At first the whole class went into the drama studio and sat down.
Inside the room there was a projector and a video camera filming
the exam.
Task One
All things in bold and underlined are the explorative strategies we
used during the exam.
At first the whole class went into the drama studio and sat down.
Inside the room there was a projector and a video camera filming the
exam. I was told to relax and then told to stand up and act like a
character that depsised everyone else around myself. We all did this
at the same time, whilst walking around the drama studio. At one point
we were told to act scared of everyone around ourselves I noticed that
not many people varied their pace as they changed their roles. We were
then told to play a range of other characters. I did not realise how
others were performing as I was concentrating on my own performance.
All of this was mimed.
We were then told to look at the picture on the projector. The whole
class got into pairs and discussed the picture on the screen. It was a
picture produced by an artist named George Grosz. His style is stated
as "Caricature" the picture we were shown was in this style. In pairs
we discussed what we thought was happening in this picture. I was
working with Victoria and we decided that the men at the front were
obviously separated from the other characters in the picture, by
having huge charateristics (e.g Nose and body shape). The poor were
slightly crouched to give the effect they were lower than the 3 men at
the front of the picture. Which was non-naturlistic.
We then were told to re-create the picture by ourselves in the studio.
Half of the group used physical theatre to create the buildings in the
background of the picture. The other half of the group had to act as
the people that were in the picture. The students that were acting as
people used body language to create different standards of living of
the characters. The picture had 3 different types of people. They were
rich, poor, or soldiers.
Men played all the rich people which I found slightly sexist. However,
they used body language to create an essence of how important and rich
they were. They tried to look tough and heavy by crouching their
shoulders up and keeping their hands away from their faces, which
shows that they are not unhealthy (no coughing from illness) Their
faces showed a bossy and un-sympathetic attitude towards the old
people.
I froze. I felt my smile fading away and my tendency to overthink going into action immediately. What do I do? What if I say something wrong? What if I don’t do enough? Other underclassmen often asked me about my experience in certain classes
walked into the auditorium. Everyone just became silent and listened. Hickam really did not state
I still remember my second grade classroom. Not perfectly, but just enough that I can tell you about it. There was something that happened that was horrible, but lucky we figured it out before the real thing hit. You're about to find out what happened.
Helen Nicholson expressed that ‘T.I.E’s primary objective was to use theatre as a tool to explore ideas, feelings and values’ titling the medium as the ‘Theatre of ideas’ (2009, p24). It is within this sentiment in which our group formed its key intentions for our piece. As a company, our objective was to focus on children’s emotional response to a story based performance of T.I.E. Due to the educational aspect of T.I.E we decided upon the historical story of Pocahontas, allowing the group to retell and alter the well-known animated Disney film with an additional historical feature. The group designed and collaborated the performance to concentrate on the underlying issue of identity and to make the audience question, what it is that makes each person an individual? Pocahontas is forced to choose between her family home and a new life in England with her partner John Smith, and it is through this dilemma in which the group directed the overall performance. Desiring to create a ‘hybrid’ (Wooster, 2007, p1) piece of theatre, the group wished to include both historical and issue based techniques within the story, thus causing the children to think critically about the piece with both factual and emotional arguments. Throughout this essay I will examine the development process within our rehearsals and the group’s use of audience participation through different Theatre and Education techniques, in order to achieve our company’s aims.
It was exactly four years when this happened, being an 8th grader. I remember what my teacher said to our class that day, “Guys, we will have a quiz on this tomorrow”, referring to the book we were reading the past few weeks. I wasn’t really in the mood to take that quiz because I didn’t want to review the previous chapters from the book again in order to remember some important plots from there. I was also tired after a restless sleep, meaning that it made it hard for me to concentrate on one thing that required patience and careful reading. The next day, I wasn’t ready at all. I felt the nervousness right at my chest as soon as my teacher gave me the quiz, and our class only had 30 minutes to complete it. Carefully, I decided to use my phone secretly to find all the answers that I could to finish the quiz immediately, but that didn’t happen. I managed to look up two answers before Ms. Moreno noticed me using my phone. She then took my phone and my quiz and said, “You have a zero now”, as she walked towards her desktop. That was a big failure for me that day, and all of my classmates started laughing at me and asking why I did it. I turned red with embarrassment and knew it was because I didn’t study. The next day Ms. Moreno announced that everyone had passed the quiz - except for me.
