This week was the week of the dance show. In the dance show we performed as a class our dance unit piece based on The Media as well as two numbers from We Will Rock You, this allowed us to be assessed in our dance units but also test out the choreography of the numbers to see if they worked effectively in the space as well as with the audience.
In the day we do a tech run for the show, to test out the transitions between our numbers and the others, as well as the lighting in comparison to the costume and the theme of the dance. As a group we had to have a lot of patience as it takes a while to get all the different elements right and then trial them out a few times, also requiring focus. If we had any issues or queries with our set in the show we had to tell Kat therefore we had to listen carefully to one another whether it was incase we knew the answer/solution and could help, so that someone else who may know could help or Kat could answer so communication was key between us as a team in this activity.
When we finished we were allowed to split off and work on whatever piece that we needed to sort, due to an knee injury i sustained back in October i had only been given the clear to dance a few days before and had decided as i knew some of the dance from before to give it a try and input myself where i could and was safe. I asked help from some of my peers who knew the choreography i was out for the help me make sure i knew it right and how i could develop it so that i didn't have to use my knee so much, this was very supportive of them and made me feel a lot more confident for the performance as i really didn't want to let them down.
Shortly after we had to start getting ready for the actual performance, within the show order our Media piece was in the first half and our musical numbers were ending the show, allowing us enough time to be prepared for the different numbers individually as well as an ensemble.
As a result I think the performances went really well, within the media piece I wasn't involved in a lot of it as mentioned, so felt very proud to see my class perform so well a piece they had been working hard on for so long and happy i could support them the best I can. We all performed we high level focus and musicality and facial expressions allowing us to really express the themes of our performance and make an overall dynamic and effective piece as an ensemble.
To improve I feel that I could include more fluidity in my movement, this could be attained by gaining more core strength and flexibility, through weekly stretches, giving me more control over my body as a result. As a group I feel our performance skills and communication were very strong in this event and really helped us develop as a musical ensemble and a team, however we could still improve on our focus within rehearsals so that we use all time efficiently.
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In the second part of the week we worked on Act 1, costumes and the musical numbers. However we started off with working on Bohemian rhapsody, as this was something we had only vaguely worked on and needed to be looked at in more detail, for example it was quite hard for each vocal group to hear what part they were singing and what key to sing it in, this took quite a bit of time and a lot of patience from us all, which is one of our biggest targets as a group, this task however really allowed us to develop this skills a group, listening to one another and helping each other. We found as a good way of remembering the notes were to record the different groups so that could practice them at home and work on other things in this session using our time more efficiently, and really testing everyones commitment. In the tempo change of the song I struggled to find the key change for us singing the higher octave, but my cast mates helped me out with it and so we could sing it effectively.
I feel within this session I that everyones peer support and communication was strong and created a positive vibe and therefore a good result with the song, i feel i contributed to this with helping others with timing and notes for their different sections and then getting help in return.
Running act one we changed a few things as well as developed little things so that they were more refined, a lot were cases in which people didn't know all they're roles off cast like being a guard or a yuppie, which were very key fro different transitions, this was easily solved as once we gathered one of a double cast was doing something then the other noted that they were too and what that section entailed. In this we really listened to one another as it was the case of some people had been here and some hadn't so had to retrieve all useful information so we could keep moving forward and a group and production.
A lot of what we ended working on in more detail were the musical numbers as they required more time and the right people. So after completed the run through we went back and worked on a few more of the songs in more detail such as Somebody to Love and Play the Game. Focusing on the first, I added to this in the role of a Teen Queen, in this scene we are there as "bullies" against Scaramouche and to highlight her contrastive behaviour compared to them, as this is scaramouches song we only act as back up singers, however we hadn't worked in detail on our vocal arrangement for this song so this is something we need to do in the future. When discovering what needed work it was taking note of so that we could fit it all in and has special time to work on those numbers and scenes.
I think that our performance and preparation will really start to improve with organisation such as scheduling extra rehearsals and a time plan to fit different things in, also to really focuses on all our different characters whether it be on or off cast so we can add to the different in dynamics in the scenes and know what is going on at all times. Personally I feel I need to develop my character knowledge for the gaga kids/teen queens and guards, as they are not ones i have looked into as much and want to be confident so that i can support the others to create stronger scenes.
Friday 30 December 2016
Saturday 17 December 2016
week of the 28/11/17
This week we focused a lot on the blocking of act 2. For act two my character is only in a few scenes near the beginning and end. Most of these were ensemble numbers so allowed me to explore more of my characters relationships within the groups.
A big scene I'm involved with was the torture scene near the beginning of act 2, within this scene my character Meat and some other captured bohemians are tied up by Khashoggi into an electrocution mechanism which he uses against them when they don't answer his questions or insults him.
This was a fun one to work on as a group as we had to work out how to be in sync with one another when being electrocuted, this took a while to work out because we had to sing the flash before screaming without a cue we had to develop our own technique. However in this rehearsal we were doing it with off cast members and it may not be them in the actual performance therefore will have to create a technique that is easy to teach on to the year twelves, so can do with ease and won't waste time. As well as this we had to make it believable so we played around with a few types of scream and people had different ideas on how it would sound as well as our director so we tried out the different suggestions until we found one that we all liked, this took patience and focus but we achieved it in the end. We then tried it in both casts so they could get used to it.
In this session I found it challenging to focus near the end, due to repetition of our activity, as a group we all started to lose our focus so I think in future we need to maybe plan to do it in a smaller session so we don't take up too much of the whole groups time, so we use our class time efficiently as an ensemble.
Another scene in which I was more involved was the bar scene with Pop in the Seven seas of rye. In this we were able to work with the year twelves, which really allowed us to develop as an ensemble working with new people and creating the right atmospheres within scenes.
In this scene my character had been brain drained of all knowledge of who she is and what she believes in so is quite dreary and zoned out with the rest of the members of the bar. This particular scene was a very long scene, therefore we as a group had to have a lot of patience going through it and working out what was effective and what wasn't for those with lines and our reactions. However doing it over a few times allowed us to really get the gist of the scene as a group and our parts within it so we could really get our characterisation right this took a lot of focus from us all.
As a group we worked on the song bohemian rhapsody with the movements, we had done this before with just our class and done a rough cut of the number. So this time we had to incorporate the year twelves this took communication from us year 13s and 14s as we had already spent a lot of time on it so again had to be patient, listen to any of their queries and get it settled.
The beginning section wasn't too bad as we are split into small groups, so we just added 12s into each group and then could teach them our parts individually, for this i took a leadership within my group so they didn't get confused, as my groups section was the first part of the ensemble part, timing was easy to teach so just had to go over our verse, my group were good listeners so it went well and didn't take much time. I think my peer support here worked well as otherwise they may have been confused and it could have taken up a lot of time so helped us to work successfully.
