Thursday 19 June 2014
New Theatre 3 Sides Workshop.
Evaluate the skills acquired in the physical and vocal workshops which took place in the new theatre.
Thursday 12 June 2014
Thursday 5 June 2014
Facts About Tigers
Tigers are some of the biggest cats we
have walking the face of the earth, but unfortunately, they have been
threatened to endangerment these passed many years. In addition, although some
may view as vicious creatures, they are really very friendly animals when not
alarmed. Besides having some very bright stripes about them that define them as
tigers, they have a few other factoids about them that some people never knew,
or at least the average person never knew. So here are a few little details
about this beautiful cat that makes it is a unique creature.
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ITEMS
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DESCRIPTIONS
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Basic facts
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· Scientific name:
Panthera tigris. Tigers are carnivores.
· Lifespan: 10 – 15
years in the wild and 20 – 26 years in captivity.
· Height at shoulder:
70 – 122 cm (28 in – 48 in)
· Speed: 49 – 65 kmh
(31 – 41 mph) in a short burst
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Mass
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· Newborn: 0.7 – 1.4
kg (1.5 – 5 pounds)
· Adult female: 65 –
167 kg (143 – 368 pounds)
· Adult male: 90 –
306 kg (198 – 674 pounds)
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Length
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· Adult male: 250 –
390 cm (8.2 – 12.8 ft)
· Adult female: 200 –
275 cm (6.6 – 9 ft)
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Habitat
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· South and Southeast
Asia, China and far east Russia
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FAST FACTS ABOUT TIGERS
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How
far away can you hear them roar?
You can hear the roar of a tiger from not a few feet away but a mile
away. Now that is one loud roar!
How
much meat do they eat?
They eat over one hundred pounds of meat each and every night because
they go days and days at times without food, so they can have time to lounge
around. It is only when they get up again to go for a hunt that a new meal is
around the corner.
What
do they eat?
Despite what you may have heard, they don’t focus on the big kinds of
meat like say, a man. They actually go
for smaller animals often like turtles, porcupines, monkeys and
even frogs. They usually resort to those animals when there are no deer around
to chomp on.
Tiger distribution.
Map by Sean Finnegan, National Geographic.
What
is different about their eyes?
They are known as being one of only a handful of animals in the world to
have very bright eyes, even at night, you can notice these majestic eyes
shining through the moonlight.
Are
they the biggest cat in the world?
You had better believe it. Not even a lion outmatches these animals, of
course, each subspecies of tiger is different then the other but most of them
retain that very large physique you don’t find any other big cats.
Are
the cubs really born blind?
Yes, they are and they gain their eyesight after a few months of being
cared for by their mother.
Children’s Theatre Notes
Children’s Theatre Notes
The content can cover social issues, local community history, seasonal entertainment, contemporary or classical literature, the teaching of skills or information, school set texts or even support the curriculum.
We will focus on the selection, adaptation and shaping of material to make it suitable for an audience of children. Drama, dance, singing and music skills will be developed and applied in the creating of performances, specifically aimed at a young audience.
Learners will explore likely and suitable material, whether published text or based on a stimulus, then select and shape it according to the target age group, its suitability, the audience needs and the purpose of the performance.
Performances could be educational or just for entertainment and fun.
There will be opportunity for interaction with the audience through practical workshops, and to evaluate the performance.
Lesson questions.
More questions will be added by your teacher when required.
Week 1 Thursday 5th June
What is Children’s Theatre?
What skills does an excellent children’s theatre performer need to possess?
How would you adapt an issue for delivery to a specific audience?
Week 2 Thursday 12th June
What tasks did you do in the lesson today towards creating TTWCTT? (e.g. creating character, learning song)? Describe and evaluate the exercises.
How do you think it contributes/will contribute towards making TTWCTT?
Week 3 Thursday 19th June Interim sharing of work
Are the ideas effective? Are they theatrical and, if not, can they be made theatrical? Will they appeal to ‘little people’? Why/why not?
Week 4 Thursday 26th June
Do you think the material you have created today will be suitable for ‘little people’? Why is it/is it not suitable?
Week 5 Thursday 3rd July Dress rehearsal
Was the dress rehearsal performed confidently and effectively? Did it communicate the intentions in a controlled and engaging manner?
Week 6 Thursday 10th July Performance day
Week 7 Thursday 17th July Evaluation Lesson
Evaluation Essay Question
Discuss your exploration and development of TTWCTT taking into consideration key factors and relevant ideas and input you to the process.
Evaluate the skills and techniques in used in rehearsal and discuss how you responded to direction and feedback to develop work.
Devising Log
Year 10 Devising Log
For TTWCTT
Little People’s Day
Record the devising process for Little People’s Day using this
document.
Try to be as detailed as possible, describing what you did to
develop your group’s section for The
Tiger Who came To Tea and what you
thought at each stage about how it was progressing as a piece of theatre.
Lessons available to create work
Week 1 Thursday 5th June
Week 2 Thursday 12th June
Week 3 Thursday 19th June Interim sharing of work
Week 4 Thursday 26th June
Week 5 Thursday 3rd July Dress rehearsal
Week 6 Thursday 10th July Performance day
Week 7 Thursday 17th July Evaluation Lesson
Departments
·
Media
·
Music
·
Musical
theatre
·
Theatre
·
Dance
·
Art
Each
departments section needs to be between 5-10 minutes-this is to ensure that
whole piece doesn’t run over an hour or it will be too long for them to focus.
