Pre Christmas rehearsal

Today the whole cast came together for a day long rehearsal. The idea of getting everyone together before Christmas was to ensure all blocking, scenes and songs are kept fresh in our minds over the two week holiday forthcoming. 

The purpose of today's run through was to speed run the whole musical, allowing us all to note down and become confident with our blocking, entrances and exits for both roles we are all playing, on and off cast. We completed one full speed run as a team, helping each other out wherever possible. Making sure that every cast member knew where they were meant to be and when, on and off cast was an essential part to today and if anyone was struggling getting their head around it, one of us would always jump in and assist the person struggling as this will ultimately effect the overall performance and everyone in it. 

Today I worked closely with Amber my double cast to ensure we were confident and clear on our blocking, entrances and exits for playing Scaramouche and our off cast role as various characters. 

Amber and I have worked together closely throughout this process, allowing us to help, guide and support each other with sharing the role of Scaramouche. We have done this by learning lines together in our spare time which benefits us both when it comes to rehearsals as we both know each of us is feeling confident with the scenes we have rehearsed together. 

Something I found particularly challenging today was distinguishing between my entrances and exits for on and off cast. A large amount of the blocking Amber and I have regarding our on and off cast roles is closely linked as we play the majority of the chorus roles which back up our on cast character, Scaramouche. This made it easier for Amber and I to get mixed up and confused as to which entrance and exit was correct for each role. To overcome this, we spent the whole run holding our scripts and noting down ALL of our on and off cast cues. This was a lot of information and concentration for us to endure alone, therefore working as a team to make sure our information was accurate really worked well for us. We made sure we remained focused and on topics, listening to the decisions and changes being made around us. 

Some members of the band also attended today's rehearsal which gave us the opportunity to sing some of the numbers along with their accompaniment. This was great for us as performers as it can sometimes be tricky making that transition from rehearsing songs with backing track to singing the songs with a live band as they sound different and the pitching/tempo has room to be altered. 

I found it beneficial to sing a few of the songs with the band as we had to inform them of the tempo of the songs. I found it easy to adjust to the change of backing accompaniment as singing to a live band allows me to get into character and feel the songs and their meanings, which is rewarding.   

The year 12s also joined us today in the rehearsal. They will be playing the chorus characters each night and it was beneficial to have them here to support us today as it allowed for the scenes to really come to life as with everyone involved, we were able to get a feel for what it will be like and look like on stage on the performance days. 

I feel as though the pressure was on today. It was not easy doing a speed run of the musical as we made many different alterations to the blocking as this run did highlight some areas that needed improvement before the show. Therefore I feel as hough under these challenging circumstances, the whole team pulled together well and managed to stay concentrated and calm throughout to ensure the process was not slowed down or hindered. 

 

The year 12s worked really well today as part of the ensemble. They gave us some ideas where appropriate and also listened and took action when asked to try different movements and positions out. This makes the process more enjoyable as everyone I keen to get through the run as quickly and efficiently as possible.

To ensure was contributing well as a team member today, the most beneficial thing I could do was stay quiet and forced on what was happening. Saying this I did give my opinion and input where necessary as feeding ideas to the group is part of working as an ensemble however it was best today to stay calm and be listening at all times. I do feel as though at times today I did lose concentration as it has been a long term. Therefore when we start back after the Christmas holidays, I want to make sure I really apply myself to the process of refining the musical which will take place, the first week of January. I will ensure I stay focused on the end goal of putting on a brilliant performance, this is my target and something I have learnt today. 

25/11/16 The Media piece

In today's lesson we spent a short amount of time running through the Media piece that we will be performing in the Winter Dance Show in a couple of weeks time. After running through the dance once, which went well for myself personally and the whole class, we figured out that we needed to re cap the end 30 seconds of the dance to complete the whole piece. 

Something that went well was that everyone was patient when re capping the end of the dance. We had to show a couple of people where their positioning was as they were not present last lesson. This however was a quick process as everyone else remained focused and practised their parts whilst Kat gave others support.

At this stage, we need to improve on how we perform the movements, for example putting dynamics into the piece and using facial expressions to tell the story also. I feel as though I add a string dynamic to my movements. I use resistance followed by a sharp dynamic to show sudden changes and also I am able to visually show the difference between slow and fast movements by changing the dynamics accordingly.

As a personal point of improvement I now need to focus on my facial expression, conveying the ideas of secrecy, mystery and seriousness. All three of these states of being are included in the dance and at this stage are shown through different move to for example hiding our face with our hands, covering our mouth with our hands and reaching out both hands with desperation. However I will take is that step further and match facial expression to the movements which will improve the overall quality of my performance. 

Freelance videos

Book keeping 

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Union 

• A union is a group of people who communal have the goal to make working life better for everyone.
• You have to pay a joining fee and usually a monthly/annual fee to keep your membership with the union running, however you should see the benefits in your working life, which technically pays you back the money you have invested. 

Casting director

• Casting directors can be related to one company or be hired out by companies to cast their plays and musicals for them. Their job is to attend auditions and help the director cast the positions available. 
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Tax return

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Agents

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Contract law

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Personal liability insurance  

insert sophies video 

Week beginning Monday 5th December 2016

Tuesday 6th December 

In today’s lesson, we had scheduled in to run the whole musical with my cast and for our lesson on Thursday, to be a full run with Amber’s cast. However unfortunately we did not have time to finish our first run today therefore we will have to finish it off next lesson before Amber’s cast run. 

At the beginning of the musical as Scaramouche, I am sitting in the centre of some steps at the bottom, with my head facing down. She keeps a low profile at this early stage of the performance whilst action takes place around her. We have situated Scaramouche in this position so that the audience notice she is there however the aim is for them not to be drawn to he in any way. Her presence is in the back of their minds however she does not move or participate in any of the action until her first song. The Teacher introduces her by delivering the line  “I am sorry to have to report commander that there is one other. A repulsive creature. A girl.” With this she jumps up and starts singing I want to break free. This moment should take the audience by surprise, making them think that the most unlikely characters in this musical can pop up and have value to the audience at any time. For some time at the beginning I had to remain in nuetraul whilst the action happened around me. Out of respect fro my fellow cast members I stayed silent and still in the same position, so it was easy for them to work around me. We were running in the dance studio which is not the space we will be performing in therefore we did not have as much room as we will have for the performance. This was another reason why sitting still and quietly was important, so y fellow ensemble members could get used to the space and surroundings. 