Adding movement to the bigger sections became difficult as their was so many of us and the movement couldn't be too distracting compared to the words as well as the galileo/scaramouche of the song. This could have been improved if we had planned more in advance or split off into different groups.
As a whole I need to develop my focus when I start to get tired of lose concentration even if others are displaying a lack of focus to not join in and try to help them regain focus as well, this will help us get certain jobs done faster and work more efficiently as a group.
A big scene I'm involved with was the torture scene near the beginning of act 2, within this scene my character Meat and some other captured bohemians are tied up by Khashoggi into an electrocution mechanism which he uses against them when they don't answer his questions or insults him.
This was a fun one to work on as a group as we had to work out how to be in sync with one another when being electrocuted, this took a while to work out because we had to sing the flash before screaming without a cue we had to develop our own technique. However in this rehearsal we were doing it with off cast members and it may not be them in the actual performance therefore will have to create a technique that is easy to teach on to the year twelves, so can do with ease and won't waste time. As well as this we had to make it believable so we played around with a few types of scream and people had different ideas on how it would sound as well as our director so we tried out the different suggestions until we found one that we all liked, this took patience and focus but we achieved it in the end. We then tried it in both casts so they could get used to it.
In this session I found it challenging to focus near the end, due to repetition of our activity, as a group we all started to lose our focus so I think in future we need to maybe plan to do it in a smaller session so we don't take up too much of the whole groups time, so we use our class time efficiently as an ensemble.
Another scene in which I was more involved was the bar scene with Pop in the Seven seas of rye. In this we were able to work with the year twelves, which really allowed us to develop as an ensemble working with new people and creating the right atmospheres within scenes.
In this scene my character had been brain drained of all knowledge of who she is and what she believes in so is quite dreary and zoned out with the rest of the members of the bar. This particular scene was a very long scene, therefore we as a group had to have a lot of patience going through it and working out what was effective and what wasn't for those with lines and our reactions. However doing it over a few times allowed us to really get the gist of the scene as a group and our parts within it so we could really get our characterisation right this took a lot of focus from us all.
As a group we worked on the song bohemian rhapsody with the movements, we had done this before with just our class and done a rough cut of the number. So this time we had to incorporate the year twelves this took communication from us year 13s and 14s as we had already spent a lot of time on it so again had to be patient, listen to any of their queries and get it settled.
The beginning section wasn't too bad as we are split into small groups, so we just added 12s into each group and then could teach them our parts individually, for this i took a leadership within my group so they didn't get confused, as my groups section was the first part of the ensemble part, timing was easy to teach so just had to go over our verse, my group were good listeners so it went well and didn't take much time. I think my peer support here worked well as otherwise they may have been confused and it could have taken up a lot of time so helped us to work successfully.
Adding movement to the bigger sections became difficult as their was so many of us and the movement couldn't be too distracting compared to the words as well as the galileo/scaramouche of the song. This could have been improved if we had planned more in advance or split off into different groups.
As a whole I need to develop my focus when I start to get tired of lose concentration even if others are displaying a lack of focus to not join in and try to help them regain focus as well, this will help us get certain jobs done faster and work more efficiently as a group.
Tuesday 13 December 2016
Sunday 11 December 2016
6/12/16 - first run through
chorus/cop - For this we have to surround Pop/Jade holding a rock position, we do this on a lower level as it shows jade off. We then proceed to carry her off when told to take her away.
Gaga Kid - In the opening - radio gaga -
As Emily and I choreographed this number we said we would be in it to boost the numbers as well as be able to help within the rehearsals if there were queries with counts or formations.
Gaga kids are very clone like, therefore we all decided that we should sound quite dead but with a robotic edge to our voices when saying choral lines, as well as making our movements quite isolated to once again give of that mechanical vibe. Making this a decision was effective as we were all the same, making our performance as a group more effective as well as enhancing the point of our characters, the point of our characters being to show how people have been brainwashed to believe all these rules are the way they should be and that all personality has been drained from life.
I found it quite hard to not show emotion within my voice so had to really try within vocalizing the gaga lines so I didn't sound different to everyone else. Some of the others struggle with the timing of the actions within our scene so when we had a spare five minutes I went through with them so they could understand it easier and give them better ways of remembering the timing like cue words, as not all of them were used to doing counts and timing, which was an important factor within this scene and dance.
I think that we still need to work on timing within the song but we are sorting by adding more rehearsals however we will have to practice adding time for doing it with the set as a lot of the movements will be slightly longer if they were walking up or through the set pieces. This will help the overall performance as well because the formations have a vital role within this particular number adding to the theme of the number.
Teen Queen -
In this number we act as bullies against Scaracmouche as the Teen Queens. The Teen Queens were the same as the GaGa kids but more exclusive and have more status being very fashionable (if you could use that term for people in the gaga world). I was Teen Queen 3, so had a few lines, for this character I very much got influence from the stereotypical american school girl bully, who think they are too good for anyone or anything and are very irritating. We all kind of embodied the style of someone from Essex with our vocal choices just with a more annoying twang to it, which instantly shows the audience who we are as a group and the effect we have on the other Gaga people in this instance Scaramouche and highlighting our status.
In Scaramouches song Somebody to Love we act as background singers, but at the same time we act as her conscience. As this is her big song we didn't want to attract attention so we limited the movement to step clicks, sways and just standing and using our acting more than movement to give more of an effect with Scaramouche, also showing how much of an outcast she is with the contrast between her and us.
As a group our job was to intimidate Scaramouche or attempt to as well as show our status and roles within the world of GaGa, I think we did this effectively through our movement, vocal choices and clothing.
Super Yuppie/ Second Cop -
For this the super yuppies were always off cast characters, we came in to add to numbers for the Yuppies as well as being more involved in the scenes than the other Yuppies as we were in rehearsals more than them. For this character we were involved in the numbers Killer Queen, Play the Game and Its a Kind Of Magic. After the first two numbers is when we swap to Cops but still as super yuppies. For the second cop we had to be quite aggressive so i enthused the into my voice when saying my lines to the prisoner (Galileo), we did this to intimidate him more and add more tension to the scene. It was quite hard at first to find the right tone exactly without it sounding stupid or weird so I had a play around with different tones when with the other cops so I could make it correct.
In this rehearsal we had a lot of problems with the cop scene so I suggested that we all created a timing for what we were doing or used cue lines, this let us work a lot more efficiently and quickly with getting it right even if it wasn't what we eventually went with. I learnt that visual contact is important within scenes when communicating, we had a very important job as the cops to create the laser cell with torches in the dark, we had to all have good eye communication so that they turn on/off at the same time as well as moved at the same speed and angle to give the right impression of the cage to the audience after a few tries and timing run throughs we started to get better at it making it more effective.
