In one design day Tina had a visitor over from the USA called Jeff, he works at a university doing costume and design. He had recently design and built giant puppets for a promenade performance himself so he has experience with what complications I might come up against when building Kenneth the Sad Caterpillar.
I had had worries over my design for the wings and whether the structure was strong enough as well as what materials I should use and so wanted to discuss my design with him before he left to fly back home the next day. I found this to be a very lucky opportunity for me and would pick his brains for every little detail.
He had designed birds that had a wing span of eight feet that was controlled using sticks, unfortunately he did not had his designs with him so I was able to see for myself. He then drew the design he had used for his wings which turned to be quite similar to my design. He had built a structure for the whole wing because his bird would be flying horizontal where as mine only had a top half wing structure allowing gravity to pull the bottom half down. This was because my butterfly was vertical.
I then explained what the height and wing span I was hoping to get with my butterfly and that it would have the wings moving in a different way to a bird. I was also using sticks to control the wings but I needed something a little strong especially because it was going thirty feet in the air. I wanted to use stainless steel tubes that could be connected together but the weak point when having something that long would always be the join between the two tubes. What I would need to get is one long tube, which turned out that I could not get. The longest tube I could get hold of was eighteen foot; I then had to change the height of my design.
To build the structure of my wings I had been given some long strips of strong plastic which was very flexible. I showed these to Jeff to see whether they were going to be strong enough to hold the wings shape. He though that they were perfect for the job. Having a little flexibility in the wings would be better than having a ridged structure, this would allow the wings to move and bend with the wind without breaking.
I wanted the whole design to be light so I wanted to use a mesh material to make the wings so that the wind could pass through it. Jeff thought the mesh would be the lightest and easiest way to build my wings from and suggested ways of connecting the meshes together. I looked into getting different coloured plastic mesh so I would be able to create a pattern on the wings, this proved difficult because of the price and the colours I wanted. Tina found so cotton mesh that she thought would work for the wings and you could also dye the material to the colour I wanted. This meant that I could tie dye the wings so get the pattern of a butterfly wing.
After having this discussion with Jeff I was more confident with my design and felt comfortable that it would work especially now I had made improvements using Jeff’s knowledge.
Wednesday 13 May 2009
Monday 11 May 2009
Build and Construction Weekend
This weekend we had the whole cast helping the design team to put together, what would turn out to be a very successful weekend, the Sphinx, Kenneth the Sad Caterpillar and the remaining costumes and props. Th design team had spent some time planning the weekend so that everyone had something to do throughtout the whole day. We also sheduled lunch and when they were able to have a break. This was so we had a clear structure to the day.
We also needed to make a list of what was still left to do so that we could allocate people into what skills they had. We needed three people to work along side Carolina and Emma making, and sewing costumes as there is little space in Tina's cabin so having too many people in there just wouldn't work. Everyone else was put in the SU Hall where we were painting and making things waterproof. There was still a little paper mache to be done on the Spinx's face.
So with a timetable layed out and people allocated to their positions we began to race through the list and by four o'clock most of it was done. When had shedulade to finish at six then start again the next day, but we had finished at five and had everything done that was needed to be done over the whole weekend.
Now that we had done everything in one dy this left a free day from the directors to have an unexpected all day, all cast rehearsal which was needed because the story was changed for the better and we had to start finishing scenes so that we could have a full run by friday 15th July.
We also needed to make a list of what was still left to do so that we could allocate people into what skills they had. We needed three people to work along side Carolina and Emma making, and sewing costumes as there is little space in Tina's cabin so having too many people in there just wouldn't work. Everyone else was put in the SU Hall where we were painting and making things waterproof. There was still a little paper mache to be done on the Spinx's face.
So with a timetable layed out and people allocated to their positions we began to race through the list and by four o'clock most of it was done. When had shedulade to finish at six then start again the next day, but we had finished at five and had everything done that was needed to be done over the whole weekend.
Now that we had done everything in one dy this left a free day from the directors to have an unexpected all day, all cast rehearsal which was needed because the story was changed for the better and we had to start finishing scenes so that we could have a full run by friday 15th July.