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Assignment brief
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Unit number and title
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Unit 11: Devising Performance Work
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Qualification
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Level 2 BTEC First Extended
certificate in Performing Arts (Acting)
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Start date
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Thursday 5th of June 2014
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Deadline
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Thursday 17th of July 2014
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Assessor
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Will
Rennison and Jack Hughes
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Assignment title
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Little People’s Day
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Learning aims
In this
unit you will:
A Explore,
develop and shape material for a devised performance
B Rehearse
and perform devised material
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Scenario
You will
create a piece of devised work for an audience of children aged between 2 and
5. You will respond to a section of the story ‘The Tiger Who Came to Tea’ as
a stimulus. This piece will form part of a whole school project which will be
performed on Little People’s Day on Thursday
the 10th of July in The new Theatre. The story has been given
to us by the Selhurst Early Years Centre, and you will be expected to work as
a creative, co-operative member of the team to create and perform the work.
Assessment is through teacher observation, and evaluative essay
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Learning aim A
Explore, develop and shape material for a devised performance
You will
take part in initial workshops and devising skills lessons, working from the
stimulus given by the Children’s Centre.
Once you have had the opportunity to develop your techniques you will
begin creating material for performance with your teacher. You will develop, shape and rehearse your
material for performance, working on your own character / role with
particular focus. You will need to
keep the audience you are creating the work for at the forefront of your
minds, ensuring that your methods of performance and storytelling are
appropriate and accessible.
Formative
feedback date: Thursday 12th of June
Deadline:
19th June 2014
This provides evidence for P1, M1, D1, P2, M2,
D2,
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Learning aim B
Rehearse and perform devised material
You will
perform the work to an audience. You
will work on performing with vocal and physical imagination, being responsive
to others on stage and communicating with clarity. You will have to be
confident that the style of work and performance you are using communicates
to the young audience in a way that they can understand and enjoy.
Deadline:
10th July 2014
This provides evidence for P3,M3,D3
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Learning aim A
Explore, develop and shape material for a devised performance Written Evaluation
You will
write an evaluation of the work you created, considering the strengths and
weaknesses of the performance. You
will also be expected to analyse how the process contributed to the quality
of the final piece. You will be given
detailed guidelines for this essay by your teacher.
Deadline: 17th July 2014
This provides evidence for P1,M1,D1, P2,M2,D2
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Sources of
information
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This brief
has been verified as being fit for purpose
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Assessor
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W Rennison
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Signature
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Date
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April 4th 2014
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Internal verifier
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S. Niven
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Signature
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Date
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Assessment
Criteria
P1
Explore, develop and shape work for a devised performance, taking into
consideration key factors and contributing relevant ideas
M1
Explore, develop, shape and refine work for a devised performance, taking into consideration,
key factors and contributing relevant ideas and consistently making a
positive contribution
D1 Explore, develop, shape and refine work
for a devised performance taking into consideration key factors and
contributing relevant imaginative and perceptive ideas with a high level of commitment and input, to the process.
P2 Apply
relevant skills and techniques in rehearsal, responding to direction and
feedback to develop work
M2 Apply relevant skills and techniques in
rehearsal, responding to direction and feedback to develop work, and making a
positive contribution to the development of the work.
D2 Select and apply relevant skills and
techniques in rehearsal; respond to direction and feedback to develop work;
make positive, effective and imaginative contributions to the development of
the work.
P3 Perform
devised material, communicating intentions to an audience
M3 perform
devised material that clearly and confidently communicates intentions to an
audience
D3 Perform
devised material that clearly, confidently and effectively communicates
intentions to an audience in a controlled and engaging manner
Thursday 8 May 2014
Written Evaluation of Beautiful Thing
Written Evaluation
of Beautiful Thing
You will write an evaluation of Beautiful Thing,
considering the strengths and weaknesses of the performance. You will also be expected to analyse how the
process contributed to the quality of the final piece. You will do this by researching the director,
Theatre Company, actors and their process’s.
Deadline: 5th
June 2014
This is
the live link to the play.
Play
website
Interview
with actor Jake Davies about his process and history.
Follow
this guide while you watch to help your written evaluation.
750 words
Do not to be a passive observer but rather an
active participant.
Can add diagrams
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Take into
consideration,
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Key performance factors and contributing
relevant imaginative and perceptive ideas.
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How does the performance portray intentions to
an audience?
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What did you see?
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(Covers the visual aspects of the
performance)
These could include:
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Set/staging
Naturalistic/Non Naturalistic? Stylised? Colourful? Atmospheric?
Simple? Complex?
What affect did it have? Did it add to atmosphere? How? Give
examples.
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Costume
Period?
Colour? Detail? Did it add to the effect of the set? Contribute to character?
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Specific effects
Lighting
Was the lighting natural or dramatic? Bright, dim, spotlight,
darkness, use of colour? At what points did lighting add to the impact of the
play? Give examples.
Smoke, wind, projection? How
were they used? How well?
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Specific work by actors(s) at specific
moments
Any
double casting? How was this done? Females playing males and vice versa.
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What did you hear?
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Covers the aural aspects of the
performance.
These could include:
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Sound effects
How
was it used? Did it heighten atmosphere? Give examples.
·
Music
Was
there music? Other sounds? How was it used? Did it heighten atmosphere? Give
examples.
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Specific vocal work by actor(s) at
specific moments
Naturalistic
or stylised? Speaking in unison? Formal or informal? Slang? Was it effective?
Comment on a section of dialogue that stood out for you.
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What did you think about it?
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Invites critical evaluation of the
performance from a position of knowledge as a drama student.
These could include:
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Overall impact and how it was achieved
What
were the main moments of impact? What moments were most memorable and why?
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The work of the director in engaging
the audience
Slow
or fast paced? Did it vary? Did it slow down and then speed up? Why do you
think this was?
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The work of the designer(s) in
creating sound and vision
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The work of actors in bringing
characters to life
Who
were the characters? Who was most central/important/significant? Were the
characters believable? Comment on accent, voice, body language, gesture.
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Notes
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