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overall in this rehearsal I felt that I applied a lot of ensemble skills within rehearsing these particular scenes to work more effectively as a group, such as focus, listening to others and commitment. I think for future rehearsals I need to develop more communications skills so that we work as a more successful musical ensemble.
Gaga Kid - In the opening - radio gaga -
As Emily and I choreographed this number we said we would be in it to boost the numbers as well as be able to help within the rehearsals if there were queries with counts or formations.
Gaga kids are very clone like, therefore we all decided that we should sound quite dead but with a robotic edge to our voices when saying choral lines, as well as making our movements quite isolated to once again give of that mechanical vibe. Making this a decision was effective as we were all the same, making our performance as a group more effective as well as enhancing the point of our characters, the point of our characters being to show how people have been brainwashed to believe all these rules are the way they should be and that all personality has been drained from life.
I found it quite hard to not show emotion within my voice so had to really try within vocalizing the gaga lines so I didn't sound different to everyone else. Some of the others struggle with the timing of the actions within our scene so when we had a spare five minutes I went through with them so they could understand it easier and give them better ways of remembering the timing like cue words, as not all of them were used to doing counts and timing, which was an important factor within this scene and dance.
I think that we still need to work on timing within the song but we are sorting by adding more rehearsals however we will have to practice adding time for doing it with the set as a lot of the movements will be slightly longer if they were walking up or through the set pieces. This will help the overall performance as well because the formations have a vital role within this particular number adding to the theme of the number.
Teen Queen -
In this number we act as bullies against Scaracmouche as the Teen Queens. The Teen Queens were the same as the GaGa kids but more exclusive and have more status being very fashionable (if you could use that term for people in the gaga world). I was Teen Queen 3, so had a few lines, for this character I very much got influence from the stereotypical american school girl bully, who think they are too good for anyone or anything and are very irritating. We all kind of embodied the style of someone from Essex with our vocal choices just with a more annoying twang to it, which instantly shows the audience who we are as a group and the effect we have on the other Gaga people in this instance Scaramouche and highlighting our status.
In Scaramouches song Somebody to Love we act as background singers, but at the same time we act as her conscience. As this is her big song we didn't want to attract attention so we limited the movement to step clicks, sways and just standing and using our acting more than movement to give more of an effect with Scaramouche, also showing how much of an outcast she is with the contrast between her and us.
As a group our job was to intimidate Scaramouche or attempt to as well as show our status and roles within the world of GaGa, I think we did this effectively through our movement, vocal choices and clothing.
Super Yuppie/ Second Cop -
For this the super yuppies were always off cast characters, we came in to add to numbers for the Yuppies as well as being more involved in the scenes than the other Yuppies as we were in rehearsals more than them. For this character we were involved in the numbers Killer Queen, Play the Game and Its a Kind Of Magic. After the first two numbers is when we swap to Cops but still as super yuppies. For the second cop we had to be quite aggressive so i enthused the into my voice when saying my lines to the prisoner (Galileo), we did this to intimidate him more and add more tension to the scene. It was quite hard at first to find the right tone exactly without it sounding stupid or weird so I had a play around with different tones when with the other cops so I could make it correct.
In this rehearsal we had a lot of problems with the cop scene so I suggested that we all created a timing for what we were doing or used cue lines, this let us work a lot more efficiently and quickly with getting it right even if it wasn't what we eventually went with. I learnt that visual contact is important within scenes when communicating, we had a very important job as the cops to create the laser cell with torches in the dark, we had to all have good eye communication so that they turn on/off at the same time as well as moved at the same speed and angle to give the right impression of the cage to the audience after a few tries and timing run throughs we started to get better at it making it more effective.
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overall in this rehearsal I felt that I applied a lot of ensemble skills within rehearsing these particular scenes to work more effectively as a group, such as focus, listening to others and commitment. I think for future rehearsals I need to develop more communications skills so that we work as a more successful musical ensemble.
Sunday 4 December 2016
Week of 21/11/16
In this week we had our final sessions on developing and planning our Durrington performance before actually performing on the 24th.
In this lesson we went off into our song groups and worked more in depth on our songs for the performance and perfecting them, a decision that was made at the beginning of the session was for people to try dialogue before their sections to see if it made it better or helped as a transition into the next section or from the previous one.
Luckily for us we have dialogue that leads into our song so we chose that as our section and started to incorporate it to work with our choreography for the beginning of the number. The hardest part of our section was the transition between double casts within the number as ours was quite fast so we had to make sure that were in the correct place before the change other wise the choreography didn't work at all.
Through focus and practicing over and over we got it down before we had to show case what we had down to the others. We all performed to each other and then gave one another feedback, with what we felt worked well and was effective and what could maybe be adapted or improved slightly.
We token all the feedback and wrote down in the form of targets to do for next lesson mine were to learn the lines for the beginning of the scene and emily and I also chose to keep rehearsing the song and movement as our other target. Doing this shall allow us to put more characterisation and energy into our performance as will be confident with what we are doing add to the performance as a whole.
In this lesson I felt like I really worked as a part of the team and even took some leadership within my small group for choreography so our section was more structured. Ive learnt that organisation is very key with working in a large group and makes everything run smoother.
Unit 40 Durrington High rehearsals 1
Unit 40 Durrington High rehearsals 7
In this lesson we went off into our song groups and worked more in depth on our songs for the performance and perfecting them, a decision that was made at the beginning of the session was for people to try dialogue before their sections to see if it made it better or helped as a transition into the next section or from the previous one.
Luckily for us we have dialogue that leads into our song so we chose that as our section and started to incorporate it to work with our choreography for the beginning of the number. The hardest part of our section was the transition between double casts within the number as ours was quite fast so we had to make sure that were in the correct place before the change other wise the choreography didn't work at all.
Through focus and practicing over and over we got it down before we had to show case what we had down to the others. We all performed to each other and then gave one another feedback, with what we felt worked well and was effective and what could maybe be adapted or improved slightly.
We token all the feedback and wrote down in the form of targets to do for next lesson mine were to learn the lines for the beginning of the scene and emily and I also chose to keep rehearsing the song and movement as our other target. Doing this shall allow us to put more characterisation and energy into our performance as will be confident with what we are doing add to the performance as a whole.
In this lesson I felt like I really worked as a part of the team and even took some leadership within my small group for choreography so our section was more structured. Ive learnt that organisation is very key with working in a large group and makes everything run smoother.
Unit 40 Durrington High rehearsals 1
Unit 40 Durrington High rehearsals 7
Monday 21 November 2016
Week of the 14/11/16
In this week we had started preparing for our workshop and performance at Durrington high school which will take place on 24/11/16.