The First Meeting with Tina
With this meeting in was more of a crash course in design and colours that would work when performing a promenade performance. The first thing that Tina tackled was colours. We had planned to give the audience members sashes that would symbolise which tribe they would belong to, so Tina explained which colours are effective when fighting against the greens of the grass and woods. Her way of explaining was to show the group what she meant so as Tina looked around see finds some athletes on the running track four of which are wearing dark browns, blacks and grey, the last athlete was wearing a pink t-shirt which drew your eyes to it immediately. These meant that the focus of the majority would do the same and so the character that we want to stand out, we would have to make sure the colours are correct same with if we want a character to blend into the background like a Tree Trickster. Moving on from colours Tina wanted to talk about fabrics and how they can be used to our advantage. We needed to use a mass amount of fabric which if we picked the wrong one we would have to hem the edges so all the fabric we get didn’t want to fray at the edges. This proved a genius idea when we changed our minds about the sashes the audience would wear. This changed to poncho’s thus creating the group the work load of making two hundred and fifty ponchos’.
Once Tina had finished she wanted to know what we had done so far from our theme to how we had decided to manage the project. We discussed what we thought epic was and how we could use this theme in our design ideas. The main theme that ran through our ideas was size. How big can we get everything? From this Tina raised the issues that were involved with constructing designs that big for example making sure that it would work from paper to reality, finding materials big and safe enough, especially as we were doing a show for two hundred children. After we had examined all possibilities that could go wrong Tina talked about the impact that if the ideas do work then it will leave a lasting impression in the audiences mind. Taking all this on board we set our sights to the future of our designs and set to work doing all the research required and making models.
Once Tina had finished she wanted to know what we had done so far from our theme to how we had decided to manage the project. We discussed what we thought epic was and how we could use this theme in our design ideas. The main theme that ran through our ideas was size. How big can we get everything? From this Tina raised the issues that were involved with constructing designs that big for example making sure that it would work from paper to reality, finding materials big and safe enough, especially as we were doing a show for two hundred children. After we had examined all possibilities that could go wrong Tina talked about the impact that if the ideas do work then it will leave a lasting impression in the audiences mind. Taking all this on board we set our sights to the future of our designs and set to work doing all the research required and making models.
The First Meeting with Tina
With this meeting in was more of a crash course in design and colours that would work when performing a promenade performance. The first thing that Tina tackled was colours. We had planned to give the audience members sashes that would symbolise which tribe they would belong to, so Tina explained which colours are effective when fighting against the greens of the grass and woods. Her way of explaining was to show the group what she meant so as Tina looked around see finds some athletes on the running track four of which are wearing dark browns, blacks and grey, the last athlete was wearing a pink t-shirt which drew your eyes to it immediately. These meant that the focus of the majority would do the same and so the character that we want to stand out, we would have to make sure the colours are correct same with if we want a character to blend into the background like a Tree Trickster. Moving on from colours Tina wanted to talk about fabrics and how they can be used to our advantage. We needed to use a mass amount of fabric which if we picked the wrong one we would have to hem the edges so all the fabric we get didn’t want to fray at the edges. This proved a genius idea when we changed our minds about the sashes the audience would wear. This changed to poncho’s thus creating the group the work load of making two hundred and fifty ponchos’.
Once Tina had finished she wanted to know what we had done so far from our theme to how we had decided to manage the project. We discussed what we thought epic was and how we could use this theme in our design ideas. The main theme that ran through our ideas was size. How big can we get everything? From this Tina raised the issues that were involved with constructing designs that big for example making sure that it would work from paper to reality, finding materials big and safe enough, especially as we were doing a show for two hundred children. After we had examined all possibilities that could go wrong Tina talked about the impact that if the ideas do work then it will leave a lasting impression in the audiences mind. Taking all this on board we set our sights to the future of our designs and set to work doing all the research required and making models.
Once Tina had finished she wanted to know what we had done so far from our theme to how we had decided to manage the project. We discussed what we thought epic was and how we could use this theme in our design ideas. The main theme that ran through our ideas was size. How big can we get everything? From this Tina raised the issues that were involved with constructing designs that big for example making sure that it would work from paper to reality, finding materials big and safe enough, especially as we were doing a show for two hundred children. After we had examined all possibilities that could go wrong Tina talked about the impact that if the ideas do work then it will leave a lasting impression in the audiences mind. Taking all this on board we set our sights to the future of our designs and set to work doing all the research required and making models.
