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UNIT 4- ROMANTICISIM

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Romanticism evaluation Mya Howlett Our research on romanticism started with finding poetry, art work, music and theatre during the period (aprx. 1800-1850). We soon realised that most art and literature was inspired by strong emotions such as apprehension, terror and horror in coincidence of the celebration of nature imagination and beauty. You could say this spur of emotion provoking art was an effect of the industrial revolution. Romantic writers such as William Blake changed their writing style to focus on the inner world of emotions of the narrator, this style enabled the reader to empathize for the writer. This became very popular however was only effective if the writer had developed fine skills. We also learned about 'romanticism today' in contextual studies. We looked at vouge and other fashion modelling shoots and commercials. There was themes of flowers and frills, and nude and pastel colours. This helped me to design make up ideas that are modern but authenti...
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UNIT 6- THE DUMB WAITER

Unit 6 - The Dumb Waiter 5/1/17     - In today's acting lesson we where working in the theater. We had an introduction to the new script work assignment. We where all given a script of 'The dumb waiter' and we read it through as a group taking turns to read aloud. The script, written by Harold Pinter, consists of 2 characters; Gus and Ben. Gus and Ben are two assassins waiting in the basement of a restaurant waiting for a call. The dialogue is the two characters chatting and wasting time. The status roles between the two characters are clear and I would say Gus has a very low status of 2/10 because of how forgetful, stupid, annoying and childish he can be. However, Ben has a higher status than Gus, and i know this because of how controlling, belittling, and clever Ben is compared to Gus. My personal opinion of the script is that theres a lot of context and the roles can be as big as you want to make them. I  partnered with Carla and given the part of Gus from page...
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UNIT 9- PRODUCING AND PERFORMING TO AN AUDIENCE

Monday 21th  may For this unit i was given the responsibility of being the technical director and stage manager of the level 3 acting final show. In simpler terms, i was in charge of all production aspects of this show. This meant my job included taking ideas from the acting students and creating them, sourcing props and costumes, over looking the well being of the actors, making sure my tech crew was informed on what their jobs are, reading through the script and marking it up with cues, and through out performances calling the lighting and sound cues through canns headsets, for example when being stage manager I would say 'standing by LX 4 and SFX 6..... SFX 6 and LX 4 go.' SFX- sound effect     LX- Lighting cue Today I visited the drama students in the studios to see how rehearsals are coming along and to take in requests for production. each student was allocated a production role and I spoke to each  group of students for every area eg. costume, lighting, so...
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