Something I found challenging today was getting used to singing my solo with movement and acting added into the role as well. This is all part of the characterisation process and will come with practise, in time. I am not fully confident with my songs in the musical yet however this is because I have been focusing on preparing my line learning in my own time. At this stage in the process, being confident with my line is my main priority as when I have mastered it, I will be able to focus on developing my characterisation skills and vocal technique. The line are the foundation and once they are in place, everything else becomes that little bit easier fro me. I have decided to make a list of the songs I feel as though I need to work on with my teacher at some point, to ensure I am able to focus on specific parts in the songs with her in this time rather than wasting it on songs and parts to songs that I am confident with. 

Somebody to love- this is my solo and is the most challenging song to sing for me. There are a couple of high notes in this song which I am struggling to reach with out straining my vice therefore I am going alter them, to suit my voice. 

Hammer to fall- need to spend some time with Luke (Galileo) working on timing as this song is not very technical, it is more ad-lib based. 

Who wants to live forever- this song requires technical ability and harmonisation. Luke and I have already spent some time on Kim working out how we want to make the song original, however I definitely need to spend some more time with Luke perfecting this song. 

Bohemian Rhapsody- This has many parts to it and requires full concentration from everyone involved. We have worked out as an ensemble who will be singing which parts, now we just need a couple more rehearsals to ensure it runs fluidly. 

Despite the fact I struggles with putting everything together today, performance wise, I found that my peer support was very strong and helped me realise that I was doing well, plus the effort I was putting in showed. 

Week beginning 28th November 2016- blocking continuation

 To make life easier today we split into our two separate casts and sat in a traverse fashion, creating a temporary stage and audience space, much like the space we will be performing in on show week. Having the two casts split up on two sides also helped us all process who will be on stage at certain points, making transitions on and off stage more fluid. 

On cast today, Luke and I did the blocking for Scene 6 ‘Out on the road.’ Something I found challenging today was understand this scene of the musical as reading it before we blocked it, I could not quite work out the meaning of the scene. However I took a minute aside with Luke who explained it to me and we read it through once before blocking it. I now understand the context of the scene and why my character is saying the lines she does.

For the blocking of this scene, Luke and I will but up the top of the Bohemian staging across the top therefore today being in the classroom, I had to image there was more distance between Luke and myself. Taking this into consideration, I had to raise the volume of my voice as the beginning of this scene sees Scaramouche trying to catch up with Galileo. I also have to consider where the audience will be situated, this will require for me to raise the volume of my voice even more so. 

Today was the first time in a week or so that I had blocked a scene in character therefore it took me a few attempts to master the accent I put on for her. The accent sounds almost as if she is from London however has an independent and confident twang to it. I practised a couple of my lines over a few times to make sure I had mastered it.

I applied effective ensemble skills in the next part of the lesson when the other cast did the blocking for the final scenes. I acted as an ensemble chorus member, at the same time as keeping an eye on what my double cast, Amber did regarding blocking. I had my script with me at points whilst she was blocking so I could write down stage directions to make it easier for myself when it comes to my run of the scene. 

Today the process could have been made easier if everyone was fully confident with their lines. It took slightly longer to block as no one was fully off script. Having scripts down speeds up the process every time as it allows everyones attention to be fully on their movement and positioning, not looking at their next line. My target for myself is to be completely off script this time next week which is an achievable goal as I only have the final scenes left to learn. 

As our class has been double cast for this show, it is important to take both your lead role and your chorus role equally as seriously. When playing the chorus role, you are supporting your fellow class members when they play the lead roles. They do exactly the same for you when you are the lead therefore it is important to treat both parts you have with equal importance. Today I sat quietly and made notes whilst Amber’s cast were blocking. This helps the other cast concentrate on their blocking ad also allows you to watch your double cast and pickup on what you will be doing rather than being distracted with something irrelevant. 

To finish off today’s productive rehearsal we decided to make a start on breaking down the Bohemian Rhapsody, this took patients as it is a complex songs with multiple parts to it therefore we needed to take our time figuring the logistics out. I sang this song on cast however I worked as a team with Amber to work out which parts we will be singing on and off cast. This method of working with your double cast kills to birds wth one stone, as it saves time later having to catch up on your two roles. This process took everyone to cooperate and listen carefully to our teacher and director Kim as she was in charge of assigning characters certain parts and harmonies in the song. Whilst groups were working out how to achieve their harmonies, everyone else had to focus and sit quietly to give the other class members a chance to think properly. Whilst Kim worked with certain groups, I went over my lyrics in my head and became familiar with them to make the most if the time I had.

Towards the end of this lesson today we all became tired and started to go off track slightly as we had been in college working on WWRY from early in the morning. We decided to end the rehearsal a few minutes early so we could all go home and get some rest as we all felt our productivity had lowered. 

I feel as though today has been extremely successful as we have managed to completely finish the blocking which is great, leaving us in the position to have our first full run through which will take place next week. 

Week beginning Monday 21st November 2016- Rehearsing and performing WWRY medley/ Evaluation

Tuesday 22nd November 2016

https://m.youtube.com/watch?feature=share&v=cD4eLpAvzCo 

https://m.youtube.com/watch?feature=share&v=1pE1bc_E7KE

Under pressure rehearsals for the upcoming performance at Durrington High School this Thursday 24th November. The first video shows myself Luke, Amber and Megan rehearsing the song vocally on our own in the dance studio. We discovered a problem after running the song; we were performing the movement part of the piece end in when in fact we will be performing in traverse style. To fix this problem, we all came together and worked out a new alternative patter of movement, which involved us projecting our voices and body language out to the audiences rather than to one direction. Audience interaction is an important part of any upbeat musical and therefore with our audiences being sat on either side of the stage, we have a fantastic opportunity to really interact with them up close.

The difference between these two rehearsal videos shows that the four of us as an ensemble have worked together to overcome an issue which limited our ability to interact with our audiences. We did this by discussing our options of how the change the movements. We used listening skills to consider each other's opinions, before concluding the discussion b y sensibly coming to the best solution to the issue.

Introduction planning   

The performance we are putting on at Durrington High School this Thursday is a medley of songs from WWRY, the ones that we thought were most influential to the characters. For example Under Pressure shows Galileo and Scaramouche starting to fall in love, which is a running storyline through out the musical. Jade, Pop and Jordy and Sam, Commander Khashoggi, do not have a duet song to sing in the medley, they don't sing in the two ensemble pieces, Radio Ga Ga and We are the champions. As a substitute to this, we have decided to give them the role of introducing our performance to the students, giving them some background information and context about us as performers, the musical and the songs. Without this introduction, our medley performance would be totally out of context from the study's perspective and would not fully make sense as the songs feature in a non chronological order. 

Every member of an ensemble is valid and must contribute towards the end result. Being a part of an ensemble is all about working together. If you were to take one member of the team away, the whole structure would not work in the same way. It was important for Jade, Jordy and Sam to contribute to this process in the same way the rest if the cast did. Doing this in a different form, speaking instead of singing worked perfectly. Without the introduction, the performance wouldn't have made sense and without the performance, the introduction would have been out of context. Therefore I believe we successfully worked as an ensemble here to create a legitimate and understandable whole performance. 