Thursday 7 May 2009
Props and Set List
Props and Set
1. Puzzle – made from wood - 3 part key 1 part Jewel - Amir
2. Key - Amir
3. Lock - Amir
4. 4 x Flags – Tribal colours - Dan
5. 220 x Poncho’s – 55 x for each tribe – Tribal colours - Dan
6. Chocolates and sweets - Amir
7. Tree cast to fit puzzle in? - Amir
8. Portal - Dan
9. Sad Caterpillar/Butterfly - Dan
10. Cocoon - Dan
11. Instruments – Workshop children
12. Sphinx - Amir
13. Smoke for Milky the Magician - Matt
14. Pyro’s – Matthew Stenning risk assessment and responsibility?
15. Wooden Sword/Stick – Dan – Sekani
16. Pyro’s Risk Assessment
17. Pyro’s Hiring Equipment
1. Puzzle – made from wood - 3 part key 1 part Jewel - Amir
2. Key - Amir
3. Lock - Amir
4. 4 x Flags – Tribal colours - Dan
5. 220 x Poncho’s – 55 x for each tribe – Tribal colours - Dan
6. Chocolates and sweets - Amir
7. Tree cast to fit puzzle in? - Amir
8. Portal - Dan
9. Sad Caterpillar/Butterfly - Dan
10. Cocoon - Dan
11. Instruments – Workshop children
12. Sphinx - Amir
13. Smoke for Milky the Magician - Matt
14. Pyro’s – Matthew Stenning risk assessment and responsibility?
15. Wooden Sword/Stick – Dan – Sekani
16. Pyro’s Risk Assessment
17. Pyro’s Hiring Equipment
Monday 4 May 2009
Designing Kenneth the Sad Caterpillar
The first meeting we had as a design team went very successfully because of the way we were making decisions together and being very direct with our approach of ironing out the fine details. The reason for this directness, I think is because of the dynamic of the group. We had a few days where we were getting to know each other because, for me I had never worked with anyone in the design team before. Once we had settled into what needed to be done and the realisation of the task in front we went about making a decision about what our theme would be for our designs throughout the show.
Our main aim for the design team is the theme Epic. We would be using different mediums of stimulus to help inspire our own designs. The first medium that we looked at was The Lord of the Rings by J.R.R Tolken. The Epic scale that is used throughout the film in its character and costume and also the set was so visually exciting that I wanted to have a grand scale to all my designs. This is important for performing outside in Chiswick house so that all the two hundred strong audience would be able to see it and also for the design to create amazement to an older audience for example the parents of the children also need to enjoy the performance even though our target audience is primary school we need to consider everyone that is in the audience. This is why I wanted to use The Lord of the Rings as my main stimulus because it was made with a target audience that had already read the books and had their own idea of what the land and characters would like. So the design had to create something on screen that people could only imagine.
Now that our theme had been chosen we could more onto what needs to be design and built and general ideas for construction. We had been given the synopsis of the play to work with as our initial guide to what costumes, props, puppets and set where require for the show. We read through the synopsis again and made a list of everything that could be used. Then we divided the list into two groups: costume and props and set. We did this because we felt that all this work for one person to manage would be too much so in dividing into two groups we half the workload and it would be managed better throughout the building process. Carolina and Emma wanted to take on the role of designing and making the costume while I, Amir and Matt would organise the props and set for the show.
Now that we had been put into our groups our group then delegated who would take charge of individual designs and acquiring props. We worked from the big project first giving Amir the Sphinx, Matt risk assessments and pyrotechnics and I would take on the Caterpillar. (for full list refer to Props and Set List blog)
The concept of Kenneth was first brought before the group after the creative team and devised a synopsis of the performance we are doing on the 21st of May 2009. Kenneth is part of an adventure where the tribes of Kalku are thrown into the human world and have to find their way back home. On their was they meet several characters from a Milky Magician who wishes he was more musical and a sphinx that gives the tribes a riddle so they may obtain the last piece of the puzzle to bring life back to the Magical Tree of Kalku. Kenneth's task to get a piece of the puzzle for the tribes was to make him become a butterfly so he can become beautiful and happy.
When I first heard this I initially sketched a drawing of a Chinese dragon style caterpillar using hula hoops as the main structure, so when the design team met up after the meeting luckily Emma Harvey had the same idea and a very similar sketch. When it came down to the business of designating roles Emma wanted to design and make costumes and because we had the same idea she was happy for me to design and built Kenneth the Sad Caterpillar.
When I was designing Kenneth I first thought showered ideas and sketches as well as coming up with ideas for construction and the structure. Going from our first design meeting where we decided to design everything to an Epic standard, using Lords of the Rings and The Lion, the Witch and the Wardrobe as a simulus. I wanted to design Kenneth to be ten metres in length and width once it had become the butterfly.
