Today we started the lesson with fill in the space to warm up, the we played splat to help build our concentration and reaction time so that it helps when performing on stage we also played zip, zap, boing to help build our focus when acting we were also noting down the principles needed for a pantomime such as what was needed for the theme, characters and the setting we then split into groups and were given a setting from the story 'we're going on a bear hunt' me and my group had to do the setting of the river from the story and we had to perform it without talking we also were put into groups of two and we did mirroring with our partner and we had to copy exactly what our partners were doing and we also had to walk up to the front of the stage and show different facial expressions. Lastly, we were split into groups of five and had to devise our own ideas of the story'We're going on a bear hunt'.Our group chose to do a treasure hunt where we found a five pound note.We also had two other people who were in the group who were acting as villains. That were trying to steal the five pound note and it was like tug of war - the five pound note ripped into two pieces.Whilst we were acting it out, we added a lot of audience interaction and comedy to our performance

My goal for the next session is that when we are doing group work, I will discuss and share all my ideas into the work we are given to perform in front of the class.

Session 2

Today we started off with walking around the space and then we were put into groups to brainstorm ideas for our own devised story and we had to decide the theme, setting and characters. The theme we chose for our story was adventure and friendship also the setting that we chose was Candyland and we chose to do a competition based on who the best sweet is in the shop.

I explored and shared my ideas with my group, my next goal for the next lesson is to come up with lines for the script and how we set the beginning of the scene for pantomime.

Session3

Yesterday, I had to make my own lines for the play that we are working on for the pantomime.

Mum:' Sorry children, I am very poorly and i didn't have time to go to the alorment so I need you all to go to the alotmemt to het some fruit and vegetables for tea. But, do not go into the forbbidden forest, I mean it do not go into the forbidden forest ok (to the audience) will you check if my children go to the forbbidden forest, ok remember when you get to the alotmemt gate you go.

I was able to make my own lines for the script for the play and think about the beginning of the scene, my next goal is to think about the obstacles and the challenges that the children will face.

Session 4

Today, we were working on the obstacles that the children in the play have to go through, we had to create a forest and the mud that the children are trying to cross over in order to get to the forest we had to use physical theatre to envision the trees and mud in the forest.

Me and the rest of my class were able to come up of ideas on what obstacles that we could use for the pantomime, my next goal is to rehearse the scenes for the pantomime

Session 5

Today we began rehearsing the scenes for the pantomime we had to use and interact with the audience and device our own ideas, this is a piece of my lines from the script.

Beginning

Priscilla ( acting as a 10 year old) 

'What!'

'A treasure hunt, that a great idea'

'Do you guys know what a treasure hunt is? '

'So we look for treasures like sapphires'

'Do you guys want to join our treasure hunt? '

'We're going on a treasure hunt

We're going to find some treasure

What a sunny day

We're not scared.'

Me and the rest of my class begun the rehearsal for the play and focused on our lines from the script, my next goal is to focus on the obstacles of the play and the beginning of the scene and think about the props we are going to use in the play.

Session 6

Today we were focusing on the obstacles that the group of friends have to go through for the pantomime we were also rehearsing the beginning of the scene where the students find a piece of a map which leads them to find each piece of the map with a jewel they find along the way.

We were able to focus on the obstacles for the play and we chose our own jewels for the pantomime. My next goal is to focus on the dance sequence for the play.

Session 7

Today were focusing on the dance we have have to do for the pantomime when the four friends find the treasure we used the formation that we stood in while doing the dance and we also filmed it.

As as a group we were able to complete the dance sequence for the play and my next goal is to rehearse the whole scenes of the play and use the props during the rehearsal and also the placement of the characters.

Session 8

Today, we were rehearsing the whole scenes for the pantomime, we focused on the placement of the characters and the transitions of the play we also used the props that are part of the play we also did the dance scene where the group of friends finally find the treasure.

I was able to focus on where my character is placed in the pantomime for the dance scene and for the whole play and we used the props, my next goal is to make sure that I know my lines and the transitions for the play.

Session 9

Today we were going over the scenes making sure everyone knew their lines so they could be prepared for the pantomime we also went over stage ques so nobody forgets when they are supposed to come in the next scene and during rehearsal we also used the props so that we be able to set the background for the whole pantomime and that it would be enjoyable for the children to watch

I was able to remember where my character is placed in the play and I was also able to remember the transitions, my next goal is to complete the tech run and the dress rehearsal for the pantomime and also work on the stage Que's and put in the transitions.

Session 10

Today we did a tech run for the pantomime and rehearsed all the scenes to so that we would remember our lines for the performance, we also worked on the transition for the play and how we switch to the different settings and we did a dress rehearsal for the performance.