Thursday 24th November 2016- Performance day!

This morning we had limited time to learn the dance to Radio GaGa, our finale song in the WWRY medley.

Leadership in rehearsals

Emily and Talia took on the leadership role in this part of today's rehearsals as they had collaboratively created the dance therefore knew it well. Everyone in the group demonstrated good listening and focus skills whilst Emily and Talia walked us through the movement. As I am a confident dancer I am able to pick up and remember movement quickly and efficiently. However some members of our class are not as strong at dance therefore in this process we had to go over some of the movements a few times before everyone was totally happy and confident with them. Personally I did not need the extra time to go over the movements however as part of a team effort whilst this was going on, I made sure I kept my focus, allowing the dancers who needed to go over the movements, their space to do so. I made sure I kept quiet and went over the movements with too. 

Jade was a little behind on learning the movements as she had been preparing her speech whilst we were learning the dance, therefore I helped her catch up with the choreography we had learnt when she was available. Each team member is valid and must help one another; I gave her my knowledge of the dance to get her up to speed and she created the speech which opened the show and gave our performance a sense of context for the students. One with out the other would not have worked, showing why team work is such an important skill whilst working as an ensemble.

Structure

After initially performing Radio GaGa to our teacher Kim, she gave us some constructive feedback. This was that now we had fully developed the movement and vocal side to the piece, we all need to work on our facial expressions. Some of us were looking straight out into the distance and some of our faces showed too much concentration. I went away and thought about how I could use my characterisation skills to develop my facial expression in this number. My thought process started with the fact that in this song we are all playing GaGa kids, who are controlled by Planet Mall and act in an artificial and robotic way. This lead me on to think about robotic movement and the fact robots show emotion simplistically. So thinking about this, I applied my knowledge of the idea of robots to how I used my face in this number. Instead of having a concentrating face present, I started smiling in an artificial manor, with a large smile and large eyes. We had a group discussion about how robots act, which really helped everyone understand what sort of expression was expected of us in this number. Olivia came up with the idea of smiling artificially and this idea caught on. When we all tried it out, it seemed fitting to the number; we all interpreted it in a different way. I idea this smile idea when I was not singing. However whilst I was singing, which was the majority of the song, I used warm and soft eyes and smile, which gave the impression to audiences that as a character I was enjoying singing the song and was sincer about the lyrics I was singing. This showed that my character has all is love and dedication to give towards Killer Queen, who controls the GaGa kids.
This is their life and that is what they are singing about in this song therefore showing a positive expression demonstrates the power Killer Queen has over the whole of Planet Mall. 

At the very end of our version of Radio GaGa in this medley, we came up with the fitting idea to hold the last note ‘you’ with a harmony before dropping our bodies down and lowering our arms from the side, down with or put bodies. When doing this we held the note and as soon as we dropped down, we held the ‘oo’ sound and lowered the tone and volume of the note, sounded like a malfunctioning robotic noise. This gave the impression that after the GaGa kids finish singing about their ‘happy’ lives, they run out of energy, as if they are programmed by Killer Queen. When we made this decision to add this in to the end of the dance, we realised we were split up  in two lines facing away from each other. As a result of this, we had to make sure we were really focused and listened to the ,used as an indication as to when we were supposed to drop down. At this point in the rehearsal we were slightly pushed for time. Despite it being a good idea to add this detail into the piece, it would have been a better situation for us all if we had figured this out before the performance day as we should have had 8.30-11.30 to be refining and constantly running the melody before the performance. Instead we were still blocking out the movement, rehearsing vocals and adding finishing touches to the piece at this point. Upon reflection we should have managed our time better on the Tuesday and had completed all of this by then, leaving us in an ideal position to have just been ironing out any little details that needed attention today. Therefore I conclude from this that time management is something we need to work on as a group as this would allow us to produce a higher quality of work with a lower pressure and stress level.

Rehearsing

Being a part of a musical ensemble is all about working together as a team to make sure everyone has something productive to be getting on with at all times. It is also essential to be prepared to help your peers out with any questions they might have about the project in hand. At the beginning of this video you can see some of my class mates showing Izzy how to perform a certain move which is featured in the middle of the Radio GaGa dance. Izzy was asking Emily, who helped choreographed the dance, how to use her eyeliner and focus when performing a hand gesture. To Emily this came naturally as she was a choreographer to the dance however Izzy, much like the rest of us had only just learnt it. Emily was happy to demonstrate they eye line to Izzy, which was following the arm movements with the eye line. Although this was a minor detail, it is also an important one as little finishing touches like this give a dance number that great performance quality, making he movement more professional and polished.

Rehearsing




DURRINGTON PERFORMANCE PART 1
DURRINGTON PERFORMANCE PART 2

WWW?

I feel as though I used my vocal projection well when singing for both my Scaramouche and Chorus roles. I feel as though I sung confidentially when part of the chorus; I knew what I was singing and when to sing it, which showed I was a rehearsed performer in the ensemble. For example, I could hear myself on the video recording of the performance, even when I was not directly in front of/ near the camera which was recording it. This shows that I am good at making sure all of the audience will be able to hear my vocals loud and clear. I also noticed that I pronounced all the vowels and consonants well, enabling all audience members to be able to hear me clearly. This is a positive as with the musical We Will Rock You, a lot of what goes on during the musical, is  explained through song therefore it is even more important for audience members to understand what you, as a performer are singing 

EBI? 

Personally, today I found that the audience were not the easiest to connect with as they were high school students, who perhaps had not seen many musicals before. It was challenging as a performer to get a reaction out of them, e.g. Clapping along to our songs. This made it difficult for me to bring my full potential of enthusiasm and performance quality to this performance, as we had limited energy from the audience to bounce off of.

To think about before the performance…

As today has only been a rehearsal for the actual performance which will be taking place in January, it has prepared me as a performer. By the time we performer, I would have worked on and developed; 

• I now feel as though I need to prepare myself for the chance that the audience We perform to, will not be as interactive as we hope. To prepare for this, I will make sure I put 100% energy and enthusiasm to every rehearsal I am involved in from now on, to allow myself to get into the routine of completely putting my all in to every performance, instead of marking it. This will hopefully ensure I make a routine of giving full energy, allowing me to go on stage as a fully confident performer, knowing I have performed the scene/ songs multiple time, allowing myself not to be reliant on audience interaction and response to give me that energy boost that u will already have. 

Week beginning Monday 14th November 2016- Montage rehearsals, blockingand full run

On Thursday 24th November as a class we have been invited to perform parts of We Will Rock You at Durrington High School to students with an interest in drama and he arts. For this, our task today was to plan and rehearse the material we will be performing to the students next week.

