Personal Assessment - Voice

I feel as if I have many weaknesses when it comes to my voice as I fail to show emotion in my voice when on stage. I have also noticed that I speak with a fast pace which makes it hard for people to understand what I'm saying and have to ask me to repeat myself. To help me to improve this when reading from a script I can put a forward slash at the start of a new subject and make that a pause before I carry on with the new subject. For example I want tea/ I'm very cold. I also mumble sometimes when saying words and don't pronounce them properly. To improve this I will work on the words I find hard to pronounce and practice saying them correctly for when I perform on stage.One weakness that I would love to be able to do is accents, I'm not good at them and I think it would be a great skill to have if I could. I also find it hard to develop a characters voice, I think it's because I've never really been taught how to use my voice properly. To help me with this I could use the techniques we're using in voice and use them to help me change my tone in voice and maybe look into an accent and try and pick it up.

I don't have many strengths when it comes to my voice but I think one of my strengths is definitely projection as I speak quite loud anyway which is great for when I perform on stage. I would say my voice is very confident which is a good thing because it means I'm not going to get nervous when speaking and it shows I've learnt my lines.

Vocal Health Poster

Portfolio Articulation

The third element of speech production is articulation. Articulation is the term used for all actions of the organs of the vocal tract that effect modifications of the signal generated by the voice source. This modification results in speech events which can be identified as vowels, consonants or other units of a language.

The passive place of articulation is the place on the more stationary part of the vocal tract where the articulation occurs. It can be anywhere from the lips, upper teeth, gums, or roof of the mouth to the back of the throat.

* The speech organs used to make the sounds are the tongue, lips and palate.

The human voice produces sounds in the following manner

1. Air pressure from the lungs creates a steady flow of air through the trachea (windpipe), larynx (voice box) and pharynx (back of the throat).
2. The vocal folds in the larynx vibrate, creating fluctuations in air pressure that are known as sound waves.
3. Resonances in the vocal tract modify these waves according to the position and shape of the lips, jaw, tongue, soft palate, and other speech organs, creating formant regions and thus different qualities of sonorant (voiced) sound
4. Mouth and nose openings radiate the sound waves into the environment.

Evaluation

'13' Mike Bartlett


We've been working on the play '13' by Mike Bartlett for about 5-6 weeks. We performed this play on the 12 and 13 of November 2014 . Our audience were our family members and friends, there were also some students in the audience.The play '13' is about 12 Londoners who have the same terrifying dream which is how they're all connected to each other and a young man name John returns home with a vision for the future. John also connects the 12 because they all listen to his speeches and become his followers in some sense.

I'm so thrilled that we decided to do the play '13' because it is so different to any other play that I have ever done and Mike Bartlett wanted it to be performed in a certain way. He said that "The play should be performed with a circle" so our opening scene was the 12 laying on the floor in the shape of a circle and they all sit up with the sound of the alarm clock to indicate them having the same dream. I think doing this made the performance every effective in a way that it was really exiting and made it more interesting. We also used some other techniques from Physical theatre, contemporary and Greek tragedy.For example we used the chair duet during the park scene in act 4 scene 3 with the four corners as well. I think the pace the play was at made it more better because it flowed into each scene but the only probably was that some people in the audience didn't understand the play or what the role of John was.

Throughout the play we did refer to the themes in order to help the audience understand. For example death, this was shown when Sarah killed her daughter Rudy and we tried to show it in a way that we didn't over do it but that it was still obvious that her mum killed her. Opinions and disagreements were shown in the scene at 10 Downing Street with the Prime Minister and her colleagues.

I think Thursdays performance was our best performance because everyone was fully focused and calm since we had already performed it twice already which made us all more relaxed and able to enjoy it. I was at my best during Thursday's performed as I was fully focused, remembered my ques and where to come on as well as my lines. I might of done bad vocally and physically because I don't think I was loud enough during every scene I was in. I'm also not sure if my character came across to the audience physically and emotionally. I'm happy that the last scene of act 3 before the interval when well because it was very important that everyone knew their lines, when to say them and that it was really snappy which it was. I'm proud of all our group because they put their full effort in throughout the play to make sure it was a hit and that the audience liked it and I think it went marvelously.

If we could do it again I think it would be fun to try and perform the play in more of a circle like Mike Bartlett wanted. It would of also been great if we did direct act 5 because I think that would of helped the audience understand it all much better. I reckon it would of been an even better ending to the play as well because it shows what John meant to the 12 and how he effected them.

Character Profile

My character Holly was one for the 12 in the play '13' by Mike Bartlett. Holly doesn't get on with her mum or dad "my dad's a shit and my mum gets anxious, about things?" but get's on with gran really well because her gran giver her money "Thirty?".  She goes to University and doesn't have any friends or money "I'm not liking University because I don't have any money or ... well friends." which is why she sleeps with Mark because he pays her for it "You mind fifties?". Holly has a very troubling life because she isn't sure what she wants to do in life but when she hear's John speak in the play she decided to make a website for him and video him so everyone can see his speeches online "I'll film it tomorrow, put it online,".These speeches start to help Holly because she finally confronts Mark about what they do and tells him she wants to stop even though she is scared of him "What we do. I don't like it".

I think that Holly and Mark maybe met through her gran Edith because Mark is her lawyer and goes round her house to speak to her and  Holly goes round there too so that's how I think they met. After that I reckon her gran might have tried to set them up because in the play she says to Mark "My granddaughter Holly, she's your age." Then they might have seen each other out clubbing because Holly likes going out and after the clubbing scene at the end of act 1, Holly is round Mark's in a dressing gown in act 2 scene four. The reason I think Holly and Mark started this was because she needed the money and she thought it was alright because she wasn't doing anything else and she was unsure. After act 2 scene 4 though we see a change in Holly feeling towards sleeping with Mark and that is that she wants to stop. Her objective throughout the play from there is to stop but her obstacle is Mark because he doesn't want to, he's be come attached to her and started to see her as his girlfriend "It's fine. Like having a girlfriend." I think that John's speech's help her to see that she is more then just someone who sleeps around for money and that she can actually make something of herself. Which helps her to stand up to Mark when he see's her and to tell him that she doesn't like it "What we do. I don't like it".

The first speech Holly hear's John say is in act 2 scene 6 when he speak about his thought on a battery hen. After talking about this battery hen he starts talking about us, how we think we'll work everything out and God and how we can't know what was before the universe. In my opinion this speech helps Holly see that there is more to her life then just sleeping with Mark, she just has to go out looking for it. This is also the scene where she first talks to John and decided to start filming his speeches "I'll film it tomorrow, put it online" and also figures out what to call the video "John in the park. That's what I'll call it." I feel as if this scene is what helps Holly make a start on something new and finally change her life around because this is where she stop going round Mark's to sleep with him. Her objective is to finally make something of her self and show off what she can do and actually help people but Mark still won't leave her alone "You haven't answered my calls. You're here every day. I see you on my lunch-break. Going round with your clipboard." But by the end of the play she doesn't sleep around with Mark anymore. John helped Holly a lot because he say her as someone who was desperate and lost in finding her passion.


When I was experimenting with my vocal, physical and emotional side for Holly it was a bit hard because I had to take her away from my self and I tried quite a few things before I knew I had brought Holly out. I found vocal quite hard because she would speak in different tones depending on the character she is speaking to. Firstly I didn't really bring her attitude out, I wasn't taking her away from me but then I began thinking on it. I thought that she would speak about her family and problems in a harsh tone because she hates her family and is annoyed that she has a "Shit life". When she speaks to her gran I thought she'd speak in a softer tone since she is one of her family members and she does like her gran "Thanks gran". With Mark I was thinking that at first she would talk in a nice tone for act 2 scene 4 until she has met John and realized she does't really like Mark so she speaks with a harsh, defensive tone when he starts saying that it's her fault "The things is, the simple thing is Holly, that you've fucked this up, this but of your life" so she needs to stand up for herself and finally say it's over.

In order to show Holly's character physically I went over stage directions which helped me come up with always having her on a phone or tablet because she records John speeches. It also worked really well because she's young and all young people these days are always on some sort of technology so it seemed to suit her really well. When it comes to how she stands I thought that standing straight wouldn't suit her at all so I decided to have her leaning to the right to give her more of an attitude within her posture.  My next movement looking at her nails to show that Holly had no interest in what was going on in that moment. I used this to show she was bored because I feel that when she is bored she would just completely zone out and maybe sigh sometimes. Another movement was hands on hips, I felt like this would show Holly's has an attitude and she wants to have all the attention. I also thought then when reacting to what people say to her she would show a big reaction and use hand gestures which helped take her away from me as well.

For emotion wise I found it every hard because I felt as if Holly wouldn't really show off much emotion, she has this guard up and doesn't really want people seeing what she's going through because deep down I feel like she is very emotional. I was able to actually relate this to myself because when something is going on with me I hide it so I used that to try and help develop Holly's emotion. When it came to Mark because of what's going on between them and the fact she wants to stop I showed anger especially when saying "Mark you're a bastard. You say it yourself." During the Alpha scene I tried to show a bit of frustration because she was actually opening up to the group and they weren't listening or understanding and just moving on to someone else. I thought she would also show anger and annoyed, especially at the end of the scene when Esther tell hers to "Fuck off". When it came to helping out John I showed that she was happy because she was doing something she enjoyed that was helping others and actually feeling apart of something instead of an outsider.

For Holly's hair our finally decision was to have it up in a high pony tail because it was taking her away from my look which is always having my hair down so it showed the character of Holly more.When picking what to wear I had in my mind a leather jacket and black skinny jeans so I decided to look up what Lara Rossi who played Holly at the National Theatre in 2011 wore. I was happy to find out that she did in fact wear a black leather jacket and black skinny jeans. I settled on that and then wore a white blouse and white converses as well to give her that young adult affect as well. For props I had my bag for the alpha scene because the stage direction at the end says 'Holly grabs her bag and goes'. I used my phone and a tablet a lot too so I could record John saying his speech and I walk past Stephen's speech in act 1 scene 6 whilst on my phone 'Holly on her phone'. I also have a tray with a plate and mug on to show I'm eating breakfast for act 2 scene 4 and I'm wearing a dressing gown 'Holly walks towards Mark's breakfast table, wearing a dressing gown with hood up'. My last prop was leaflets that I was giving out for act 4 scene 3 'In the crowd. Holly's handing out leaflets.'


