Thursday, 28 February 2013

Costumes for Jan (Grease)

Jan undergoes almost as much of an image change as Sandy throughout, albeit more gradual. Always eating, supposedly “fat”, shown through loose clothing, silly hairstyles and ridiculous posture and facial expressions, rather than reveal magical Donnelly’s slim figure.

We meet Jan in her signature look – baggy grey sweatshirt, little orange shirt collar poking through, huge orange-red, black and cream tartan skirt, white bobbysox and black Cuban-heeled leather shoes. An outfit her mother might have picked; Jan appears to hold no regard for fashion here with this hideous array, coupled with daft pigtails (dyed dark brown, her parting being coloured in with marker pen as her hair grew, as the actress was prematurely grey) in cream elastics. Her saving grace is her PL jacket, slightly too small, cuffs rolled up, and her trendy tortoiseshell sunglasses inlaid with diamante butterflies.

Jan needs the Pink Ladies the most, as it gives her a sense of identity and popularity she may not otherwise have, not being a particularly pretty or clever girl. Surely no coincidence that she wears her PL jacket the most. But Jan brings her qualities to the group, making them look good and keeping the Ladies amused.
Jan’s big moment, impersonating Bucky Beaver in the Ipana toothpaste commercial at Frenchy’s sleepover, was the actress’ idea. Clad in same grey jumper, blue and white plaid shirt underneath, white and blue pyjama bottoms, pink fluffy slippers and pigtails, she contrasts with Marty and Frenchy who have obviously given thought to their nightwear, in their girly shorty babydolls and hairnets (Marty has a scarlet red robe from a boyfriend in Korea, much to the others’ envy), though they all happily don wigs to mock Sandy.

Her turning point comes in a touching scene, where would-be suitor Putzie asks her to the dance-off and wins her confidence saying “there’s more to you than just fat”. Here she looks girly for the first time, although Grandma may have had the sewing machine out.
In an apricot chiffon collared dress with short puffed sleeves and floral embroidery, pinched in at waistband and puffing out in a circle, cream net petticoat underneath, flashing her big white pants, Jan is in joyous spirits. She wears white flats, a fashion step up from sensible black shoes; her hair is out of bunches and half-up under a sparkly tiara, corsage on wrist. She looks, and obviously feels like, a princess.

Jan’s confidence (and diet) is evident by the carnival, wearing a tight pastel green strappy dress with white buttons down and provocative neckline, and high white sandals. Along with her delicate necklace and flowers in her beautifully-curled hair, she is ready to leave Rydell a strong, self-assured woman in love, thanks to Putzie and the Pink Ladies.

Thursday, 14 February 2013

05/02/13 drama lesson

In this lesson we carried on blocking, we managed to finish blocking Act one. We mainly focused on the scene in the park in which i sing 'mooning' with Roger. In this scene Jan says that she is a Lutheran, i didn't know what this was so i researched it and a Lutheran is a  major branch of Western Christianity that identifies with the theology of Martin Luther, a German reformer.

We started to decide what we'd do for the song 'mooning' we decided that Roger sings it to Jan jokingly since Roger is played by a girl. The rest of the characters are doing background dancing whilst me and Roger are doing over exaggerated cheesey dance moves, like strutting after each other, holding hands etc. I really feel that this has been a good development because Grease overall is a very cheesy musical so i feel like the audience will enjoy it and it adds humour to the scene.

Friday, 8 February 2013

Tech lesson for don't feed the animals 31/01/13


In today's lesson we were doing tech for Don't feed the animals, as i'm on set me and Polly began to put our ideas for the bunting into place, we cut out the same size triangls from the coloron fabric and attached it to a long line of fabric. Then we began to paint every other one with red acrylic paint. i felt that it looks very effective and the triangles are of a good size so that the audience will be able to see them well from their seats. The red paint we used is a bright primary colour which works very well also because it will stand out.

Jess and Abbie were working on clown makeup on Lindsey, the colours work very well together and will also not clash with the set.
Emily, Beth and Joe were working on costume and were painting a coloron suit in the style of the Harlequin clown (black and white).
Matt was working on set and drawing one of his posters on a canvas with the words 'Sparkes circus' and a picture of a clowns face, we've decided to do a few of these and arrange them around the theatre to show advertisement.











