Blog Review

Student: Abi Powell	Blog Review: October 2013
Criteria that have been MET are highlighted in GREEN Criteria that have been ALMOST MET are highlighted in YELLOW Criteria that are NOT YET MET are highlighted in PINK
Unit 12: Classical Theatre Performance
Assessment and grading criteria	Feedback and questions to help you meet the grading criteria
1: Social, Historical and Cultural background - MERIT
PASS 1 discuss the social, historical and cultural background of classical roles	Your Elizabethan character research discusses this well.
MERIT 1 explain the social, historical and cultural background of classical roles	You explain the social and cultural aspects of Elizabethan life.
DISTINCTION 1 analyse the social, historical and cultural background of classical roles	Complete the task where you compare 3 modern Shakespeare productions to how they would have been in Elizabethan times. When you discuss the original productions, analyse the historical significance of the characters in them, and whether that has changed.
2: Research and Analysis – PASS
PASS 2 use research and analysis to develop performance style of classical roles in rehearsals	Good responses to research and analysis are evidenced in your sections on “Spaces of the Mind” and “Mary”
MERIT 2 apply skilful responses to research and analysis in rehearsal	You DID actually achieve skilful responses in your development of the Captain and Fransico, but there is not enough evidence of this in your blog.
DISTINCTION 2 apply imaginative, disciplined and skilful responses to research and analysis in rehearsal	Use rehearsal diaries to discuss how your research into Elizabethan times have helped you to create the characters you played in the way that you did.
3: Developing Roles – PASS
PASS 3 develop contrasting classical roles through rehearsal with tutor support	There is some mention of this in the “Spaces of the Mind” section.
MERIT 3 develop two contrasting classical roles through rehearsal with some tutor support	You responded well to direction and at in the performance week your characters were well developed and different to each other. Evidence this through rehearsal diaries.
DISTINCTION 3 develop imaginative and creative interpretations of two contrasting classical roles through self-disciplined approaches to rehearsal	You DID show good discipline in rehearsals, and your interpretation was imaginative and creative, but there is no evidence of it in your blog. A rehearsal diary is needed that shows the developments you made independently of tutor support.
4: Performing Classical Texts - MERIT
PASS 4 perform classical texts using appropriate vocal and movement skills to communicate the role.
MERIT 4 perform classical texts using appropriate vocal and movement skills in a considered way, to communicate the role confidently.	Teacher assessed due to illness. The last run through that you did showed some confidence in your characterisation.
DISTINCTION 4 perform classical texts using appropriate vocal and movement skills to communicate the character creatively, inventively and assuredly.
Unit 4: Historical Context of Performance
Assessment and grading criteria	Feedback
1: Background Context of Performance Material - PASS
PASS 1 outline the background context of performance material, providing some research findings	Your Elizabethan research outlines some background context.
MERIT 1 explain the background context of performance material, providing detailed research findings	You will meet this criterion if you compete the missing tasks in the same way as you have done the first one.
DISTINCTION 1 provide a comprehensive account of the background context of performance material, providing detailed research findings	To make your research comprehensive I need to see things that show: ·       What did the themes of The Tempest mean to Elizabethan audiences (use comparison table task to meet this criterion)?
2: Performance Material Contextualised for Contemporary Use – NOT YET MET
PASS 2 describe how performance material is contextualised for contemporary use	Use the “Macbeth on the Estate” task and the task about finding 3 examples of a modern Shakespeare production to meet this criterion.
MERIT 2 explain how performance material is contextualised for contemporary use	When completing these tasks, make sure you directly compare the separate aspects of production.
DISTINCTION 2 comprehensively explain how performance material is contextualised for contemporary use	Including discussion of the themes in the plays and how they are handled by productions will meet this criterion.
3: Communicating Result of Research –PASS
PASS 3 communicate the results of research.	Your Elizabethan Character section is a good example of how to communicate the results of your research.
MERIT 3 communicate the results of research effectively in an imaginative and coherent manner.	You present your findings well and your writing is clear and confident. Your use of diagrams and photos shows promise. Annotate the Theatre History timeline.
DISTINCTION 3 communicate the results of research in an informed, highly articulate and creative manner.	Add annotations, mind-maps, photos and diagrams to meet this criterion.
Overall Grade: PASS Abi – at the moment, this is right in the middle of the PASS mark band, though as there is on criterion that has’t been met yet, if this was your final blog, you would not pass. I advise that you spend a minimum of two hours per week on your blog in order to bring it up to date. I strongly believe that you are capable of a DISTINCTION in these units because: ·      You are excellent at research, as evidenced by your work on Iambic Pentameter and “Mary”. ·      You are good, confident actor, using appropriate vocal and movement skills to communicate roles to an audience ·       Your responses in rehearsal show a good understanding of how to interpret Classical Theatre roles. Unfortunately, “doing” isn’t enough for these units. You must show us more evidence of your process in your blog, discussing in more detail what you have done and why you have done it.

Tempest evaluation

 

 

We didn't do our performance to an audience, we all just took turns in sitting as the audience when not on stage. The seating was set into a round, to represent the seating at the Globe Theatre.

 

I wasn't in the final performance due to being ill but I have based this evaluation on the final performance of The Tempest which I have seen on video.

 

Scene 1

 

The opening lights were very effective. The mix of the blue and red created some mystery. The colour red often symbolises danger or blood and the blue is a very cold colour.

 

The que word 'howling' said by Boatswain was not listened to by the other cast members which were supposed to use this line as a que for some background noises and speech. This issue could of been sorted by more rehearsals as a group.

 

The fast, loud dubstep music used in this scene is very clever. It tells the audience clearly that the story has been contextualized to the future. The music has a very exciting tense feel and adds to the atmosphere.