Our main aim for the design team is the theme Epic. We would be using different mediums of stimulus to help inspire our own designs. The first medium that we looked at was The Lord of the Rings by J.R.R Tolken. The Epic scale that is used throughout the film in its character and costume and also the set was so visually exciting that I wanted to have a grand scale to all my designs. This is important for performing outside in Chiswick house so that all the two hundred strong audience would be able to see it and also for the design to create amazement to an older audience for example the parents of the children also need to enjoy the performance even though our target audience is primary school we need to consider everyone that is in the audience. This is why I wanted to use The Lord of the Rings as my main stimulus because it was made with a target audience that had already read the books and had their own idea of what the land and characters would like. So the design had to create something on screen that people could only imagine.
Now that our theme had been chosen we could more onto what needs to be design and built and general ideas for construction. We had been given the synopsis of the play to work with as our initial guide to what costumes, props, puppets and set where require for the show. We read through the synopsis again and made a list of everything that could be used. Then we divided the list into two groups: costume and props and set. We did this because we felt that all this work for one person to manage would be too much so in dividing into two groups we half the workload and it would be managed better throughout the building process. Carolina and Emma wanted to take on the role of designing and making the costume while I, Amir and Matt would organise the props and set for the show.
Now that we had been put into our groups our group then delegated who would take charge of individual designs and acquiring props. We worked from the big project first giving Amir the Sphinx, Matt risk assessments and pyrotechnics and I would take on the Caterpillar. (for full list refer to Props and Set List blog)
The concept of Kenneth was first brought before the group after the creative team and devised a synopsis of the performance we are doing on the 21st of May 2009. Kenneth is part of an adventure where the tribes of Kalku are thrown into the human world and have to find their way back home. On their was they meet several characters from a Milky Magician who wishes he was more musical and a sphinx that gives the tribes a riddle so they may obtain the last piece of the puzzle to bring life back to the Magical Tree of Kalku. Kenneth's task to get a piece of the puzzle for the tribes was to make him become a butterfly so he can become beautiful and happy.
When I first heard this I initially sketched a drawing of a Chinese dragon style caterpillar using hula hoops as the main structure, so when the design team met up after the meeting luckily Emma Harvey had the same idea and a very similar sketch. When it came down to the business of designating roles Emma wanted to design and make costumes and because we had the same idea she was happy for me to design and built Kenneth the Sad Caterpillar.
When I was designing Kenneth I first thought showered ideas and sketches as well as coming up with ideas for construction and the structure. Going from our first design meeting where we decided to design everything to an Epic standard, using Lords of the Rings and The Lion, the Witch and the Wardrobe as a simulus. I wanted to design Kenneth to be ten metres in length and width once it had become the butterfly.
Friday 27 March 2009
Workshop with 2nd Year St Mary's Students on the 26th March 2009
Workshop 26th March 2009 2nd Year St Mary’s Student
Attending: Dan Williams, Mathew Stenning, Amir Alizadeh and Kathleen O’Connell
Main Aim: To give the 2nd year students an example of a workshop that we would do in a primary school.
Warm-up 1:30pm
‘Name Game’
We started to get the students to say their name and something they like doing, for example ‘my name is Dan and I like swimming’.
Then the rest of the group repeats what they say, then onto the next person.
Extension - Get the group to add an action with the thing they like doing. This adds another dimension to the game by adding in a third thing to think about.
‘Wink Murder’
To choose a murderer, get the whole class to close their eyes while you chose a murderer by touching someone on their shoulder. Then get them to look around the circle at everyone, this will help they get re-orientated after having their eyes closed.
Get them to move slowly around the space making sure that the whole space is being used. If they get killed by the murderer, they have to die dramatically but if you felt that the pupil was holding back and you think they could do better, give them loads of encouragement and they will usual give it their all. Obviously don’t push too hard for them to do better because it might upset them and you would have to work really hard to gain their trust again.
Extension – try adding in a second murderer.
‘Fruit Picking’
You have apples in the trees (up high), peaches in the bushes (waist level) and strawberries on the floor (down low).
Tell the pupils which one they have to pick and get them to move in every direction to stretch e.g. pick apples and the pupils have to reach up high to pick them off the tree, etc
Workshop 1:50pm
The stimulus I used for this workshop was taken from a lesson plan that was used from Alexander Primary School. The idea behind the lesson was to describe how to download music to your grandma.
