2nd February 2017

Your character is in a specific situation. The magic if answers the following question: "What would I do if I were in the same situation?"

This about your real life experience, in combination with your imagination. The situation is not real, and the system doesn't assume you have ever been in that situation. But knowing yourself, what would you do? How would you act? Take the imaginary situation and make real life decisions as to how you would behave.

What if you haven't done your homework?
What if this is your favourite subject?
What if you didn't sleep very well last night?

26th January 2017

"All action on the stage must have an justification, be logical, coherent and real."

Action cannot be accidental or superfluous. Everything that happens on stage must have a purpose. On stage you must not act in a generalised way, you must always act with a purpose. An action must have a 'why'. Why am I coming through that door? With what purpose? What is behind the door? How might I approach the door?

Rhythm- Running into a room in a house
Why- I've just heard a crash in the room
Purpose- I'm running because i think my child may have been hurt and I want to help

Thursday 6th October

Period 2+3

Today we developed our ideas further and decided on the following:
I would play a character called Susan to the wife of an abusive husband, Roger (Ben) together we have two children Sarah (Caitlin) and Billy (Luke). We would also be multi-rolling as a support group and the theme around the support group would be escapism, during the performance we will return back to the support group to include the Brechtian technique of repetition.
So far the order of our performance goes as follows:

1. Start at the end scene where Susan and Roger are having an arguement and Susan declares she is going to leave him, meanwhile Billy collapses on the floor
2. Flashback to where the family are in the car on their way to their new home for a new start
3. Arrive at new house and parents have mini feud 
4. Susan goes to her support group. She helps other people to distract her from her own life its her 'escape' (Dark I know) 

Tuesday 4th October

Period 5

• Started to devise for Unit 1 Performance - Ben, Luke, Caitlin 
• We're going to use Brecht and "Wind from the Sea" and our theme will most likely be based around 'Freedom' and 'Escapism' 
• A possible idea we had is that we are a family who previously had problems and moved for a fresh start but our problems just moved with us 
• We're going to try to use Flashbacks to explain the story 
• 20 minutes. 5 minutes for each person 
• Mock November 17/18th 
• Exam December 8/9th 
• Watched a video of other students performances 

Thursday 29th September

Period 4&5

• TIE
• Group: Ben, Luke, Josh, Caitlin, Daisy, Cassandra 
• We did a performance where we played the Kardashian Family and our message was "Money doesn't buy you happiness" and we made it so the characters faked their accents and were actually British and didn't like the fame and the money and were actually quite depressed and had to see a therapist 
• We tried to add humour with the fact we did the stereotypical american Kardashians and also we had Kanye (Ben) keep his accent and not be bothered by having money and being really happy by it. 

Thursday 22nd September

Period 2&3

• Theatre In Education (TIE) simpler form of Brecht. 
• Teaches an audience of a certain age about a certain subject
• Myself, Luke, Ben and Emily were chosen to perform an improvisation of money being dropped on the floor and someone making the decisions to either steal it, hand it in or give it to a homeless person
• Then we got into groups and had to do a performance based on the previous activity and each group was given an age range to lean our piece towards
• Caitlin, Daisy, Luke, Ben, Josh, Cassandra and I were given the age range of 8-9 and we did a piece on stealing. We made a slightly musical themed piece that we thought would appeal to the age range and also made it memorable. 

Tuesday 20th September

Period 5

• "It's not what it looks like it's what you see"
• Looked at a image with police officers and what seemed to be drunk people 
• Got into groups: Daisy, Izzy, Caitlin, Ben and Luke
• We used Brecht techniques: Gestus (stereotypical drunks), episodic structure ( we told the story with flashbacks and swapped around the order of the sequences). We also used split stage. 
• The story was evolved around a girl called Lucy who was 14 years old and had an alcohol addiction and developed liver problems. There was also a side story where two characters had a breakup because of an affair.