 

There needed to be slightly more lighting on the stage blocks as a lot of cast members were in this area but could hardly be seen. In this scene it needed to have a chaotic feel but you couldn't feel it, maybe partly down to not being able to see them enough. 

 

The ending of this scene in which the boat breaks was performed in slow motion. It could of been done in a much more effective way. If there was more time it could of been properly choreographed.

 

Scene 2

 

There was a good use of levels in this scene. Lindsey was low down on the floor, Amber was standing and Megan was on the blocks. The more use of levels the more interesting it is for the audience.

 

In this scene I realised how different the lines would be said if was at the Globe. A line said by Joe was a very intense and serious line which he said passionately but quietly which added tension. But if it was at the Globe however intense the line is it has to be projected to the audience.

 

The music added humour to the moment and was very cleverly used. Again the music shows the contextualising of the story. If this was in the time it was set they wouldn't of had music playing from a cd, it would of been live and a very different genre.

 

The lighting was very bright which was a strong contrast with the lighting in scene 1. It showed a strong scene change.

 

Scene 3 

 

The entrance by the cast on the third scene didn't give the audience any idea of the setting. In this scene they are walking through a forest type place and its hot and they would be tired and starting to struggle. They needed to make this clearer to the audience.

 

There was a good use of the stage used by all actors. Polly was positioned in the right bottom corner right near the audience and Emily and Charlotte were on a diagonal from her but more upstage. The better the stage is used, the more interesting it is for the audience.

 

The section in this scene where Ariel appears and a few characters go to sleep wasn't made very clear. The going to sleep part needed to be made more obvious as it was easy to miss and not understand.

 

The music used for Ariel was very effective but could of stayed on for longer to add more mystery.

 

Scene 4

 

Matt and Max both used their voices very well. They changed the tone and way they spoke which added humour and also made their characters stand out.

 

Maisie uses the stage well. She travels around and still projects her speech out to the audience.

 

Scene 5

 

The music gap was very effective and worked well.

 

Lindsey and Joe needed to position themselves nearer to the audience. It needed to have a personal feeling with the audience. So they felt could connect to characters.

 

The lighting could of been darker to give a more intimate feel.

 

Scene 6

 

Max's lines were quite hard to follow. The breaks in his speech weren't always in the correct place which made it hard to understand. This could of been improved by doing the Cicely Berry exercise.

 

Megan's character, Ariel, is very powerful and think needed more lighting to give a strong main character feel. Lighting was quite dark while she was on the stage blocks which didn't draw any attention to her.  

 

Scene 7

 

The stage was used very well and gave a busy feel.

 

Beth's lines were said very well, clearly and loudly and easy to follow.

 

Sarah and Lizzie's movement's needed to be made bigger. It wasn't very clear what they were doing.

 

Scene 8

 

By having Joe, Lindsey and Ben's backs to the audience it gives the stage a different feel. Its not what the audience expect to happen so it gives them something to notice and get their attention.

 

The lighting needed to be more on the people acting as in the show rather than the ones watching it. It wasn't clear what was happening but if the lighting went down on Lindsey, Joe and Ben it would of been clearer to the audience what was happening.

 

The dance was very well done for the time had to perform it in. With more time we could of researched into dance when this was set and explored different ways of doing the dance. Then properly choreographed it.

 

Bens monologue was said very clearly and easy to understand. Well rehearsed.

 

The lighting for the ending speech would of been effective as a spot light. It would of intensified the moment and also felt more like a ending.

 

 

 

 

 

 



Cicely Berry Excersise

 

In today's lesson Adrian led a exercise that is used by Cicely Berry.



Cicely was born May 17th, 1926. She is the voice director at the Royal Shakespeare Company and also is world known for her work as a voice coach. She does workshops that are successful all over the globe including Korea, Russia, Uk and Asia.




The exercise we had to do was taking 5/6 lines from our script of The Tempest and working out where the pauses would be. Every time its a new thought this would count as a pause so we put a line. We then had to say a line in one position of the room, walk to a new place and then say the next.

The section of speech I was using was:

WRITE FROM THE SCRIPT WHAT I SAID

I feel this task was helpful for making me slow my speaking down. Before this lesson I was saying this section of the play very fast and pausing in the wrong places meaning it was hard to understand what I was saying. Some characters found that they were always moving to high up places which showed there character was loud or a important person. But I felt I didnt move too much and kept quite low down. My section of speech was a moment in which I am trying to calm someone down and reassure them and I feel this would be most affective on the other persons level. So this is why I didn't stand on the staging.

Character from London in 1612

My character is a poor theatre goer.

Her name is Mary

She is 20 years old.

She works as a cleaner at Nobility Elizabeth Rose' house. An average worker was expected to work around 80 hours per week. She would be expected to clean around the whole house.

She does not have enough money to pay for transport so walks everywhere.

Her home was made from wood but recently was rebuilt with bricks. There were no updates in the furniture since 16th century. Chimneys were more of a luxury in the 16th century but coming into the 17th century they were becoming more popular and Mary was lucky enough to have one. Mary was extremely happy by this as it made it much warmer. She wasn't yet lucky enough to have glass windows but they were slowly becoming cheaper. It was a very small hut that was crowded but she made deal with it.

The props she most commonly saw in the

What she most enjoyed about the theatre was the escapism. By going to the theatre she got to get away from home and go out and be somewhere that wasn't small and cramped. What she also  liked about the theatre was that by watching a play her mind was taken away into the story, it meant she wasn't worrying about her life and all her problems. 

What she disliked about the theatre was how different the classes were treated. The seating arrangements made the rich and the poor very obvious who was who.  She would have to stand to watch the play whereas the rich would be able to sit  in a seat higher up.