Home Farm Primary :
Performance 1 :
Q1. Did your work reflect the Horrible histories style?
Yes, because I looked back on my project 1 work and improved on my style of acting for that. And looked at horrible history shows to what my acting should be like. This helped my performance a lot because I did several types of characters that needed, certian style of acting. Researching into my characters and knowing what to do helped me a lot in performing.
Q2. How well did you manage your time during the rehearsals / prep?
We did have loads of time in the start of the project, however during the middle of the project it did not feel like we have enough time to do everything. I learned my lines in my own time, I learn my lines by using a script actor where we can learn our lines with listening to them with a que for our lines, I prefer to learn my lines at home because it makes it easier for me, but when it comes to rehearsing it is very helpful to have people actually do the lines and cues for me. Finally during this time we also did props for the show, as we had a lot of props for the show.
Q3. Did you respond to feedback and make improvements?
Yes I did use my feedback for my performance after our first rehearsal, and my feedback was to have different dresses, more projection and be more confident and strict. So to make this improvements I brought in different dresses to show the teachers for our rehearsals before the first performance, then my next feedback was projection so I tried to make my volume more better for the performance. Finally the last feedback I got was to be more confident and strict within my characters so I tried the best I did to be more confident and strict, was to look back at the dress rehearsal to see what I can improve on.
Q4. How effectively did you collaborate with other students groups?
In this project we all had our certian roles to do, however we did all help each other because when it came to rehearsing we had to let the music, media and makeup groups know what we want and how they needed to adapt to it. In the show we did a dance and I was the choreographer so I needed to help music pick the song as well as the other peers in my performing arts group, to let them help which songs we want to do, also the music came into our rehearsals so they know what type of sound effects they need to have. Finally makeup needed loads of help, knowing what type of makeup they need to do and also hair, so with my characters I was a guy for two scenes and the rest I was girls so they need to know when I had to switch for certian makeup, so the dress run was helpful for them to practice my makeup and everyone elses.
Q5. How well did you develop your characters for clarity and humour?
At the start of this project I was not very confident in my character, but starting to learn about my character better during the year, I defiantly felt more confident in all of my characters personality. This is because I had to be a man for most of the performance and needed to learn a Yorkshire accent and also a deep voice, however for my girl characters it was much easier.
Q6. How prepared were you with lines, cues and movement?
Lines :
With my lines they were a bit rusty because of my paragraph I was trying to rember that one. But the rest of the lines I have done perfectly. For my next performance I want my lines to be more clean so I do not have to stress out before the show, which I think might be why I messed up on my lines.
Cues :
My cues were perfect, because I wore certain costumes to know the scene changes. However the difference being on our studio floor with a better backstage area to change to, in the primary school it was hard to do so we put our normal costume rail up and then got a little room to change in, although sometimes I did get change by the costume rail because I did not have enough time.
Movement :
They were a bit rusty but got better in the end because of other peoples lines makes me remember mine. We did have a dance, but we all agreed at the end of the show that we did not want the dance and scrap it for the next show.
Q7. Did rehearsals improve your confidence and timing?
Yes the rehearsals did improve my confidence and timing because then when it came to dress rehearsal and performance I knew exactly what to do, for my cue and what lines are next.
Q8. How effectively did you engage the school audience?
In ration Chef I engaged really well, because it was the classic lines “Oh no they didn’t” so that’s the best audience we probably have had so far, because the children engage more with the pants style.
Q9. Was the performance clear, energetic and appropriate for the age group?
Yes the performance was very clear because it shows the panto style 0f the version we wanted it to be. Also it taught them the facts we needed to know when it came to our workshops for our true and false, they got most of the questions right, so that shows they listened.
Q10. How well did you adapt to the space and any unexpected issues?
When we went into the primary school obviously it was not our normal changing area and studio stage. So when we walked in we adapted really quick to it we got the costume rails in the hall and got change in a little room. The tables was not allowed to move out of the hall so we moved them to the back of the stage space, so we can move to the different scene.
Q11. Did you maintain professionalism throughout?
Yes I did, at first I was nervous but then I got more calmer. During the show I knew when to change the character and after the performance, we had to do the workshop and change into the teaching mode.
Q12. How was your clarity of voice, project and diction?
Clarity of voice :
My clarity of voice was good because I had to switch between different type of characters, so they were a bit rusty at the start. Then it got to the middle of the show and it got better.
Projection :
I just need to improve to be more louder than normal. The reason this was because it was my first performance outside of the studio so I was nervous.
