Effective participators:
Focus – Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace, or wider community by taking responsible actions to bring improvements for others as well as themselves.
Personal learning and thinking skills –
Discuss and resolve concerns:
We were worried that we wouldn’t finish the performance before the deadline. We all had to come together and seriously work hard. My group met up during the Easter holidays as there was not many school days during Easter. I was unable to as I was on holiday but my group got a lot of work done and this really helped when rehearsing back at school.
Present a persuasive case for action:
Our piece focuses on a skeleton and we really needed one for the performance. The only way we would be able to get one of these is by borrowing one form the science lab at school. Emily and I went up to ask them and they were adamant we weren’t allowed to use their new one but said we could use the old, one armed, legless skeleton if we wanted. This we agreed to straight away because we really needed one. Before they agreed to letting us have this is because we mentioned how crucial it was that we had it and that it was for drama involving Miss Woffinden. They reluctantly agreed but one of the lab technicians recorded our work and was thrilled to see the skeleton in action and was really happy they let us have it.
Propose practical ways forward breaking these down into manageable steps:
Writing the script. We were baffled as to where to start. We didn’t know which part of anorexia we should show. We weren’t sure how in depth to take it. Then Imogen found a blog site which was a discussion board where people posted their problems etc... She found a post called The Skeleton in My Closet. We read the piece and straight away knew that this was for us. It was a very old post and there was no way we could contact the anonymous writer to ask permission to use the post. We scripted it anyway, created drafts from it and gave more information and events to happen within the piece. Imogen then went home and collaborated our ideas and wrote the first draft for our final piece.
Identify improvements:
My lines and monologues. I had a lot of work ahead of me to try and learn these in the required time. I had improved so much by the performance from the start in several ways. I had perfected my lines, I had progressed with my body language and facial features when performing and I had increased my audience awareness. Courtney managed to project her voice when she spoke and remembered her lines. She was also supposed to stop masking and not have her back to the audience, but this didn’t work as she never listened to this feedback and still continued to do it. Emily projected her voice too and did really well to remember her lines for the mirror scene I know she was struggling with. Imogen walked around the room and engaged with us as the characters as well and the audience as Miss Woffinden had asked her to.
Influencing others, balancing diverse views:
We had an issue with the skeleton and how we were going to display it. Emily had decided that draping a piece of black lace over the skeleton would give it a good effect. I agreed and so did Courtney but Imogen staying impartial. Then Emily thought that threading some flowers through the lace would give it a lonely daunting feel, I agreed and Emily and I then tried it. Courtney was now impartial, Emily and I liked it but Imogen despised it. She refused to even negotiate on one or two flowers. In the end we agreed to disagree and kept the lace on but took the flowers off.
Act as an advocate for views and beliefs that differ from their own:
I had to play an older character which was hard and I had to grasp the characteristics of an adult to be able to play this piece. My character also has an eating disorder so I had to adapt myself to play this character too. This was hard because I didn’t want to be insensitive to anyone suffering from this problem, or the writer so I really had to think about how I would do this. Emily also had to adjust herself as she was playing ‘the devil inside the mirror’, who was my enemy, this was hard for her and me and we are best friends but had to hate each other in this play.
Team Workers:
Focus – Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.
Personal learning and thinking skills –
Collaborate with others towards common goals:
When we wrote the script for our TIE piece we worked collaboratively to finish it for the deadline. Everyone in our group was involved in the process of this piece. Courtney and Emily looked up facts and figures, Imogen re wrote the blog into a script and I helped with the order of which the events would happen and the drama conventions I thought might be good to use.
Reach agreements, managing discussions to achieve results:
We decided on physical theatre as it would display the struggle in Stacey’s head. We decided that making somebody look fat would be too comical so we made it physiological instead. Emily came up with the idea of physical theatre and so Emily and I worked together to create a haunting physiological idea of inside Stacey’s head.
Adapt behaviour to suit different roles and situations including leadership roles:
Me playing Stacey. I was the main character and really had to work hard to hold the piece as it revolved around me. I also took on the role of director at times to try and adapt other members characters and to help the scene progress.
Show fairness and consideration to others:
Our group decided it was best if we let Imogen write the script and the song. This is because she is the most musically talented out of all of us and showed a big interest into wanting to write the script. We all gave input for these jobs but Imogen had the final say on these. We decided that she deserved to be in charge of the two things she really wanted to do.
Take responsibility:
I directed at times, I was the main character in the piece and the whole issue revolved around my character, and Emily and I had the idea of the mirror and step by step Emily, Imogen and I created the mirror. Imogen wrote the script and the song. Emily created the Mirror and the Narrator Book.
Provide constructive support and feedback for others:
We kept reminding Courtney to project her voice, stop masking and not have her back to the audience. Several members from the other groups told her too but unfortunately this didn’t work and she still did it during the real performance. My team members supported me when I was learning my lines and monologues and it really helped me learn them quicker.
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