each other each other’s motifs and then figured out how to connect each other’s motifs together so that it would be smooth transitions. We then repeated the first section of the dance. I didn’t find this necersary as I think that the piece had already fulfilled its purpose and it didn’t need and more choreography adding to it.

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Within this session we recapped and learnt new choreography. We independently developed the gossip motif we learnt, re using the choreography that’s used within that motif and using choreographic devises such as repetition, levels and direction etc. to develop the motif. I added levels and repeated parts of the motif in different directions and positions, however after this I did not wish to develop it further as I still wanted it to resemble the original motif so that it would have clear links to original and my peers’ developments.

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This week we were also given the opportunity to care and share our choreography with the other class.
this benefited us as it enabled us to see which bits could be improved upon.
One area of improvement we were given was to have more energy as we lacked energy making the piece less effective at being entertaining and motivational to the audience, therefore we needed to conjure the enthusiasm we had at the start of the tour preparation and remember the importance of the message we want to spread to make the piece as effective as possible. However the other group said that the content of the choreography was good and enjoyable to watch.

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In this session we decided to scrap most of the old dance as it wasn't what we were in visioning, and as we wanted to create an inspiring piece that had a positive impact on the youths watching, we figured it would be the best decision to change the choreography.
Our teacher found a powerful speech that spoke about the expectations that are put in place for youths doing GCSE's, I believe this will be very effective as it is aimed at the target audience and hopefully they should be able to relate to what the speech is saying and know they are not alone. I also think that the second song used is much more relatable for them as it is recent and they will know it making them enjoy the piece more, paying more attention to it and taking more information away from it. We then quickly began starting choreography for it as we now do not have too long until we will begin touring therefore need to choreograph it relatively quickly so that we can begin refining it, making it as good as I can possibly be.

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During this session we researched the maths and English curriculum for this year as we wanted to ensure any information we used was accurate, we also hoped that some of the stuff we found researching would help inspire some creative choreography.

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We had to create a motif about the English GCSE exams, therefore we could either be inspired from a play, poem or the effects of English.
We chose the poem poppies  knowing it from when we did GCSE's ourselfs and as it was such a powerful and sincere poem we chose it as we believed we would be able to create interesting choreography to it. We used the words from the poem to inspire each movements acting the poem out ibn a way using dance moves.

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We had to make a motif listening to the words we were performing to. During my motif I wanted to show the high and lows of life so therefore used a lot of levels. I also focused on the words 'explore and see the world' and 'know what it's like to be in love'. For the travel one I tried to incorporate circular motions to represent the earth being round, I also used an open line towards the audience to show openness and willingness to adventure, also using very springy elevated movements to show excitement and joy about the idea of experiencing something new. For the one about love I put my hands on my chest where my heart is as the audience will easily be able to relate this back to love, with it being commonly used to represent a sign of love. Whilst doing this I also traveled back away from the audience and this shows that perhaps I'm quite intimidated and shy about the idea of love however as using bouncy movements this will hopefully imply that I am also quite excited by the idea of being in love.

After all of this I chose to do a slow roll up to contrast with the upbeat ness of the rest of the motif, I chose to do this because it will go from the excitement in my imagination of thinking about these things I am yet to experience, but the slow roll up will bring me back to reality and take away the joy I just had whilst entering an ideal fantasy.

Peer feedback:

Strength: Nice contrast with the motif.

Target: Perhaps try and relate a few more movements back to the music.

To achieve this target I am going to try and find the words for the piece online to help me understand the words and the meanings, hopefully making it easier for me to create choreography relating to the words.

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The position you see here I believe represents many things firstly being is scales, as the hands are in front and flat like scales, which is important to balance things out when you are taking your GCSEs as you have to manage your time between socialising, studying and other after school activities you may participate in and this could be a big challenge. You don't want to socialise so much that you have no time left to study, but you don't also want to study so much that you don't socialise as this may lead to you feeling low which will not help you.

