Grease- 6th February

 In todays lesson we finished blocking Act 1 so by next Tuesday we should all be off script for the opening act.

Choreography:
 Today we learnt the choreography to Mooning. All the Greasers are on stage at this point (except Sandy) so in some ways it's very similar to Those Magic Changes. To start with, the guys and the girls are facing opposite each other in separate lines swaying to and fro clicking our fingers. We came up with a really cool routine and here is a video of it:

 We also went through the Greased Lightening routine but we were told that Sam will be choreographing the piece and unfortunately we didn't have a lesson with her on this particularly day (The same applies to We Go Together).

Character Development:
 Today I learnt that my character Doody is desperate to ask out Frenchie but doesn't have the courage. This is shown when he asks Frenchie whether she can still go to the ball; she says that she can and then he 'bottles it' and says 'oh...nothin'. I believe that today's lesson showed me just how much Doody likes Frenchie- he just doesn't have the courage that Danny and Kenickie have and could be classed as a 'hopeless romantic'. Doody is the one that tries to look cool in front of his guy friends (the T-Birds) and tries to crack as many jokes as possible- a lot which are sarcastic. For example he says 'jeez nice couple' when Rizzo and Kenickie are having a big argument.

GREASE Rehearsal 29/01/13

 In today's lesson we blocked scenes 1,2,3,4 and 5. Today was focused on our movement and learning what happens in the scene. As we progress and get 'off script' we will find it a lot easier to get into character.

Scene 1:
 The beginning scene of the show starts with us all singing Alma Mater. We'd already blocked this scene before but today was a lot easier. I still need to get into character better and not be afraid to 'go for it' and act 'crazy' when the Greaser's start singing the parody version. As time goes on, I'll learn more about my character Doody and will find it a lot easier to portray him in the correct way. In terms of Scene 1, we've sorted out movement and as far as I know we're all off script. All I need to do now is make sure I'm 100% okay with the lyrics, get right into my character and this scene will be sorted!

Scene 2:
 Scene 2 is the scene where The Pink ladies are first on stage and the T Bird's characters are developed and made clear to the audience. I know all my lines in this scene and I'm pretty confident. Once again, I need to be more confident in my movement- particularly when Kenickie and Danny enter as it needs to be totally clear that I idolise them and they're the cool ones of the group. The song 'Summer Nights' needs to be polished- particularly the T Birds and Pink Ladie's movements. We also need to make sure we know what parts of the song we're singing where as it's not just Sandy and Danny singing this song. Me and Roger need to really exaggerate our funny laughs to make us look even more 'geeky' than we already look.

Scene 3:
 Scene 3 is the scene where I sing my solo 'Those Magic Changes'. Today we sorted out the movement sequence for the rest of the greasers which they'll do whilst I sing. All I really need to do in this scene is sing and make sure I stay in character whilst singing which is difficult but with a lot of practice it will look good.

Scene 5:
 The main part of scene 5 is 'Greased Lightening' but we just did an improvisation for that today. At the beginning of the scene we've all got to be out of breath so Rachel made us run round the studio 3 times beforehand! We didn't sort the routine out for the song but Sam is going to choreograph it with us.

Character Devlopment Choices:
 I've realised just how much of a joker Doody is. Today we decided that Doody should have a really annoying comedy-value laugh which is exaggerated whenever he cracks a joke. This will strengthen Doody's humorous values as a character and also make it clearer to the audience what other's think of Doody- through their reactions to his laugh. To develop this further, I need to talk to other cast members and discuss different ways they will react to Doody's laugh. Doody and Roger are best friends so whenever one of them laughs- so does the other. 

 Overall, today's rehearsal went really well. We got a lot of work done and I'm a lot clearer on what we need to do. The main thing is to go all out with character. The 3 things that I need to make sure I do are:

1) Characterisation (also when singing)
2) Learn all my lines in these scenes so I'm off script.

Don't Feed The Animals (Production)

4th January 2013:

 In today's lesson we were told that we were going to be designing and creating the set for the year 13s performance of 'Don't Feed The Animals'. We read through the first few pages of the script and got an idea of where the play is set and what the characters are. The play is about a struggling circus and starts off with one of the clowns dying. We learnt that there are 3 different types of clown- Auguste, Harlequin and Hobo and there are also several other characters like Robin Hood, Tinkerbell and Maid Marion. Me, Emily and Beth decided that we would choose to work on costume. Here are the groups opening ideas for Costume, Set and Make up:

17th January 2013:

 In today's lesson we split into groups to focus on different aspects of the production side of Don't Feed the Animals'. Me, Emily and Beth are working on costume and had to research different types of clowns. For example, I researched the Auguste Clown. The Auguste Clown doesn't generally have a set 'costume' but they always wear something over the top and oversized/baggy. They all have very similar make up, however.

Here is my costume design for the Auguste Clown:

24th January 2013: 
Today we presented our research on DFTA to the class. I am focusing on costume so this week I showed my design for an Auguste Clown and also my research.