This was an independent task set to us, we all worked together in collaboration to complete it.

Class discussion
Firstly we took part in a class discussion, deciding on which songs to sing, which cast to use, the order of the songs and the type of work shop we will be running for the students. I contributed ideas to the process such as suggesting to sing the full length of the three main songs. My reasoning for this was that we have been given an hour slot for our time at Durrington, which we will be dividing into two sections. 30 mins for the performance and 30 mins for the workshop. We worked as a team, listening to one another's ideas to work out which songs and the order we will be singing them in. We came to this conlusion-
1) We are the champions
2) Under pressure
3) Another one bites the dust
4) I want it all
*Workshop*
5) Radio GaGa

Finally decided to split off into two teams, one planning the performing the other planning the workshop.

Performance team

Performance team, pt2

Performance team, pt3

Performance development, ideas coming together. 

We then split off into different teams so that as an ensemble, we were able to be more productive. Having us all divided up into separate teams allowed us to get all of the planning and rehearsing completed in a shorter amount of time, making this time efficient.

Workshop team preparation
To ensure all teams were aware of what the other teams had been rehearsing and had decided on, we came back together to feedback to everyone our current ideas and what we had all been working on. This gave all teams the oppotunity to present to the other team members the current ideas which are being developed. This strategy and way of working has two advantages. Firstly it allows each team to have sorted out their part of the job, which is quicker than having the entire class working on one part of the project. Secondly whilst ending back, if anyone picks up on something that doesn't seem to fit or or as well as it could do, then this is the perfect oppotunity to say something and get it sorted before it is too late.

Performance development/rehearsing
Following this we split off into our appropriate groupings and developed the three songs for the performance.
I worked on Under Pressure it's Luke, Amber and Megan. I feel as though we worked well, listening to each other, making the process much smoother as everyone's opinion was heard however only the best ideas materialised.

Run through of WWRY montage
Despite the fact we were yet to have put all three songs together as it will be in the actual performance, the fact we had all been working individually in our three groups to perfect the songs, putting them together in this first ever run went very well. This shows that putting in previous ground work makes all the difference when it comes to the final rehearsals. This also shows that team work is  not always about everyone working on the same thing. You must manage your time effiecently and make the most of your resources at all times.
I have learnt today that to successfully work as an ensemble you must sometimes split off instead of. Working in one team. This gives everyone the chance to be more hands on and invloved with the process and the material being created.

11/11/16 Dance development, video evidence

https://youtu.be/OSi2oxHehrs Contemporary dance warm up

https://m.youtube.com/watch?v=DFRTLYOC-Y8&feature=share 

Seven Seas of Rhye- first rehearsal in the performance space

https://youtu.be/hV0gPOfxeX0

Media dance show piece, rehearsal

8/11/16 Freelance finance and support research

Insert videos of everyone's presentations and explain in a paragraph about each one 

Week beginning 7/11/16 We Will Rock You rehearsals

Today we carried on with the blocking of the musical. We continued on from last lesson, picking up from page 29. At this stage of the rehearsals we are solidly blocking. We must corporate by staying focused and also input ideas when necessary; which is all part of working successfully as an ensemble. Today we completed the block for pages 29-53. Today in put into practise rehearsal techniques such as patiences, concerntration and focus. This made the process flow well. 

This is a freezeframe of our initial ideas for the choreography to song 'Crazy little thing.' We were asked by our teacher Kim to experiment with some movement ideas which would fit to the upbeat and celebratory style of song. We naturally found ourselves in parnters within the group; the song has a jazz and swing theme to it therefore partner work fits well with this idea, helping us create some movement ideas together. Luke and I supported each other with this task, using our prior dance knowlegde to create some appropriate movement. We did some fun turn ins to each other whch ressembles that of a swing dance. We also did some freestyling, which worked nicely for us as a pair as we were the able to bounce off of each others ideas, creating more elaborate and developed ideas. When rehearsing this and completing this task, the class as an ensemble worked well together as we ensured everyone on stage had enough room to create their ideas by being spacially aware and keeping the noise to a minimum to allow thinking time to be as productive as possible. 

Following this, Luke and I worked on the blocking of one of our scenes with Meat and Brit (Olivia and Jaydee.) Despite this scene being between the four of our characters, the bulk of the movement on stage comes from Olivia and Jaydee. Therefore it was within mine and Luke's interest to take a back seat in the process of leading this part of the process. We stayed in our positions, sitting down in centre stage, allowing for Olivia and Jaydee to work on their ideas for this scene. The two girls were able to figure out their stage positionings whilst Luke and I stayed quiet and focused on what decisions they were making. Luke and I supported the two girls by being patient, waiting for the scenes blocking to be completed. 

Following on from the idea of supporting my peers by being patient and waiting quietly for the scene to be blocked, I watched Luke and Amber, who is playing Scaramouche alongside myself, block the movement to the song 'Who wants to live forever.' As our cast is double cast, we must support our fellow class members by allowing them to develop scenes we may not be in or alternatively, watch and make blocking and character notes on scenes that we are in however not rehearsing with our cast. This is exactly what I needed to do here. Luke is my cast however Megan who plays Galileo alongside Luke was absent today so he stepped in. Taking a back seat and observing what the other cast do on stage is all a part of successfully working together sas an ensemble to create a brilliant performance. From this today I have gained two positive things. Firstly I was able to make detailed and accurate notes on my script as I was watching Amber doing our movements, giving me more time to think about how to write the notes ad what information to include. Secondly I picked up on some techniques Amber was using that I can no learn from. This included how she delivered certain lines and what tone of voice to act in. 

Here we are all featured working together to complete the blockig of act 1. We had to be open minded for this part of the rehearsal as everyone had different ideas on the table about potentil movement and positioning ideas. We made compromises where ever possible to ensure everyone's ideas were appreciated and used somewhere within the piece. For the final part of this scene we had to create the idea of a bubble being around myself, luke and Jaydee at the front. We came up with several ways to create this illusion however the way we decided to agree on was a combination of different ideas, contributed from several different members of the group. This shows that each member of an ensemble is valid and it takes lots of different and opposing ideas to create something really special. 

In this photograph, we were all enjoying having a little dance to give us some choreography inspiration.

8/11/16 Character costume analysis

Today's task got us thinking in depth about why characters are dressed in the costumes they wear. To get our brains stimulated, we endured a task which was essentially going through the opposite process of creating costume for charcaters. We had to analyse Sax and Max's outfits that they were wearing today, and why they had chosen to present themselves in the way they did. We had to critique their full outfit, hair, make up, jewellery and any other added accessories they were wearing. This helped us all ask ourselves 'why' they and made the clothing choices they did and what this might say about their personal life and overall personality. 