Q13. What was your timing of comedic moments and audience interaction like?
Timing of comedic moments :
Ration chef was the one with most comedic moments of the whole play so this was very helpful for us. To engage more with them.
Audience interaction :
We did a lot of audience interaction to make the children more engage with them to listen more.
Q14. How was your physicality and use of space?
Physicality :
My physicality was really good because it helped others is well know there lines and cues for it.
Use of space :
We did not have loads of space in the school as we normally do so we got to adapt what we are used to, so we have to change the type of props we need around the space.
Q15. What did you do to stay in character and reacting to audience responses?
Staying in character :
I stayed in character every time I went on stage, to bring in professionalism.
Audience responses :
The audience responses was great to the panto bit is well, so I still acted professional and stay in character.
Q16. Did you take responsibility for equipment and shared spaces?
I did not take as much because I obviously had quick scene changes, so I let everyone do what they needed to. I did also helped the backstage people at the end of the show for the workshop set up.
Q17. How efficiently did the group pack down after the show?
The group pack down quite well, the students went into the rooms calmly and we got ready for the workshop with our props. Go into the room to teach the children.
Q18. Did you leave the school venue clean and organised?
Yes we did because, when we got changed and everything was packed when we went to leave the school.
Q19. How well did you communicate as a team during get – out?
One of our peers came into the classroom and told the teacher we need to leave, but all of us went together to make a quicker way out to the primary school.
Q20. How did you take care of costumes and props after performance?
Once the performance was over, we went to first take our personal stuff and once we did that we tried to get the rest of the props so none of the personal belongings got mixed up.
Q21. What was the organisation of the personal and shared items like?
When we went to the primary school we layed out all the personal stuff seprate from our props to our personal belongings. Then we put all of our personal belongings into the little room the primary school gave us and all the props next to our costume rails.
Q22. Did you support the teams during pack down?
I helped them with whatever they needed because we all quickly gathered our stuff to gather and make sure everything is in place, as the costumes needed to be taken down with the order of each scenes.
Q23. What went well and why?
The thing that well was our transitions to different scenes because we had a new space and we adapted to it, to make it better. Next the thing that went well would be our workshop, even though we did not have enough time we did a good job on helping the students with the time we had.
Q24. What could you improve next time?
Next time I could improve the paragraph in women at work so I am more prepared for that scene. I also need to work on being more confident in the more over the top scenes. Finally I would like to my projection to be better for the next performance is well.
Q25. How did the audience respond to your work?
The audience respond to us in a positive way and no negative feedback, the scene they were most engaged in was ration chef because it Is a more panto style scene than all the other ones.
Q26. What skills have you developed though this project?
- Line learning
- My projection
- Panto style acting
- Scene quick changes
Q27. How effectively did your role contribute to the overall success of the show?
My role contributed to the overall success of this show, by having a main role and helping the other actors knowing there lines and cues. I have also been a choreographer for the dance section of the show to help the other actors on what to do, in the show.
Q28. What are some SMART targets you would give yourself for the net show?
- Confident in my big paragraph.
I will do this by reading my script, and having the lines in my head. When I know I have done this is by learning my lines with my brother and also practicing with the other cast , because by doing this I can do a perfect performance each time. I will get this done by Friday so I can come in with a good mind set for the performance.
2. More projection.
I will do this by practicing at home so I know when to project certain lines and also with my friends so it can be better for the performance, I also will do this by warming up my voice and watching YouTube videos how to achieve this . I know I can do this when I a feel also confident in my paragraphs so that makes me project more. I will do this by next Wednesday.
Videos I will use :
- https://www.youtube.com/watch?v=5SC_u2KEl1M
- https://youtu.be/CFXqyl4C1J4?si=PZ6qoKBlzzUbFSx_
- https://youtu.be/kdvFU4SZ-Ao?si=I-z959tEY5nPyeMM
3. More Dramatic
In this project I need to be more energetic and over the top with my acting, so the children will get more engaged with the performance. I will do this by practicing this in front of my little siblings to help me know what I should do better. I know I can do this when I can go into rehearsal and feel confident and dramatic when I go on stage.
Performance 2 :
Knowleswood Primary :
Q1. Did your work reflect the Horrible histories style?
Yes it did because, the children in the workshop understood most of the questions in the play.
Q2. How well did you manage your time during the rehearsals / prep?
We managed are time before this show to do more tweaking on the performance so its better for the second performance. And we practiced with our new signs “Boo now” and it worked better for the performance.
