Rofiat Ajisegiri LSC performing Arts 16/17

It is now almost 15 years since Damilola Taylor died.  Damilola lost his life because of enormous problems in this society. his family moved to  London from Nigeria

the play Fallout by Roy Williams was introduced to us and we read the script to this play for the next few lessons  in order to help us understand the script so that we will know what we were doing before casting the play out. After finishing reading the play, we were casted parts from the play and I was given the part of Ronnie. Getting to know Ronnie I had to do a lot of research and ask myself different type of questions like what are their personality traits etc., as for Ronnie I thought she was a unique girl she was always left out and people didn't really like her much, from the script I knew she was in love with Dwayne and she loved Shanice as well because she was her best friend because people didn't really like her .They called her a troll because they didn't like her , she was a working class girl who was very lazy and she was just 17 years old , she got kicked out of school at the age of 16 . she doesn't believe in god because she doesn't really hav

From the devising piece the strengths within the performance was when ; we used multimedia to show the audience what the piece was going to be about, at the beginning of the piece  we used the projection to show how police act toward people and what stop and search had led to. we also used multimedia at different parts of the piece. we used sound effects and music to set different atmospheres.  we used proxemics in our piece to communicate the perception of the police as hunters of young people, we did this by moving in large group in unison to show that were trying to intimidate young people. we used the sound effects of us stamping our feet as an ensemble  to show how intimidating the police were, also the music we used was a panic song and it helped build tension and suspense leaving the audience to wonder what was going to happen next. we used projection with our vocal range, body language and facial expressions when we had to come out of the frozen image from the party s

in this lesson we decided to try and extend the second to last scene of our piece where the police were chasing the youths, we had to find a way to move around and use the space in order to communicate the idea of the police hunting the two young people. We wanted to fully experiment and play around with proxemics to show the control and intimidating nature of the police.   so we decided to use the entire space by making the youth run on stage to the centre stage so that the police can come after them together walking and moving in unison to create suspense and create tension and then we use slow motion to create tension we slowly turned our heads around to look at them and then quickly turn.  then the youth ran away upstage and froze so we the police turned around in canon to go after them then we froze and swapped position to tell them to stop three different times to show the controlling nature of the police. then the youth ran back to centre stage then we all surrounded them

For this lesson we were talking about how to improve the transition since it was the next day after our first performance of the show on the 17th of November with the audiences comments on how we could improve our performance. From the responses we got we decided to add more stuff to the piece to help us make it better so this lesson we decided ; To add an audio asking the audience if they have ever been stopped and searched before to get them engaged in the scene.  we also added music (siren) to the transition scene from the mother and son scene into 'this is Trey scene'. we also changed the transition of the next scene by leaving the characters on stage whilst the rest leaves in order to increase the pace of the transitions. we also decided to add sound effect to the second to the last scene to create the effect of being locked up in prison.

for this lesson we decided what order we wanted the piece we made since we did them in random order so we had to talk as a group and decide which one goes in were and why, then we rehearsed it in the different orders we suggested and it didn't work or make much sense. then we decided to make it in this order because it was understandable and it was easier and faster to transit from one scene to the order. During this lesson we were able to give our ideas on how to improve the scene or the order, it also helped us think about the transition and how we could improve it and make it faster and better.

first few lessons.

we were rehearsing what we made from the research we did on stop and search  and the videos we watched in order to help us develop this idea. first we started with the mother and son scene where the mother is talking to her son about staying home and protection and he accidently talked about 'protection' as in he carries knife. we did this scene by using the ensemble to create tension by stamping their foot each time the son mentions 'going out' this created tension because it could infer that going out is dangerous . then we transitioned into the next scene by running downstage and then round the exit to get back upstage . then we did the scene with Trey going to school and being stopped and searched because of how he was dressed, but then they didn't find anything on him so the ensemble reacted by sighing . And then we did the LED light scene where we used the LED lights to show the police searching people , we all moved in chorus to show the effect of the pe