Collectively we gathered from Sax's choices: 

She likes to dress respectfully and with modesty at work as she feels this is professional. Also this suggests she is proud of her job and wouldn't do anything to jeopardise her position within the college. Therefore she is a driven individual who is keen to please people and maintain her employment. 

She had a single hair band on her wrist, allowing her to tie her hair up at any point through out the day as she was wearing her hair down. This shows she is prepared at all times, reflecting on her organised and practical personality. 

The colour of her t-shirt was very fitting to the season. It was a deep green colour which looked very autumnal and also linked to the idea of Christmas. This portrays the idea that she likes to pre think and be head of the game. 

Max's choices: 

He wore a navy suit, firstly indicating the fact he is at work and hold authority over the students, as suits are linked to power and look presentable. The fact it was navy linked to the fact that he wanted to come across approachable and relatable to students. Navy is a warm and clam colour compared to black which is looked at as a harsh colour and therefore would possible have come across as overpowering and unapproachable, if he wore a black suit. This conveyed the idea that he wants to fit in and connect with his students, showing the commitment he has to his job. 

He was wearing odd socks which linked to the fact he may be a lazy person who doesn't pay much attention to minor details. This could reflect the fact that he isn't a perfectionist and would rather focus on events and enjoying life rather than being caught up on appearence. 

His hair resembled a 'bed head' style and therefore didn't stereotypically fit with his presentable appearance, wearing a suit. This showed us that he still wants to be preceived as a young person due to his young age in a professional environment. This also showed us his quirky style, suggesting that even though he is wearing a suit which he wouldn't in day to day life, that he is a man who is true to himself and doesn't want his individual style to be lost. 

After finishing this though provoking exercise, Kim explained to us that what we had been doing is the reverse of what we need to be doing for our costume unit: we had been picking apart why the two models were wearing what they were wearing however for thr costume design unit, we will need to be creating ideas behind why we have put the charcaters in the outfits we have chosen. 

Now I will always be able to think back to this exercise if I come to a natural pause in my costume design; it will stimulate me to be thorough and creative when designing costume for the three charcaters. These ideas we came up with the justify their choices have also given be a basis to start from when giving reasons for my charcaters costumes, however I now need to game this a step further and be more imaginative as the charcaters are living in a virtual world, 300 years in the future, giving me more depth to explore and analyse. 

04/11/16 Another one bites the dust choreography and media piece refining

Warm up phrase

What went well?

Today we learnt a new warm up phrase which featured dynamic turns which improve your agility, different use of levels to ensure all parts of your body have the chanced to be prepared before dancing starts and in general fast pace which steadily increases your heart rate, encouraging effort to be made. I feel as though I was able to pick up the routine efficiently today as I remembered the movements after learning them. The first time I performed the phrase to music, I missed out a turning movement over the left shoulder. After realising this, I recalled this section of the dance and was soon able to perform it with no inaccuracies. 

Also personally I feel as though I worked well during the warm up today as I was at the front, leading the movement as I am efficient at picking up steps and new choreography. I like to help others and feel as though I did this today. 

Even better if... 

To improve for next time, I want to ensure that whilst performing a jump in the air, sending my legs out and up to change my body positioning, I fully extend my legs. I found myself not quite being able to fully extend my legs as I ran out of time towards the end of the phrase, where this move is performed. To improve, I will practise the movement a few times on its own to ensure my take off and landing positions aren't hindering my ability to maintain correct technique. 

Another one bites the dust

What went well? 

Today I feel as though the whole of the class worked well together to complete the choreography to this number. Bryleah took on the lead role of inputting ideas to the process and choreographing the majority of the number as her character Killer Queen, sings and is the main attraction of the number.

As an ensemble we worked out that acting robotically suits this dance as it is based on the Killer Queen having authority and control over the whole of Planet Mall. 

We also used the process of trial and error to ensure the movements we finally chose looked fitting and worked with the lyrics and intent behind the song. For example a couple of people has ideas for the ending of the piece however we chose the one which looked right when we tried them both out. We firstly tired splitting the class in to two, with one half running off after being zapped by the Killer Queen and the other half robotically falling to the floor as if they had been zapped down dead. Our second idea was to have everyone stay on and after being zapped, to fall robotically to the floor in a seemingly uncomfortable position, to later start twitching the body to the music, as if we were robots re booting. We decided to go with the second idea after seeing what both ideas looked like on stage becuase the stage looked busier this way. Also the twitching of the limbs right at the end added a comedic element to the piece which fits in with Killer Queen, who Izzy and especially Bryleah, play in a humourous fashion. 

Even better if... 

We could have improved on the piece if we had extra time in the lesson to go over the choreography we have finished today, and refined movements. This will make the piece be seemingly more fluid, which is professional. This is what we will be doing next lesson.

Media piece 

What went well? 

We continued refining the piece today and everyone co orporated as a team well, staying patient and focused. A couple of people were missing from last week's rehearsal therefore we helped them catch up with what they missed from this session. 

Even better if...

The next step we need to take is having a rehearsal in the theatre space, in which we will be performing in for the winter dance show. This will allow us to adapt out dance to the space around us, instead of having a shock by doing this on the day of the performance. The theatre is a different shape to the dance studio and therefore would be beneficial for us to get used to performing in the appropriate space. 

Week beginning 31/10/16 We Will Rock You rehearsals

Working together as an ensemble in today's lesson, we managed to create and choreograph the movement to Killer Queen and Khashoggi's conversation on pages 11 - 12 of the script. Everyone was late it with one another today as this process of creating movement took us 15 minutes of focus. Bryleah, as Killer Queen, took on a leadership role within the group, listening to the rest of the class's opinions and communicating them to Kim and everyone clearly. I felt everyone was focused and patient today and having Bryleah lead the choreography helped set out minds on what we needed to achieve. I felt my contribution to this part of the lesson was subtle yet helpful. I feel as though I contributed by being quiet and focused through out. Even though I didn't have much input into the creation of these movement, I listened to what was being asked of me and co operated by copying the movement correctly. We used robotic arm gestures to symbolise the Yuppie's emotions as they all think the same, under control of the Killer Queen. Whilst sitting on the Killer Queen’s steps, the Yuppies will raise their outside hand up to their mouths as they gasp. This works well with the gasping sound as it look controlled and everyone looks/sounds identical; under the power of Killer Queen. 

Developing an early scene between Scaramouche and the GaGa girls today took compromising today as all of the girls working on the piece including myself, had plenty of ideas about accent choice and use of the body to portray the 'bitchiness' of girls. I feel as though myself, Isobel, Talia, Jade and Megan worked effectively together as we were all relaxed enough to be able to chose the best ideas from the lot we contributed. Isobel had the idea of encorporating the Essex accent into the Ga Ga girl's persona, which we tried and worked well as this accent is linked to gossiping. 