We started by having a group discussion on what we wanted our performance and workshop to consist of, some people took notes whilst the majority of us discussed. However we all had lots of different ideas so we had to take it slower because too many people would talk at one time so patience was a very important in this session, we really needed to attain this skill with one another to get work done as well as for when working on the show itself. I think our communication skills slowly improved within this session, eventually hearing everyones different ideas and suggestions which then helped us to make a final outcome.
Although it took a while we eventually came up with the plan of having a mini medley of the show of some of the numbers had done as well as what included everyone as their roles, so we chose songs such as Under Pressure, Radio Gaga, I want it all, Its a Kind of Magic, and We are the champions. I think this was a good choice of songs as it allowed everyone to display their roles within the performance and to play a part in the front and ensemble.
The overall plan we consummated was, a warm up with the students so they were all lively and in the right mood, so maybe a few drama games like splat or don't show keith your teeth, this allowed us to get them in the right spirits as well as work out what kind of group they were. We then would show them our medley performance, then do a workshop with them based on our performance, get them to show it and then a question and answer at the end of the session.
After coming up with our final plan we divided into two groups, the performance and the workshop. Each group were in charge of creating in more detail their section.
I went with the Performance team as felt my skills would work better there than with the workshop side.
We went into the dance studio and with the list of songs we had chosen we went through listening to them and deciding what order they should be as well as who long each section should be. This took a while as we had to make sure that everyone was happy but also that it made sense to people who were watching and may not have ever seen WWRY before. I felt that we were all really focused within this time and created a really effective arrangement. As a lot of the parts were double cast we had to split the sections in half again for each cast.
My section was I Want It All with Emily, we took the first half of the song as we hadn't done it together in a while as well as Durrington being my old high school they gave me the option which was really nice of the group.
We then went back in with the other group, and discussed what we had done to each group, the workshop lot had created a really cool workshop plan for the kids to do freeze frames to lines chosen from the song Radio Gaga. I felt like they had chosen really well and created an effective task for the students and had put a lot of thought and effort into their task.
After this we split up into our performance sections so I went off with Emily and Olivia, to focus on I Want It All. This was actually really fun to do as we hadn't yet blocked I want it all so it allowed us to play around with different ideas we all had, we really listened to one another and incorporated each others ideas and thoughts to create our final blocking of the number which I really liked.
I think overall in this session we worked really well as an ensemble, we still need to work on our communication with one another more but our focus and commitment was very strong with each other and the task at hand so came out with a god result. I feel that I learnt that with patience and communication things can get done a lot quicker and effectively as a group. I think our focus and commitment really allows us to create an effective piece overall even if we had a few bumps on the way there, but now we know we should be able to get through tasks a lot quicker now as a team.
We started by having a group discussion on what we wanted our performance and workshop to consist of, some people took notes whilst the majority of us discussed. However we all had lots of different ideas so we had to take it slower because too many people would talk at one time so patience was a very important in this session, we really needed to attain this skill with one another to get work done as well as for when working on the show itself. I think our communication skills slowly improved within this session, eventually hearing everyones different ideas and suggestions which then helped us to make a final outcome.
Although it took a while we eventually came up with the plan of having a mini medley of the show of some of the numbers had done as well as what included everyone as their roles, so we chose songs such as Under Pressure, Radio Gaga, I want it all, Its a Kind of Magic, and We are the champions. I think this was a good choice of songs as it allowed everyone to display their roles within the performance and to play a part in the front and ensemble.
The overall plan we consummated was, a warm up with the students so they were all lively and in the right mood, so maybe a few drama games like splat or don't show keith your teeth, this allowed us to get them in the right spirits as well as work out what kind of group they were. We then would show them our medley performance, then do a workshop with them based on our performance, get them to show it and then a question and answer at the end of the session.
After coming up with our final plan we divided into two groups, the performance and the workshop. Each group were in charge of creating in more detail their section.
I went with the Performance team as felt my skills would work better there than with the workshop side.
We went into the dance studio and with the list of songs we had chosen we went through listening to them and deciding what order they should be as well as who long each section should be. This took a while as we had to make sure that everyone was happy but also that it made sense to people who were watching and may not have ever seen WWRY before. I felt that we were all really focused within this time and created a really effective arrangement. As a lot of the parts were double cast we had to split the sections in half again for each cast.
My section was I Want It All with Emily, we took the first half of the song as we hadn't done it together in a while as well as Durrington being my old high school they gave me the option which was really nice of the group.
We then went back in with the other group, and discussed what we had done to each group, the workshop lot had created a really cool workshop plan for the kids to do freeze frames to lines chosen from the song Radio Gaga. I felt like they had chosen really well and created an effective task for the students and had put a lot of thought and effort into their task.
After this we split up into our performance sections so I went off with Emily and Olivia, to focus on I Want It All. This was actually really fun to do as we hadn't yet blocked I want it all so it allowed us to play around with different ideas we all had, we really listened to one another and incorporated each others ideas and thoughts to create our final blocking of the number which I really liked.
I think overall in this session we worked really well as an ensemble, we still need to work on our communication with one another more but our focus and commitment was very strong with each other and the task at hand so came out with a god result. I feel that I learnt that with patience and communication things can get done a lot quicker and effectively as a group. I think our focus and commitment really allows us to create an effective piece overall even if we had a few bumps on the way there, but now we know we should be able to get through tasks a lot quicker now as a team.
Sunday 13 November 2016
week of 7/11
In this week we once again divided the time between costume and We Will Rock You.
When we were working on WWRY, in this lesson we blocked the second half of act one, this was a large section for my character so I was involved in a lot in this district. A lot of my scenes require a group of us so I was able to use many skills working as an musical ensemble as we worked on lightly blocking ensemble numbers.
The two main ensemble numbers we blocked in this lesson were I Want It All and Crazy Little Thing Called Love, As Brit and Meat have centric roles within these numbers Emily and I had to make sure we gave all our focus and energy into it because if we don't it will make everyone else feel like they don't have to, so we had to create the right atmospheres to make the numbers come alive and not drop.
Doing this required us to use a range of performance skills within the numbers, such as interaction - reaction as well as facial expressions. Especially with facial expressions as both songs have strong meanings and messages so using this skill adds dynamics to the performance also making it more understandable.
To add to this as our characters are the leaders of our 'pack' we influence the others characters a lot as they feed off of us so we set the mood and therefore demonstrate our leadership and status within the songs.
In this lesson I found building rapport and non-verbal communication with the other characters was quite challenging as I was mainly working with Emily on our sections and lines focusing on blocking our movements to work I will learn my lines and blocking for the scene so next time I can work on these ensemble skills more.