I gave them things to think about while they were in a circle before separating into groups for example the law behind downloading, why they should download music, how they can download, etc
Now they were in groups of between three and four. Within their groups they have to discuss everything to do with downloading music and why their grandma should download.
Using the information they have discussed they had to create a TV advert.
Extension – Before they create a TV advert they could design a poster informing the grandma how to download music.
Show 2:20pm
Get the group back into a circle after creating their TV advert and talk about what they had discussed in their smaller groups.
After get them to sit as an audience and get them to perform their adverts to the rest of the class.
Attending: Dan Williams, Mathew Stenning, Amir Alizadeh and Kathleen O’Connell
Main Aim: To give the 2nd year students an example of a workshop that we would do in a primary school.
Warm-up 1:30pm
‘Name Game’
We started to get the students to say their name and something they like doing, for example ‘my name is Dan and I like swimming’.
Then the rest of the group repeats what they say, then onto the next person.
Extension - Get the group to add an action with the thing they like doing. This adds another dimension to the game by adding in a third thing to think about.
‘Wink Murder’
To choose a murderer, get the whole class to close their eyes while you chose a murderer by touching someone on their shoulder. Then get them to look around the circle at everyone, this will help they get re-orientated after having their eyes closed.
Get them to move slowly around the space making sure that the whole space is being used. If they get killed by the murderer, they have to die dramatically but if you felt that the pupil was holding back and you think they could do better, give them loads of encouragement and they will usual give it their all. Obviously don’t push too hard for them to do better because it might upset them and you would have to work really hard to gain their trust again.
Extension – try adding in a second murderer.
‘Fruit Picking’
You have apples in the trees (up high), peaches in the bushes (waist level) and strawberries on the floor (down low).
Tell the pupils which one they have to pick and get them to move in every direction to stretch e.g. pick apples and the pupils have to reach up high to pick them off the tree, etc
Workshop 1:50pm
The stimulus I used for this workshop was taken from a lesson plan that was used from Alexander Primary School. The idea behind the lesson was to describe how to download music to your grandma.
I gave them things to think about while they were in a circle before separating into groups for example the law behind downloading, why they should download music, how they can download, etc
Now they were in groups of between three and four. Within their groups they have to discuss everything to do with downloading music and why their grandma should download.
Using the information they have discussed they had to create a TV advert.
Extension – Before they create a TV advert they could design a poster informing the grandma how to download music.
Show 2:20pm
Get the group back into a circle after creating their TV advert and talk about what they had discussed in their smaller groups.
After get them to sit as an audience and get them to perform their adverts to the rest of the class.
Responce to the workshop with Alexander Primary on the 10th March 2009
I found the workshop that I did with Alexander Primary on the 10th March 2009 was very rewarding. The main aim for the workshop was to take a group of pupils that were lacking in confidence and would not put their hands up if they didn’t understand.
I was working with a group of five pupils one of which is Polish. This pupil didn’t understand English very well and felt very shy to contribute even in this small group. Luckily I was in a group of five so when we paired off I wanted to work with him.
This gave me a chance to talk to him and try my best to encourage him to talk and have input into the making a poster. I even told him about when I travelled in Poland so we had some mutual ground. We then sat and we designed the poster.
What made this workshop worthwhile was at the end of the workshop we asked the cast for feedback and after a few pupils putting their hands up the Polish pupil put his hand up and gave feedback.
I was working with a group of five pupils one of which is Polish. This pupil didn’t understand English very well and felt very shy to contribute even in this small group. Luckily I was in a group of five so when we paired off I wanted to work with him.
This gave me a chance to talk to him and try my best to encourage him to talk and have input into the making a poster. I even told him about when I travelled in Poland so we had some mutual ground. We then sat and we designed the poster.
What made this workshop worthwhile was at the end of the workshop we asked the cast for feedback and after a few pupils putting their hands up the Polish pupil put his hand up and gave feedback.
Workshop for Alexander Primary School 10th March 2009
Workshop 10th March 2009 Alexandra Primary School
Attending: Dan Williams, Mathew Stenning and Amir Alizadeh
Main Aim: Help the pupils grow in confidence so they will have the confidence to put their hands up in class.
Warm-up 9:05am
‘Simon Says...’
With this game instead of using ‘Simon’ to lead the game, use you own name, in this case ‘Mr Williams Says ...’