Q3. Did you respond to feedback and make improvements?
Yes I did, because I projected more. Also made my paragraph more funny for the children so they do not get bored because of how long my paragraph is. So to do this I put stuff in like “Don’t you think so to boys and girls?” to make it more engaging for them.
Q4. How effectively did you collaborate with other students groups?
I collaborate well with the other groups because we all helped each other with everything and also makeup did my makeup and hair early, so they can do everyone else.
Q5. How well did you develop your characters for clarity and humour?
As most of the characters that I play in my scene is more serious, in the first scene I did it had to be funny for the children. The rest of the scenes they had to be more engaging then humor like acting.
Q6. How prepared were you with lines, cues and movement?
Lines = I was much more prepared with these lines then the last performance because I went over them more to make it a better performance.
Cues = My quick changes were defiantly better so it can be good for my cues even though we had a tiny room to change in we still made it work.
Movement = With having a better rehearsal the day before, it made me more confident on where I was going.
Q7. Did rehearsals improve your confidence and timing?
Yes it did having that extra rehearsal , made me feel better about the show, so it can build my confidence for the next day.
Q8. How effectively did you engage the school audience?
This performance was defiantly more engaging because on the Wednesday, we fixed up the bits of scenes that was boring. Going into the sch0ol it made the children more excited on how to learn whilst watching the performance, rather than watching it on a tv or a book.
Q9. Was the performance clear, energetic and appropriate for the age group?
- Performance clear = The performance did make sense, because when it came to the workshop they got all the questions right.
- Energetic= Yes, the performance was energetic because the kids as laughing and clapping also screaming, which made it good for us.
- Appropriate= It was definitely appropriate for the children to understand what happened in world war 2 Britain.
Q10. How well did you adapt to the space and any unexpected issues?
With the changing rooms it was a bit tiny to get changed in, so we had to adapt to what we are used to. With the tables and chares most of the time it was tiny tables, however the school gave us two big tables instead and we had to make more people move the tables instead of the normal amount.
Q11. Did you maintain professionalism throughout?
Yes I did, when I came off. I waited patiently to get back on stage instead of laughing and the children hearing us. I also kept calm and not stressed liked I did last time because I felt more prepared.
Q12. How was your clarity of voice, projection and diction?
- Clarity of voice= I was more clear in this performance to the other performance and the rehersals.
- Projection= I practiced my projection at home so it can be better for the second performance, I also did my vocal warm ups before this.
Q13. What was your timing of comedic moments and audience interaction like?
In this performance it was better for my comedic moments and audience interaction, was much more engaging. For the last performance it was a bit boring in my paragraph bit, however in this performance I put stuff in like “Don’t you think so to boys and girls?” and it made the paragraph less awkward for me to do.
Q14. How was your physicality and use of space?
- Physicality = My physicality was good because we had a bigger space than the last performance, so we could move the tables where we needed to, because the last performance we could not.
- Use of Space= We made our use of space to have the little pe room for our changing room and to put our personal stuff in, which was helpful because we did not have to keep running up and down the hall for our changing rooms.
Q15. What did you do to stay in character and reacting to audience responses?
To stay in character I waited for my next line/cue until all the children calm down, and made them more engaged by saying the next line. And also not laughing by there screaming and waiting for the next cue off someone else.
Q16. Did you take responsibility for equipment and shared spaces?
Yes I did, walking into the school I took the syringe and a bag up to the hall and made sure they was in the right place. I also helped make the costume rail on the day so everything is easy for the costume changes.
Q17. How efficiently did the group pack down after the show?
It was defitnely more quicker than last show because we had all the bags in place ready to go and we were all change, so it made it easier to get out of the school.
Q18. Did you leave the school venue clean and organized?
Yes we did, we made sure that everything was nice and tidy before we left the changing room area before we packed all the other stuff to leave the building as the costumes was the main part.
Q19. How well did you communicate as a team during get – out?
We communicated really well as a team during get out, because we had some peers do costumes and the others do all the props so everyone was not confused.
Q20. How did you take care of costumes and props after performance?
Once we finished packing up all our stuff, we went out of the school and walked to our teachers cars to put the props and costumes inside.
Q21. What was the organization of the personal and shared items like?
We put the personal stuff were makeup was and the costumes in our own area, the props was on the side of the stage because there was not enough room for everything to be in there. This was also helpful for pack down because then everyone knew what to take home and what to pick up for the car.
