Things to do...
Battersea Art Center: http://www.bac.org.uk/
Funky Monkey: http://www.funkymonkey.info/index-2.html (Piano classes)
Jigsaw- performing Arts: http://www.jigsaw-arts.co.uk/cms/
Thursday, 16 June 2011
Wednesday, 8 June 2011
Performing Arts Job!!
I found this research:
If I could be anything in the performing arts industrey, I would be a film director.
A film director visualizes how a script can be brought to lifeand develops a film's artistic and dramatic content.
To become a good director, I would have to study photography, acting and english. This would give me good knowledge. Also I should attened film festivals and keep up with the industry websites.
Many directors start out as actors in order to understand this aspect of their craft.
Although not required in the field, film directors often have undergraduate or advanced degrees from film or multimedia school programs. Independent art schools, colleges and universities may offer a general grounding in broadcasting, radio, film and TV. Others may offer theoretical media studies, while a few may offer majors in film directing.
With or without a degree, aspiring film directors can gain experience and contacts by becoming involved in the production and technical aspects of movie-making.
Most of the feature films shown in the United States are made in one of only six major studios, and slots to work on such projects are extremely limited and competitive. The path to the director's chair typically involves working as a production or technical assistant, and then eventually progressing to the role of an assistant director. By accepting as much job experience possible in any role relative to the film industry, aspiring directors can begin their path to the top.
If I could be anything in the performing arts industrey, I would be a film director.
A film director visualizes how a script can be brought to lifeand develops a film's artistic and dramatic content.
To become a good director, I would have to study photography, acting and english. This would give me good knowledge. Also I should attened film festivals and keep up with the industry websites.
Many directors start out as actors in order to understand this aspect of their craft.
Although not required in the field, film directors often have undergraduate or advanced degrees from film or multimedia school programs. Independent art schools, colleges and universities may offer a general grounding in broadcasting, radio, film and TV. Others may offer theoretical media studies, while a few may offer majors in film directing.
With or without a degree, aspiring film directors can gain experience and contacts by becoming involved in the production and technical aspects of movie-making.
Most of the feature films shown in the United States are made in one of only six major studios, and slots to work on such projects are extremely limited and competitive. The path to the director's chair typically involves working as a production or technical assistant, and then eventually progressing to the role of an assistant director. By accepting as much job experience possible in any role relative to the film industry, aspiring directors can begin their path to the top.
Thursday, 19 May 2011
Friday, 29 April 2011
Arts Review WICKED!
Yr 9 and I went to see the Musical 'wicked' on the 27th of April 2011.
The main two characters were both witches... Glinda the good witch and Elphaba the wicked witch. Elphaba was born GREEN! This made her life difficult at times, especially university with her sister, Nessa who was is in a wheel chair. Elphaba would get teased and ignored. Untill she was noticed by one of the magic teachers who saw Elphaba cursing a spell on the bully's, unintentionally. She then got the oportunity to meet the Wizard of Oz. Elphaba was so excited. However when she met him, he was a bit of a disapointment. Through out the musical you incounter how the Lion, Scarecrow and Tin Man come about. There were lots of unexpected twists.
The set was fantastic! There was a huge dragon framing the stage above, wooden wheels at each side and different aristic back grounds. The lighting changed depending on the mood of the scenes, from bright yellows and whites to dark greens. When Elphaba was singing in green lights, her green skin shone!! her face lit up. Glindas costumes were extremely girly and nicely fitted. Usually pink or white coloured. Where as Elphaba's costumes were'nt as nicely fitted. Her dresses, tights and cloaks were mainly black and sometimes green. They looked completly different and they were completely different but eventually became best friends. 'oposits attract'. At one point of the Musical Elphaba and Glinda were in their dorms at University. Glindas side of the room had a pretty, satin cover on her bed, a shelf full of shoes and a feminin lamp. Elphaba had a raggid blanket as a cover, nothing on her shelf apart from wheels and a standard lamp. This clearly showed that one was rich, vain and luxurios and the other was poor, had low confidence and was plain.
The acting was really good and they were confident with their movements. The dancers held their heads high and looked as if they were enjoiying them selves. When there was funny lines, the actors got the timing just right. It's impotant to get it right. The whole of the stage was used, so all of the audiance could see the actors at all different angles.
I thought the performance was really great because it wasn't too over the top or cheesey.
At the very begining it was hard to hear the dialogue and the singing because the music was too loud compared to the actors and the singers voices. However as the musical went on it was fine and I could hear everything clearly. I especially loved Elphabas voice, it was husky but still strong and easy to understand. The performers were interesting to watch as they had loud and detailed clothing, they had expressive faces and the extra cast changed characters alot. Everyone played their rolls well.
Overall I enjoiyed the Wicked Musical becuase it's set changed a lot. My favourite set was the red popey's. The actors were talented and the singing was brilliant!!
The main two characters were both witches... Glinda the good witch and Elphaba the wicked witch. Elphaba was born GREEN! This made her life difficult at times, especially university with her sister, Nessa who was is in a wheel chair. Elphaba would get teased and ignored. Untill she was noticed by one of the magic teachers who saw Elphaba cursing a spell on the bully's, unintentionally. She then got the oportunity to meet the Wizard of Oz. Elphaba was so excited. However when she met him, he was a bit of a disapointment. Through out the musical you incounter how the Lion, Scarecrow and Tin Man come about. There were lots of unexpected twists.
The set was fantastic! There was a huge dragon framing the stage above, wooden wheels at each side and different aristic back grounds. The lighting changed depending on the mood of the scenes, from bright yellows and whites to dark greens. When Elphaba was singing in green lights, her green skin shone!! her face lit up. Glindas costumes were extremely girly and nicely fitted. Usually pink or white coloured. Where as Elphaba's costumes were'nt as nicely fitted. Her dresses, tights and cloaks were mainly black and sometimes green. They looked completly different and they were completely different but eventually became best friends. 'oposits attract'. At one point of the Musical Elphaba and Glinda were in their dorms at University. Glindas side of the room had a pretty, satin cover on her bed, a shelf full of shoes and a feminin lamp. Elphaba had a raggid blanket as a cover, nothing on her shelf apart from wheels and a standard lamp. This clearly showed that one was rich, vain and luxurios and the other was poor, had low confidence and was plain.
The acting was really good and they were confident with their movements. The dancers held their heads high and looked as if they were enjoiying them selves. When there was funny lines, the actors got the timing just right. It's impotant to get it right. The whole of the stage was used, so all of the audiance could see the actors at all different angles.
I thought the performance was really great because it wasn't too over the top or cheesey.
At the very begining it was hard to hear the dialogue and the singing because the music was too loud compared to the actors and the singers voices. However as the musical went on it was fine and I could hear everything clearly. I especially loved Elphabas voice, it was husky but still strong and easy to understand. The performers were interesting to watch as they had loud and detailed clothing, they had expressive faces and the extra cast changed characters alot. Everyone played their rolls well.
Overall I enjoiyed the Wicked Musical becuase it's set changed a lot. My favourite set was the red popey's. The actors were talented and the singing was brilliant!!
Thursday, 10 March 2011
Teaching Year 7 MUSIC!
My group and I had the task of teaching a year 7 class, for one hour. My group consisted of Joel, Raven, Zoe and Me. We worked well together!
We started with the powerpoint, reading out the learning objectives. As soon as the class was tolded the definition of Tempo, we started teaching them the Italian phrases for very fast, medium and slow. They had to quickly memorise the Italian phrases to be tested on. The quiz worked well for the year 7's shouted out the right words which ment they must have learnt them.
Then we had an activity for them. We managed to get the year 7's to push their chairs and clip boards to the side, without any fuss. I think we were able to do this, as we didd'nt shout at them. Instead we asked them with authority and politness. The activity was to listen to music (and run on the spot when fast tempo, walk on the spot when medium tempo and walk in slow motion when slow tempo). Some students were not patispating therefor we had to try and incourage them. It made the activity more difficult. However I still think the year 7's enjoiyed it.
Once the class was back in their seets facing us, I gave out some sheets to all the students. When some of them lost concentration, we all went round telling them to carry on with the work or asked if they needed help. This part of the lesson showed my group what rolls we had (Joel kept the class under controll, Raven helped get evryone equiped, I got the class to keep concentration and asked if anyone needed help and Zoe helped students and got the disruptive children to behave).
Afterwards, we gave out little coloured cards that had writen on them... Presto, Adagio and Moderato which means very fast, slow and medium. They liked the cards because they looked good as they were in bright colours (orange,red and green). We played a game with cards which ran smoothley.
At the end of the lesson we gave them an evaluation sheet for them to answer and give us feedback. Most of them was good and they best liked the activities where they got to move around.
2 things that went well in the lesson:
*We managed to spread the acvities and powerpoints over the one hour perfectly. (We diddnt run over time or finish tpo early).
* The group took terns at speaking and we acted confident.
1 thing we could have improved in the lesson:
* Asked more questions and talked to students more individually.
I really enjoiyed teaching year 7 music!!
We started with the powerpoint, reading out the learning objectives. As soon as the class was tolded the definition of Tempo, we started teaching them the Italian phrases for very fast, medium and slow. They had to quickly memorise the Italian phrases to be tested on. The quiz worked well for the year 7's shouted out the right words which ment they must have learnt them.
Then we had an activity for them. We managed to get the year 7's to push their chairs and clip boards to the side, without any fuss. I think we were able to do this, as we didd'nt shout at them. Instead we asked them with authority and politness. The activity was to listen to music (and run on the spot when fast tempo, walk on the spot when medium tempo and walk in slow motion when slow tempo). Some students were not patispating therefor we had to try and incourage them. It made the activity more difficult. However I still think the year 7's enjoiyed it.
Once the class was back in their seets facing us, I gave out some sheets to all the students. When some of them lost concentration, we all went round telling them to carry on with the work or asked if they needed help. This part of the lesson showed my group what rolls we had (Joel kept the class under controll, Raven helped get evryone equiped, I got the class to keep concentration and asked if anyone needed help and Zoe helped students and got the disruptive children to behave).
Afterwards, we gave out little coloured cards that had writen on them... Presto, Adagio and Moderato which means very fast, slow and medium. They liked the cards because they looked good as they were in bright colours (orange,red and green). We played a game with cards which ran smoothley.
At the end of the lesson we gave them an evaluation sheet for them to answer and give us feedback. Most of them was good and they best liked the activities where they got to move around.
2 things that went well in the lesson:
*We managed to spread the acvities and powerpoints over the one hour perfectly. (We diddnt run over time or finish tpo early).
* The group took terns at speaking and we acted confident.
1 thing we could have improved in the lesson:
* Asked more questions and talked to students more individually.
I really enjoiyed teaching year 7 music!!
Friday, 4 March 2011
My activity is drama LESSON 1
Today we looked at the play 'stones'. It is about two australian boys who kill a driver. Not intentianlly. They were throughing stones to scare the drivers.
Ms gave us a mini script and I got into partners with Ruby. We rehearsed many times. I was boy B, whilst she was boy A. We attempted to put on an accient but we were really bad at it. We sounded American. Atleast we tryed.
We watched a couple of groups performances. Some better than others. One group had excellant accients which made their performance even better. We however did not have time to show ours.
Ms gave us a mini script and I got into partners with Ruby. We rehearsed many times. I was boy B, whilst she was boy A. We attempted to put on an accient but we were really bad at it. We sounded American. Atleast we tryed.
We watched a couple of groups performances. Some better than others. One group had excellant accients which made their performance even better. We however did not have time to show ours.
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