For me taking the test was fine as well as waiting for the results. When it came to actually hearing the results, however I was extremely nervous. Those appointments I would sit with my legs crossed. A hand either on my stomach or neck and the other hand holding my phone trying to distract myself. I tended to be a bit soft spoken and seemed a bit closed off to answering questions. It shocked me how different I would act, and after seeing this video several weeks ago in my public speaking class about power stances I decided to try it out.
My communications classmates and I were partnered up with one another in order to perform a mock interview. During a mock interview, an interviewee is asked a set of questions (previously unbeknownst to the interviewee) and the interviewee had to give good answers to the questions. On October 24, in Mr. Wolfe’s classroom during 7th hour, at the student desks located next to his radio,My partner and I, Gabi Kappes took turns interviewing one another. The primary purpose of the mock interview according to Mr. Wolfe (our teacher) was to prepare ourselves for interviews we will engage in sometime in the near future.Gabi interviewed me for a prestigious MFA program at the University of Wisconsin Madison (which only
Nervous feelings preceding an upcoming an examination is something that most people have experienced at some point in their lives. Some are not greatly affected by pre-examination jitters, while others find it debilitating (Sarson, 1978). This more extreme type of reaction to an impending examination is known as test anxiety. Anxiety can be defined as an individual’s response to something perceived as a threat, which can be manifested in several different ways (Hockenbury, 2010). Test anxiety can affect an individual’s moods, thoughts, behaviors, and even bodily functions (Seligman, Walker, & Rosenhan, 2010). For example, people suffering from test anxiety who have an upcoming examination may find it hard to concentrate, have stomach ailments, or suffer from a depressed mood.
I first met “T” when I was placed into the same group as him in ninth grade drama class. I believe the teacher was trying to allow for diverse groups, leading to diverse opinions. My school was majority white, farm children, and T was no exception. Our group contained 5 people, including myself and T, and we had to create a script about teenage pregnancy. I always attempt to give everyone I meet a fair first-impression, but T decided to use this first meeting to complain about the groups and the content of the class. The rest of us worked diligently and co-operatively while T continued to either be on him phone or out for a “smoke-break”. T was an obvious sharp contrast next to the rest of the group.
The test looked like something I've taken before, but I wasn't quite sure what I was doing. There were vocabulary, reading, and grammar sections. I sped through the vocabulary and wondered what sort of a person would miss these words like disgruntlement and abyss. Surely I would pass this section. Grammer has never been my strong point so when I got to this section I was basically
I adjusted the corner and was met with a strong mass of tissue. I couldn't tell it's identity till I heard "DEANNnn" Being shouted as loud as possible. My answer of "SAMMm" shook my ribs my voice suppressed by their coat influencing it to seem like a quieted shout. Furthermore, in one development he had me by the wrist going down an arrangement of stair then in the assembly hall. He didn't relinquish my wrist till the agreement was rounded out by me and when I guaranteed to remain the entire time till it finished. We discussed how apprehensive we were and past things like this that we had been in . What's more, how things turned out badly with them and the spares made to shroud it. The tryout we read from the content , sang one of the tunes and attempted to do movement for that we were accomplices and we didn't
The first thing people need to know about high school theater pertains to Murphy’s Law: everything that can go wrong is going to go wrong, just when you need it to work. During my junior year, a sophomore named Seth rushed into a crew meeting in boxer shorts and yelled, “Has anyone seen my pants?”. Over the span of four shows, set pieces broke, props got lost, and Seth misplaced most of his clothes.
Out of the blue, I got called up to the principal’s office. I was panicking to the point where I would ponder
I was extremely nervous because I did not know what to expect during an interview, but
Theatre-In-Education The theatre education industry/movement has seen some rapid changes since its initial developments and establishment in the 1960’s. However its origins mainly lie in the early years of the last century. It was the initial establishment of companies such as Bertha Waddell’s in Scotland and Esme Church’s in the north of England that thoroughly established the main roots of TIE.