In today's lesson we were in small groups and sent into the theatre one group at a time. Our task was to find as many different risks as possible in five minutes.

A few of the risks were more easy to find than others. We then had to write the risks on a piece of paper which we could find around the theatre. I found five risks in the theatre and they were: wires loose, props left unattended, tallescope was left out, equipment left out and the fire exits were blocked.

In the afternoon lesson, we started with our Stanislavski work. We used the 'Magic If' technique. As a group we were given different scenarios and we had to use our imagination skills and what we would do in those different scenarios. After this activity, we were put into small groups and we had to come up with a place and we had to apply what we did in the previous activity. We also had the challenge of not being able to talk. We had to create a silent scene and perform it for the group.

In this lesson, we started by warming up by doing various stretches. Then we got into partners and did different movements going from one corner to another corner of the room. We did step kicks (you step forward with your left leg and kick with your right leg and vice versa and repeat), turns, jumps, leaps and rolls. This was to stretch our muscles.

In the afternoon lesson, we got into groups of four and then each group got given a theme and we had to include the movements we had learnt in the morning lesson. We had fifteen to twenty minutes to come up with a piece of a mixture of movement and acting. Then we performed our pieces to the rest of the group and they had to guess our theme. This exercise taught us teamwork, improvisation, collaboration and using skills we were taught earlier.

After the icebreaker, we talked about status. We then did an exercise where there was a chair in the middle of the room and the status of the chair was 5. We were called up one by one and had to show what status we were from 1 to 10. We were then given a playing card and whatever number it was we had to act how we thought that number would act like.

In today's lesson we started with a quick warm up to stretch our bodies and to stop ourselves from causing any injuries. We were then put into groups of four. We were given instructions on what we had to create. The instructions were: each group had to come up with a theme to base our movement piece on.

In today's lesson, we played splat and zip zap boing. We played these games to improve our quick thinking, concentration, reaction time and listening skills.

After these games we started exploring Stanislavski's emotional memory technique. We were sat in a line at the back of the theatre. We were then given an emotion to show. We went up one by one to the front and to show that emotion. We had to think of a memory that corresponded that emotion to help us show it instead of acting out that emotion. We continued this exercise in the afternoon. The emotions given were: excited, sad, frustrated and angry. I found frustrated the hardest to show. This exercise taught us how to portray emotions without acting the emotion e.g. not doing the stereotypical way of showing anger like putting your hands on your hips. It also taught us to be safe when portraying different emotions and being aware of different triggers when portraying emotions on stage.

In today's lesson, we started with a warm up to stretch our bodies and to stop ourselves from causing any injuries.

We then carried on from last lesson to create a movement piece for our first assessment. However, this lesson some of the groups swapped and they had to come up with something different. My group is doing a piece based on expectations vs reality. We are doing a mix of physical theatre and dance.

This movement piece teaches us collaboration, communication, punctuality, team work and imagination.

In today's lesson, we started with a vocal warm up by doing a few tongue twisters. These help with articulation, clarity, breath control, focus and rhythm.

We then got into our pairs and carried on learning our script while thinking about the different Stanislavski techniques we have learnt e.g. Given circumstances.

In today's lesson, we started with a warm up. We were in a circle and we each had to do a dance move or exercise and everyone had to repeat our move.

We then got back into our pairs and reflected on what we did last week and we had to go over our performances.

We then were taught a choreography and we went over it so we could all remember it. We then performed the choreography with the music.

We were then put into groups of 4+ and we had to create a movement piece based on what we had done in our pairs and based on Sarah's choreography.

In today's lesson, we started off with a quick warm up to stretch our muscles.

Then we got into our small groups and went over our choreography in preparation for our assessment.

In today's lesson we were working on reciting our poems and focusing on the performance principles: energy and pace.

We were told to recite our poems at different levels of energy and pace. This was to find the right energy and pace for our performance.

In today's lesson, we got into pairs and were given a script. We first read the script to see what it was about. We then had to use Stanislavski's given circumstances to figure out what the characters' backgrounds were. Then as pairs we had to figure out what the secret was and then we started acting out the scene in our pairs.

In today's lesson, we started with sharing what we had learnt about Stanislavski and his techniques from doing our research.

Then we got back into our pairs and continued learning the script and how we could perform it for our assessment. We then went up one pair at a time and performed what we had come up with so far and we were all given back feedback from Blanka and our peers. My feedback was to be clear with where we were and to have a specific action to do while performing as what I was doing wasn't clear enough.

In today's lesson, we started the lesson with watching the group pieces so we could remember the choreography. We then did a quick warm up. We then quickly reminded ourselves of the choreography Sarah taught us.

We then got into a semi-circle and then Sarah gave us a number in which order we came in on stage. We then went through the choreography from where Sarah placed us in the space. We then got into our small groups and were told when each group would come in. Then we were all stood in one line and did our paired choreography to the other side. We then went over this choreography a few times.

Then at the end we filled in a feedback worksheet.

In today's lesson, we started the lesson with an exercise to help with different intentions. So we were in pairs and one of us could only say 'no' and the other could only say 'yes'. We then had to come up with different intentions e.g. one person could try and please the other while the other person could want to avoid the person trying to please them. We then did the same exercise but with counting to 10 with alternating the numbers.

We then got into our pairs for the duologue and did a last rehearsal with no script and finalising the performance.

In today's lesson, we started the lesson by going over our poems and then we watched everyone who hadn't shown their poem perform their poem with the different pace and energy levels. We then went around the room reciting/performing our poems with different emotions and tones.

In the afternoon, we were given a piece of paper, and we had to write/draw what our poems were about and to think about emotionally connecting with our poems to show the right tone, pace, energy for our performance. We then were split in two groups and had to stand in front of the mirror and then recite our poems in the 4-5 emotions we had chosen to deliver our poems.

In today's lesson, we had our last rehearsal before the assessment. We started the lesson by playing a round of zip zap boing and a round of splat.

We then went through different key drama performance principles (voice, movement, spatial awareness, interaction, objectives and subtext) to include in our rehearsal and performance. We then got a chair each and found a space in the room and we had to perform our poems and act like the chair was the audience while applying the performance principles we had talked about. We then got in groups of three and took turns performing our poems to each other.

We then went into the theatre, and did a last rehearsal for our duologues and our movement pieces from Despina's lessons in preparation for our assessment.

In today's lesson, we started with a few rounds of dodgeball. So we all started in the middle and Sarah threw the balls and we had to dodge them and if a ball hit us we were out and we then had to stand on the sides and get everyone else out.

We then were put into two groups. One group was in the middle of the room and had to keep moving and also keep the ball moving without dropping it. The other group was watching. Then after a few minutes, the groups swapped. Then each group had to stand in a circle and pass the ball around however we wanted. Then the balls were taken and we had to do the same but with imaginary balls. We then got into a big circle and we had to do one move we learnt and everyone had to copy it.

We then got into pairs and had to create a sequence of movements that flowed and had to be movements for we had used in the prior activities.