#unit13acting

[acting-stuffs]

Week 8: Acting logbooks ٩( ᐛ )و

26/11/21 Blanka's class

Tasks:

Today's lesson was a short lesson that was just about performing our monologues to Blanka and her giving us constructive feedback.

1-1 monologue rehearsal with Blanka

Contemp monologue!!!

Here are notes I took down after being advised to do some things Blanka suggested! ଘ(੭ ᐛ )♡

Notes:

I thought it'd be best to start with my tension level at a high number like 6 considering how my character, Chloe, felt at the moment. Her monologue takes place in the middle of an argument with her mother. Blanka suggested I bring it up to a 7 since the events of the play are really recent and Chloe is still just as passionate about it.

Tried shutting my eyes and looking at the light - Really effective!! It helped make the monologue less stereotypical and really reliving every moment. It also made it sound like Chloe was hysterical which is what it sounds like to her mother

Shakespeare monologue!!!

Played the chair game (walking on the chairs other people move jn front of me and trying not to fall off) - This helped with my thought process. Became more calculated compared to before how it sounded like I was rushing

I was so focused on not falling, the anxieties Juliet carried was embodied easier

Target:

Practice for the next week in the new ways I developed today

Learn the rest of my Juliet monologue

[acting-stuffs]

Week 7: Acting logbooks ٩( ᐛ )و

19/11/21 Caroline's class

Tasks:

Meisner technique lesson and applying that to our scenes in The Flick

Today's lesson Allana and I focused on our first scene together in the play. We tackled this by going through the Meisner technique. This technique focuses on reactions between actors on stage. In order to successfully carry this out, an actor shouldn't think about what they should be doing too much and do whatever comes naturally to them in response to their surroundings.

We were given a quick introduction to this technique before breaking off into groups and rehearsing through this style. I personally find myself acting this way most of the time even during rehearsals because I always think about my characters emotionally. Now that I know there's a solid technique that's similar to my learning style, I can develop this skill even further! ଘ(੭ ᐛ )♡

Rehearsal!!

We were given a method to approach our rehearsals by Caroline. She instructed we read the scene first, then put it down and roughly improvise the scene while keeping in mind the different units and once we felt ready, redo our blocking with the correct wording. The two of us did just this.

I think the reason why she got us to work this way is because the improvisation element subconsciously causes us to bounce off of each other more to keep the scene going which in turn keeps the energy of it up. This is encouraged ny the Meisner technique. From working through our scene this way, Allana and I were able to familiarise ourselves with our character objectives in the scene, develop our characters' relationship and it made it easier to create the right environment for the scene.

Later on in the lesson, Caroline came to give us feedback on the scene. Here are some notes I took while she helped us! :D

Script notes:

Noted Sam really cares about this place. He's very particular about how to look after it and wants Avery to understand how important the place is to him.

Status level - 7, tension level - 5 (both being above Avery) Sam is trying to build this 'I'm very important' kind of reputation in Avery's head, so internally having a higher status and tension level than Avery gives Sam the authority he needs.

Talk ab how i was initially was too chill then changed my persona and found the new one more fitting with Caroline's help.

To start with, I was playing Sam too relaxed, but after discussing with Caroline, I realised why this take on his character didn't work for this scene. My main objective is to teach Avery so a careless persona wouldn't realistically work.

Advised to sweep with purpose - helps to look for things on the floor.

Make sure to really look for people in the theatre before entering first time.

Target:

Learn my lines to this scene and go over scene two with Allana with the same method from today

[acting-stuffs]

Week 6: Research ٩( ᐖ )人( ᐛ )و

The Flick!! Character building!!

Sam's personality!

Sam is the type of guy to create his own version of a person in his mind. He asks questions, yes. Who doesn't? But whenever he asks, it's more towards whatever the subject of the conversation is. However, since he's been getting to know people this way for years, he thinks it's the only way to get to know someone. He doesn't know a lot about most people.

Sam loves movies, but he's not as well versed in them like Avery is. His first ever sexual fantasy was because of a movie! Kim Cattrall's great acting is what caused this. Sam isn't one to watch the same movie repeatedly though. He's more of the kind of guy who likes to see it a few times then no more in fear of losing the love for something now overplayed.