Thursday, 7 February 2013

Feedback Theatre for Children & Storytelling




Worthing Academy of Performing Arts
Assessment Feedback Forms – 1 of 4
COURSE: BTEC Level 3 Diploma in          
             Performing Arts (Musical Theatre)

UNITS: Unit 11: Theatre for Children
Unit 28 – Storytelling as Performance

ASSESSOR: Rachel Maddix


POINTS AVAILABLE FOR COMPLETED UNIT….
Overall Distinction = 90 points     Overall Merit = 80 points      Overall Pass = 70 points



Student Name:


Sarah Hoy

Assignment Title:


Telling Tales

Key Dates:

Assignment Completion Date: 20/12/12
Summative Assessment date: 8/1/13
Re Submission Date: 16/1/13


Grading Criteria
Storytelling                                                    Theatre for Children                                 
Pass
P1
P2

P3
P4
P5

P1
P2
P3
/

/
/
/
/
/
/
/

Merit
M1
M2

M3
M4
M5

M1
M2
M3
/
/
/
/
/
nya

/
/


Distinction
D1
D2

D3
D4
D5

D1
D2
D3
nya
nya
nya
nya
/
nya

/
/

Name & Number of Unit
Final Grade
Final
Points

Theatre for Children



Storytelling




                                                      
        



Assessors Name / Initials

Rachel Maddix RMM


Assessor’s Signature:

Date of Final Feedback 1:1:








Worthing Academy of Performing Arts
Assessment Feedback Forms – 2 of 3
COURSE: BTEC Level 3 Diploma in          
             Performing Arts (Musical Theatre)

UNIT/S: Unit: 11 Theatre for Children
               Unit:28 Storytelling as Performer

ASSESSOR: Rachel Maddix



Assessor’s Feedback on the Grading Criteria met,
Strengths and Areas for Development


Task 1 Workshops and Rehearsal Process – DVD/Observations


You achieved D2 of Theatre for Children by making an enthusiastic and focused contribution to the development process. Ideas and suggestions were imaginative, inventive and showed a firm understanding of the key elements of children’s theatre and the needs of the target audience.

You achieved  M2/3 of Storytelling as Performance, you showed a better understanding of use of stylistic and structural elements and will have used these elements in a creative manner that, for the most part, meets the needs of the audience.

Rehearsals & Workshops - Strengths
You demonstrated real development from the first storytelling assessment work to the final piece. You became more confident vocally and adapted well to the particular needs of the Snow Queen piece.
Rehearsals & Workshops – Skills Development
You need to push yourself more when it comes to contributing directorial ideas. You are happy to provide input when prompted but need to offer ideas more readily when part of a larger cohort.

Task 2 Performance of Traditional Tales, My Life Story & Performance and Production of Children’s Theatre Piece– DVD/Observation

You achieved D3 of Theatre for Children by demonstrating a proficient and creative use of performance and/or production skills and showing imagination and a feel for the nature of the piece.

You achieved M4 of Storytelling as Performance, you were able to demonstrate a better degree of control and any lapses in consistency were infrequent.

You achieved D5 of Storytelling as Performance , by demonstrating a full appreciation of how the style of presentation could be tailored to the needs of the audience, responding to the reactions of audience members in an appropriate and imaginative way.


Performance & Production Role/s - Strengths
You were able to create characterisation for the role of the flower child and the minion, sustaining the role throughout all performances, pitching the level of your performance perfectly for each audience. You took an active role in the production of props and set contributing significantly to the final look of the piece.
Performance & Production Role/s – Skills Development
You need to build on your solo performance skills building vocal variety and developing vocal confidence.



Task 3 - Theatre for Children & Storytelling Blog

You achieved P1 of Theatre for Children by providing an unelaborated description of how the source material could meet the needs of a target audience.

You achieved M1 of Storytelling as Performance, by researching activities that resulted in a more detailed account of the ways in which the material might be used.

Performance & Production Role/s - Strengths
You were able to tackle the research task quickly and effectively. You demonstrated some analytical understanding in your blog entries.

Performance & Production Role/s – Skills Development
Your blog needs to contain far more analysis to improve your grade. You are maintaining it but usually dedicate only a short paragraph at the end of the blog to explain your thoughts, ideas and overall opinion on the progress and issues faced in the session. I have left some detailed blog comments on two of your entries clearly illustrating where improvements could be made.

To improve your grade you need to show you were able to make imaginative suggestions about how you developed both your storytelling & your Snow Queen performances in your blog. What did you do to make your performances work for the audiences that saw them? Why? How did it work? In particular, discuss the ways you adapted the stories for the Year 13 class and then the small children.



Assessor’s Summary:

Strengths I am really pleased with your development so far Sarah. I feel you are still developing your confidence but your progress so far has shown that you are a capable performer with the ability to create effective characterisation. You have made a responsible, creative start to both production and performance work – well done.

Development- You are capable of some clear analytical thinking but would benefit from increasing the amount of opinion included in your blog. (see blog comments for details) Your solo work was well prepared and delivered with clarity but could be improved by gaining more confidence physically. You managed this within the group piece and will have the chance to demonstrate progression in a monologue in the audition unit.


Re Submission Comments/Upgrade details (where applicable)




Student’s Comment (must be completed):
I declare that all of the work submitted is my own:
Student’s Name:
Sarah Hoy
Student’s Signature:
Date: