Rofiat Ajisegiri LSC performing Arts 16/17

Eugene Ionesco  Eugene Ionesco was born on November 26, 1909  in slatina Romania , The next year his family moved to paris where he lived until 19255. His parents were divorced and he returned to Romania with his father in 1928. He studied French Literature and two years later he published his first article in the Zodiac review.  In 1931 and 1934 he published a collection of essays and in 1938 he received a fellowship from the Romanian government to write a thesis on subject of death in modern french poetry. He moved to paris and began his research then there was the German invasion so he relocated to Marseilles and then he moved back to paris five years later. he learnt English at the age of 40 but wasn't able too,  then and the decided to write his first play in 1948 which is called The Bald Soprano and it was staged on May 11 1950, at the theatre des Noctambules, under the directions of Nicolas Bataille. The second play, he wrote in 1951 is called The lesson...

Towards the end of the lesson we switched off the lights and we said our lines adding the vocal expressions to our voices.  when the lights were off we were able to focus on just our voices and it really helped us understand what to do even more to help us with our scripts. and the feedback we got  at the end of the lesson really helps us because we were told what worked and what didnt work.

This lesson helped us think about what we needed to do and how it could help us entertain the audience. 

Existentialism - A  philosophical theory or approach which emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will. The analysis of existence and of the way humans find themselves existing in the world. The idea that individual people spends a lifetime changing their essence or nature. "a rejection of narrative continuity and the rigidity of logic" - The idea of neglecting the story that continues and of things that makes sense . " a radical devaluation of language which is seen as a futile attempt to communicate the impossible" - An extreme reduction of language which is seen as an unreal attempt to communicate the impossible. Farce - is comedy in which the scene are too ridiculous to be true, that the characters are exaggerated and  their motives are Absurd and undignified. surrealism - ( what is it? Can you find a surrealist painting ? What does it make y...

After researching about children's theatre companies I found these ones;  ·Blunderbus company have been established since 1998 and they have been working for 18 years in a charitable way across across England and oversea. They've had over 200,000 children audience and they employ a small dedicated team of professional actors, puppet makers,musicians,writers and stage designers .They employ people who love working with children and has experience working with at least children age 3 - 7 years old and also someone who is full of energy and is physically fit , someone who can keep smiling even after adversity. After watching a few videos of their work it has helped understand that you need a lot of positive energy in working with children because as it children's theatre and the kids can get distracted easily, which means the actors have to have a lot of energy on stage so that the kids dont get bored, also they made me understand that asking the children questions which...

After rehearsing our individual scene for the first few minutes we decided to practise our talk show scene and we had to improvise first so that we can kinda get an idea of what we wanted to do then afterwards each group wrote a script for their scene in the talk show. Before the lesson was over we all discussed our costumes and what we wanted to wear as our characters, we clarified what items we are going to get from home/costume cupboard . F or the costumes we couldn't buy online we had to make it for example the magic wand was made out of cling film and pink cardboard paper. we had a research time to find costumes we needed but didn't have/couldn't make, for example the pig's tail and ears . so we had to find cheap ones to buy and i found cheap ones for the pigs on ebay for them to buy ; http://www.ebay.co.uk/itm/PINK-PIG-PIGGY-EARS-TAIL-ANIMAL-SET-adult-mens-ladies-fancy-dress-costume-/281865945673?hash=item41a0850249:g:QR0AAOSwxN5WVCaQ

G rasshopper and Toad  It's about a Grasshopper and Toad who are good friends. People always saw them together. Yet they had never dined at each other's houses. One day Toad invited the  Grasshopper to come and dine at his house.  The next day Grasshopper arrived at Toad's house. Before sitting down to eat, Toad washed his forelegs, and invited Grasshopper to do the same. Grasshopper did so, and it made a loud noise. the Toad then told the grasshopper to stop chirping because he cannot eat with such a noise, Grasshopper tried to eat without rubbing his forelegs together, but it was impossible. Each time he gave a chirp, Toad complained and asked him to be quiet. Grasshopper was angry and could not eat. so he invited the  Toad to his house for dinner the next day.The next day, Toad arrived at Grasshopper's home. As soon as the meal was ready, Grasshopper washed his forelegs, and invited Toad to do the same. Toad did so, and then hopped toward the food. ...

On this day we decided to make up our Story by going into our individual groups that are linked to our characters, for example; the Wicked Witch of west Africa and her sons the big bad wolves were a group, The Two princesses were a group,  little red and Goldilocks were a group and also the Three Little Pigs were a group. In those little group we had to come up with ideas on how to introduce characters to the children/audience and also we showed each other our ideas and we help each other improve what we had,we gave feedbacks and then we we went back to our groups and improved our scene and made sure it made sense . We then decided as a group to put all our works together by adding the narrator  who was also the Queen to each slots between each group, for example, the narrator starts the scene and then link it to the next scene and then she comes back on after the first Group has introduced themselves and she comes back on again and introduces the next group and reminded ...

this day we planned out our ideas and talked about the characters we wanted to add to the piece, we also distributed parts and clarified what we wanted to do exactly , for example , the talk show on how to resolve the problems.  We also linked some of the characters so that the story and the character make sense for example we made wicked witch the mother of the big bad wolves because the wicked witch is wicked and bad and so are the big bad wolves. However we changed their characteristics and made the wicked witch into an Africa figure type of witch/mother. Because i am playing the wicked witch i had to add an African accent to my character's voice so that it can be diverse and funny at the same time.However I found it hard because I wasn't able to articulate my words and the clarity of my words wasn't clear so I had to keep trying and keep articulating my words in order for the audience to understand what I was saying.  We made the big bad wolves less bad than...

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 ...

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.

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...

in the devising classes we started off with the warms up on the first day , which were like the foundation of what the lesson was going to be about. we were also set an assignment for the next lesson to search and learn more about stop and search. the next day we talked about our research and we developed our ideas with the information we found out about. we then wrote down the facts and more useful information from the research in other to use it in the future . we were then split into groups of two teams; the police.         And the young teenager. I was in the young teenager group and we were told to make up two different sentences for the teenager to say   with an action that represents them and what they are saying, we had to use choral movement and speech whilst doing this to represent one body/person. After practising this we then perform it to each other and gave each other feedbacks on what...