We did the tech run and the dress rehearsal for the performance and we ran the stage Que's and transitions, thee last and final goal is to perform in front of the children.

Final

Last Wednesday was the performance for the pantomime and we rehearsed to make sure we knew our lines, stage Que's and all the transitions before we performed in front of the children and the whole play went very well and all the children were engaged to the story we were able to perform without making any mistakes and we were able to go through all the settings of the performance that we came up with and also use the song from the 'We're Going on a bear hunt' story

16/01/2024

Physicality and Mime

Our focus today was on physicality and mime, we were given a scene from the story ' We're going on a bear hunt' and we had perform by showing our actions and we could not talk while presenting our scene. me and my group were doing the scene were the character's are going through a river so we had to plan how we were going to act it out by exaggerating our gestures

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Research

Unit 5

What is Devising?

Devising is a group collaboration in response to a stimulus leading to the creation of an original performance. Devising demands inventiveness, and understanding of the rules of structuring a piece of theatre and a readiness to collaborate with others. There is no restriction on the chosen style of the devised piece; however, it has to be ensured that the style provides all group members with the opportunity to access the marking criteria.

Unit 6

What are the principles that go into Devising Theatre?

The principles that go into devising theatre is that: devised theatre does not start with a script, but with an idea, concept or topic.

Devised theatre is a collaborative form of creation in drama with no traditionally defined roles.

The creations are often the performers

The process of discovering the final product is very important as the final product itself

Other principles of devising that are also included are iterating and testing exquisite pressure it also includes use of improvisation, reliance on physical expressive performance styles, a lengthy development process and a period of accrual and excess basis for a subsequent selection also editing and refining.

Unit 7

What is Pantomime and what are the principles that go into Pantomime Theatre?

A pantomime is a type of musical comedy stage production designed for family entertainment. It was developed in England and is performed throughout the United Kingdom, Ireland and in also in other English-speaking countries, especially during the Christmas season and the New year season. The performance generally combines gender-crossing actors and topical humour with a story more or less based on a well-known fairy-tale, fable or folk tale. Pantomime started in the 16th century in Venice, it was the first popular amongst royals and commoners. The audience mostly enjoyed the improvisation , comedy and performance . The audience participation, songs and music were the factors that saw this style of theatre growing in popularity .

The principles that go into pantomime theatre include consistency with being able to keep the objects the same size, in the same place.

Exaggerated resistance is also included to show the weight of an object sender role reversal is also important because it focuses on the stand characteristics of the characters

Children theatre

Historical Context: Children's theatre started in the late nineteenth century in Europe and took the form of 'touring companies with dramatizations of folk and fairy tales and the first widely recognized was Barrie's peter pan in the UK. Another successful theatre for children Milne's Toad of Toad Hall. There was a growth in the formation of several children's theatre companies

Investigate the historical roots of children's theatre. Explore its origins, development, and how it has evolved over time. 

Importance of Children's Theatre: Early Beginnings: There are many reasons why participating in the arts improves self-esteem for kids. These benefits include higher test scores, confidence, and better self-esteem. However, not all children are suited to this type of activity. It is important to watch your child’s reactions before deciding to enrol them in a class.

Drama and speech classes help kids develop confidence and self-expression. They also learn a broad vocabulary that allows them to express their thoughts and feelings. They also learn the intricacies of language and the rhythm of language. This will allow them to be more confident in writing.

You might consider enrolling your child in a drama class if they are interested in acting. Children who participate in this form of class will have more confidence in school, their careers, and their life in general. Besides improving their self-esteem, kids will also learn how to have a positive outlook.

Performing arts also encourage students to be creative and take on more responsibility for production. Students learn to work together and develop empathy. These skills will be useful throughout their lives. They will be more socially active and build better relationships with others.

Drama and speech classes teach children how to act and speak confidently. Children who do not feel confident often find it harder to participate in group activities. They may be shy, or they may even be embarrassed.

SOL CHILDREN: History of Children's Theatre - Sol Children

Investigate how exposure to theatrical experiences contributes to social growth. 

Theme Exploration: The themes inspired in the story 'We're going on a bear hunt' are family bonding, nature exploration , facing fears and adventure. One theme that resonates with my group is facing fears this is because as we are performing, we have to learn to be brave when acting in front of others.

• Brainstorm potential themes inspired by the book. 

• Select one theme that resonates with your group, and briefly describe it. 

Character Concept: The main characters inspired by the book are a family (Mum, Dad, five children and their dog). The main characters in our performance is that their is a group of friends

Nicole who is the childish baby of the group,

Angelica: who is the mature and sensible one of the group and also likes exploring new things.

