Tuesday 26th (Medea tech/dress run)

Tuesday 26th November: Medea Tech/Dress Run:

 
Today was our dress run/tech day and we got a lot of work done. My day consisted of ensuring I knew all of my lines and putting the finishing touches to the play. The show is tomorrow so we need to ensure ithe play is at a high enough standard to charge peoeple to come and watch.

The Schedule of the Day:

11-1: Running 'Murder' Scene and Medea's exit  (I used this time to get into costume and go over my scene with Emily.)

2-6: H

'King Creon' Costume Ideas (Medea)

 We have decided to contextualise our version of Medea to be set in the 90's. Therefore the costumes need to match this era. We have made the decision to use a '90's dinner wear for our costume. However, my character King Creon is a King and has been travelling around Mountains so for comical effect we thought that he could perhaps be wearing a 'Safari' Costume.

 However, in the end we decided that a normal 90's dinner suit will be a lot easier to use as tracking down a vintage Safari outfit will be a lot of hassle. 

14/11 notes

 In today's lesson we took part in a Workshop lesson we took part in a Mask Workshop. We learnt all sorts of things about Masks, how they are used in theatre, the correct ways to use them and different forms of Performances using Masks.

 First of all, we took part in an activity that involved mirroring the facial expression that portrayed the facial expressions on each of the 3 masks, a still body image and a movement sequence . The three masks each had very different expressions so it meant that each facial expression, still body image and movement sequence we did was very different. The part of the activity that I found most useful was the movement sequence. This is because when wearing a mask you're body language and movement is the only way you can physically portray your character as you can't use your own facial expression when performing with a Mask- it's already been given to you and it stays static (it never changes unless you physically change the mask. You also can't use you're voice to show character as one of the Golden Rules of Mask Performance is to not speak whilst wearing a Mask.

We then learnt the Golden Rules to Performing with a Mask:

1. Never Talk or use any form of Speech.
2. Always face the audience.
3. Always face the back if/when you need to change you're mask. (The audience can't see you're actual face or it will ruin the performance.)
4. Never touch your Mask whilst on stage.

 We then did another activity about 'Internal Monologues'. These are essentially monologues but there is no spoken dialogue. This also used with masks so we had to portray our stories simply through movement and body posture.

We then did another activity on Lazzi which was about Comic Action (Commedia del'arte). This activity involved us devising a comic piece with masks on to show to the rest of class. We did this in pairs and my partner was Emily G. We devised a piece around a chair that had a sign on saying 'Do Not Sit Here'. We created a humorous mime that involved Emily getting angry at me for sitting on the chair. This activity was helpful as it was the first workshop I have done on Commedia del'arte and it's importance in the industry.

 If we were to use Masks in Medea it would create a lot of problems but if we used them in the right places it could also be very effective. It would add a new dimension the play but would also mean that we'd have to use characters that don't say any lines as you can't use any dialogue with a mask on. We decided that we were going to use the masks for Medea's children. This is because they have a very limited amount of dialogue and we could work the mask use around some of their scenes. I think the decision to get the children to wear masks is very interesting and will be effective because it suggests that the children are vulnerable and almost thought of as 'not real'. This is incredibly interesting and effective as it refers to the fact that in the play they are thought of as the characters as possessions not people.

 

Classical Theatre: 5th and 7th November (With Video)

http://www.youtube.com/v/uaY-xLMlaCI?autohide=1&version=3&showinfo=1&attribution_tag=S3cZhF7U_G4PSVxPIYX_3Q&autohide=1&feature=share&autoplay=1

Women's Place in Ancient Greece (Context)

  Women in Ancient Greece:

We are performing Medea in few weeks time so in order to understand the characters and storyline more, I have decided to some Contextual Research into the lives of Women in Ancient Greece.

 The treatment of Women in Ancient Greek times was horrendous. In fact, they weren't even counted as official 'citizens'. In terms of Theatre, they weren't allowed to go to watch shows and were definitely not allowed to perform.