I am a confident person and therefore I am used to taking on the leadership roles in similar situations during class. Therefore today I feel as though I have learnt that sometimes it is a positive idea to take a step back and show your ensemble contribution by being focused and doing what you are told to do. This makes the process of developing choreography much more fluid as having everyone talking at once always becomes too intense and unproductive. Peer support was strong today; we all knew we had to complete a significant amount of blocking today therefore all the class acted professionally, working corporately together to achieve this. An example of this was that some of the movement we created today was difficult to achieve unison with. Instead of individuals loosing focus when they and grasped the technique, we all managed to stay focused on behalf of the people had needed to spend more time rehearsing the movement. This ensured everyone was at the same level of awareness in the process. 

Something we found challenging today as a class was working out who is going to be able to perform on each night, due to doubling casting. This gets complicated as we have to consider that the year 12s will be involved in the show so we have to account for them too. This part of the lesson did become slightly stressful as at some points, a lot of us were talking over one another, trying to figure out who was needed for a certain scene and logistically if they were able to be a part of it. To have improved on our ensemble skills here, we should have tried to listen to one another and allow only one person to speak at a time. This would have solved the problem quicker and allowed for everyone to be heard separately. 

https://m.youtube.com/watch?v=roWCuzOiPRE&feature=share

21/10/16 Another one bites the dust initial ideas and media piece development

The warm up phrase
What went well?

• This week I felt confident that i knew the warm up phrase and was able to dance it with no mistakes from start to finish. This shows development from the first week, seeing me unable to accurately achieve the correct timing for one of the movements.
• I feel as though my technique has also improved. I have improved by getting higher on my demi pointe when doing a half turn, to face the back of the studio. I also feel as though I have improved the fluidity when coming out of floor rolls, by ensuring I transitioned into them with momentum, allowing my recovery to be more natural and easy.

Even better if...

• To take the phrase that step further, I plan to take it upon myself to add appropriate dynamics to the dance. This will make the dance look as if it is my own and will add characteristic to the phrase.

The media piece
What went well?

• I feel as though the media piece we have been creating and developing for a number of weeks, is now coming together well with a clear and thought out structure to it. This has been a result of building on individual sections each week. Now performing all of the sections together in an appropriate order, really portrays the theme of media well. It does this by accessing different aspects of media through dance including being secretive, passing a story to others and therefore the story becomes altered, running away from the truth.

Even better if...

• To imporve next lesson, we need to keep going over the material we have tody put together to ensure it flows fluidly and the trasitions are looking clean and professional.
• Also next lesson we must fill in the couple of people who missed out on today's lesson as to what they are doing and where they are positioned on stage. Catching up is vital and we will work as a team to ensure they are up to speed with the movement and their positioning throughout? Being confident on stage is vital and we will all make sure that everyone feels comfortable and able to perform. 

Another one bites the dust

In the last few minutes of today's lesson we started to share some movement ideas for Another one bites the dust. Bryleah and Izzy had some positive ideas for this as they are playing Killer Queen and this is her song. They had done some research into various movement styles we could apply for this dance. We came to the conclusion that the style we dance in will be robotic and as if all dancers are brainwashed into thinking and moving in the same way. This will reflect the Killer Queen's influence on the citizens of Planet Mall, showing her authority over them. We tried out some ideas for example marching in unison as a group, showing the idea of 'control' and falling to the floor when the Queen signals at us, again showing her power over every individual. 

18/10/16 Costume bible

What is a costume bible?

• This is a book which includes all the information about costume design for a performance. All details about the costume design should be included.
• The book must include in-depth research into why each character is going to be wearing their specific type of costume and the practicality of making and maintaining it.
• Costume inspiration, why they are wearing each piece of costume.
• Initial designs and ideas, along with ideas and sketches of potential design ideas.
• Where you are going to source the materials from to create the costumes. Financing of the materials must also be included to ensure the company stay within their budget.
• Must include accurate measurements for each individual character, ensuring the clothing fits the characters accurately, making the costumes look professional and well maid.
• Samples of fabric you are considering using for the costumes, so you can make sure the texture is appropriate for a stage and theatre set up.
• Detailed information about specific extras for example, pockets, zips, buttons, wigs, jewellery.

What determines a costume designs?

• Practicality- ensuring what you are wearing enables you to perform your part well. For example if you are a contemporary dancer wearing a tight skirt, your movement will be restricted and therefore is not practical. Also if you have a quick costume change, the outfits you are changing between must be easy to alternate between.
• Character's personality- costume reflects their personality. For example, colour might determine the mood or warmth of the character. The costume also represents their personality, leading to stereotyping of certain outfits; dark colours could represent a depressed character whereas bright colours could show a happy and bubbly person.
• What they are trying to portray? For example, the character must be wearing an appropriate costume which suits their role in the piece. A business woman would be wearing a suit, including a shirt, blazer and trousers to show her authority and importance. A business woman wearing tracksuit bottoms and a bright pink crop top is not stereotypically correct and therefore will not be recognised or understood by audiences, making it difficult for the character to establish themselves. 
• Time period/ Social and political status - the costumes must be suited to the year the piece is set in. For example if your piece is set in the 90's, you must wear clothing appropriate to the fashion at the time, including bright jackets, denim jeans and skirts, block fringe and fluffy hair.
• Budget- ensure the materials you are using are cost effective and you get the most out of what you have got. You need to strategically spend your budget to create successful costumes. There are alternative ways to create character and status without the use of expensive or elaborate materials/ costumes.
• Physical setting- lighting, stage space- the lighting changes the colour of a costume. Practicality is also to be considered, as certain clothing under lighting can become see through, which would be inappropriate to audiences. For example, sequined costumes are a pain for lighting designers as the sequins catch the light and lots of scattered lighting is created as a consequence of this, interfering with the rest of the lighting plan.
• Status- how a character is measured against another character. For example costume can be a large indication of class in productions. For example in period dramas, they make an obvious distinguishment between upper class citizens, wearing delicate dresses and smart suits whereas the lower classes wear aprons, white and black scruffy and overworn garments with dirt on. This shows to the audiences a clear indication of the class divide, visually. This helps the audience understand the social and historical context.
• Original costume- does the original costume design effect and inspire what you have in mind for your interpretation.
• Audience- costumes have to be appropriate to the age and maturity of the audience. Costumes for a child audience may be colourful, have an interesting texture, comical, large and over exaggerated ideas. Children's theatre costumes would feature sensory aids for the children to visually appreciate; lights, texture, sounds and colour.

What is a costume plot?

