Singing process log
13th September - After todays lesson i did a warmup later on in the evening, i used the piano app on my phone to help me and i breathed in for 4, held it for 4 and then sang 'ahhh' to ascending chords. I was able to hold the note for 12 seconds.
17th september - Tonight i did a warm up session i found on youtube http://www.youtube.com/watch?v=RqVzi36AlNA, i sang la's to the piano in the video, i managed to reach the higher b chord.
21st September - Tonight i did a warmup, i breathed in for 8 seconds held for 8 seconds and i was able to breathe out saying 'sssss' for 15 seconds.
26th September - Tonight i did a warmup i found on youtube to practise singing arpeggios http://www.youtube.com/watch?v=wj1ZE48RniE&feature=relmfu, i was focussing on improving my range.
30th September - I did a warmup to improve breath control, i did the same warmup in which i breathed in for 8 seconds, held for 8 seconds and i was breathing out singing 'ahhhh' for 16 seconds.
4th October -
Thursday, 8 November 2012
Wednesday, 7 November 2012
Dance lesson with Sam 7/11/12
In the dance lesson we started the dance from Chicago, Sam showed us a video from the tv program strictly come dancing when they performed 'all that jazz' http://www.youtube.com/watch?v=lvH9fStSTDo. We are learning it for the dance show on the 27th of November, we learnt half of the dance today and will learn the next half in the second lesson we have.
Wednesday, 24 October 2012
Tuesday, 23 October 2012
Production arts with Kim 18.10.12
Today we read through the rest of the Snow Queen and we were given our sets to create in our group, we were given the prince and princesses castle and also the forest. We spent a little time enhancing our mind maps on our chosen subjects, mine being costume, so i wrote about what the robbers would be wearing and what i as the Snow Queens minion would be wearing. After we had finished our mind maps we started creating trees for the forest scene, Kim produced 2 long hollow cardboard poles and we began padding them out with newspaper so that they were more chunky and tree-like, we also bent some bamboo poles to look like branches, we spoke about how we could get logs for the scene, leaves, twigs, small sticks to create a woodland atmosphere.
Production arts - 11th October 2012
2nd lesson with Kim
We started off the lesson with doing a short presentation which was filmed by Kim, we spoke about what we had learnt about our first chosen specialist job role in theatre, mine was costume designing so i spoke about the requirements of being a costume designer, who they work with in theatre and how they get to working in theatre. Once we had all done our mini-assessments we watched the short trailer for the BBC version of The Snow Queen which gave us an idea of how to present our version and how our job-roles would be used to enhance our performance. We then got A2 pieces of card where we wrote a mind map of different ideas of how we could design costume for the characters in the story, for example for the snow queen you would use all whites, silvers, pale blues etc for fabric and also you could use glitter to add a snowy effect.
We started off the lesson with doing a short presentation which was filmed by Kim, we spoke about what we had learnt about our first chosen specialist job role in theatre, mine was costume designing so i spoke about the requirements of being a costume designer, who they work with in theatre and how they get to working in theatre. Once we had all done our mini-assessments we watched the short trailer for the BBC version of The Snow Queen which gave us an idea of how to present our version and how our job-roles would be used to enhance our performance. We then got A2 pieces of card where we wrote a mind map of different ideas of how we could design costume for the characters in the story, for example for the snow queen you would use all whites, silvers, pale blues etc for fabric and also you could use glitter to add a snowy effect.
Drama 16 October 2012
Drama with Rachel Maddix
We started off the lesson in the library getting research for our assessment week task. Our task was to research 2 theatre companies and also write about why drama for young children is crucial for development. I chose to research about Polka childrens theatre and Unicorn childrens theatre. We had to look up their artistic policy and some background information about when they started, why they started and how far they have come. Also we looked up what sort of things they offer for young children and what performances they put on. Then in the second half of the lesson we were back in the drama studio and we had an hour to write up about what we had found. After we had finished the assessment we then spoke as a class about roles in the 'Snow Queen', we decided Lizzie would be the Snow Queen, Beth would be Gerda, Joe would be Kai, Max would be the Crow etc. I was chosen to be the Snow Queens minion and also one of the robbers. After we had decided on characters we had a short time to devise a few scenes with eachother. We managed to make a strong start on the robbers scene.
We started off the lesson in the library getting research for our assessment week task. Our task was to research 2 theatre companies and also write about why drama for young children is crucial for development. I chose to research about Polka childrens theatre and Unicorn childrens theatre. We had to look up their artistic policy and some background information about when they started, why they started and how far they have come. Also we looked up what sort of things they offer for young children and what performances they put on. Then in the second half of the lesson we were back in the drama studio and we had an hour to write up about what we had found. After we had finished the assessment we then spoke as a class about roles in the 'Snow Queen', we decided Lizzie would be the Snow Queen, Beth would be Gerda, Joe would be Kai, Max would be the Crow etc. I was chosen to be the Snow Queens minion and also one of the robbers. After we had decided on characters we had a short time to devise a few scenes with eachother. We managed to make a strong start on the robbers scene.
Monday, 15 October 2012
9th October 2012 - Drama
Drama with Rachel Maddix
We started off the lesson with a written task and we spoke about the play we went to see the night before called 'Farm boy' which was performed at the Connaught theatre in Worthing, it was non-linear and directly addressed to the audience. The play was aimed at the older generation because the main context of it was war and they mentioned such things as 'Agatha Christie', 'Sherlock Holmes' and 'TinTin'. It was two hander, performed by two men, one elderly man and one man in his 20's, because there was only 2 actors they had to play multiple characters in the story, The boy played himself, himself when he was younger, his grandad as a boy, his great grandma, the farmer and 'Harry', and the Grandad played his own dad and himself at various stages. They both had to use a west country voice and be able to work with minimal set which included a tractor, a chair, a board, toolbox and various smaller props. The lighting was also very simple, there was a singular light bulb hung over the tractor which was a yellowish light, there was over-head lighting, floor lighting and side lighting, blue gels were used to create certain moods and show when they were in the barn. They used lighting to show scene changes, by using spotlights, increasing/decreasing lights used etc. They also used minimal special effects like smoke machine and when they started the tractor at the end of the play smoke came out of the funnel. For music they used recorded piano under and between each scene, tractor sounds for when they started the tractor at the end and the acting and storytelling led and was supported by music.