I also decided to keep the instructions simple because this was the first workshop with the pupils who needed help with their confidence, e.g. Stand on one leg, pat your tummy, etc.
‘Wink Murder’
To choose a murderer, get the whole class to close their eyes while you chose a murderer by touching someone on their shoulder. Then get them to look around the circle at everyone, this will help they get re-orientated after having their eyes closed.
Get them to move slowly around the space making sure that the whole space is being used. If they get killed by the murderer, they have to die dramatically but if you felt that the pupil was holding back and you think they could do better, give them loads of encouragement and they will usual give it their all. Obviously don’t push too hard for them to do better because it might upset them and you would have to work really hard to gain their trust again.
Extension – try adding in a second murderer.
‘1, 2, 3’
Pair the group up and get them to say a number after each other.
E.g. Dan and Amir stand facing each other. Dan starts by saying ‘1’, Amir says ‘2’ then Dan says ‘3’. Continue and repeat.
Pick out pairs once everyone has had a go to show off their skills.
Workshop 9:30am
Now that we are all warmed up split we into 4 groups of 5-6 pupils. Within the groups we had to work with a lesson plan that was provided. We had to let the pupils to explain how to use a mobile phone to their grandma. Thinking of the benefits for a grandma to have a mobile, how to use it and also safe usage of a mobile. From this discussion we had to create a poster using all the information that they had come up with.
Continually encourage them in what they are doing.
Break 10:20am
Fruit and Milk 10:30am
Show off posters to the rest of the class.
Quick Warm-up 10:40am
‘Fruit Picking’
You have apples in the trees (up high), peaches in the bushes (waist level) and strawberries on the floor (down low).
Tell the pupils which one they have to pick and get them to move in every direction to stretch e.g. pick apples and the pupils have to reach up high to pick them off the tree, etc
Workshop – continued 10:45am
Using the mobile phone and grandma theme we separated back into our groups to work on 3 still images using a situation that involved a grandma and a mobile phone. Grandma falling and hurting herself and needing help so she uses the mobile phone to get help could be a good place to start.
Extension – try adding words and movements to give the still images life and explain that this could be a way of developing the images into a 2 minute acting piece. This could be done through thought tracking, role play or thought tunnel.
At the school they have child-friendly camcorders called ‘digi blue’ which can take videos and photos. This helped the pupils see the images better.
Show the images to the rest of the class
Finish 11:50am
Attending: Dan Williams, Mathew Stenning and Amir Alizadeh
Main Aim: Help the pupils grow in confidence so they will have the confidence to put their hands up in class.
Warm-up 9:05am
‘Simon Says...’
With this game instead of using ‘Simon’ to lead the game, use you own name, in this case ‘Mr Williams Says ...’
I also decided to keep the instructions simple because this was the first workshop with the pupils who needed help with their confidence, e.g. Stand on one leg, pat your tummy, etc.
‘Wink Murder’
To choose a murderer, get the whole class to close their eyes while you chose a murderer by touching someone on their shoulder. Then get them to look around the circle at everyone, this will help they get re-orientated after having their eyes closed.
Get them to move slowly around the space making sure that the whole space is being used. If they get killed by the murderer, they have to die dramatically but if you felt that the pupil was holding back and you think they could do better, give them loads of encouragement and they will usual give it their all. Obviously don’t push too hard for them to do better because it might upset them and you would have to work really hard to gain their trust again.
Extension – try adding in a second murderer.
‘1, 2, 3’
Pair the group up and get them to say a number after each other.
E.g. Dan and Amir stand facing each other. Dan starts by saying ‘1’, Amir says ‘2’ then Dan says ‘3’. Continue and repeat.
Pick out pairs once everyone has had a go to show off their skills.
Workshop 9:30am
Now that we are all warmed up split we into 4 groups of 5-6 pupils. Within the groups we had to work with a lesson plan that was provided. We had to let the pupils to explain how to use a mobile phone to their grandma. Thinking of the benefits for a grandma to have a mobile, how to use it and also safe usage of a mobile. From this discussion we had to create a poster using all the information that they had come up with.
Continually encourage them in what they are doing.
Break 10:20am
Fruit and Milk 10:30am
Show off posters to the rest of the class.
Quick Warm-up 10:40am
‘Fruit Picking’
You have apples in the trees (up high), peaches in the bushes (waist level) and strawberries on the floor (down low).
