Acting logbook.

26th September 2016.

Richard asked us to get into small groups to create a scenario using physical
theatre. The scenario our group was given was a visit to the launderette. Ryan
created a washing machine, I created tumble dryer, Vickie made a door and a
magazine and Tas made a bag of clothes with Katie operating everything. I
thought this exercise was exciting yet very difficult as I had to think about how a
tumble dryer works and how to make it look like I was one. Jamie told us to walk
around the room as an animal. For example, a cat. We all misunderstood Jamie
so we moved around like the animal would. Jamie asked us to use the
characteristics of the animals but in human form. After repeating this, we tried it
again. The final thing we did was walk around the room in a characterization
machine so when we got to the other end of the room we transformed into a
new character. We were then asked a few questions about where we are from
etc. I already had a character in mind so this exercise was easy.
3rd October 2016.
In this lesson, we watched 6 video clips so we could see how actors portray
different emotions and make the performance believable. This was to prepare us
to perform a monologue. These videos made me think on how I should deliver
my own monologue and what emotions I should portray. We got into small
groups to read our monologues. We did this as some people had never read a
monologue and it gave them a chance to practice before performing to the class.
We started in small groups to build confidence in our monologue performance.
One by one we read our monologues to the entire class. Richard wanted asked if
someone who wasnt reading the monologue could stand up as well to support
the person reading the monologue. At first I found it nerve racking, as I read
more of the monologue my nerves faded away.
10th October 2016.
In this lesson, we were given the task of writing a monologue. We spent the
lesson thinking and experimenting with ideas of what the monologue could be
about. I decided to write my monologue about a battle between Demons and
Humans.
17th October.
In this lesson, we did small warm ups. These were activities such as keepie
uppies, tongue twisters and burpies. We were then given the task of creating our
own 5 minutes long warm up over half term.
In rehersals it is important to remember the following things:
1. Read through the script.
2. Block scenes.
3. Learn lines.
4. Consider the Sub text.
5. Direction.
6. Development of character.
7. Practice and polish.
8. Health and Safety. (Physical and emotional.)

As actors, we have a tool box of skills I which we receive during training these
are:
Emotions to make the performance believable.
Body. E.g. physical theatre.
Voice.
Health.
Personality/experience.
Empathy for what is happening in the scene or throughout the show.
Confidence.
It is important to remember about the following:
Hydration as it can get hot under stage lights.
Sleep.
Nutrition to stay healthy.
Fitness and stamina.
31st October 2016.
The got into a circle with the monologues we had written and gave them to
another person. Richard told us that we will be learning and performing these
monologues. We spent the rest of the lesson reading through the monologues.
This was a chance for us to read our new monologues with the writer there. In
case we got confused about it.
7th November 2016.
In this lesson, we recapped the terminology for standing in different places on
stage. For example, upstage right is at the back of stage on the right. This is
always from the performers perspective.
Key ideas for delivery.
Project through your diaphragm so that everyone can hear what you are saying.
Have a clear vocal tone so you are understood.
Use emotional perspective to make performance believable. E.g. personal
experiences.

14th November 2016.

In this lesson, we were put into groups and were asked to devise a 2 minute- long
scene with a given stimulus. When we had created the scene, each group
performed their scene. The rest of the class had to say what they thought the
scene was about. We then had to use the same scene but Richard played a piece
of music that sounds sad. This meant that we needed to adapt the scene to
make it fit the feeling of the piece of music. We performed our new scene and it
was clear that everyone made their scenes sad. Richard then put on a happy
song which is well known. We had to adapt the scene again but this time we
needed to make it funnier. We performed this scene and some of the scenes
went down the happy route rather than comedy.

21st November 2016.

In this lesson, we looked at improvisation. We were put into groups and were
given a prop to use in the scene. This made improvising We were given 10
minutes to play around with different scenes before showing the rest of the class
what we had. I found this task
28th November 2016.
In this lesson, we thought about how to say our monologues. Jamie suggested
that we write a note by every line so we know what the character is feeling. After
we did this, we read our monologues to the class, this time we knew what it was
more of an idea of what it was about and who are character is.
5th December 2016.
Jamie taught us about the Circle of Awareness. This is when you decide whether
your character is talking to themselves, another person or the audience. We
were asked by Jamie to write 1,2 or 3 next to every line of our monologue. This
will help us with our delivery. Everyone then read their monologues to the rest of
the class and we decided who we thought they were talking to. This will be easier
to see when we are off script.
12th December 2016.
Richard split us in half and told us that we all will be running our monologues. If
we forget, the person on the other side of the room will step in and do theirs.
When it gets back to your turn, you carry on from where you left off. As soon as
the monologue was completed, you join Richard and Jamie at the front. Three
people got through their monologues with no mess ups. (one of them being me.)
Richard asked who put effort into learning their monologues as it was clear who
didnt as they took the longest to get it right.
16th January 2017.
There was a lot that we needed to achieve in this lesson. Jamie set the stage by
telling us who was going to sit where. He then got us to individually read our
monologues and told us where to stop. This creates our ensemble piece using
the idea that we played with before Christmas. When one person is talking,
another stands as well to support. As soon as we had an order we ran through it
a couple of time so we had a clear idea of what we are doing.
23rd January 2017.
In this lesson, we went through what we did last week. Due to absence, we
needed to add 2 members of the class into the piece. Jamie decided that they
would say their monologue in full as it would mean changing the order around.
We ran it twice so we could get used to the new order. Jamie asked us to turn
around and look at our posture in the mirror. We ran it again with no one
standing for support. This is because when we are assessed this will not happen.