 

 Women had very limited freedom outside of their homes. They couldn't even attend weddings, funerals, religious festivals or visit other female neighbours without their husband's permission. They couldn't even go to a Temple to honor their Gods. However, in their homes,  Greek Women were essentially in charge of everything. They had to 'run the house'- this included making clothes, cleaning and bearing children. However, most Greek Women did not actually do cooking and cleaning themselves as they had slaves.

 

 Women were also not allowed to watch the Olympic Games because the participants in the games did not wear any clothes. Chariot racing was the only game Women could win, and this was only possible if they owned the horse. If that horse won, they received the prize.

 When it came to marriage, girls would get married in their teens- their husbands would often be in their 30's. If the girl was from a wealthy family, the chances are that her marriage would've been arranged from a very young age; if not birth. It was essential that the girls were virgins when they got married. Once the girls were married, their husbands would control everything about that she did- essentially taking over the role of her father. In fact the 'passing' of control from Father to Husband was called 'Gamos'.

 It was incredibly hard for Women to divorce their husbands- it was mostly the husband who filed for divorce. The term 'divorce' means the same as it did back then but in Ancient Greece it normally just meant the Husband would ridicule his Wife in public or simply send her back to her original Family Home.  

 
References:
http://greece.mrdonn.org/women.html
http://www.angelfire.com/ca3/ancientchix/

Blog Review - Unit 27 Scriptwriting P3, M3, D3

I have assessed your blog in relation to P3, M3 & D3 of Unit 27  Scriptwriting. This criteria requires you to answer the following question….

Have you understood how to improve your script/s and been able to redraft it with improvements?

Evidence: More than one draft of your script posted in your blog

- with progression between drafts demonstrated.

Joe, the evidence you have provided for Criteria 3 demonstrates that you have not yet achieved P3 at this point in the process. Your posts require additional versions of the Soap Opera Script and analysis supporting the changes made to your script. You need to demonstrate the development you have made since you began working on the unit by clearly exploring the reasons for the changes made.

Green = the level you are currently working at .

Red= the areas you need to focus on to achieve the next criteria

*You will maintain this grade if you continue providing this level of detail, examples and analysis in your blog posts. If you wish to improve your grade, please look carefully at the annotated criteria provided below.

To achieve P3 of the Scriptwriting Unit, You should include some evidence of the revision of your script There is a clear distinction between the first draft of the script and your separate final draft.  

To achieve M3of the Scriptwriting Unit, You need to achieve all of the Pass criteria and include detailed evidence of where and why changes have been made.

To achieve D3 of the Scriptwriting Unit, You should demonstrate a sense of continually revising and an understanding that, the only reason revision stops is because of given deadlines..

PAB Mark Form (Milestone)

UNIT MARKING and FEEDBACK INTERIM GRADES and FINAL

Qualification	BTEC Level 3 Diploma in Music Theatre
Unit number and title	Unit 3 PERFORMING ARTS BUSINESS
Assignment title	Understand Employment Opportunities in the Performing Arts
Assessor name	LENA URQUHART
Learner name	Joe Gibbs
dates: interim grades and deadline for unit	first interim grade task 1 P1 M1 D1, P3 M3 D3 10/10/13  second interim grade task 2 P2 M2 D2 14/11/13 DEADLINE for task 3 P4 M4 D4 P5 M5 D5 and WHOLE UNIT 9th Dec 2013

  Grading Criteria   (see ASSIGNMENT BRIEF for detailed  description of grading criteria and tasks)                                                           TASK                DATE             TUTOR