Even though these were the skills I found challenging I think my peer support and communication between blocking and in other scenes was effective as I had more of an understanding of the bohemian characters from seeing and studying the show before I could help them with characterisation and what certain people would do on simple scenes like sitting and improvising.
In this lesson I think my ensemble skill strengths were focus and commitment, I think I was really into this lesson making sure I was taking notes as well doing the blocking effectively infusing my character interpretation to make it more personalised.
When we were working on WWRY, in this lesson we blocked the second half of act one, this was a large section for my character so I was involved in a lot in this district. A lot of my scenes require a group of us so I was able to use many skills working as an musical ensemble as we worked on lightly blocking ensemble numbers.
The two main ensemble numbers we blocked in this lesson were I Want It All and Crazy Little Thing Called Love, As Brit and Meat have centric roles within these numbers Emily and I had to make sure we gave all our focus and energy into it because if we don't it will make everyone else feel like they don't have to, so we had to create the right atmospheres to make the numbers come alive and not drop.
Doing this required us to use a range of performance skills within the numbers, such as interaction - reaction as well as facial expressions. Especially with facial expressions as both songs have strong meanings and messages so using this skill adds dynamics to the performance also making it more understandable.
To add to this as our characters are the leaders of our 'pack' we influence the others characters a lot as they feed off of us so we set the mood and therefore demonstrate our leadership and status within the songs.
In this lesson I found building rapport and non-verbal communication with the other characters was quite challenging as I was mainly working with Emily on our sections and lines focusing on blocking our movements to work I will learn my lines and blocking for the scene so next time I can work on these ensemble skills more.
Even though these were the skills I found challenging I think my peer support and communication between blocking and in other scenes was effective as I had more of an understanding of the bohemian characters from seeing and studying the show before I could help them with characterisation and what certain people would do on simple scenes like sitting and improvising.
In this lesson I think my ensemble skill strengths were focus and commitment, I think I was really into this lesson making sure I was taking notes as well doing the blocking effectively infusing my character interpretation to make it more personalised.
Thursday 10 November 2016
10/11/16 - costume
For costume we were working on more of the analytical elements of the unit such as why are they wearing but not just the simple reason using tools such as P.E.E, Point Evidence and Explanation. Going into more detail, you could say that for an example Santa Clause wears his suit because it his uniform but he wears it because the red symbolises happiness and joy and the christmas feel and the white accents could symbolise the religious side and snow.
We exercised this skill through analysing what Sax and Max were wearing and creating a reason why we thought they were wearing that particular clothing, also our description should be descriptive enough that someone could create an exact image of them just using our analysis and descriptions.
We exercised this skill through analysing what Sax and Max were wearing and creating a reason why we thought they were wearing that particular clothing, also our description should be descriptive enough that someone could create an exact image of them just using our analysis and descriptions.
Tuesday 8 November 2016
Cover Letter - PAB
What should be included within a cover letter?:
A cover letter should have around five sections within it including and opening and closing section. You should explain why you are writing, how you knew about the project or job, your suitability, what you can do within this job. And then just reiterate the points of why you are eligible for the job and would be the perfect match before signing off and attaching your cv.
My Cover Letter - Front Of House Performance Team
Dear Mr Peck,
I am contacting you as I would like to be considered for Christmas temp for the Front Of House Performance Team. I discovered this offer from http://www.artsjobs.org.uk/ through email.
I think that I am suitable for the job as I have a favourable and helpful personality as well as having a great deal of patience which I think is needed for this type of occupation. As a Performing Arts specialist, I am very good at working as part of team as well as taking lead within a crisis or if necessary for some reason. This also helps with being able to work efficiently within a busy environment. My qualifications consist of a Musical Theatre BTEC, Creative Media BTEC, Dance AS and Art AS. These give me a range of skills making me adaptable to many tasks you may encounter a part of this job.
I think that I can really add to the company through my diversity as I am able to contribute to many areas in which are needed for this occupation, my adaptability will help make a less stressful environment within emergencies or tricky situations, I also have been working as a sales advisor at a jewellers the last year so will be able to use these skills to help maximise the font of house sales, it also allows me to have a positive relationship with customers.
I am really interested in this role as I like a challenge, to be occupied a lot of the time and always giving 110%. I enjoy working as a team which is a important part of the role as it requires to working with one another a lot. Saying this I was hoping to meet with you for an interview to apply for the job, if interested please contact me.
Yours sincerely,
Talia Murphy
mobile: 07788292751
email: t.murphy98@hotmail.com
COVER LETTER 2: Emerging Dance Development Artist, Cheshire Dance
A cover letter should have around five sections within it including and opening and closing section. You should explain why you are writing, how you knew about the project or job, your suitability, what you can do within this job. And then just reiterate the points of why you are eligible for the job and would be the perfect match before signing off and attaching your cv.
My Cover Letter - Front Of House Performance Team
Dear Mr Peck,
I am contacting you as I would like to be considered for Christmas temp for the Front Of House Performance Team. I discovered this offer from http://www.artsjobs.org.uk/ through email.
I think that I am suitable for the job as I have a favourable and helpful personality as well as having a great deal of patience which I think is needed for this type of occupation. As a Performing Arts specialist, I am very good at working as part of team as well as taking lead within a crisis or if necessary for some reason. This also helps with being able to work efficiently within a busy environment. My qualifications consist of a Musical Theatre BTEC, Creative Media BTEC, Dance AS and Art AS. These give me a range of skills making me adaptable to many tasks you may encounter a part of this job.
I think that I can really add to the company through my diversity as I am able to contribute to many areas in which are needed for this occupation, my adaptability will help make a less stressful environment within emergencies or tricky situations, I also have been working as a sales advisor at a jewellers the last year so will be able to use these skills to help maximise the font of house sales, it also allows me to have a positive relationship with customers.
I am really interested in this role as I like a challenge, to be occupied a lot of the time and always giving 110%. I enjoy working as a team which is a important part of the role as it requires to working with one another a lot. Saying this I was hoping to meet with you for an interview to apply for the job, if interested please contact me.
Yours sincerely,
Talia Murphy
mobile: 07788292751
email: t.murphy98@hotmail.com
COVER LETTER 2: Emerging Dance Development Artist, Cheshire Dance
Talia
Murphy
75 St
Lawrence Avenue, BN14 7JL
Jane Atherton,
Cheshire Dance,
1st Floor Winsford
Library,
High Street,
Winsford, Cheshire
CW7 2AS
Dear Ms
Atherton,
I wish to apply for the role of Emerging Dance Development Artist, I discovered
the offer through http://www.artsjobs.org.uk/artsjobshome/
.