To me I also see it as the saying goes "you have everything you need right in front of you" and here you're holding the power in your hands to decide what you need and want to do to achieve a happy life and good grades.

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Be begin sat down with sheets of paper therefore resembling a classroom/learning environment having everyone sat down with pen and paper ready to learn. I think that this will help the audience relate to the piece seeing as this is the type of environment they will be within everyday.

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This phrase in the choreography represents reaching for your goal, as we push through one another and reach towards the same direction as if there's something we all want and are trying to desperately grasp it. This is accurate as all those taking the GCSE's are all striving to get the best grades to be able to attend the colleges they want. It also relates to life after when working there's going to be many people that are wanting the same work as you and you have to work your hardest and have determination to reach those goals. However as the person drops at the end it could signify that they've tried to reach this goal however have failed dropping, unsure of where to go from there, which the youths will be able to relate to. It knowing what will happen if they are unable to get the grades they need.

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Subject content: Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability, Statistics.
Paper 1: non-calculator- A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Paper 2: calculator- A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Paper 3: calculator- A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
http://filestore.aqa.org.uk/resources/mathematics/specifications/AQA-8300-SP-2015.PDF

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Text talk is a group of acronyms used in mobile phone text messages. The system of acronyms is also known as Short Message Service or SMS shorthand. Text talk is also used when composing instant messages within Internet chat rooms. The acronyms consist of a mixture of words and numbers to form complete words and phrases. Text talk acronyms include CU, representing “see you,“ 2DAY, representing “today” and LOL representing “laugh out loud.”
http://www.ehow.com/info_12150077_text-talk.html

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Three days before Armistice Sunday
and poppies had already been placed
on individual war graves. Before you left,
I pinned one onto your lapel, crimped petals,
spasms of paper red, disrupting a blockade
of yellow bias binding around your blazer.
Sellotape bandaged around my hand,
I rounded up as many white cat hairs
as I could, smoothed down your shirt's
upturned collar, steeled the softening
of my face. I wanted to graze my nose
across the tip of your nose, play at
being Eskimos like we did when
you were little. I resisted the impulse
to run my fingers through the gelled
blackthorns of your hair. All my words
flattened, rolled, turned into felt,
https://genius.com/Jane-weir-poppies-annotated
(Only first two stanza's, as that's all we had time to cover).

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These statistics are rather scary in perticular the drugs and self harming statistics as although important, youths should not feel as though under so much pressure that they feel they have to turn to things like drugs, alcohol and self harm.
We had th then choose one of these statistics and create a motif to express them. My group chose the one regarding drug and alcohol abuse. We chose this because we believed that this was a big issue and the most important topic from the statistics we researched. We each chose one of the issues (Drug adict, alcoholic or self harmer) and then also had someone that was enthusiastic to contrast, we then choreographed a motif that showed getting up and ready for school all using different characteristics.
I don't think that this motif was effective as it did not put across the seriousness and as such a big issue it was hard to portray this within one short motif. However I think that the contrast of all the different characteristic and traits was very effective.

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Subject content :
Shakespeare and the 19th-century novel.  Students will study one play from the list of six set texts. Students should study the whole text. Choose one of:
• Macbeth
• Romeo and Juliet
• The Tempest
• The Merchant of Venice
• Much Ado About Nothing
• Julius Caesar.
The 19th-century novel Students will study one novel from the list of seven set texts. Students should study the whole text.
Charles Dickens- A Christmas Carol
Charles Dickens- Great Expectations
Charlotte Brontë- Jane Eyre
Mary Shelley- Frankenstein
Jane Austen- Pride and Prejudice
Sir Arthur Conan Doyle- The Sign of Four
Modern texts and poetry.
Students will study one from a choice of 12 set texts, which include post-1914 prose fiction and drama. Students should study the whole text.
Choose one of:
Drama:
JB Priestley- An Inspector Calls
Willy Russell- Blood Brothers
Alan Bennett- The History Boys
Dennis Kelly- DNA
Simon Stephens- The Curious Incident of the Dog in the Night-Time (play script) Shelagh Delaney- A Taste of Honey
Prose:
William Golding- Lord of the Flies
AQA Anthology- Telling Tales
George Orwell- Animal Farm
Kazuo Ishiguro- Never Let Me Go
Meera Syal- Anita and Me
Stephen Kelman- Pigeon English
Poetry: Students will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are:
• Love and relationships
• Power and conflict.
Students should study all 15 poems in their chosen cluster and be prepared to write about any of them in the examination.
Unseen poetry: In preparing for the unseen poetry section of the examination students should experience a wide range of poetry in order to develop their ability to closely analyse unseen poems. They should be able to analyse and compare key features such as their content, theme, structure and use of language.