When we discussed the things that influenced Mike Bartlett for the play '13' we discovered that the bible was one of them. Then I found out that my character Holly is based on the prostitute called Holly in the bible and how Jesus isn't ashamed to have her as one of his friends even though she does sleep around and everyone said he shouldn't be friends with her. In the play John actually says "she has sex for money" which connects to the bible in the way that Jesus was telling people about Holly and what she does and he didn't care that she was his friend.

Week 6

We started by finishing off blocking act 4 and then did a full run through of the whole play. Starting with acting 4, then 3 on Wednesday as well as 1 and 2 on Thursday. This week was mainly to go over all the scenes, change what needed to be changed and to make sure everything was done and sorted for the performance week which is next week.

In order to help us with the movements for our character's Karen had us do three movements that our characters would do and we walk around the room doing them. To set our minds straight so we could do this Karen had us close our eyes and imagine our character in front of us and slowly walking towards us. To enable me to pick my three movements I thought of what I had found out about Holly already. Then I thought of some of her lines and her attitude towards things to help me finally choose what movements I wanted to do to show my character of Holly. My first movement was my right knee bent so I was lent to that side and I pretended to look at a phone or tablet. I did this because throughout the play Holly is on the phone or recording John so I thought it would be the perfect movement for her. My second movement was me still lent to the side but I was looking at my nails. I picked this movement to show that Holly had no interest in what was going on in that moment. I used this to show she was bored because I feel that when she is bored she wouldn't want to make eye contact with anyone and just completely zone out. My final movement was hands on hips. This was to show off Holly's attitude because when you see someone put their hands on their hips you get the feeling that they are annoyed and heroic because she wants to have all the attention.

This week I was able to achieve my goal of learning all my lines for the whole play which was obviously very important because we're performing next week. I have also succeed in developing my character on stage and taking her away from me by not doing the things I do and giving her a bit of an attitude. I luckily know all my ques and entrances ready for next weeks performance.

I still haven't decided on my hair style for Holly and I'm hoping to look up some hair styles that I don't do normally with my hair so I'm taking it away from me again. I'm thinking of maybe putting my hair up since I never wear it up and it would be showing my development of my character. It also puts it out of my face so you can see my facial expressions more clearly and it stops me playing with it throughout the play as well.

My goals for next week is to go over anything I don't feel as confident with and to still try and develop my character even more when on stage. I also need to focus more whilst on stage and not look at audience members and focus on the scene I'm in. I need to make sure I project and make sure I don't mumble in order for the audience to hear my clearly.

Review

Love Song - Frantic Assembly

For the first part of Love Song no words are spoken, just music playing in the background as an elderly man walks around on stage. Even though nothing is said it is still very effective as the tension is built up until you hear him speak. I found the first few words very strange as he speaks about his teeth which I found very confusing for the first words of the play but it definitely allows you to want to keep watching. Throughout the play you are constantly taken in and want to keep watching to find out more.

When watching Love Song you really feel the connections between the actors as if they were actually in love with each other. Which is what you need, you need the audience to be able to feel the emotions and connections between the character's in order for them to believe it. There was also a lot of naturalism throughout the play for example when the younger couple argued about getting a loan and the fact the women wanted kids but the man didn't and then they find out they can't have kids.

I like that the play flicked between the past and present, by using the older couple for the present and their younger selves for the past. The way they flicked between the two couples was very good as well because they would cross cut so you were still able to understand everything that was going on. The use of the bed and wardrobe to help switch between the couples was very inventive in my opinion. The way that they also used the present couple to link back to their past selves was great to. For example when the present couple started cleaning everything out and then spoke about how they had done this many times before but never actually thrown anything out. Then their younger selves come on stage and start cleaning it out and your slowly see the older couple making there way off stage but it's all very good because they don't just walk off it happens it a very natural way. For example the younger women might have a conversation with the younger man but because the older man is still on stage we see her having a conversation with him which I find very clever.

I find the play itself very emotional because you find out the women can't have kids and then her older self is slowly dying. The older couple are also very lonely and talk about selling the house because the women doesn't want the man living there on his own once she has passed. I think the dance sequences make the play very moving and the music helps set the atmosphere very well. The dance sequence I like the most is the one on the bed where it starts off with the older couple but then it all moves around and the younger couple come in one at a time and join in. Then after the younger couple leave by going through the little door that's actually on the bed and leaving the older couple there and then a video plays on the screen.

My favorite part of the play I would have to say is the ending because it sums everything up and I just love how it's all set out. With the younger couple on the floor and the older couple on the bed behind them with the music playing in the background. Then they all say "And on that night" in cannon starting off with the older couple. After they've all said that line the younger man says "And on that night, they were playing our song" which is the very last line. I love that ending scene because it sums everything up and you understand why it's called Love Song, it's just brilliant. 

Week 5

We did the nightclub scene at the end of act 1 on Monday where we made up 16 counts of 4 and then performed it in fast and slow motion depending on the music. We also added in flashing lights to make the scene more effective and Karen put us in four groups so we perform them one at a time and then move around a lot. I quite like this scene, firstly because we can all let loose and just all have fun and because it takes the play away from the seriousness. I love all the flashing lights throughout the scene and I like how at the end of the scene the 12 go back to the nightmares because then it helps the audience to understand what's going on and that we're having the same dream.  

This week we blocked a lot of the big scenes for example act 3 scene 8 which involves the 12 and John. During this scene I feel as if you get to understand the 12 more as it goes into their lives and their struggles as well as showing that they are fully behind John's campaign "So. We have to act. Together. This is the moment." It also shows how much John's speech impacts on them as individuals, what it makes them think and do. I like that at the end of this scene we did it so we're all praying because it shows how we are all together as one "In. Our. Name". This scene really helps me understand the play and the 12 connection to each other because it is the dreams but then I feel as if it is John as well. In some way John has helped or in some ways guided all of the 12 individual and together with the dreams. 

Karen had us 12 direct the last scene which is act 5 as it only had the 12 of us in it. We found it very hard. The first thing we tried was we got into pairs with the person we interact with most during the play, for example I was with Mark. Then we began reading through it like that but we found it very boring as we were just standing there. After we tried all of us just walking around and then when it was your turn to speak we stopped on the spot and faced the front whilst we read our lines. We found that it was really messy so we decided against it. I thought we could use the workshop we did which was the four corners but then we realized it would just be messy like the previous idea. We then all began thinking of other ideas but we couldn't think of one that suited that scene. Once we told Karen our situation she said she would direct it before we all decided that we're going to cut the scene due to it being too difficult to do. I do think that it is better we leave it out because it might confuse the audience and it's hard to find a way to do it in order for the audience to not get confused. I think it would of been good to do it though because it shows how going to war affected the 12 so much that they were in some ways lost. For example Ruth starts to doubt herself, Edith wants to die and Stephen even agree's that he would go to war to protect the country he love's. Holly actually wants to wait for Mark and he's finally gone home after so many years to see his family. The scene shows how John looked to be the good one but in the end after they got the text it changed them all in many ways. 

We also did a run through from act one up to scene four in order for us to remember what we have previously blocked and to add lighting as well as some background sounds. We also did change a few things like the side I come on and things like that which we'll probably keep changing until it's what we want. I did go through some scenes with some of the characters without Karen's help in blocking so we'll see how good we did when she has a look. In my opinion the hardest to block are the scenes with John in the park because you need to think what everyone is going to be doing and you have to make it interesting. It can't just be just just stood on a box giving a speech so hopefully some of our ideas help it to become more interesting until Karen has a look.

My character is coming alone nicely now. At home I have been going through the scenes and experimenting on different ways Holly could react to them. I've also developed it so in all the park scenes with John and not just the one where it says she has one Holly always has a tablet or phone and throughout the play she has either one in her hand. I have now a much better understanding of Holly's character in a sense that in some ways I can relate to her. In a way that I know what's it's like to not have any money and to find it hard to set your mind straight and sort what you want to do in life. She's just a young adult who is finding it a bit hard to live in the adult world and the fact she doesn't really speak to her parent's doesn't help. Which is probably why she goes to her Gran and then the Alpha course and John to seek help and guidance. She just needs to set her mind to what she wants to do and I plan to try and show that through my performance. 

I did achieve one of my goals this week which was to contribute and I did for the act 5 scene even though we're not doing it anymore. I also know most of my lines it just the fact that I don't know when I need to say them so I have to remember my ques. I have also remembered my blocking for most of the scenes so as long as I can continue to remember them and remember the ones I haven't done yet then I'm fine.

Week 4

I have now started to develop my character on stage by reacting to things that happen on stage the way that Holly would act. For example during act 2 scene 4 she is having breakfast with Mark and he says "Thank Gob you're alive, I thought I'd actually fucked you to death." During this scene I act disgusted that Mark would use such language and it reminds Holly of why she doesn't want to sleep with him anymore and how much of a douche he actually is. When blocking this scene we decided to get Mark to come across in a playful way but for Holly to still be a bit scared of Mark and to act surprised and disgusted by all of the inappropriate things he says to her. I do need to work on doing big expressions to show that Holly doesn't like it for the audience to understand what's going on and how she feel's about it. During this scene Mark pays Holly money so I need to show clearly how Holly feels about this. I feel as Holly doesn't want to do it but she feels forced to as she needs the money. I am still yet to understand why Mark choose to do this in the first place with Holly so I will need to talk to Milo to find the reason behind it all and how they might of met.

I am still experimenting with Holly emotionally because I have to think of previous things in order to understand why Holly is sleeping with Mark to know how she is actually thinking about it. I'm also thinking of how she is beginning to feel now she is helping John. I feel as she is happy about it because it seems as she's not mucking about anymore and trying to actually make something of herself and not be someone who just sleeps with men for money. With Holly vocally I'm starting to have her voice quite raised and harsh during the first act apart from when she is with her Gran because I think she'll speak in a nice, calm tone as I feel that she get's on with her Gran really well. Then as the play carry's on I think she'll start to show her fear and anger towards Mark when she see's him. For example in Act 2 scene 11 she confesses that she doesn't like sleeping with Mark and that she is in fact scared of him "What we do, I don't like it", "I was scared". Then when is comes to Act 4 she is able to stand up to him more "Mark you're a bastard. You say it yourself". She starts to overcome everything in order to help her move past it all and move on to what she really wants to do.  

I have now settled on a white shirt, black leggings, black leather jacket and white converses for the outfit of Holly but then hopefully change into a dress and black ankle boots for when she goes out clubbing. For me to understand Holly more I started to think about what could of happened before each scene and before the play. For example I know she wants to turn her life around because the first time she's on stage speaking she on the phone talking about who she's going to try out this alpha course and see if it good for her. During the alpha course she talks about how she has trouble believing in God "I have trouble believing in any of it. Why would God let me be born into a fucked up family with no money and a shit life". I think that's why she wants to start believing in something to help her move forward in life and start to make the right life decisions.

 For next week I will contribute to at least one thing when blocking scenes, learn the rest of my lines and go over the ones I already know. Go over the blocking for all of the scenes we've done in order for me to remember. I think I should talk to the characters I interact with a lot like John and Mark to see their prospective of Holly. My goal is to have a full understanding of Holly and know all of my lines before I go back after half term.

Week 3

Workshops

I really enjoyed the objective and obstacle workshop we did this week and I'm very proud of myself for volunteering to go up and have a go. We also used this to see what our characters objective is during the play. For example I think Holly's objective is to finally make something of her life but her obstacle is Mark, money and her past. Mark is her obstacle because he's become very attached to her and won't stop contacting her and leaving her alone "You haven't answered my calls. You're here every day. I see you on my lunchbreak. Going around with a your clipboard. Why didn't you get back to me?". Money is a big issue because she doesn't have any which is why she was sleeping with Mark and getting paid for it in the first place. "fucked up family with no money" The workshop where we pretending we were on a plate and had to balance it out on both sides which was good because I can see us using that throughout the performance.

Presentation

I did a PowerPoint presentation with Phoebe this week on morals and politics within the play '13'. We got good feedback from Karen. She did say that we explained our slides well and that we kept referring to the play and had good use of whiteboard. The only thing she said we need to do is become more confident speakers and read off of cards next time to prevent always looking at the screen and not making eye contact. We also needed to come away from the screen and go to the front to explain to the audience better.

Character Profile

I started to find out a lot about my character this week and I also got some input from other characters in the play that Holly is close to so I could find out their view on her. For example I spoke to Matt and Frank who play the character of John and they said that Holly is "Desperate and lost in finding her passion". I find that their opinions towards my character are correct as I also feel she is trying to find her way in life and is trying to find her purpose in life. She starts this by helping John, he helps her out of the dark and into the light and makes her feel as if she has a purpose in life.

I've also discovered that Holly sleeps with Mark for the money so she can pay for university "And I'm not liking university because I haven't got any money or well friends." However throughout "13" she goes from being scared of Mark to fearing him. He's let his emotions get between business and it's very unprofessional to get into a relationship. I find him very creepy and awkward to be around as he makes me feel uncomfortable. I have no sympathy for him even though he struggles in life because of the way he treats me and acts around me.

Blocking

When we experimented with blocking the Alpha group scene we decided to set it out like a group session by sitting us on chairs in the shape of a circle. At first I was at the end on the right side and Hannah who played Sally who is the leader of the group was sat in the center. Whilst we played around with it we realized that it was coming across funny. For example when Terry spoke about his ex girlfriend my character Holly would always interrupt's him. Then we notice Sally is a very emotional character so she starts to cry because Holly is sharing her opinions, thoughts and in some ways trying to take charge of the group. This scene helps me a lot with developing Holly's character vocally because after reading what she has to say, to me she would say everything quite harshly and with an attitude. I'm also experimenting with it because I don't think she'll have an attitude with everyone she speaks to, for example she wouldn't have an attitude with her Gran. Karen also pointed out that she see's Holly using a lot of hand gestures so I began practicing talking with my hands since I don't use hand gestures myself so it's also taking it away from me.   

Goals

For next week I need to go even deeper in finding out more about my character and talk to other characters that interact with Holly to find out their views on her and to find out how they met. I need to focus on my character on stage for example I need to find out how she speaks and acts around certain people. Then I need to make sure I remember and have all of act 1 sorted and then learn my lines for act 2.

Week 2

Greek Tragedy

Is a form of theatre from Ancient Greece and Asia Minor. It involves suffering and human tragedy based on our flaw world full of suffering from our own actions.Greek plays are tragedy, comedies and satyr plays.Greek tragedy's were only performed by men and only men watched the shows. They would do big actions and wear masks to hide their identity and enabled you to change characters. It was also a religious ritual so they wore the masks because of that too. The chorus is the hardest and most challenging. The chorus makes it dramatic when arguing and they speak together but don't think together. The plays were performed in a theatre that was in the shape of a circle with no roof.

My character

Since I play the character if Holly I decided to find out more about her and try to figure out what I should wear. I figured due to Holly's look on everything and her attitude that a leather jacket, black skinny jeans, any top and black ankle boots should create her character perfectly. I also saw that Lara Rossi who played Holly at the National Theatre wore the black leather jacket and black skinny jeans as well. I have also been looking into Holly's relationships with each character she interacts with to help me understand her a bit more.

Workshops

For workshops this week Karen put us in to four corners with the people we interact with most during the play and had us work to four different points in the room and to remember them. We then started going to these points in different ways and pastes and sometimes on our own. Once we had done this we had already thought we could use this during the crowd scenes in the play. We also did chair duets where we were in pairs and we had to do three different moves  but interacting with the other person every time until we got to about 18 moves altogether. Then we did one based on Greek Tragedy with all the big movements and facial expression for every emotion for example for scared I hid under my chair. We decided to use this workshop in Ruth's speech scene in order for the audience to see everyone's big reaction to what Ruth has to say. The workshops have really helped me to realize how the simple things like the four corners can really make a scene so much better and have more affect. In my opinion I think all the workshops are amazing because they each have their own great affect on the different scenes that we choose to use them in. 

Blocking

We blocked bit of act one this week and Karen added me into other scenes as an extra like the riot scene and Stephens speech where I walk past whilst talking on the phone. I also learnt to play the drums this week for Ruth's speech and during this scene everyone did their chorus movements like happy and sad. We also did mine and Milo's scene with everyone joining in as the crowd and did the four corners and the chair duets. This has a good affect on the scene because by using different things without it looking messy you get the park scene effect. I really like this scene because I think Holly's feelings towards Mark and what they've been doing really comes out. You also see why Holly is scared of Mark because is angry side comes out.  I also sat and watched as Karen blocked other scenes so I could have a rough idea on how to block my scenes so it would be easier for Karen.  

'13'

This week I actually found out a lot about '13' and what could of influenced Mike Bartlett to write this play. I think it's based around war and politics around that time which was 2010 because England was unsure whether to go to war with Iran as there was a theory Iran had nuclear weaponry and it was obviously down to politics if they did or not. We also believe it is related to the Bible as a prostitute named Holly just like my character is in the Bible. We were also able to relate John to the Bible as Jesus.

 

Goals

My goal for next week is to learn all my lines, start coming up with my own ideas for the scenes that I am in or help contribute to others. Volunteer myself during workshops and start answering questions even if I'm not sure if it's right. Work more on my character and the way she acts and speaks and start to use more gestures when speaking. I also need to slow down when saying my lines and show more expression.

Week 1

'13'

When Karen told us that we were going to be doing the play '13' written by Mike Bartlett and let us have a read of act one I was already excited. I liked the fact that is had many characters and not just a main one and how the characters cross paths because they all have the same dream. The play is set in London during 2010. It has the themes of death, issues and morals and it is believe that Mike Bartlett was influences by public opinions, the news and the Bible. It also seems to be about politics around 2010-2011. I think it's going to be interesting to perform as Mike Bartlett said it should be performed in a circle so we're going to have to come up with some ideas on how to do that.

My thoughts/ finding my character

Once I had read act one and had read as Shannon and Alice, I wanted to read more. I read through the whole play to see which character I wanted to try and which character I was more like. The first character I liked was Ruth because I knew it would be a challenge for me to learn the lines and she is nothing like me so it would of been good to go deep into her character. My seconds character I like was Rachel because she showed a lot of emotion to the audience that at the moment I can't do so it would be another great challenge for me. My last character was Holly, I liked Holly because of her whole background and the fact that she is opinionated and rude but it's because she's been through a tough life "Why would God let me be born into a fucked up family with no money and a shit life".  I also felt as I was more like her in the way of her being a student with no money and going through a rough time. 

Casting

When it came to casting I decided to go up for the roll of Holly since I thought she was the better option for me and I could relate to her more. I did various scenes with Brandon and Milo who were going up for the character as Mark. Once Karen told me she has gave me the roll of Holly I was thrilled and wanted to start finding more about her to help me develop her character more.

Behind the scenes/ my character

After been given the roll of Holly I decided to read through the scenes Holly is in to try and find out more about her attitude to certain things and the way she acts. I also searched up the women who played Holly in the performance at the National Theatre which was Lara Rossi. We also had to change the characteristics of my character. When we blocked the first scene with Holly in Karen explained that I needed to act the way Holly would and not act as I would. I began thinking of how Holly acts to certain characters in the play for example Mark. Holly has been sleeping with Mark for a long period of time, she now wants it to stop but is scared to tell him because of what he might do "What we do. I don't like it". She acts very differently to Mark then she does with the rest of the characters. She comes across very rude, opinionated and horrible but then when she is with Mark she doesn't stand up to him because she is scared of him "and then - she - Holly said I was scary". She also acts nice and sweet when it comes to her grandma Esther even though she easily takes money off of her "Thirty?".

Strengths/weaknesses

At the moment my weaknesses are sharing ideas with the group and involving myself when we are discussing ideas. I need to focus more on developing my character and showering the audience Holly and not me. I need to think back on previous workshops to see if they can be used in any of the scenes to help them become more interesting. I have been helping out people develop their characters personalities and what I think they should wear. My personal aim is to find out more about my character and see how I can develop her further.

Portfolio Vocal Organs

The Lungs

Speech requires some sort of air source. We produce a majority of speech sounds by forcing air upwards from the lungs, an action that is used in normal breathing. Of course just forcing air out of the lungs does not result in speech sounds. After all, when we want to blow out candles on a birthday cake, we force air out of the lungs, but this is not speech. To produce a speech, sound the outward moving airstream must be modified by manipulation of the larynx and articulators in the oral and nasal cavities. The ways in which the airstream is modified is the focus on this module.The central organs involved in the production of speech sounds include: the lungs, larynx, and vocal tract (the oral cavity, nasal cavity, and pharynx). While each of these is used for normal physiological processes involved in breathing and eating, they also function in the production of speech. 

The larynx ("voice box") containing the vocal folds and the glottis

The larynx, more commonly known as the voice box or the Adam's apple, is crucial in the production and differentiation of speech sounds. The larynx is located at exactly the point where the throat divides between the trachea (the windpipe), which leads to the lungs, and the esophagus (the tube that carries food or drink to the stomach).Over the larynx is a flap called the epiglottis that closes off the trachea when we swallow. This prevents the passage of food into the lungs. When the epiglottis is folded back out of the way, the parts of the larynx that are involved in speech production can be seen.

The Vocal Folds


There are two thin sheets of tissue that stretch in a V-shaped fashion from the front to the back of the larynx. These are called the vocal folds. (You'll often hear vocal "cords," which is doesn't accurately convey the way the muscle works.) The space between the vocal folds is known as the glottis. The vocal folds can be positioned in different ways to create speech sounds. Air passes through the vocal folds. If the vocal folds are open and air passes unobstructed, the vocal folds do not vibrate. Sounds produced this way are called voiceless. But if the vocal folds are held together and tense and air doesn't pass unobstructed, the sounds produced this way are call voiced. Voicing is an important concept because it helps us to describe how consonant sounds are made. Understanding voicing can help you to sound like a native speaker as you learn languages. If you plan to be a language teacher, coach, or therapist, voicing will become one of the tools you'll use to help your students, patients, and clients with their speech.

The vocal tract with the nasal and oral cavities

When the air passes up through the vocal folds, it is expelled through the mouth (oral cavity). Here is a cross view of a human head, looking to the left. The tongue, lips, teeth, and various regions of the mouth constitute points of articulation in the oral cavity. We'll explore more about sound production in the oral and nasal cavities in an upcoming lesson. In oral sounds most air is expelled via the oral cavity (mouth). Typically the velum is raised at the back of the mouth to block the passage of air into the nasal cavity. In nasal sounds, on the other hand, the velum is lowered, to allow airflow through the nasal cavity. In English, nasal consonants are accompanied by the blocking of airflow through the oral cavity.

Course option 3

London South Bank University - Drama and Performance BA (Hons)

3 years full-time

UK fee: £9,000

This course will help me explore new ways of thinking about myself as a creative performer and practitioner. Over three years I will study various practical and theoretical approaches to Drama and Performance. I will be encouraged to develop awareness of academic thinking and critical theory behind performance practices, becoming a confident critic and commentator. You'll explore a variety of approaches to practice including improvisation, live art, political threatre, physical theatre and site-specific performance.

Before applying to LSBU you need to have:

• All your exam results
• Already applied with UCAS
• Know the course your interested in studying - complete a course search

As well as applying through UCAS, international students (non-EU) may complete the LSBU Direct Application Form (DOC File 316 KB) and email it, along with scanned copies of supporting documents, to:international.admissions@lsbu.ac.uk. We need to be emailed scanned copies of the following documents with your application:

• academic certificates and transcript
• English Language qualifications (if applicable)
• passport (photo and ID page)
• copies of all UK visas (if applicable)

I want to do this course because it will help encourage me to get out of my comfort zone and do things that I never thought I'd be able to do. It will also give me a variety of approaches to practice. 

Portfolio Posture

Good posture is seen to have many advantages, for me I think it is important that you have good posture on stage because for me it allows me to be more relaxed and focused when performing. The spine is connected to the diaphragm so alignment of the spine directly affects voice production. It is important to keep your body free of tension and to practice exercises which keep the spine supple and active to enable improved posture and to free the natural voice.  

People with good posture also feel better about themselves. An upright body position is often a sign of self confidence. People who are less confident will sometimes show this in their body language, for example by adopting a slouched posture.

Poor Posture - How Does it Happen?
Often, poor posture develops because of accidents or falls. But bad posture can also develop from environmental factors or bad habits. This means that you have control. 

Today, posture-related problems are increasing:

• As we become a society that watches more television than any previous generation;
• As we become a more electronic society, with more and more people working at sedentary desk jobs or sitting in front of computer terminals;
• As more and more cars are crowding our roads, resulting in accidents and injuries;
• And as we drive in cars with poorly designed seats.

In most cases, poor posture results from a combination of several factors, which can include:

• Accidents injuries and falls
• Poor sleep support (mattress)
• Excessive weight
• Visual or emotional difficulties
• Foot problems or improper shoes
• Weak muscles, muscle imbalance
• Careless sitting, standing, sleeping habits
• Negative self image
• Occupational stress
• Poorly designed work space

The Alexander Technique is a method that works to change (movement) habits in our everyday activities to help in prove your posture as well as Yoga. It is a simple and practical method for improving ease and freedom of movement, balance, support and coordination. The technique teaches the use of the appropriate amount of effort for a particular activity, giving you more energy for all your activities. It is not a series of treatments or exercises, but rather a reeducation of the mind and body. The Alexander Technique is a method that helps a person discover a new balance in the body by releasing unnecessary tension. It can be applied to sitting, lying down, standing, walking, lifting, and other daily activities.

In my voice class after every session we do the Alexander technique which helps the mind focus and release any tension in your body. When we did it last Wednesday I was very unfocused and giggly before and during it I became tired and felt tingling in my knees but after I was fully focused and relaxed

Portfolio Respiration

Respiration is the act of breathing


Inhaling (inspiration) - taking in oxygen and exhaling (expiration) - giving off carbon dioxide.The respiratory system is made up of the organs involved in breathing and consists of the: nose, pharynx, larynx, trachea, bronchi, lungs. When the oxygen passes through the larynx more speech sounds are produced.

Respiration is slightly different, where exercise causes muscles to release energy in the form of glucose. Both systems are co-dependent, especially when you’re playing sport and inhaling greater quantities of oxygen.

When breathing air is warmed, moistened and filtered as it travels through the mouth and nasal passages.It then passes through the trachea and one of the two bronchi into one of the lungs.After passing into the many bronchioles, it finally arrives into some of the millions of tiny sacs called alveoli.This is where gas exchange takes place - oxygen passes out of the air into the blood, and carbon dioxide passes out of the blood into the air in the alveoli. When you inhale the intercostal muscles contract, expanding the ribcage. The diaphragm contracts, pulling downwards to increase the volume of the chest. Pressure inside the chest is lowered and air is sucked into the lungs. When you exhale the intercostal muscles relax, the ribcage drops inwards and downwards the diaphragm relaxes, moving back upwards, decreasing the volume of the chest. The pressure inside the chest increases and air is forced out. 

The diaphragm's job is to help pump the carbon dioxide out of the lungs and pull the oxygen into the lungs.The diaphragm is a sheet of muscles that lies across the bottom of the chest cavity. As the diaphragm contracts and relaxes, breathing takes place. When you Inhale the diaphragm goes down and flattens,it tenses and the lungs get expand and fill with air. When you exhale the diaphragm pushes up and is relaxed and helps to force the air out of the lungs

Inhaled air contains more oxygen used to create energy less carbon dioxide than exhaled air which contains more carbon dioxide produced as a waste product of energy production less oxygen as it has been used in Respiration. Gas exchange takes place by diffusion in the alveoli within the lungs. As a result the composition of inhaled and exhaled air is different.

Course option 2

Goldsmith University Of London - MA in Performance Making - 1 year full-time or 2 years part-time


£6,100 for 1 year full-time

Before submitting your application you’ll need to have: 

• Details of your education history, including the dates of all exams/assessments.
• The email address details of your referee who we can request a reference from, or alternatively an electronic copy of your academic reference.
• A personal statement. This can either be uploaded as a Word Document or PDF, or completed online.
• If available, an electronic copy of your educational transcript (this is particularly important if you have studied outside of the UK, but isn’t mandatory)

For Masters degrees, and Postgraduate Diplomas and Certificates: 
You should normally have (or expect to be awarded) an undergraduate degree of at least second class standard in a relevant subject.

This unique international laboratory programme brings individuals from diverse backgrounds into collaborative research, acknowledging the challenges of creating experimental, performer-driven theatre in today's hybrid, globalised culture.Within the vibrant environment of Goldsmiths, and with all the stimulus that London offers culturally, practising or emerging practitioners are encouraged to develop creative, critical, technical and management skills and strategies for forging an independent and self-motivated career. You will conceive, research, construct and deliver your ideas and articulate what motivates these.

I will study with distinguished international performers, dancers, directors, scenographers, writers, composers, and live artists as well as scholars within a praxis ethos where theory informs creativity. The emphasis throughout is on nurturing and encouraging collaboration across disciplines and cultures.

Physical training, scenographic/environmental exploration and hands-on introduction to technologies - lighting, video and sound - support studies in composition and artistic experimentation. I will learn to contextualise my own practice in the historical and contemporary field and I am required to write analytically and critically. I will archive my practice digitally and by the end of my studies I will have developed a portfolio of projects on which I  have worked in a creative team. I am  offered professional orientation with the Live Art Development Agency (LADA

Course option 1

LAMDA - BA (Hons) Professional Acting - 3years

For UK / EU students: £9,000 per year

Can Apply online or by paper
Online application fee for an audition in the UK or EU: £44
Paper application fee for an audition in the UK or EU: £58

You can apply online for all the courses. You click the button on the website which will take you to a secure online application system, which is operated by LAMDA and allows prospective students to apply for LAMDA courses and pay application fees. Once you have registered, you do not have to complete your application in one sitting; you can return to your application form to make changes at any point before you submit it.

Throughout the training I will be taking classes in acting, improvisation, voice, movement, singing, textual analysis and interpretation, Alexander Technique, physical theatre, stage combat and dance, as well as in audio and screen performance to help develop all my skills. I will also be attend lectures, masterclasses and open auditions with visiting industry professionals.

Second year projects include a Make Your Own Film module and the LAMDA Long Project, in which I will work with a professional writer and director to produce the first draft of a new play. Some of these plays may be developed further and become public productions in my  final year. They have previously collaborated with people  include Mark Ravenhill, Max Stafford-Clark, April De Angelis and Jessica Swale.

In the third year, I will complete the final phase of my screen acting, voice-over and microphone training. I will also create an original short film (shot on location and written, directed and edited by industry professionals), record a radio play, complete a professional voice reel and continue to develop my on-camera audition technique which will help me for being the movie actor which I was to do.

This course will help me develop all the skills I need to be the movie and TV actor I wish to be in the future. It will teach me all the skills I need and also give me more skills like how to make film and be on the radio if I decide to change it or if I can't get into what I want I still have skills to help me get into something else.