                                                                                                                                                                                                                                        NUMBER        COMPLETED  SIGNATURE                                                                                                                                                                                                                                                                    

P1	Discuss a variety of employment opportunities and functions in the Performing Arts	1	P1 6/11/13
M1	Explain in detail a variety of employment opportunities and functions in the performing arts	1	M1 6/11/13
D1	Critically comment on a variety of roles, responsibilities and functions in the performing arts providing explanations for how they interrelate	1
P3	Describe the services provided by a range of organisations in the performing arts	1	P3 6/11/13
M3	Explain the services provided by a range of organisations in the performing arts and how they interrelate with other area of the industry	1	M3 6/11/13
D3	Critically comment on the services provided by a range of organisations in the performing arts analysing what they offer and how they interrelate with other areas of the industry	1
P2	Identify the training requirements and experience for a career path and prepare application material	2
M2	Research the most appropriate training requirements and experience for a career path and prepare suitable application material	2
D2	Research a comprehensive range of training requirements and experience and prepare application material to a professional standard	2
P4	Prepare a production budget for a performing arts event that addresses the essential area of income and expenditure	3
M4	Prepare a production budget for a performing arts event that addresses the essential area of income and expenditure with realistic figures	3
D4	Prepare a budget for a performing arts event that is comprehensive and accurate based on careful research	3
P5	Describe a range of different methods of funding and financing performing arts events	3
M5	Explain the different private and public methods of funding and financing performing arts events	3
D5	Critically comment on various private and public methods of funding and financing performing arts events	3

     

 Evidence location:         PA BLOG OR DVD OR PORTFOLIO IN PA OFFICE                                                                                                                                                                                                                                                                                                                                                                                                                                        

INTERIM GRADE 1 10/10/13 Assessor feedback	Joe, for task 1 part 1 you discuss some employment opportunities and functions in the Performing Arts.  You refer to a range of jobs and explain their roles well. You also explain how some of the jobs are linked to others. Tailors and Dressmakers: Both of these roles involve making new garments. The chances are that these workers would have undertaken an apprenticeship in the clothing industry and used this skills to get into theatre. Cutters: Cutters are assistants to the dressmakers. They cut out the patterns that are then sewn together to make costumes. You suggest progression routes Dressers: Dressers help the performers into their costume whilst having to make quick changes. People without much experience can undertake this role, although this job is usually used by those who have done theatre training and want to move up the ladder into qualified wardrobe work. You comment critically on their responsibilities and functions. During Rehearsals, DSM’s are responsible for maintaining the day’s schedule and to inform anyone involved in the production/performance of any changes. They are also responsible for making note of the time that each person involved in the performance leaves the theatre each night. They must inform the library staff when people get to the theatre, as well as when they leave. Before a rehearsal, they must prepare the stage by turning on the lights and contacting actors and crew members who are late. They must follow the script during rehearsals as the main job for a DSM on the night will be ‘following the book’ so it’s important that they know the performance extensively. Any changes to the script that happen in rehearsals will be written into the script by the DSM, and they must cue the actors after they are off book. As you can see, DSM’s have a very important job and have to do a lot of things. For task 1 part 2 you create a database for a theatre company GravityTheatre. You describe and explain the services provided by a range of organisations in the performing arts and how some of them interrelate with other area of the industry Props and Set Specialists: We will be hiring and buying props for our shows from different companies, as well as sourcing props from our own homes and previous shows. The three Businesses we will be using are the following: http://www.props4shows.co.uk/ http://www.borderstudio.com/ http://www.scenetec.co.uk/ We will be using Props 4 Shows for props and we will be using Border Studio to hire cloth back drops. Scenetec will be the ones who make our set. All of these businesses will have to work closely with the Artistic Director as it's he who has a vision of what he wants the show to look like; he will sit down with them and tell them what he wants and then they will make it.	grade achieved P1,M1   P3, M3	Date 6/11/13
Assessor’s summary: strengths and areas for development	Task 1 part 1 is strong – a good range of jobs well-described and often how some of them are linked. M1. Develop this to D1 by expanding the range of roles you describe in detail – you can also suggest more progression routes Task 2 part 2 you create a medium – sized database for a theatre company, you explain their roles well and sometimes how they interrelate Develop it into D3 by making it into a much larger list of services continuing to say clearly for each WHY they are there. Continue to develop your comments on how more of them can interrelate.
Learner’s comment and action plan (3 targets)	-       Go into more detail on the Costume department  instead of the brief summaries I have used. -       Include progression routes. -       Make a larger list of services and why we need them.