http://filestore.aqa.org.uk/resources/english/specifications/AQA-8702-SP-2015.PDF

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We made two motifs one reflecting on how text messaging using 'text talk' can be interpreted and then a response to that motif or we could do that phrase with being in correct grammar. Our first motif using 'text talk' was: "gd luck @ tha funeral, lol xx" we created this as 'lol' meaning laugh out loud is also considered to mean lots of love by others, so here clearly the person meant lots of love however the person receiving the message is not to know that and perceives the message differently to how it was meant. The response to that was: "How rude, today was a very hard day for all! I am appalled that you find this matter amusing". We believed that this was a great idea response as it showed how incorrect grammar could hurt someone's feeling and hopefully make the audience think about their language when messaging. In the first motif we used simple movements to show how using incorrect grammar can make you seem less intelligent and then in the response we have used more complexed movements to show that they come across much more intelligent.

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Following the subject theme of English in this part of the choreography we demonstrated how we communicate with one another passing along a message/gossiping. I like this part of the choreograph as everyone pursues the movement a little differently without knowing, which well resembles how gossip is passed on from one person to another and slightly changed by each person without meaning to.

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We had to make a traveling motif of 2 counts of eight traveling us from one corner to another. It had to within the theme of reading and literature, therefore in mine I pretended to be engrossed in a book whilst doing springy, light movements to give the audience the impression that reading this book has made me feel uplifted and joyful.
I believe that the audience receive this impression, as one of my peers gave me feedback that my motif well demonstrates the happiness that comes from reading a good book. However to improve it by using facial expressions to demonstrate the different emotions that come when reading a book. Therefore I hope to achieve this by next session. By thinking about the different emotions and portraying them within my performance.

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Session Log One.
Our objective for this lesson was to start developing material for the dance tour using research and practical exploration.
First we created some potential theme ideas we could begin exploring this session.
We need to prioritise attendance, which we did everybody was able to successfully attend the session and were focused within their attendance of the session.
We then separated into two groups to begin interpreting some of these ideas through movement. Our group decided to use the theme idea of the show countdown, where contestants have to solve complicated Math and English tasks within a short time period. We thought this idea would best inspire youths as game shows a particularly popular so therefore would grasp their attention.
As we began trying to create movement for this piece we decided it was a big challenge to try and portray the theme through dance and would be more effective being used as part of an acting piece. However we still attempted to try and create some movement. We began trying to create movement to do with math. We experimented with our bodies to create different shapes and angles through body line and also through contact work.
We thought that for the countdown idea we could use sound effects that are used on the TV show countdown as this would help the audience to understand and acknowledge the theme easier. Also the countdown sound used on the show will create and hold tension, captivating the audience’s attention on what is going to happen next.
We were going to develop the theme of maths and English within the piece by showing back stories of each of the contestants showing the sort of education and approach to education that each contestant has had, then to display how their education has affected their behaviour within the game show. Within this we would portray those who had a negative approach to education as being rather foolish and those that had a positive approach being very intellectual and alert. Therefore hopefully showing the youths how having a positive approach to education can enhance their future lifestyles and therefore inspiring them to work harder within their younger years and help them to see how important maths and English is.