I am a very passionate
and driven person in general but especially with dance and performing, I have
been involved with dance since the age of 4, so have experience with working in
large and small groups of people in a professional environment. To add to this I
think I can be suitable for the job as I have also had experience working with
children of all ages as well as children and adults with Disabilities so have
good patience and able to work effectively with all.
I have always been good
at and enjoyed being in a place of responsibility being a part of the eco team
in middle school, then head prefect in high school and now a class
representative at college for two classes, so feel I could be valuable within
this placement. To add to this I have media qualifications and experience as
well as dance which allows me to be helpful and insightful for anyone who needs
the help within the company, my other qualifications consist of Musical Theatre
BTEC, Dance GCSE and AS and Art AS, these showing my variety of skills that can
apply to this specific position.
I have
currently been working at a jeweller for the last year as a sales advisor so am
able to deal with tricky situations and use the remaining facilities gained
from it to support myself within this role. I am really interested in this role as I like a challenge, to be
occupied a lot of the time and always giving 110%.
Thank you for your time
and consideration. I hope you find what you’re looking for.
Yours sincerely,
Talia Murphy
07788292751
t.murphy98@hotmail.com
Monday 7 November 2016
Week of 31/10/16
This week we focused a lot on our costume unit and continuing to block more scenes of WWRY.
In this rehearsal I feel we used a range of performance skills, we were able to do this as when off cast we act as the many chorus roles such as yuppies, GaGa kids and Bohemians. Today I was mainly a yuppie and officer, this required me to use characterisation to create a persona for these characters, as a group we decided that the yuppies were victims who the Killer Queen had already brain drained and had been mind washed into the Queens beliefs and so very robot like and soldier like, therefore we all had to be very slick and on form with one another but also we have to show we are not as important as Khashoggi or other characters so can't be too bold, we are just tools.
We worked a lot on creating the right atmosphere in the interrogation scenes using lighting and staging. I am finding it hard to keep up with the physical elements at the moment due to an injury so I feel I can't give my all within scenes as I am limited, making me not as in unison with the others, I am trying to improve this by working on my physio, so i can keep up with the others so I don't let the others down.
We worked on the Scaramocuhe and GaGa girls scene in which we are horrible to Scaramouche which enables the song Somebody to love, I am Teen Queen 3, we decided as a group that we were going to play them very essex like and stereotypical OMG kind of girls, this was fun and allowed us to play around a bit with it so we could get it good. Because they are still GaGa kids we said even though they'd all be slightly different in someway they would very much be in unison body movement wise so we do a lot of unison and mirroring of one another. To add to this by all going at scaramouch we emphasise the already bold point that she is an outsider, highlighting her importance within the story.
In this lesson I learnt that discussing ideas as group allows you to create bigger ideas as well as all get the same understanding of what we are doing allowing us to all perform to our best and to portray it right.
When doing the yuppie sequence where we first see the Killer Queen, we have to sit all in a neutral position that is emotion void to give off the clone, robot feel I mentioned earlier, in this scene as yuppies we only have a few moments in which we move and make noise which is when we are reacting to KQ and Khashoggis conversation like gasping and laughing. As a group we struggled to portray these without giving to much emotion behind it so together we came up movements in which were robot like and suited the situation, very static and sharp movements with blank faces. This we had to run a few times so that we could get used to it, I came up with the suggestion that we create a more specific timing so we are really in unison or have a word that we move on this helped us to get it together more efficiently making us work more successfully as an ensemble within this section making it more effective as a whole.
I think our main problem of the lesson was that we were too eager and just trying to get through as many scenes as we could but this didn't allow us to create a effective and successful ensemble therefore, us talking more often and discussing one anthers ideas not only makes a more happy environment as everyone has their say but a more dynamic one, by the end of the lesson I think we overcame the problem and started to work really efficiently together.
In this rehearsal I feel we used a range of performance skills, we were able to do this as when off cast we act as the many chorus roles such as yuppies, GaGa kids and Bohemians. Today I was mainly a yuppie and officer, this required me to use characterisation to create a persona for these characters, as a group we decided that the yuppies were victims who the Killer Queen had already brain drained and had been mind washed into the Queens beliefs and so very robot like and soldier like, therefore we all had to be very slick and on form with one another but also we have to show we are not as important as Khashoggi or other characters so can't be too bold, we are just tools.
We worked a lot on creating the right atmosphere in the interrogation scenes using lighting and staging. I am finding it hard to keep up with the physical elements at the moment due to an injury so I feel I can't give my all within scenes as I am limited, making me not as in unison with the others, I am trying to improve this by working on my physio, so i can keep up with the others so I don't let the others down.
We worked on the Scaramocuhe and GaGa girls scene in which we are horrible to Scaramouche which enables the song Somebody to love, I am Teen Queen 3, we decided as a group that we were going to play them very essex like and stereotypical OMG kind of girls, this was fun and allowed us to play around a bit with it so we could get it good. Because they are still GaGa kids we said even though they'd all be slightly different in someway they would very much be in unison body movement wise so we do a lot of unison and mirroring of one another. To add to this by all going at scaramouch we emphasise the already bold point that she is an outsider, highlighting her importance within the story.
In this lesson I learnt that discussing ideas as group allows you to create bigger ideas as well as all get the same understanding of what we are doing allowing us to all perform to our best and to portray it right.
When doing the yuppie sequence where we first see the Killer Queen, we have to sit all in a neutral position that is emotion void to give off the clone, robot feel I mentioned earlier, in this scene as yuppies we only have a few moments in which we move and make noise which is when we are reacting to KQ and Khashoggis conversation like gasping and laughing. As a group we struggled to portray these without giving to much emotion behind it so together we came up movements in which were robot like and suited the situation, very static and sharp movements with blank faces. This we had to run a few times so that we could get used to it, I came up with the suggestion that we create a more specific timing so we are really in unison or have a word that we move on this helped us to get it together more efficiently making us work more successfully as an ensemble within this section making it more effective as a whole.
I think our main problem of the lesson was that we were too eager and just trying to get through as many scenes as we could but this didn't allow us to create a effective and successful ensemble therefore, us talking more often and discussing one anthers ideas not only makes a more happy environment as everyone has their say but a more dynamic one, by the end of the lesson I think we overcame the problem and started to work really efficiently together.
Tuesday 1 November 2016
PAB - Headshot examples
In this lesson we discussed the use of headshots, and what makes a good and bad headshot. Here is some analysis of a good and bad example of headshots.
Good Example...
The use of a light background allows the viewer to see all of the person within the headshot and give it more of a neutral look allowing the photo to me be more interpretative to a variety of situations which is good when being enactor or performer in general. Her looking directly at the camera is very professional, having a direct and strong look projects a story bringing the image to life, qualities like this in a image make them stand out in a pile of many. Another feature this one has that makes it stand out is the use of a blurred background making you a bolder image and making it look more efficient.