• This is a break down of the costumes through out the show, a way of organising each detail of the costumes for the characters in each scene.
• This includes, clothing, jewellery, accessorises, footwear, headwear and make up.
• Below I have started my costume plot for my character in We Will Rock You, Scaramouche. In the first few scenes, her appearance is conveyed as care free and natural to her. However from  scene 9 and onwards, she is forced to change her appearance to completely rebel against the negative comments about her dress sense she has recived in her life. Her new outfit shows off her figure well, and shows her being confident in her body, almost as though she is starting to find herself. 

14/10/16 Media piece and Seven Seas of Rhye development

Seven Seas of Rhye

What went well? 

• Firstly I noticed an improvement on the target I set myself last week. This was to ensure I was getting the correct timing for a certain part of the dance, which is an extension, stepping backwards to come forwards again. Last rehearsal I was struggling with the timing and each time I ended up starting a count too early. This lesson I felt myself naturally correct this after the first time I ran through the movement. I had a quick glance in front of my at the other people in the dance and I was son able to pick up the timing and correct myself easily. 

• Secondly Luke and I developed our lift scene, which is now coming together nicely as we have correctly slotted in some transitions which make our movements look fluid and natural. For example we perform a lift, seeing me being pulled round in the air by Luke as I do a stag style leap. This looks strong as I manage to get a lot of height behind the jump. A smooth transition to the next move was what was missing. We choreographed a fluid transition for this, I tumble to the floor and roll over my rot shoulder. After, I do a spin up to standing, holding is hand still and do a leg extension jump, with my left leg extended to the back. Luke reaches for me at this point, conveying the idea of wanting to save me or potentially pull me to freedom. 

Even better if? 

• To improve my rehearing today, I would like to have spent more time working out little details to the dance; asking questions to double check specifics such as ‘is this leg extended or ben?’ or ‘flexed or pointed foot here?’ I feel as though I may have spent too much time actually ensuring I was confident with all of the movements and spacing. This is a positive thing as I know I am confident with the movements however for exact details of the dance, I will need to spend a few minutes going over at some point next week, before our next rehearsal.

Target…

• For next rehearsal I will firstly ensure I am familiar with precious details of the dance, to ensure my technique is accurate. This will have my dance performance look professional and of a high standard. 

Media piece 

What went well? 

• Firstly we managed to choreographed a substantial amount of the dance today in the hour period we have assigned ourselves to do so. We started today off with 1 minute of material and we have ended this lesson with just over 2 minutes of material. This shows we have been able to work efficiently as a team, producing a substantial amount of work for the hour we had to do it in. Everyone listened well to each other's ideas and were able to get on with rehearsing the parts we all individually needed to.

• I contributed to choreographing a section of the piece today. I came up with the idea of everyone starting in the corner and learning the same motif to represent keeping secrets and acting in a mysterious manner. I pitched to the class the idea that Bryleah would lead the dance; she would perform the motif with three other dancers, they would turn around and return to the corner they started from after completing the motif and perform it again, having picked up three other dancers. This happens three times until, the whole cast are dancing the motif. This visually represents the idea of a secret building up and being taken out of context. The more people performing, conveys the idea of the secret being twisted and added to. This idea was used and works well at the part of the dance we ended up at as we are able to naturally filter to the left back stage corner to perform the phrase. 

Even better if? 

• Something we could have improved on today was working with the people around us when dancing. Particularly in my quartet with Luke, Emily and Jaydee I noticed we were dancing well however need to develop our interactions with one another when performing. This is a minor detail when looking at the performance however will make all the difference. The more we exchange glances and keep eye contact, the easier it will be to convey the idea of a secret being the main subject of the piece. For example in real life when there is a rumour, everyone who knows about it exchanges glances and gestures towards each other. By mimicking this idea, the concept of out piece should be easier to understand. 

Target…

• My area to improve on for the next rehearsal is further developing my facial expression through out the piece. I felt myself performing with good facial expressions at some parts however more target is to ensure I keep this up through the whole piece. This adds to the characterisation and conveys the meaning of your character participation, why they are in the dance. 

13/10/16 Planning, rehearsing and performing an ensemble piece

 There are three main parts to successfully putting together an ensemble performance; planning, rehearsing and performing. Each step involves different elements of working together which are all vital in ensuring each step is honoured, giving the ensemble performance the best chance of success. 

Planning- this includes contributing ideas, researching the content of your performance and exploring the subject in depth, making compromises, availability of cast and team and listening to opera house other’s ideas. Ensuring you have a set idea of how you want the performance to look when it comes to the show day is essential as the rehearsal process will fit around this end image. Commitment to the process is also a vital to making the performance work. Each team member must be committed and passionate about their part in the performance. Having team members who are passionate about what they are participating to the process, will take the work to the highest standard possible.

Rehearsing- this includes putting together a rehearsal schedule, tolerance, patience, focus, flexibility and self discipline. This is the step where everyone's works starts coming together. Being patient is vital as this step is also the part of the process where everyone need to put in loads of hard work, ensuring everything about the performance has been covered and polished, ensuring it is ready to be performed. Focus is also important as there is always going to be a certain amount of time the work needs to the completed by therefore a lose of focus is a lose of time which you cannot get back. In conclusion this part of the process must be completed with care and commitment to make the performance the best it can be. 

Performing- your group image/ costumes, choosing your audience, enthusiasm, peer analysis, supporting one another and energy. This is the final step to the process and is where the hard work and commitment all pays off. Energy and enthusiasm are two essential traits all of the team member must have when performing. Watching people do something they enjoy and are passionate about is always pleasing for audiences. Appearing unenthusiastic and bored when performing not only looks unprofessional, it also brings The mood and atmosphere down to a low point which becomes unenjoyable for audiences and performers. 

‘I like the flowers’ is a warm up sung in the round. We split into three groups of roughly 4 people to sing this today. We performed the warm up song twice. Firstly we sung it with no prompt however before we sung it for a second time, we had a class discussion about how we could use performing skills (listed above as the third section) to improve the piece. Relating to the idea of performing, enthusiasm was the first element we needed to improve on. The first time lacked enthusiasm and charisma as we were all too focused on signing the lyrics correctly and ensuring we sung with our groups; keeping in time with the round as a whole. However after mentioning we needed more enthusiasm, the second time round definitely improved. I noticed in myself and when looking at others in my class that we used our facial expressions to demonstrate passion and that fact we were having a great time on stage, performing the song. I also noticed a difference in body language, we all let our vocals and the melody lead our movements, such as swaying from side to side and performing the simple hand actions which go with the song. This looked like it came naturally to us the second time round as we weren't over thinking the technical details as we had these perfected at this point. Eye contact between the whole group and each of the three individual groups helped us support one another. This connection allowed us to be clear on when to start singing and end the singing. This also helped make the transitions smooth between verses. Being aware and ‘awake’ whilst singing, also made sure each group kept to their timing in the round. If an individual in the class was confused about where to pitch their line or the timing, making eye contact with a outer group member made it so much easier to get them back on track. This is a positive way of non verbally communicating when performing. 