Tell the pupils which one they have to pick and get them to move in every direction to stretch e.g. pick apples and the pupils have to reach up high to pick them off the tree, etc
Workshop – continued 10:45am
Using the mobile phone and grandma theme we separated back into our groups to work on 3 still images using a situation that involved a grandma and a mobile phone. Grandma falling and hurting herself and needing help so she uses the mobile phone to get help could be a good place to start.
Extension – try adding words and movements to give the still images life and explain that this could be a way of developing the images into a 2 minute acting piece. This could be done through thought tracking, role play or thought tunnel.
At the school they have child-friendly camcorders called ‘digi blue’ which can take videos and photos. This helped the pupils see the images better.
Show the images to the rest of the class
Finish 11:50am
Friday 14 November 2008
DV8 ‘To Be Straight With You’ National Theatre
‘DV8 Physical Theatre's work is about taking risks, aesthetically and physically, about breaking down the barriers between dance, theatre and personal politics and, above all, communicating ideas and feelings clearly and unpretentiously. It is determined to be radical yet accessible, and to take its work to as wide an audience as possible.’
(www.dv8.co.uk, artistic policy)
To Be Straight With You is a piece of verboden theatre which challenges the audience to think about homophobia and what happens in every corner of the world in religion, governments and stereotypes. Because all the words were from songs, newspapers and interviews with people who have experienced the darker side of homophobia it makes the performance moving. In putting these words into physical form and performing on stage it brings to light just how sheltered we are living in the UK. It takes DV8 to produce a piece of theatre for us as an audience to sit up and take notice of what is happening in the world.
Although these words are just a catalyst, it is an astonishing piece of dance theatre. The movement created by these performers’ bodies is astounding. With their understanding of their bodies they push themselves to create movement so natural to them they can say a whole monologue while skipping with a rope. To be able to even speak let alone project your voice after 5 minutes of skipping amazes me. It is this dedication of DV8 and their performers to the movement that has always drawn me to their work.
Props are used throughout the performance to juxtapose the choreography. To go back to the monologue and the skipping rope. The monologue talks about how he was gay and because of his religion he could not tell his family. When his family finally found out the dad stabbed his own son down a back alley. Still alive he was left to die. While all this is being described he skips around the stage performing aesthetically pleasing moves in a child-like way. This playfulness of the skipping rope contrasted with the harsh reality of the monologue makes a stirring solo.
The use of technology was superb. From the simple use of chalk to high quality projection of the world that shows different countries which has homophobia in their government. Some even carry the death penalty if you are found to be gay. It is this kind of shock information that is carried through the performance and how naive people can be towards how people treat homosexuals even though we are all made from the same substance.
This complemented by the sharp choreography and understanding between performers produces one of the best pieces of theatre I have ever seen.
(www.dv8.co.uk, artistic policy)
To Be Straight With You is a piece of verboden theatre which challenges the audience to think about homophobia and what happens in every corner of the world in religion, governments and stereotypes. Because all the words were from songs, newspapers and interviews with people who have experienced the darker side of homophobia it makes the performance moving. In putting these words into physical form and performing on stage it brings to light just how sheltered we are living in the UK. It takes DV8 to produce a piece of theatre for us as an audience to sit up and take notice of what is happening in the world.
Although these words are just a catalyst, it is an astonishing piece of dance theatre. The movement created by these performers’ bodies is astounding. With their understanding of their bodies they push themselves to create movement so natural to them they can say a whole monologue while skipping with a rope. To be able to even speak let alone project your voice after 5 minutes of skipping amazes me. It is this dedication of DV8 and their performers to the movement that has always drawn me to their work.
Props are used throughout the performance to juxtapose the choreography. To go back to the monologue and the skipping rope. The monologue talks about how he was gay and because of his religion he could not tell his family. When his family finally found out the dad stabbed his own son down a back alley. Still alive he was left to die. While all this is being described he skips around the stage performing aesthetically pleasing moves in a child-like way. This playfulness of the skipping rope contrasted with the harsh reality of the monologue makes a stirring solo.
The use of technology was superb. From the simple use of chalk to high quality projection of the world that shows different countries which has homophobia in their government. Some even carry the death penalty if you are found to be gay. It is this kind of shock information that is carried through the performance and how naive people can be towards how people treat homosexuals even though we are all made from the same substance.
This complemented by the sharp choreography and understanding between performers produces one of the best pieces of theatre I have ever seen.
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