He doesn't have such high self esteem considering he wears a hat all the time. Not only this, but he's obtained Pityriasis rosea. Since he's the eldest of the group too, he often feels left out or not 'hip' enough to fit in with their age group. He's an active Facebook user and stutters his speech a lot. If you don't hear him slip in 'uh's and 'um's, you're likely to catch a 'like'. However, physically, when he's not itchy, he's very certain on what he wants to do. He knows where to go and what he needs to do to get comfortable again.

[acting-stuffs]

Week 6: Acting logbooks ٩( ᐛ )و

12/11/21 Blanka's class

Tasks:

Laban's efforts experimentation lesson

In class today, we were given a handout about Laban and his efforts technique. I've mentioned the process before in Week 3's logbooks! We spent the day today exploring this and applying it to our monologues. ଘ(੭ ᐛ )♡

Getting used to the exercise!

Blanka gave us the opportunity to create our own combination of weight, direction and speed to see what we came up with. I ended with a slow, heavy; direct walk. When doing this walk I thought it'd be the perfect combination for my contemporary monologue's character considering she gave birth not too long before the setting of the play.

Word list

We looked at the word list and went through all of the verbs with the set combinations.

I found the words glide and float difficult because they seemed too similar to me, but after having Blanka explain them to me in more detail, I understood them better. I preferred the words punch and flick because they were easier associate them to things. I associated flicking action to flashing lights which made the movement more enjoyable for me.

Applying to monologues

I chose to work with my classical as this gave me more option for free movement compared to my contemporary. Here's the notes I jotted down while doing the exercise

Slash - Too violent and wide; not fitting for the beginning, could possibly suit the ending

Flick - Makes sense with the words, flicking thoughts away/spark of new thought

Dab - also works, like I'm calming myself down from getting too paranoid, could get more aggressive later on

Wring - very fitting for the opening stanza!! I like this, makes it seem like I'm nauseous from the anxiety, effective display of stress and panic

Float - Too relaxed for this monologue

Glide - No. Too relaxed as well. Can't engage with the text with this one and the last one too

[acting-stuffs]

Week 5: Research ٩( ᐖ )人( ᐛ )و

The Flick! Character building!!

Who is Sam?

Sam is a 34 year old, white, heterosexual man who lives in Massachusetts. He's the younger sibling in the family and there are many heads to count in his extended family. Sam isn't religious, but he isn't superstitious either. However, he's well aware of his star sign which is Leo. He currently works at 'The Flick': a classic movie theatre and the co-workers he has to help him on his shifts are Rose, the apple of his eye, and a new man on the job, Avery.

Where is he?

Sam's current place of residence is his birth home with his parents. His birth city is Worcester county, MA. He hasn't taken the opportunity to move out like his brother did, so Sam resides in the attic for a bedroom. He doesn't mind it. He can tolerate it. He's decorated the walls with posters of his favourite heavy metal bands and some of the spare movie posters he obtained from work.

He also has a couple of collectables of the Red Sox baseball team lying around- he loves them. He even wears his cap to work. It's one of his favourite hats. He's had it for years. Not only that, but it perfectly covers his balding spot on his head without it looking like a desperate attempt to hide it.

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Character work with my monologues!!

Character notes I want to take for Chloe's character (contemporary)

Frantic, hopeful

Disoriented

Knows what she wants

In shock

Strongly believes in love

Cares for her family

Hates the hospital since they didn't listen to her

About Chloe:

Chloe is a young adult woman who lives in Iowa with her parents. The father of the baby she just gave birth to has disappeared and due to the hospital and her mother not listening to her, Chloe feels like all she has is herself.

Character notes I want to take for Juliet's character (classical):

Fear driven

Weighing the pros and cons

Regret fueling in her

Feeling multiple emotions for the first time

About Juliet:

Juliet is a teenage girl who's feeling strange new feelings of love for Romeo and is willing to do anything for them to be together. Their relationship is kept secret between their families due to the city known fued between them.

[acting-stuffs]

Week 5: Acting logbooks ٩( ᐛ )و

12/11/21 Blanka's class

Tasks:

Applying 7 levels of tension to our monologues

Today we focused on the 7 levels of tension exercise! ଘ(੭ ᐛ )♡

7 levels of tension

This exercise explores how an actor would embrace the stakes of the scene they're in. For example, if the scene is an argument between a mother and a daughter, the tension between the two of them naturally would be high. Therefore, you acknowledge this tension in your voice by yelling or provoking, clenching your hands as a physical gesture, glaring with your eyes and so on.