To make changes between each character the 2 men had to change certain characteristics so that the audience could tell they had changed from one to another. For the boy to change to be himself as a younger boy he changed the pitch of his voice to be higher and also kept giggling, his movement was also different, he kept fidgeting, swaying his knees, craning his neck and kept staring at his grandad when he was telling him a story, and then when he was the grandma he spoke in a higher pitch and at a faster pace, he also used small flappy hand movements, kept crossing his arms and was abit sulky. Overall i think they did a very successful job at character changes, as i could clearly tell when they were each different person.
The second part of the lesson we went back to the drama studio and Rachel showed us the theatre company frantic assembly and one of their techniques that they frequently use called 'chair duets', and once we had watched one of the chair duets we got into two's to experiment with our own, i was with Abi, and we had to manipulate eachother by doing small moves in counts of three, for example in one count i could raise Abi's arm, second count i could place my arm around hers, third count i could push both our arms down etc. We then put all our separate chair duets together by thinking of suitable transitions and we were filmed. After this we were then asked to include elements of the technique into our 'Snow Queen' scenes we had worked on last lesson, our scene was the 'Finn-Woman' and we decided to involve the technique when 'Gerda', 'the reindeer' and the villagers are approaching the 'Finn-womans' house, we used it to convey that none of us wanted to go in first, so we used it to put other people infront of one another, trying to get them to go in front. We also used it in the 'Finn-womans' house when Max who was one of the villagers refused to eat her soup, so we used the technique to show her forcing him to eat it and him trying to escape, and we also used music to add mood to it, we were also filmed doing this as well.
I really enjoyed learning and trying the 'chair duets', i'd experienced the technique before in gcse drama, i think it's really effective in scenes where you don't want speech and it can convey context without narrative.
http://www.youtube.com/watch?v=LC-dkYZOUVo
This was the video that Rachel showed us as an introduction to chair duets, i found this video very useful because it helped me get an idea of the type of movements that can be used in this dramatic technique.
We started off the lesson with a written task and we spoke about the play we went to see the night before called 'Farm boy' which was performed at the Connaught theatre in Worthing, it was non-linear and directly addressed to the audience. The play was aimed at the older generation because the main context of it was war and they mentioned such things as 'Agatha Christie', 'Sherlock Holmes' and 'TinTin'. It was two hander, performed by two men, one elderly man and one man in his 20's, because there was only 2 actors they had to play multiple characters in the story, The boy played himself, himself when he was younger, his grandad as a boy, his great grandma, the farmer and 'Harry', and the Grandad played his own dad and himself at various stages. They both had to use a west country voice and be able to work with minimal set which included a tractor, a chair, a board, toolbox and various smaller props. The lighting was also very simple, there was a singular light bulb hung over the tractor which was a yellowish light, there was over-head lighting, floor lighting and side lighting, blue gels were used to create certain moods and show when they were in the barn. They used lighting to show scene changes, by using spotlights, increasing/decreasing lights used etc. They also used minimal special effects like smoke machine and when they started the tractor at the end of the play smoke came out of the funnel. For music they used recorded piano under and between each scene, tractor sounds for when they started the tractor at the end and the acting and storytelling led and was supported by music.
To make changes between each character the 2 men had to change certain characteristics so that the audience could tell they had changed from one to another. For the boy to change to be himself as a younger boy he changed the pitch of his voice to be higher and also kept giggling, his movement was also different, he kept fidgeting, swaying his knees, craning his neck and kept staring at his grandad when he was telling him a story, and then when he was the grandma he spoke in a higher pitch and at a faster pace, he also used small flappy hand movements, kept crossing his arms and was abit sulky. Overall i think they did a very successful job at character changes, as i could clearly tell when they were each different person.
The second part of the lesson we went back to the drama studio and Rachel showed us the theatre company frantic assembly and one of their techniques that they frequently use called 'chair duets', and once we had watched one of the chair duets we got into two's to experiment with our own, i was with Abi, and we had to manipulate eachother by doing small moves in counts of three, for example in one count i could raise Abi's arm, second count i could place my arm around hers, third count i could push both our arms down etc. We then put all our separate chair duets together by thinking of suitable transitions and we were filmed. After this we were then asked to include elements of the technique into our 'Snow Queen' scenes we had worked on last lesson, our scene was the 'Finn-Woman' and we decided to involve the technique when 'Gerda', 'the reindeer' and the villagers are approaching the 'Finn-womans' house, we used it to convey that none of us wanted to go in first, so we used it to put other people infront of one another, trying to get them to go in front. We also used it in the 'Finn-womans' house when Max who was one of the villagers refused to eat her soup, so we used the technique to show her forcing him to eat it and him trying to escape, and we also used music to add mood to it, we were also filmed doing this as well.
I really enjoyed learning and trying the 'chair duets', i'd experienced the technique before in gcse drama, i think it's really effective in scenes where you don't want speech and it can convey context without narrative.
http://www.youtube.com/watch?v=LC-dkYZOUVo
This was the video that Rachel showed us as an introduction to chair duets, i found this video very useful because it helped me get an idea of the type of movements that can be used in this dramatic technique.
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