Bad Example...
Firstly his positioning is very informal for a headshot and would be seen by many casting directors as unprofessional unless going for something like children theatre, taking the picture at an angle also doesn't allow his whole profile to be seen. His demeanour doesn't allow him to be suitable for a range of roles, or employable at all as he looks like he wouldn't be competent enough.
Good Example...
The use of a light background allows the viewer to see all of the person within the headshot and give it more of a neutral look allowing the photo to me be more interpretative to a variety of situations which is good when being enactor or performer in general. Her looking directly at the camera is very professional, having a direct and strong look projects a story bringing the image to life, qualities like this in a image make them stand out in a pile of many. Another feature this one has that makes it stand out is the use of a blurred background making you a bolder image and making it look more efficient.
Bad Example...Firstly his positioning is very informal for a headshot and would be seen by many casting directors as unprofessional unless going for something like children theatre, taking the picture at an angle also doesn't allow his whole profile to be seen. His demeanour doesn't allow him to be suitable for a range of roles, or employable at all as he looks like he wouldn't be competent enough.
Job roles presentation
In this lesson we discuss the numerous amount of roles involved within the theatre industry, we had to research any that we were unsure about and how they all intertwined with with one another. We then had to order them in order of status and responsibility for example, the board of the directors at the top and domestic staff at the bottom.
Watch presentation here - Job Roles
Watch presentation here - Job Roles
Sunday 30 October 2016
S Club 7 Presentation Evaluation - 4/10/16
Our ensemble piece was based on the formation and success of S Club 7, as a group we discussed all the different aspects that created them.
Within this project I feel we all contributed quite equally, however I contributed by playing Rachel Stevens, for this I had to research her and find out information about her such as how old she was when the band was made, how she was put into the band, and more. I felt that my contribution was valuable to our piece because through my research I discovered other facts and information which affected the band as a whole such as how they were all brought together in more detail which then became the intro to our final performance.
Whilst doing my research on Rachel I found out a lot of other key information about the band which became usual within our final presentation. Throughout discovering all our personal information on the and we discovered how all they're personalities were so different, that somehow they had to work to be a successful ensemble.
As a group we really worked effectively listening to each others ideas on how we should structure the presentation, so we decided to make it more of like a short film documentary style so it had a bit of a story and was educational. This worked out really well in the end allowing us to learn more about the band and see everything they did and went through to become the and they are known for being!
For our performance I suggested the idea of starting it out with how they came into the band in their different sections as well as it being like an audition/rehearsal. This led to us incorporating one of their songs and dances linked with their music and tv show, for this I took the role of learning the dance so that I could teach it to the others so did this in my spare time at home, this element really helped us work as a group as we all work at different stages with dance so some helped others and so on improving our teamwork skills, and therefore using our time efficiently.
This went down well in the actual performance as was a bit of fun and represented the band well also showing one of the ways they worked well as an ensemble.
Overall our performance went well, we displayed our information in an entraining manor, so that it was still interesting for the audience, therefore as a result we worked effectively as an ensemble presenting the functions of an successful musical ensemble.
Within this project I feel we all contributed quite equally, however I contributed by playing Rachel Stevens, for this I had to research her and find out information about her such as how old she was when the band was made, how she was put into the band, and more. I felt that my contribution was valuable to our piece because through my research I discovered other facts and information which affected the band as a whole such as how they were all brought together in more detail which then became the intro to our final performance.
Whilst doing my research on Rachel I found out a lot of other key information about the band which became usual within our final presentation. Throughout discovering all our personal information on the and we discovered how all they're personalities were so different, that somehow they had to work to be a successful ensemble.
As a group we really worked effectively listening to each others ideas on how we should structure the presentation, so we decided to make it more of like a short film documentary style so it had a bit of a story and was educational. This worked out really well in the end allowing us to learn more about the band and see everything they did and went through to become the and they are known for being!
For our performance I suggested the idea of starting it out with how they came into the band in their different sections as well as it being like an audition/rehearsal. This led to us incorporating one of their songs and dances linked with their music and tv show, for this I took the role of learning the dance so that I could teach it to the others so did this in my spare time at home, this element really helped us work as a group as we all work at different stages with dance so some helped others and so on improving our teamwork skills, and therefore using our time efficiently.
This went down well in the actual performance as was a bit of fun and represented the band well also showing one of the ways they worked well as an ensemble.
Overall our performance went well, we displayed our information in an entraining manor, so that it was still interesting for the audience, therefore as a result we worked effectively as an ensemble presenting the functions of an successful musical ensemble.
PAB - 27th September - Universities and Conservatoires
My first options were all conservatoires so I'll start with arts ed.
Arts Ed:
BA (Hons)
Degree in Musical Theatre
Our three-year
BA (Hons) in Musical Theatre is validated by City, University of London and
accredited by Drama UK.
Course
Structure
In the first and
second year you will train in acting, singing and dance – ArtsEd's highly
successful 'triple threat' training.
Dance
Your weekly
classes will cover the many different disciplines required today – jazz,
classical ballet, pas de deux, tap, street jazz and contemporary.
Singing
You will have
weekly one-to-one singing and repertoire tuition, and take part in ensemble,
performance and song workshop classes.
Acting
You will learn
a wide range of acting styles and techniques, develop your confidence and
understand how to gain a well-supported and expressive voice.
The third and
final year of the course is your production year. You will
perform on a regular basis and participate in full-scale public performances
for a paying audience. This will equip you with the stamina and experience to
go straight into professional productions. Throughout this year your work and
profile will be actively promoted by the school. Your grand finale is a West End
showcase for an invited audience of industry figures including
casting directors, agents, producers, directors and choreographers.
Costs:
BA (Hons) Musical Theatre / 3 Year Diploma in Professional Musical Theatre£14,260 per year / termly fee of £4,754
Audition Fee (non refundable) £45 / €60
I think that this course is suitable to me as it caters to all aspects I
which I want to train in and pursue as a career and they have a good reputation
as well as amazing results. I like to be full on and busy so a packed routine
appeals to me. However the costs are quite extortionate, therefore I would have
continue my part time job and balance the demands of the course with my job,
also I would apply for a scholarship but they are competitive.
Urdang Academy:
BA (Hons) in
Professional Dance & Musical Theatre Three year degree course, this course
aims to provide the student with the opportunity to train to the highest
standards for a professional career in Dance and Musical Theatre, whilst
gaining solid academic skills that will enhance career prospects upon
graduation.
Students studying
this full-time program, delivered over three years, gain practical skills in
dance, singing, acting and musical theatre productions; develop performance
skills to a professional standard and gain an understanding of the cultural and
historical developments in dance and musical theatre. Students also complete
independent research projects; learn choreographic skills, implementing them
into performance routines; and gain an understanding of the performing arts
industry and the requirements of a professional working in musical theatre and
dance.