This exercise takes you through all those levels of extreme tension so you can figure out which ones would work best for you and your. The different levels are

Jellyfish (´-﹏-` )

Californian ( ´◡‿ゝ◡`)

Neutral ( ._.)

Mild awareness (・_・;)

Alert ( ✷_✷)!!

Suspicious (๑°⌓°๑)??!!

Explosion (⊙﹏⊙)‼️‼️‼️‼️

I personally benefit from this exercise because I often fail to embody my character's emotions in scenes, especially in monologues when I can't bounce off of someone else's energy.

Applying this to our monologues!!

I chose to experiment with my classical monologue for today. I continuously climbed through the list of levels and even jumped from big numbers to smaller numbers to see how the drastic change would suit the monologue. I think in order for me to best represent Juliet's thought process using levels from 3-7 would be perfect. I say think because to begin with she'd be at a 3, first random thought popping into her head, but she quickly dismisses it; 'Shall I be married tomorrow morning? No, no this shall forbid it.'

As the monologue goes on, the more Juliet thinks, the more the tension rises. I decided that every time she had a new thought, the stakes rise by one. This way there was continuous build up throughout the monologue and it gives Juliet more of a journey while telling her thoughts to the audience. I decided, so it's not just one continuous rise to bring the level down to a 3 every time I spoke about Romeo or Tybalt as Juliet cares for both characters so the momentary dip could show how the thought of them is comforting to her, but nonetheless bone chilling considering the context of the thoughts.

By practicing my monologue while going through the different levels, I feel like I now understand Juliet's character better and why only now, this late into the play, she's having a panic attack about her current circumstances.

Feedback from showing the class what I did:

★ Showed emotion and tension well

★ Build up was good

★ Could afford to explore with taking it to a higher extent next time to help really nail my physicality and tones

★ Panic with the whole body

★ Tensing at the last part could also be more internal

★ Imagine losing breath under water to help with the build up

Target:

Learn monologues and annotate where the tension levels increase

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Caroline's class

Tasks:

Objectives and actioning

Today's lesson we focused on character objectives. Objectives are the things characters want to get. These can be as broad as a life goal for the character or as specific as what drink they want right now. It's useful to think about the character's objectives in the scenes they're in because they're always on stage for a reason. However, these things are never easy to get. This is due to obstacles lying in the character's way and they need to get around those to achieve their goals. As actors, we play out our objectives through actions. For example, if I wanted to ask someone out on a date, I wouldn't just ask bluntly. I'd have to seduce the other person. Or if I wanted to fight someone, I'd have to provoke them into it. This is how a character would get the other person to do what the character wants in order to achieve their goal.

The reason why we action our text and give our characters clear objectives is so we understand what's going on in the scene and why they've said/done something. Especially in cases where the stage direction (HE sits down on a chair and sighs) is very simple or the speech is short and snappy ('Yeah, okay'). Knowing your character's objectives and how to overcome obstacles is important for an actor because it gives you purpose to be present.

For the rest of the lesson, we got into our groups and united our scripts together while figuring out our characters' objectives in each scene.

Example of uniting:

[acting-stuffs]

Week 4: Acting research  ٩( ᐖ )人( ᐛ )و

The Flick character work!!

What I say about myself

Character list for Sam!!

'I mean it's no big deal, but I'm sort of de facto in charge on Saturdays.' [pg 16]

'I had to soda and a whole batch of popcorn by myself' [pg 16]

'I should be a fucking projectionist by now! I'm so sick of this shit' [pg 16]

'He promoted Rose and I've worked here 5 months longer than her' [pg 17]

'I guess she hates me' [pg 20]

'Well she officially hates me.' [pg 21]

'My first sexual fantasy ever was Kim Cattrall in Mannequin.' [pg 25]

'WHOA!! WHAT THE FUCK!! YES!! I LOVE THAT MOVIE!!' [pg 26]

'When we... When we take tickets... in the bin.' [pg 33]

'Well sometimes we take... uh, resell them.' [pg 34]

'We call it dinner money.' [pg 34]

'I went to the doctor... lasts six to eight weeks.' [pg 78]

'I am like incredibly sensitive to people's smells. When I was a kid my dad has this friend who has halitosis and I couldn't even be in the same room as him.' [pg 105]

'If I ever have a wedding... and order tacos.' [pg 113]

'I'm tired of hearing objections to Facebook.' [pg 132]

'My middle name is Gruber.' [pg 147]

'I think it's a good letter.' [pg 141]

'You know, I guess I don't really care either way.' [pg 142]

'I went on a date last night.' [pg 145]

'I liked her.' [pg 147]

'I have been on one date with Tiler!' [pg 147]

'I can't believe this!' [pg 149]

What I say about others

'He clearly thinks I'm diseased or something.' [pg 17, Steve]

'I guess she hates me' [pg 20, Rose]

'You have like a... That's almost like a disability.' [pg 26, Avery]

'Yeah, she's a lesbian.' [pg 27, Rose]

'Whoa!! Really?! Steve's a racist?!' [pg 36, Steve]

'I don't think it's possible for me to engage in like a rational debate with you about it' [pg 45, Avery]

'What's your sign?' [pg 49, Rose]

'He does the most like incredible Samuel L Jackson imitation' [pg 50, Avery]

'Avery is like a film snob.' [pg 51]

'I feel like you guys have a kind of a flirty sort of banter thing going on.' [pg 58, Avery]

'Brian is like this huge charmer...no questions asked.' [pg 68]

'Steve's such a sketchball.' [pg 69]

'You've been here 3 weeks I assumed you felt comfortable with everything/and-' [pg 71, Avery]

'My brother's getting married.' [pg 72]

'Oh. Um. Older. He's 39.' [pg 73, Sam's brother]

'He's retarded.' [pg 73, Sam's brother]

'He's basically like the- he's basically like a third grader.' [pg 75, Sam's brother]

'I don't know him all that well' [pg 75, Sam's brother]

'You've never smelt bad to me' [pg 105, Avery]

'To be with her high school sweetheart?' [pg 133, Avery's mum]

'Have you visited her there?' [pg 133, Avery's mum]

'You should probably go visit her at some point.' [134, Avery's mum]

'Wait. He said that?' [pg. 139, Paul]

'He said I couldn't wear my Red Sox cap anymore.' [pg 139, Paul]

'He didn't go for it.' [pg 143, Paul]

'I liked her. She was actually pretty cool.' [pg 144, Tiler]

'At the moment she's a barista-... -but also sort of a um part-time low-flying trapeze artist.' [pg 144, Tiler]

'Why do you have to be so crude?' [pg 146]

'He told me I couldn't wear my Red Sox cap anymore' [pg 150, Paul]

'Did he say anything about your letter?' [pg 151, Paul]

'What did he say about the projector?' [pg 157, Paul]

What others say about me

'I think the same sign together is usually a bad idea' [pg 54, Rose]

'I mean, if I was on Facebook, we would have been Facebook friends. I mean, I would've friended you by now.' [pg 132, Avery]

'You must be thinking about Tiler and her nice pussy because I never said/anything about-' [pg 147, Rose]

'You wouldn't look at me!' [pg 147, Rose]

'You think I'm like a total bitch.' [pg 150, Rose]

'And Sam is thirty-five and lives in a shitty attic above his crazy parents.' [pg 156]

Similarities between me and Sam's character

Has a sense of humour

Sometimes oblivious

Both like music

Has an elder brother

Eldest in the group (I'm the eldest in my friend group)

Doesn't believe in astrology but sometimes finds it interesting

Had chicken pocks twice as children

Differences between me and Sam's character

Sam has a skin condition I've never heard of or experienced before

Age: He's 35, I'm 19

The type of music he likes is heavy metal. I don't listen to that genre of music

He's a heterosexual, I'm not

He's seen a fair share of movies and I don't watch movies often

He's only has one sibling, I have two

His sibling has a disability, mine don't

He uses the 'r word', I don't

He's a white man, I'm a black woman

He's American, I'm British

I don't have a job, he does

He steals from work, I don't steal

He's balding, I'm not

He wears caps, I don't

Facts about Sam

Likes having a sense of authority

Middle name is Gruber

Uses Facebook regularly

Has a skin disease

Been on dates multiple times

Hates people littering in the theatre

Wants to be a chef

Lives with his parents

Doesn't believe in star signs

Is in love with Rose

Stutters and says 'like' a lot

Likes heavy metal

34 years old

Likes Mannequin, Avatar and Adventures of Buckaroo Bansai across the eight dimension

Thinks Avery is from a well off family

Doesn't have a close relationship with his brother

Questions about Sam

Does he have some kind of envy towards his brother?

What made him fall for Rose so badly?

Why doesn't he have the confidence to tell Rose how he feels about her?

Why doesn't he chase his dream of being a chef?

Why is he still with his parents?

Does he have a touchy relationship with his family?

Why does he always assume people's character?

Does he really get to know anybody?

Does he consider Avery to be a good friend of his?

Did he give up on his dream?

Why doesn't he care about most things?

[acting-stuffs]

Week 4: Acting logbooks ٩( ᐛ )و

22/10/2021 Blankas class

Alex's workshop!!

Today in class, we had an acting technique workshop with Alex from Central. We applied his advice towards our monologues and I focused on my Juliet one.

I've expanded my notes from today to the best of my ability. Most of it is paraphrased from what Alex has said. ଘ(੭ ᐛ )♡

Notes from today:

Tips about acting - 3 things to remember

Having a sense of play - Have the confidence to explore every possible way of delivering your text. This way, you'll discover the best way to get into character and develop a relationship with them in order to perform at 100%. Placing yourself in 'what if' scenarios would especially help you develop your character after you've already figured out the given circumstances of the text. This way, you start to do more than surface level acting and you're really stepping into the character's mindset.

Clear choices - Whenever you do something during your monologue, make sure the audience can understand what you're doing and why you're doing it. For example, if you were delivering a line that's meant to hold regret, make it evident in your face, body and tone that's what you're aiming for otherwise the audience won't get that.

Credibility - Committing fully to everything you do on stage. If you were to fall on the ground, fall! Don't very slowly make your way to the floor. Own everything your character does because that makes the performance more believable.

When it comes to monologues, sell to the audience that it's more like you're having a conversation with them rather than just playing a role in a performance. Inviting them in on this level once you've done in depth research brings the performance to a new level.

Working with the monologues!

I performed the first two stanzas of Juliet's 'Farewell' monologue and I was advised by Alex to be more playful with Juliet's character. Considering her age and her current circumstances, it'd be understandable if there was a hint of a comedic element in my body or my tone of voice when I say some of the first few lines. I gave this a try by imagining Juliet to be a spoilt little rich girl who was upset she couldn't get what she wanted. I kept this idea in mind when I repeated the first section again. After doing this, I felt a bit more connected to Juliet's character because at first, I feel I may have played her in a way where she understands her situation too much. Performing it in this with a different personality helped me get into her character better. I will definitely aim to rehearse the rest of the monologue like this to see how I feel about this take on Juliet's character.

[acting-stuffs]

Week 3: Acting logbooks ٩( ᐛ )و

15/10/21 Blanka's class

Tasks:

Exploring Laban's effort technique with contemporary monologue

For the efforts exercise we wandered around the classroom, trying out different walk styles.

What this for?!?!?!! :0

Efforts is an acting technique used to help bring intention and certainty to the body during performances. The aim of the exercise is to end up with a combination we liked and see how that effected our entire body and mindset. The categories of these walks are:

Weight of the walk - heavy or light

Direction of the walk - direct, certain or indirect, free

Speed of the walk - Slow or fast

I ended with the combination of fast, heavy and direct. At first, when I was moving quickly, I envisioned myself rushing to get somewhere in time. Like to class or to catch the bus, but when I brought in the sharp changes of direction, I started thinking about being chased through a maze. Then, without even realising, I already put myself in a whole scenario and this was evident in my breath pattern when it I started panting, my face since I appeared to look distressed and occasional sounds that I made.

Applying this to monologues

In my monologue, my character (Ian) is in a state of panic and is very apologetic throughout. He beats himself up for his actions that occurred just before it. He is located in his house's kitchen making tea for the person he's apologising to who's seated in another room.

I repeated the steps before to figure out the walk I found best for Ian while keeping in mind the possible way he could be feeling. Since he's clearly tense and trying to escape the situation (seeing as he's in another room), I thought a fast walk would be best. Not ridiculously fast, but slightly faster than average walking speed. This tied in with a more direct walk because he knows where he wants to go and how he wants to get away - make coffee.

Developed scene with actions

For this, we kept the way physicalised the character's walk and added in the things we'd do if it we were really there. So, I had to act out walking in and making coffee while reciting my monologue.

I like the idea of this exercise, but I need to improve on how I specify my movements and finding balance between emotions. For example, I'm in my own home, so I don't have to stir too much when looking for things. Therefore I'm relaxed in the space, but simultaneously, I'm tense because I just kissed someone I shouldn't have kissed; making my head full of worry. With more practice and marking specifically what I'm doing in the kitchen, I will be able to perform this in a more natural manner.

What Emi think?!??!?! :0

I definitely enjoyed this exercise today because I tend to think about my actions more than trying things out, especially when I'm by myself. The way this forces you to engage yourself physically and try a bunch of things before even thinking about the script really helped me find my character better. I will try to use this technique more often since I find this effective on my part. ଘ(੭ ᐛ )♡

Target:

learn mono

[acting-stuffs]

Week 1: Acting ٩( ᐛ )و

1/10/21 Blanka’s class

To begin the lesson, we did some exercises. Here are ones I really benefited from:

Jump clap floor

In order to play this game, you need to be in a focused mindset. The game challenges your skill in multitasking and adaptation - skills necessary in life and as an actor. If not giving the game the undivided attention it needs, making a mistake is inevitable. I personally like this game because it helps me calm myself before I start working on my monologues. I temporarily lose the ability to worry about other things and just stay focused on the game.

This exercise is all about specific actions. We were told that we had to come into the space with whatever intention we desired and act it out without speaking. Naturally, if given a restriction, it's all you can focus on. Once you're able to stop focusing on that, you realise there's a lot of situations that could play out with no talking. I remembered I did that this morning, so I decided to stick with this idea.

Walking with purpose in silence

Feedback:

Seemed a little like miming because I waved, but after explaining its what I did this morning and why I didn't react immediately, everyone understood and remembered

Successfulness 8/10

Applying what we just did to our monologues

I went through the both of my monologues, but I stuck to Ian's since I understood the circumstances better.

Feedback: Ian’s monologue

I was specific with reactions, certain on where I'm looking

be more clear on whereabouts the stuff in kitchen is - it's his house so he should know what's where and what he's doing

Don't rush - take all the time you need to get into character

Homework for next lesson! - choose mono and start learning

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Caroline's class

The first thing we tackled today was creating a short still image piece of 4 images. I really enjoyed creating this piece since the prompts we were given were playful and expressive

Read a short scene together as a class

We implemented the previous activity into the text we were given. Each group had a page to act out and my group were assigned page 3: the one describing what the family was doing.

I found this task challenging at first for a couple reasons. One, text is written in first person so representing the character's thought process was difficult. However, I think our biggest challenge as a group was making use of the space. With there being 4 characters in the script and 3 people in our group, we experimented with multi-roling and swapping spaces. Angles was a tricky task also. Certain parts of our performance was difficult for the audience to see and we solved this problem by using expressive transitions to manoeuvre around the stage for a better view. For example, Nana and I held each other's arms and swung each other to swap characters and our positions.

Feedback:

Clear images and short and sweet

Communicated well during rehearsal process

Improve by being direct and fully committing to our actions

[acting-stuffs]

Hi! Welcome ☆ﾟ°˖* ᕕ( ᐛ )ᕗ

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☆What's this blog for?!?☆

This entire blog is here to hold all of my coursework for my HNC performing arts course!

And I'm talking everything!!!

Logbooks!

Research!

Links to essays and reviews!

Pictures!

Videos!

All the fun stuff <3

☆How to navigate my cool school blog :)☆

I will be uploading all of my logbooks here. Each unit will be organised by very specific hashtags and each week and class will be highlighted (Just like the subheadings of this very post!).

Example of the hashtags :p

#devisingclasseswithcoolteacher!!

#researchthingysforunit6

In addition to this, each unit will be colour coded! All unit 20 related work will be in pink and unit 13 work in blue!

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Here are the hashtags that will take you to the specific areas of coursework! Type them in the search bar and enjoy looking at all the stuff~ :)

☆For unit 13 Acting 1☆

#Actinglogbooks

#Actingresearch

#unit13acting