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We were going to use the stimulus 'Stereotypes'
My idea was for our performance to be a comical sketch set during a job interview, each applicant had a different nationality; their clothes and accents would have been stereotypical. They would all at some point in the interview answer a question with an answer that would be opposite to the expected stereotype.

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What we have done and what we will be doing!

First off we started with coming up with ideas for the performance and what sort of multimedia stuff we will be adding in.

Then we came up with some ideas to set out the performance and the characters for the performance.

We started then adding scenes and really polishing them off, after polishing we then add more scenes in.
while adding more scenes we write down what sort of backgrounds on the backdrop and what songs we will use.

Whenever we add movement into a scene it takes about a lesson to get it right but normally we can add around two scenes into one lesson when we don’t involve movement which isn’t a bad thing. When talking about the scenes we've been really trying hard to figure out what scenes to use.

Tuesday 28th March 2017
We are still adding more scenes but we have almost finished hopefully by next week we can polish it all off and focus more on the multimedia side.

Tuesday 4th April  2017

We only need to add one more scene and then we're  all done and ready to polish off everything and get some more Multimedia stuff in.

Tuesday 25th April 2017
Hopefully we don’t forget much because we would have been away for 2 weeks on Easter break,  so when we get back I think we're all going to go over the piece and try to get it in our brains, also over the Easter holiday I will be finding some more useful things i can add in such as E.G Music, sound, lighting and backdrops.

Tuesday 2nd May 2017
Just going to keep going over everything and polish stuff off before the final rehearsal

Tuesday 9th may 2017
One really big rehearsal and going through media run, no more polishing as we have done.

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Today we performed the whole piece in one go two times to allow us to find any problems or inconsistencies within the performance.We acknowledged the problems we had with the classroom scene and concentrated on fixing it.
In this scene a pen was meant to be thrown at the teacher (me) behind his back, however as we weren't using props it was hard to tell when my cue was to react. We practised this scene with a pen as a prop and the scene became our most polished ones in the performance

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Today we split ourselves into 2 groups; me and Matt, and Leah and Maryanne. Matt and I created a scene that would display the relationship between the bully and his father.
In this scene the bully would look at an image of his mum that you find out through his dialogue is dead. The image of his mum is shown from the PowerPoint on the back wall.
This scene we wanted the bully to start to understand  that what he's been doing at school is wrong for a later scene. The bully stands up for himself and hits his Dad who attacks back and kicks the bully in the stomach on the floor.
This scene reinforces the knowledge of the abuse the bully experiences at home.

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Our plan for the whole performance is for there to be a PowerPoint as the backdrop that helps develop the story in each scene. Today we started work on creating it, Matt was in charge of creating the slides however he asked me for help to edit an image for him. I made an image of threats from the bully as texts on a phone screen.
We're using slides to help tell the story as to create a more powerful effect.

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We used this lesson to run through our performance to refine and re-block the less effective parts of our piece. We once again split our selves into 2 groups; Leah and Maryanne continued work on the dance scene and Matt and I rehearsed the abuse scene.
We decided we need to put more effort into our lines because all we'd focused on regarding this scene thus far was the movement. I as the father decided to shout with a low voice and Matt used a confident voice although his body language would show his fear.
We ran through the scene 5 times using these elements and became really confident with the scene we struggled with the most. At the end of the lesson we came back together and performed the whole thing in one go.
We were all pleased with the result and not as stressed about the showcase as we were before the lesson/

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Today Matt and I were working on the father-son abuse scene to polish and learn it. It was a scene that was lacklustre as we hadn't fully practised how to do stage hitting how to not hurt each other. We are now able to make a realistic looking fight scene, so now all we need to work on for this scene is the energy with which we say our lines which we will probably work on next lesson.

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Today we began work on the next scene which takes place in a class room. This scene's purpose is to display characters' differing personalities within school. I play the role of the teacher in this scene and welcome the girls, who look worried, into the classroom. The bully arrives late and threatens the girls with creating rumours about them around the school. This scene shows the bully as confident in contrast to his submissive attitude at home.
We plotted the previous scene properly; creating set positions for the chairs and tables. For the classroom scene I suggested that we used a whiteboard at upstage right and chairs at upstage left to allow the audience to see all actors from the front.

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We've been creating a new scene, this scene entails the main characters, a bully and the victims,  waking up in their respective houses and getting ready for school. We used crosscutting between the two houses to clearly show the difference in live the characters live; in this scene the bully is woken up by his drunken Dad (Me) violently, whereas the girls have fun talking and laughing with each other. This scene would show the characters' true emotions outside of school in mime accompanied by 'Mr Blue Sky' I felt this was an interesting juxtaposition to scene being showed as the song has happy vibe apposed to the abusive nature within the scene.
We ended the lesson with roughly blocking the following scene that takes place at school.

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We've used the stimulus "Behind a mask" to create our performance. My group consists of Matt, Maryanne, Leah, and I. Our performance focuses on themes of bullying and abuse. It combines different elements such as dance, acting, music, and projections.
We want our performance to be effective and allow the audience to sympathise with our characters.
In this lesson we theorised about what kind of characters we should use.
We've decided to make a bully who's abused at home to be the main character in our performance, this follows the theme 'Behind a Mask' as the bully will appear tough at school despite his life at home.

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This video is multi media because it combines animation with music

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Thanks to Mike Bedsole for coming to me with this idea and carrying it out :D! Check out all the AWESOME animators who worked on this project!!! (Thanks so much guys!) FtK: http://fluttershythekind.tumblr.com Pixlpit: http://www.youtube.com/pixlpit Cassidy Stone: https://twitter.com/CassidyStone1 FERG!: http://tinyurl.com/h853du9 Mike Bedsole: http://youtube.com/c/mikebedsole Louie Zong: http://www.louiezong.com Sean Rhodes: http://www.traumatrope.tumblr.com TopSpinTheFuzzy: http://tinyurl.com/zhc4kth Fungasm: https://www.youtube.com/user/FungasmTube Dalton Brown: http://www.youtube.com/TheSmashToons Daniel Tan (supardanil): https://www.youtube.com/user/CoxnCrendor Danny A Reyes (oryozema): https://www.youtube.com/user/oryozema Lt.

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Combine text, sound, images, and video to present information.