A counter melody is the idea that two songs can be sung together by two different vocals, accompanied by one of the song’s backing music. The songs however cannot be chosen at random, they have the musically fit together to ensure the two match and sound correct. We sung two sets of counter melodies today; 1- Adele, Someone like you with Journey’s Don't stop believing. 2- Pink’s Just give me a reason and James Blunt’s You're beautiful. The most difficult part of singing in a counter melody is keeping to your song in your group. Whilst singing two songs at the same time, it is easy to become distracted by the other song’s lyrics. This is where patience and focus comes in during the rehearsal process; you must help others understand how the overlapping of the songs works out and ensure all your attention is committed towards the task otherwise unnecessary mistakes will inevitably occur, wasting time for the whole cast. When performing, we had to bring strong energy to our performances as individual. As a result, this increased the whole volume of the group, making the songs sound brilliant together; you are able to hear the songs counteracting against each other, sounding stronger and more professional as a whole. 

Myself, Luke Emily and Jaydee were put into a group and given the song ‘Crazy little thing’ to choreograph and sing, with the end goal to perform to the rest of the class. We spent the least amount of time on the planning section as we only had 40 minutes to complete all three. Our planning consisted of a small amount of research into the song, listening to it and understanding the pitch and tone. This set us up in a strong position for starting the next step, rehearsing. We spent the majority of our time today on this step as for this quick task, preparing our material was the most important stage. We all listened to one another's ideas and put our heads down, getting on with the task in hand. For example there was one stage where we all had different ideas for s certain part of movement. Instead of debating over whose idea should be used, we civilly decided on which idea to use and made a compromise, to use the other movement ideas in the dance however in another section. This cut down the procrastination which could have potentially taken away some of our time we had rehearsing. Patience also came into play when rehearsing today; we were singing some difficult melody lines between a female and male vocal which took us some time to work out where we were meant to pitch the notes and following on from this, making them sound strong and perfecting them. 

When performing, some of the movements and vocals didn't look or sound as we had initial expected them to in rehearsals for two reasons. Firstly we didn't have a huge amount of time to create the choreography and therefore it wasn't refined as well as we would have been aiming for. Secondly due to the time period assigned for this again, none of us in my group were confident on the lyrics for the song, therefore we didn't sound fully confident. However sometimes these things happen when performing and pitching ideas to the rest of the cast therefore you have to apply other performing skills in the moment, the demonstrate a glimpse of what you have created could look like I'm the future. We apply end the idea of enthusiasm by making the movement we remembered over exaggerated, almost in an appropriate comedic way. This brought a new concept to the piece, as the audiences did enjoy us bringing in an element of humour, even if it was by mistake. Finally, peer analysis came in to play here when getting feed back from them after. As I mentioned, they enjoyed the comedic moments, such as making the movements over exaggerated and turning to the side and leaning on each other whilst singing and performing a crazy motor bike action. This has uncovered a new idea of bringing comedy to the piece as it really worked, which is a positive new idea which came from a mistake. This shows that as an ensemble if things go wrong, you must interact with each other and react to one another's energy; and this could actually bring new ideas to the table. 

My target for the following lesson is to continue thinking about the three stages of putting on an ensemble performance as they have really helped me think about why and how we do each step as a group, working together. 

11/10/16 1st lesson- Blocking

 Blocking- lesson 1

Page 22- This section of dialogue between Galileo and Scaramouche, directly after they have finished singing their duet, Under Pressure. The pair are confused about what Globalsoft have done to them and they are clueless to why they could possibly be of help to them.

I want to convey to audiences that in this scene Scaramouche secretly is willing to spend time with Galileo and find out why they are in demand. However she verbally sounds blunt and stand offish when talking to him. This shows her character is the type to play hard to get and not give too much of her emotions away to audiences and Galileo. “Don't call me baby” I will deliver this line quickly after Galileo calls her baby with a harsh tone, to show she is against the idea of being his ‘baby.’ This shows she can stand up for herself in a potentially vulnerable situation. 

Page 29-31 

This scene sees Galileo and Scaramouche getting to know one another on a personal level, exploring each other's personality traits and persona. Scaramouche shows her vulnerable side in this scene by telling Galileo that the GaGa girls hate her and that she feels as though she doesn't fit it. She puts on a front that this doesn't bother her and she is perfectly fine living life ‘alone’, however we can see from subtle hints that she is secretly after someone to share her life with and invest herself into. For example she states she has never had a real friend and would like one. On the other hand she stays composed and gives off the persona that she is judgmental and confident in herself and the person she is, for example “sounds like bollocks to me” and “you're an arrogant, self important arsehole!” I

I will deliver these lines with harsh and blunt tones, delivering the lines quickly, as if she knows she shouldn't be talking to Galileo in such a way. I will use my face to express the emotions too, by turning my head away from Galileo, showing she cannot look him in the eye when talking, maybe as she doesn't fully mean what she is saying. Scaramouche puts on an act to seem fearless however she is, at heart, after someone to accept her for who she is. 

On page 29 Galileo is talking about how he hears words in his head. During him speaking, I will be walking around him from a distance and looking at him, listening with interest into what he is saying. However when he stops she replies with “sounds like bollocks to me.” With this line I will make it look like she snaps out of a trance, almost in awe of what he is saying how ever when he stops, realising she is showing interest and therefore makes a conscious effort to cover up showing interest to him. This is another way of conveying to audiences that the energy she gives off to Galileo is not what she is necessarily thinking. 

Also last scene blocking with everyone, explain unity in this piece everyone hugging and being happy, it is a celebration

As our final task of the day, we did some experimenting with blocking for the final scene of the musical, We are the champions. We had the idea that the whole cast meet in the middle of the stage, singing the song and enjoying each other's company. We added in clapping, smiling, arm gestures towards one another and hugs to make it look as though we were united as one after finding the hidden rock and rediscovering genuine music after so many years of struggling. These ideas we found would work well for the end scene as they show unity within the community of rockers and Bohemian's. This is something we will further develop in lessons to come. I feel as though we have made a positive start today on blocking as I now have a better understanding of how I wish to play my character, Scaramouche. I now know I want to really make the contrast visually obvious to the audience between her thoughts about Galileo and the way she acts. I will do this through tone of voice, body language and facial expressions. My target for next rehearsal is to keep developing this idea of showing s contrast, and to find new ways of developing this. I will think about audience interaction and how I can relate to audiences to show the difference in her thoughts and the way she acts.