Year 13 Theatre!

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Year 13!

So year 13 has started and it is already stressing me out!! Over the summer holidays we each worked on our mock solo theatre piece for HL. We were tasked with creating an original piece of theatre based on aspects from Brecht's theatre. 

I decided to do research into Brecht's use of placards and projection as these were the two aspects of theatre that I found to be most interesting and also the most useful. 
I was pleased with my overall performance although I feel like I was over stressing too much for the performance itself, although the performance is only a small part of the project. The main bulk of the marks come from the written report which is submitted with the video of the performance. 

2 good things about my performance: 
  • The use of placards worked as planned and there wasn't any mistakes 
  • The projection system I had rehearsed worked well and didn't cause any of the problems that I thought it might, such as skipping a slide or not changing the slide in time. 
2 things to be improved about my performance: 

  • The use of lighting was quite a key element in the design of my piece, but since we didn't have the equipment in school to be able to create the 'camera flash' style lighting I wanted to create this was not in my actual performance. 
  • The table that I was sat behind in the performance was a school type desk, which was different to the one planned, as the one that I planned to use was a news conference style table which would of created the effect of being in a news conference. 

Our Thursday double lesson: 

For our two our Thursday lesson we spent the first hour reviewing all of the assessment criteria for the HL solo piece. We spent time looking specifically at what evidence was required in order to get the different marks. 
I found this part of the lesson extremely useful as I was originally very nervous about the performance, but in reviewing the mark scheme I learnt that most of the marks that you get awarded are based on evidence from the formal written report, this put my mind more at ease as it took some of the pressure of the performance itself. 

The second half of the lesson we moved into the studio where we were told to create freeze frames in order to represent where we feel we are in theatre now compared to the start of year 12. 
Here are the freeze frames that I created: 


This was the first freeze frame that I had created, for me this shows how I feel more accepted by the group than I did back in year 12. Since the start of year 12 I feel like I have become much closer with each member of the group and I no longer feel like an 'outsider' like I did at the start of last year. Since the start of year 12 I feel the group has really become a lot closer than it was, I feel this was helped by the ISTA trip at the start of year 1. 

I was given 10 seconds by Mr. Fearnehough to improve my piece, this is the revised version: 


This time I decided to change the look of my freeze frame. I decided to have the other three members of the group letting me in, as I felt this showed the idea of being 'accepted' better. From the two freeze frames, this was the one I preferred the most. 

Following on from our individual freeze frames we were asked to do one more freeze frame as a group, to show how we feel we work as a group. Here is what we came up with: 


This freeze frame shows the idea of support in our group. All of us are supporting one another in some way, you can see me and Meera are holding each other up back to back and the same is happening with Chloe and Emma, also Emma and Meera are holding hands again suggesting support. 

We we're again given 10 seconds to improve on our piece and that gave us the following: 

We decided to try and build on the idea of support even more and so we created the piece where we were all helping each other to stay up and help any one member of the group that is down. 



Beckett's Quad: 



We started work on a play by Samuel Beckett called 'Quad'. I was selected to be the director for this piece as I was the only one of the four who hasn't had a go at being director yet. 
First of all we decided to look at the script given (see above) and all tried to learn our specific route that we would have to follow, similar to having to learn lines. 



I found being director for this piece quite challenging as the script we were given was very primitive. This was challenging from the directors point of view as I really didn't have any information to go on as far as costume, and lighting. The one thing I was given was the fact that percussion needed to be used in the piece, but it did not say how percussion needed to be used. I had many questions about what this play could be trying to represent: 
  • Could it be representing life?
  • Why is the idea of 'quad' or 4 so important? 
  • Why is point E important? 
  • What does point E represent? 
  • Do the characters ever meet? 
  • Why do characters mirror each other? 
  • What type of percussion is supposed to be used? 


















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