Using headphones to listen to the audio (or very quiet playback of the backing track), record your vocals. The recording should feature vocals only.

7. Import your recorded audio into Audacity (add any desired effects to the vocals)

8. Import your backing track into audacity

9. Line up the recorded audio with your backing track

10. Export the track (as WAV) and use your now recorded song, use this to film your music video.

    You can mime or sing along to the recorded song - its up to you!

11. Import your footage into movie/film editing software (CapCut on smartphone), (iMovie on larger apple devices)

12. Import your audio into the movie/film editing software

13. Line up your shots to the words of the song and edit clips until you're happy with the outcome.

Using CapCut

1. Upload your final recorded track (vocals and backing track) to padlet

2. play the track and click the button with 4 diagonal arrows

3. Click the three dots at the top

4. Click share attachment

5. Scroll down to save to files

6. Edit title of file at the bottom if desired and then click save (top corner)

7. In Capcut, import your chosen videos

8. To import the audio, click audio then sounds and then the icon that looks like a folder

9. Click 'from files' and then 'import from files'

10. Choose the track you have created

11. Begin lining up your videos with the audio

Opening - Fairy God Mother

Aladdin – genie and aba

Christmas pantomime – dame and narrator

(or choose other sections from the pantomime or find your own online)

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

EVIDENCE AND EXPLANATION

I will also re-read this structure and create a slightly more relevant one that includes DanceWorks in the examples, but this is a good place to start :)

13:15 - 14:45

Recording Audio

Rooms available FS001 (for those that need college computer access)

FS004

FS011

You will need:

• Device to access audacity (college computer or own laptop)

• Headphones (college or own)

• Device to listen to audio/backing track (phone / tablet / laptop / computer)

• SEPARATE device to record onto

  (phone / tablet / laptop / computer)

(2 devices in total)

2 different ways to record the 'pure voice' audio

1. Listen to the backing track on your phone/tablet via headphones and record DIRECTLY into audacity (unsure if college computers have the capabilities for this); import backing track separately.

2. Listen to the backing track on the computer/laptop via headphones and record your voices into your phone, then import this file into Audacity. You will need to use an online converter to convert your voice recording from M4A file to a WAV or MP3 file. Import backing track separately.

REMEMBER: your audio recording should be voice ONLY you should not be able to hear the backing track in the background of the recording. This will need importing to audacity separately and then lining up with the vocals.

You could record individual vocal lines separately, or all together in a group.

Remember, I'm not looking for perfection, just for you to explore the vocal layering techniques.

Once you have recorded your vocals, export the Audacity project as a WAV file and use this to build your footage around.

15:00 - 16:30

FS004

15:00 - James will be coming into demonstrate the camera equipment we have for you to book out, e.g. the stabilising gimble.

When James has finished, use this time to begin recording your footage (you only have next week to gather all footage and start editing).

Again, not looking for perfection, just for you to get to grips with the process of using different camera angles and layering visual footage onto layered vocals :).

360 Camera (VR Headsets)

Drone footage

• Master shot (also called the wide shot): this is a wide-angle shot of the entire scene. Usually only a small portion of this shot is used in the final product. And many times the wide shot will be the only rehearsal you get.

• Two shot (also called a double): a tighter shot of the two (sometimes more) actors in the scene; usually framed from the lower portion of the chest to the top of their heads. Shooting tighter enhances the elements of storytelling by creating a greater degree of intimacy, conflict and/or tension.

• Over-the-shoulder shot: this shot includes the back of one or both shoulders and sometimes a portion of the back of the head of one actor, while capturing the other actor’s face, framing the shot from his/her collarbone to the top of his/her head. Again, this is done to enrich the storytelling by boosting the level of intimacy, conflict and/or tension.

• Reverse over-the-shoulder shot: just what it sounds like; the reverse of the shot described above. This time the actor who had his/her back to the camera is now facing the camera.

• Close-up: a shot, from the neck to the top of the head of one actor. This and the ECU (see below) create the most intimate moments or add the most tension.

• Reverse close-up: again, exactly what it sounds like; the reverse shot of the other actor, making sure his/her size in the frame is the same as the actor in the first close-up.

• Extreme close-up (ECU): directors use this shot to emphasize a moment. It could a bit of an actor’s face, i.e., the eyes or mouth; it could be a person’s hand or a single object.