Here's a little bit of background information on the Auguste Clown:
 - Least intelligent of all clowns but also the most popular.
 - There isn't a 'rule' when it comes to Auguste Clown's costumes but the colours have to contrast, exaggerate  and are generally primary colours.
 - Not clear when it was first founded.
 - 1869 'Legend' when a clown forgot something from backstage; ran on stage and fell over; the crowd shouted 'Auguste' ('Idiot' in German).
 - Albert Fratellini and Lov Jacobs had a big impact on the development of the Auguste Clown over the early 20th Century.

 After our presentations, we put together a list of what we had done, what we need to do next and how we will achieve it.

What I have done so far:
 - designed an Auguste Clown Costume for DFTA.
 - researched the Auguste Clown.
 -

What I will do next:
 - Design more costumes for Auguste Clown.
 - Design other Character's Costumes- Robin Hood AND a 'Chav'.
 - Research Robin Hood AND St Trinians.

How I will achieve this:
 - Research: internet, script, books.

Research on Robin Hood and his outfit:
 It's often questioned whether Robin Hood is fact or fiction:

 My Design for Don't Feed the Animals:

31st January 2013:
 In today's lesson me, Beth and Emily got on with making our first costume- The Harlequin Clown. Beth had researched the Harlequin Clown in detail and knew that they have diamonds over their jumpsuits and they tend to be dressed in black and white. We painted onto a coloron material jumpsuit and here was the result:

The rest of the class got on with their own areas of the production: Make Up and Set.

Here is the Harlequin Clown's Collar which I made by folding pieces of coloron material together:

7th February:

 In today's lesson I painted the collar for the harlequin clown with black paint as we felt it would look better if it was black and white instead of just white. After I'd finished painting the collar (which took a while) I carried on painting the actual harlequin costume- we hadn't finished both sides last week.

14th February:

 In today's lesson me and Lindsey put together the Hobo's clown costume. We went to the costume cupboard to find a blazer to 'destroy'! Hobo Clown's are known for having different patches on the blazer. We found lots of different coloured materials in the costume cupboard like an old skirt, bed sheets, duvet covers and trousers. We cut out patches from these items and glued them onto the blazer using fabric glue. We painted lines off of the patches once they were on the blazer to make it look as if they had been sewn on. After we finished with the blazer we moved onto the trousers. We found an old pair of trousers in the costume cupboard which we started to make look dirty with white and grey paint and we also started sewing patches onto the trousers. 

Feedback Theatre for Children & Storytellin

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:	Joseph Gibbs
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
/	/	/	/	/		/	/	/

Distinction

D1	D2	D3	D4	D5		D1	D2	D3
/	/	/	/	/		/	/	/

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 D2/3 of Storytelling as Performance, you were able to manage the stylistic and structural elements fully to produce work that demonstrated a more sophisticated use of the source material. Your work showed a comprehensive understanding of the needs of the target audience, creating a story that is completely suitable for their needs. Rehearsals & Workshops - Strengths You are a positive, energised contributor who maintains consistency, arrives early and is a considerate group member with a balance of listening and offering ideas. Rehearsals & Workshops – Skills Development You are capable of directing scenes and should develop your confidence in leading wherever possible.

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 D4 of Storytelling as Performance , by demonstrating full control over techniques and performing with flair and ease. 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 managed strong vocal clarity, focus and control in the Theatre for Children performance, maintaining an effective, lively, watchable performance throughout. You also contributed a great deal to the production process, maintaining an interest throughout. Performance & Production Role/s – Skills Development You are about to embark on a project that requires more conventional musical theatre skills. You need to continue creating contrasting characterisation and build a repertoire of vocal approaches.

Task 3 - Theatre for Children & Storytelling Blog

You achieved D1 of Theatre for Children by showing you were able to evaluate source material making imaginative suggestions about how it could best be developed to meet the needs of the target audience. Evidence of the development and shaping of material and ideas should be evidenced in learner logs, supported by tutor observations, self and peer group assessments and recordings of devising, rehearsing and making activities. You achieved D1 of Storytelling as Performance, by researching a wide range of material, you were able to fully assess its potential and discuss why certain material is more suitable and how it might be used. Blog & Research Essay - Strengths You managed to maintain an analytical approach to your written work throughout the process. You were able to make valid, creative suggestions about development regularly throughout the process. You achieved the higher grade as you also made constructive suggestions for future rehearsals. Blog & Research Presentation – Skills Development You should include your assessment week task in a separate entry in your blog to ensure all evidence can be easily accessible.

Assessor’s Summary: Strengths –You are a real source of motivation for many in the group and managed a strong first production with us. You took responsibility for specific production roles, maintained a creative flow of ideas and contributed strong directorial ideas. A really positive group member with sensitivity and humour aswell as strong characterisation skills– well done.  Development – You need to focus on continuing to build your analytical theatrical vocabulary whilst maintain and building on your written entries into your blog.
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: Joseph Gibbs	Student’s Signature:	Date: