Today, our focus was on Storytelling.
In groups of 3 or 4 we discussed We discussed different ways in which you can story tell, what is important when it comes to storytelling and what ideas we would like to put into our performance. First of all we discussed the different ways in which we can tell stories. We agreed that if you were going to each a storyteller you would expect someone sitting in a chair with a book- this isn't always as boring as it sounds. Rachel spoke about how she saw one of bob marley's wailers telling a story simply by talking normally but his use of language, pauses and description meant that he managed to captivated the whole audience. This was an eye opener to me as it made me realise just how important voice is- you don't need movement to put on a However, we learnt that storytelling doesn't always just consist of one person. Although when you're storytelling you can't 'act' as such, you can use voice to show characters.
We then got up and sat by the mirrors and Rachel got us to stand up one by one and stand up, position ourselves in the middle of the drama studio. We had to get into a character (in a freeze frame) which would fit in with the setting Rachel had said. For example, when Rachel said train station, we had to pretend we were at a train station and we each got into a character which you would find at a train station. The different settings included a labour ward, a market and at the races. After going through different settings we put movement into it and acting and went through all the settings. This activity was effective as it made us realise you didn't necessarily need to move to show characters but it does make things a lot easier.
We then got into groups of 3 or 4 and chose a fairytale- we chose little red riding hood. We pretended we were child pshycologists and analyse the effect these tales have on children and how they are influenced.
After this we stayed in our groups and out together a storytelling piece. We simply stood in a line and decided to split our story into sections- we'd all tell a section of the story. Sarah told the first part of the story, I told the 2nd part, Beth told the 3rd part of story and Emily told the ending. We simply stood in a line and made sure that when we were speaking we used exaggeration and emphasis to make sure we kept the audience interested- storytelling is aimed at young children and you need to exaggerate words to keep them interested. We also changed our voices when showing dialogue of the characters. Each group showed their piece to the rest of the class and we peer assessed each other. We had to assess each others narrative, characters, detail and delivery.
For example, the class thought our narrative was clear and flowed well. They also thought that we described our characters very effectively although we should have used stronger voices to show how a character spoke- in other words, use voice more effectively. Our detail was also effective as we went into A LOT of detail to describe goldilocks' route to the cottage. However to improve we need more detail at the end of the story (although Emily had to improvise at the end of our piece because we forgot about the ending whilst creating the piece!). Out delivery was good as well as we spoke confidentially and clearly. Next time though, we need to use movement instead of standing in a line to make the piece more interesting.
We also assessed other groups- for example I believed group ones narrative was good as it was broken down into sections and the moral message was clear. Their character portrayal was also good as they were very descriptive. However, they didn't use different voices to show characters dialogue and didn't refer back to the descriptive character detail. Their detail was good though! They used the sense of smell which was particularly effective- 'the village smelt of apple crumble'. After this we made a list of all our favourite films and books from our childhood and we thought about why we liked them so much. For example my favourite book was Percy the park keeper, I liked this because of the pictures! The visual content is something that we need to incorporate into our performance of the snow queen to interest the young audience. My favourite film was After peer assessing Rachel showed us Pinterest and how useful it is when coming up with ideas for our performances.
In groups of 3 or 4 we discussed We discussed different ways in which you can story tell, what is important when it comes to storytelling and what ideas we would like to put into our performance. First of all we discussed the different ways in which we can tell stories. We agreed that if you were going to each a storyteller you would expect someone sitting in a chair with a book- this isn't always as boring as it sounds. Rachel spoke about how she saw one of bob marley's wailers telling a story simply by talking normally but his use of language, pauses and description meant that he managed to captivated the whole audience. This was an eye opener to me as it made me realise just how important voice is- you don't need movement to put on a However, we learnt that storytelling doesn't always just consist of one person. Although when you're storytelling you can't 'act' as such, you can use voice to show characters.
We then got up and sat by the mirrors and Rachel got us to stand up one by one and stand up, position ourselves in the middle of the drama studio. We had to get into a character (in a freeze frame) which would fit in with the setting Rachel had said. For example, when Rachel said train station, we had to pretend we were at a train station and we each got into a character which you would find at a train station. The different settings included a labour ward, a market and at the races. After going through different settings we put movement into it and acting and went through all the settings. This activity was effective as it made us realise you didn't necessarily need to move to show characters but it does make things a lot easier.
For example, the class thought our narrative was clear and flowed well. They also thought that we described our characters very effectively although we should have used stronger voices to show how a character spoke- in other words, use voice more effectively. Our detail was also effective as we went into A LOT of detail to describe goldilocks' route to the cottage. However to improve we need more detail at the end of the story (although Emily had to improvise at the end of our piece because we forgot about the ending whilst creating the piece!). Out delivery was good as well as we spoke confidentially and clearly. Next time though, we need to use movement instead of standing in a line to make the piece more interesting.
We also assessed other groups- for example I believed group ones narrative was good as it was broken down into sections and the moral message was clear. Their character portrayal was also good as they were very descriptive. However, they didn't use different voices to show characters dialogue and didn't refer back to the descriptive character detail. Their detail was good though! They used the sense of smell which was particularly effective- 'the village smelt of apple crumble'. After this we made a list of all our favourite films and books from our childhood and we thought about why we liked them so much. For example my favourite book was Percy the park keeper, I liked this because of the pictures! The visual content is something that we need to incorporate into our performance of the snow queen to interest the young audience. My favourite film was After peer assessing Rachel showed us Pinterest and how useful it is when coming up with ideas for our performances.
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