The key thing to remember is that the tighter the shot, the less you have to do. That doesn’t mean that what’s going on inside of you is less, just your outward expression of it. Think of it like this: how would you communicate a message to someone standing twelve feet away? Now think how you would communicate the same message to someone standing a foot away? The tighter the shot, the less you need to do. But you always need to be fully engaged

Person 1 will play the sound clip so it appears as a voice over,

Person 2 will face act to the sound clip.

Just to confirm, you are not miming the words, you are only face acting!

Then swap over.

• You should aim for one minute so do not have to complete the full clip.

• You may plan/ practice/ do as many takes as you like.

• You do not have to do the same clip as your partner

• It needs to be one continues clip, in up close shot (face and upper shoulders)

• It should have a dramatic feel

• This is a challenge, it is not easy to pull off.

If you both complete this task, find another example of a monologue/ speech to camera to facial perform.

&

Research

• 'What are the benefits of shopping second hand?'

• Can you find any examples of celebrities who shop second hand?

• Do you shop second hand?

https://youtu.be/9N4LWVSkH1s?si=dHaXAZCHllMCMM95

John - DV8 physical theatre

https://youtu.be/_ZL8RGdiRu8?si=5o08AC6ELCYon4Yr

If first link doesn't work - (crystal methyd solo finale lipsync)

https://youtu.be/0tQHiSJL6g8?si=tDJSx3eajyUcrfaM

Liz BE Independent Launch

Digital Capabilities Test

ACT Training

(see separate Padlet link/column)

(See separate Padlet link/Column for Flower Power)

CU / character songs are usually typically songs in musical productions in which were created past the 1990s, and are performed/ sang by the character, but with heavy characteristics, which make sure to let you know which iconic character they are.

Acharacter song typically is a song on a tie-in single or album (often called an image album or character album) for an anime, game, dorama, manga, or commercial product that is sometimes sung by the voice actor or actor of a character, in character with harmonies.

fun fact: character songs can also be called mirror or image songs!

Some amazing examples of CU/character songs in musical theatre history include:

-         Look at me, I’m Sandra dee (Grease)

-         Little girls (Annie)

-         Ireland (Legally blonde)

-         Poor unfortunate souls (The little mermaid)

To film and edit a short complication using the 360 camera

How we will achieve this:

Explore the 360 camera, its uses and the app

Create and devise the short scene, story, etc. (This can be a remake)

Shoot, review and re shoot footage

Edit the material suitable for a 360 performance

Some of this will be trial and error

This will take us over 2 sessions

What are the advantages?

What effects can it produce? what type of footage/ film can it produce?

Week starting 2nd December

Week starting 16th December

Hand in after Christmas

20242025_G19

Self tapes- are required for G19 but also link them to your university auditions if required.

Azira

Cat

Oliver

Harriet

Using the script and groups provide. recreate the short scene.

2x Actors

1x Camera/ and or Director

What you should include-

• A shot of movement, this could be during the dialogue, before or after.

• Include at least 3 different camera angles (think back to the up close, long shot etc.)

• It should not just be sat across a table, think more inventively than that

Group 1.

Rezi

Josh

Kier

Peter

Group 2.

Mia

Zi

Immi

Group 3

Grace

Mike

Mya

Conner

Group 4

Maja

Nat

Harry

You can change the tone of the adverts to select different types of adverts.

Note- these are American adverts but you do not have to them with an American accent

*Application of vocal exercises

*Application of vocal techniques

*Response to vocal exercises and techniques

*Developing awareness of the language

*Exploring the content of the text

*Experimenting creatively with the sound

*Shape and meaning of the words 

• select the radio play you wish to perform

• You do not have to perform the whole script, just pick certain sections

• Everyone must have a part

• You can be creative in the way you present the dialogue

• focus on quality not quantity

• You do not have to be off script.

In teams of no more than four, students in Years 12 and 13, or Level 3, are asked to research, write, and create a 3-5 minute podcast. In this podcast, we would like students to identify a current global problem, set out what needs to change and tell us how they would change it.

To ensure your podcast sounds like a podcast you must:

• Speak directly to listeners

• Be vulnerable, informal and humble

• Don't assume people know your presenter or programme, add introductions to welcome new listeners

• Use music to signpost how the listener should be feeling