Performers fees are arounf £13,500
However there are lots of extras
Mandatory performance fee £85
Mandatory theatre fee -£181
Optional physio fee - £185
Mandatory t shirt – approx. £20
Plus set uniform for a set dance shop – leos are £25 each.
Looking at the costs this placement would probably be quite out of reach
for me, however I really love the look at this particular course as it focuses
more on the choreography and work ethnics of the industry then just the normal
skills in which you train, it gives you more opportunities compared to the
others I have looked at such as Arts Ed.
Mountview Academy Of Theatre Arts:
BA (HONS) in Performance – Diploma in professional
Musical Theatre
Mountview created the UK’s first specialist
three-year musical theatre course in 1992 and 25 years later our graduates
continue to dominate the theatre industry both in the uk and internationally.
Mountview’s renowned training in this field grounds students with the skills
needed to succeed: acting, dancing and singing.
With only 36
places available each year students receive the best possible attention.
Acting | Acting
through song | Actor & Text | Ballet | Ensemble Performance | Improvisation
| Jazz | Movement | Music Theory | Sight Reading | Singing | Tap | Voice
Students work
with directors, choreographers and musical directors to present studio
performances of plays and musicals, including works from the Golden Age of
Broadway, modern British and American standards and contemporary musicals.
Students also have the opportunity to devise and create original work.
I feel that
this course appeals to me as it is very similar to Arts Ed also you get to work
with a range of different people allowing you to experience many work ethics
preparing you for the industry.
University Of Surrey:
Musical Theatre BA (Hons)
Requirements :
Alevel - AAB
GCSE English language and Maths at grade C or above.
fees : £9,250
They guide you towards the development of a clear set of individual technical, critical and evaluative skills, with practical classes in:
Group and individual singing
Ballet
Jazz
Tap and other forms of dance
Voice
Acting
Stage combat
Contextual studies
Your skills are further developed through integration exercises, scene work and project rehearsals. Classes in dance and singing are highly prioritised alongside acting classes and projects, which enable GSA Musical Theatre performers to become multi-skilled and therefore highly versatile, ensuring their appeal to the industry at large.
Selection process
Offers are made in terms of grades and a successful audition and interview. Candidates who can demonstrate exceptional talent, and can satisfy the panel of their ability to successfully complete the programme, may also be considered.
I like the fact that this course teaches you actual types of dance within the course as being a dancer some course are literally acting and singing with a bit of dance so the fact they incorporate it all makes me happy and a good choice for me.
University of Winchester:
BA (Hons) Musical Theatre
The programme offers embodied learning which brings together movement, acting and singing with both theory and practice in a unique interdisciplinary environment.
All students follow a common first year that provides a foundation of skills training and understanding of the history and contexts within which musical theatre is made.
University Of Falmouth : Dance & Choreography BA(Hons)
Course outline
Tuition fees 2017-18
£9250* - full-time UK/EU
I like the look of this course as I'm very interested in choreography and enjoy it. I have always found it easy to choreograph so think this course really appeals to me I also really want to improve my technique and think that this will help me do that with the range of technique lessons that they supply within the particular course, also it is in Falmouth which is only 7 hours away and is a very relaxed environment allowing me to be chilled and able to focus.
Presentation of my courses - https://www.youtube.com/watch?v=KEl2Brzh7SI&list=PLl8RU1N6TfpKA_1QUBpfNDDCyIE79tREs&index=6
BA (Hons) Musical Theatre
The programme offers embodied learning which brings together movement, acting and singing with both theory and practice in a unique interdisciplinary environment.
All students follow a common first year that provides a foundation of skills training and understanding of the history and contexts within which musical theatre is made.
Year 2 continues to balance discussion of how musical theatre works are put together, and how they impact audiences, with opportunities to develop practically. In addition, there are a range of choices through which students can begin to personalise their experience and there are opportunities to study abroad in America.
The final year offers further opportunity for specialisation alongside preparation for employment. External experiences such as internships and collaborations are accompanied by a directed production project and an independent supervised project in a field of choice.
Entry Requirements
Typical offer:
2016 Entry: 240-280 points
2017 Entry: 96-112 points
Fees: £9,250
additional fees of £40 for trips.
I like the amount of opportunities that this course offers as allows you to cover a broader spectrum within the industry and not just the typical shows and tv stuff but what aspect you may prefer and be able to specialise in.
University Of Falmouth : Dance & Choreography BA(Hons)Benefits
- Intensive, practice-led course offering daily technique training
- Situated within a live venue that attracts international talent
- Lectures and workshops from visiting experts and artists
- International exchange opportunities with partner institutions and companies
Course outline
The Dance & Choreography course begins with a foundational first year. This provides you with a thorough grounding in technique and skills at levels appropriate to the experience you bring with you.
From the start you're involved in the three core strands of teaching and learning that run through the course: techniques and bodywork, theories and contexts, and projects and performance. These strands are taught through daily class, intensive projects, workshops and performances, in lectures and seminars, and in individual and group tutorials.
In the second year and third years of the course you'll specialise either in Dance & Performance, Dance & Choreography, or Dance & Communities, whilst maintaining a strong sense of focus and involvement with the dance programme as a whole.
Our emphasis on combining physical practices and creative collaboration with critical thinking and context, enables you to take charge of your own development in relation to others. You'll explore and extend your individual movement language, discuss your training and academic needs with tutors, and decide on your future pathways.
From the start you're involved in the three core strands of teaching and learning that run through the course: techniques and bodywork, theories and contexts, and projects and performance. These strands are taught through daily class, intensive projects, workshops and performances, in lectures and seminars, and in individual and group tutorials.
In the second year and third years of the course you'll specialise either in Dance & Performance, Dance & Choreography, or Dance & Communities, whilst maintaining a strong sense of focus and involvement with the dance programme as a whole.
Our emphasis on combining physical practices and creative collaboration with critical thinking and context, enables you to take charge of your own development in relation to others. You'll explore and extend your individual movement language, discuss your training and academic needs with tutors, and decide on your future pathways.
Tuition fees 2017-18
£9250* - full-time UK/EU
I like the look of this course as I'm very interested in choreography and enjoy it. I have always found it easy to choreograph so think this course really appeals to me I also really want to improve my technique and think that this will help me do that with the range of technique lessons that they supply within the particular course, also it is in Falmouth which is only 7 hours away and is a very relaxed environment allowing me to be chilled and able to focus.
Presentation of my courses - https://www.youtube.com/watch?v=KEl2Brzh7SI&list=PLl8RU1N6TfpKA_1QUBpfNDDCyIE79tREs&index=6
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