Oreo:

Mateo:

• Identify the main characters inspired by the book. 

• Develop a brief concept for each character, including their traits and roles in the performance. 

Plot Elements: The key plot elements inspired by the book is the obstacles that the family in the story of 'We're going on a bear hunt' have to go through and that they use problem solving to be able to come with a solution they can agree on

• Outline key plot elements inspired by the book. 

• Consider how the story will unfold, exploring the beginning, middle and end. 

Setting and Atmosphere: The setting in our performance is that it starts from a group of four friends coming out of school, to them going on a treasure hunt and finding themselves in different environments such as exploring a forest with trees and grass, crossing over a lake by a imagining a low lake and stepping on the rocks to get tot the boat to be able to cross the lake and going through quick sand. These chosen settings contribute to the overall atmosphere because it will make the performance more enjoyable for the children and it will also engage them to the story.

• Describe the setting for your performance. 

• Discuss how the chosen setting contributes to the overall atmosphere (Where will the story be set?) 

Incorporating Book Elements: Key elements from 'We're Going on a Bear Hunt' that we plan to incorporate into our performance is the repetition they use in the book , the different environments that were from the story and the clues that are in the treasure 

• Identify key elements from "We're Going on a Bear Hunt" that you plan to incorporate into your performance. 

Create a visual board (Use images to showcase your creative themes and ideas.) 

Please write a 500-word summary sharing your own devised story, using We're Going on a Bear Hunt as a stimulus.  

We are at candyland and their is a competition deciding which sweet us the best candy out of all the other and we ask the audience which sweet they think is the best candy in candy shop and also people in my group, had to act out having an argument and talk about what their type of candy is the best and what they hand in those candies.

When it comes to the pantomime, there are different theme which can be enjoyed by all age groups for example, children aged 3-7 enjoy Fairytale stories such as 'Snow White' and Cinderella, animal adventures such as 'The Little Pigs' or magical journeys such as 'Peter Pan'.

Explore the considerations and challenges involved in creating age-appropriate content for children's theatre.  

Investigate how themes, language, and visual elements are tailored to different age groups. 

Educational Benefits: You may be surprised to learn that kids who participate in theatre classes show it in their grades. According to the American Alliance of Theatre & Education (AATE), theatre students typically scored 65 points higher on their SATs and 34 points higher on the SAT math component than their non-theatre peers. Additionally, other research has shown that theatre kids also demonstrated improved reading comprehension, including reading strategy and attitude toward reading.

According to the International Literacy Association, students who experience theatre education at any age show better attendance, greater concentration, and increased motivation to learn.

But since not all kids can participate in theatre programs, that doesn't mean the learning benefits aren't still available. Kids who watch theatre productions are exposed to a wide variety of spoken and lyrical language, which can help your child pick up skills that help with mastery of language and expanded vocabulary. PARENT:

9 Benefits of Introducing Your Child to Theater

Investigate the educational benefits of children's theatre. Explore how performances can enhance learning, creativity, and critical thinking among young spectators.  

Theatrical Techniques for Children: 

Investigate the use of storytelling: Through the art of storytelling, children aren't only entertained but also inspired to explore their own imaginations. Children's theatre allows young minds to dive into different worlds, whether it's a fairy-tale land or a historical setting. As they watch characters come to life on stage, they learn to empathize with their struggles and triumphs.

Investigate the use of puppetry: Puppetry is significant in children's theatre because it has the ability to engage young audiences. Children are naturally drawn to puppets, as they often resemble the toys and stuffed animals they play with at home. The use of puppets can also help children connect with the characters and the story on a deeper level.

Investigate the use of music: Musical theatre is more than singing and dancing and reciting well-rehearsed lines. It provides a platform for children where confidence and self-control are learned through the beauty of songs, dance and acting. Being exposed to the theatre at any age and on any level of participation proves beneficial for a growing child.

Investigate the use of interactive elements to engage and captivate young audiences, e.g., pantomime principles: 

Notable Children's Theatre Productions: One theatre production is the Lion king. The impact the lion king has on children is that it teaches lessons about the circle of life, the importance of following your dreams and learning from mistakes and facing challenges of the past also how parents will always be there for children in the darkest moments of life.

Research and analyse one notable children's theatre productions. Examine successful examples, identifying key elements that made them impactful, memorable, and well-received by both children and adults. (300 words) 

In the late nineteenth century, as the concept of protect
In the late nineteenth century, as the concept of protected childhood gained prominence, the earliest forms of children’s theater emerged.

Factors such as the rise of the middle class, urbanization, and the development of child-related culture contributed to this growth3.

J. M. Barrie’s “Peter Pan”:

While J. M. Barrie’s icon

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