Q22. Did you support the teams during pack down?
Yes I did, I helped the groups after the workshops. I helped clean the costume area as that was a pe room we got changed in because it needed to be organized as most of the costumes need to be in certian bag.
Q23. What went well and why?
The whole play went well because we fixed it up for this performance for it to be better and it defiantly helped us because the children was more engaged.
Q24. What could you improve next time?
The end bit, we all did the bow instead of the fact so, we just need to remember to do the facts first. However we did do the facts we just need to remember not to bow before the facts.
Q25. How did the audience respond to your work?
They responded really well and also engaging because it helped them learn more stuff about ww2 Britain, because when it came to the workshop they got all of the facts right which means they was engaged to know what has happened in the performance.
Q26. What skills have you developed though this project?
- Line learning = My line learning was better than last project as I did not want my self to be stressed out a week before.
- Projection = As screen acting you do not need to project as much because you have a mic it was not as a big of a deal, however in stage you need to be good and loud with your projection, which defiantly helped with my acting a lot.
Q27. How effectively did your role contribute to the overall success of the show?
My role contribute a lot because I helped with the props for example the forks and syringe as I got my course work done, I helped out because it was a week before and the forks and syringe needed to be done. Also I helped with some of the engaging for the audience in most of the other scenes.
Q28. What are some SMART targets you would give yourself for the next show?
- Better quick changes
- Lines are perfect
- More projection
- Help more with packing up.
Performance 3:
Westminster primary school:
Q1. Did your work reflect the Horrible histories style?
Yes it did, the style of performance we wanted to do worked. It made the children feel educated whilst also watching a fun and engaging performance, at the end we all said to each other that “it looked like the children really enjoyed it”.
Q2. How well did you manage your time during the rehearsals / prep?
Well because we was not in the day before, we did not have time to rehearse. However, when it came to prep before the show, everyone had to be in at 8am I got in at 8am on the dot. Lisa did my makeup first as I was all ready her station was set up and the other makeup students was not there yet so it was just easier to get mine done first, then once more people arrived I went to go put my first costume on and then put out everyone’s costume out for the first scene and we made it on time for the performance is well.
Q3. Did you respond to feedback and make improvements?
I defiantly did responded to my feedback because, the main one I had was projection and in this performance it was defiantly a bigger haul then the pervious ones so, before this performance I prepared my self with my warm ups I learned because it helped made it a good performance. Next, my other peice of feedback was to be more angry with my male role characters and, this also worked well for me because I remember how I should react and say my lines at the same time.
Q4. How effectively did you collaborate with other students groups?
I collaborated well with the other students because we all helped each other set up the stuff backstage when we go their, everyone took their part to help where everything need to be put.
Q5. How well did you develop your characters for clarity and humor?
I separated the clarity from humor better than the last performance. First with clarity, I made it very engaging for the audience so it can be clear to the children on what they are learning through the show. Finally with humor I tried the best I could, because I wanted this performance to be the second to last one I made all the humor clear so, what I did with the humor side of my characters, I rembered to know how to make it more memorable for the children.
Q6. How prepared were you with lines, cues and movement?
First of with my lines I defiantly felt more prepared then the last show because I read over them on the bus on the way to college so they was stuck in my head and it defiantly helped for my performance. Next with the cues we had a better quick changes because we had a big changing room so this made it helpful for us to be on time with the cues. Finally for movement, this performance we had a lot more room to move the tables out of the way and when we moved the tables around the space to make it clear what the next scene is.
Q7. Did rehearsals improve your confidence and timing?
Well we did not have a rehearsal before the performance because, it was a Wednesday we did the performance, normally our performance would be on a Thursday so we had a day before to rehearse but now this week we did not, but it was ok because we rehearsed last week so I think we did the best that we could be the best we can be.
Q8. How effectively did you engage the school audience?
From rehearsals the week before we all wanted it to be engaging for the children but also for each other, because yes our last performance was engaging for the kids but we wanted it to more fun for them so we made signs like “laugh now” so it is more understanding for the children.
Q9. Was the performance clear, energetic and appropriate for the age group?
First I think the performance was clear because the children looked like they were engaged with it on what is going on with the performance, which was our goal on what to do. Next with the energetic side of it I think it is was great because we wanted it to be engaging and energetic for the kids so it is also a panto style for them. Finally I think it was appropriate for the age group because, we made it so the children can learn whilst also watching a performance.
Q10. How well did you adapt to the space and any unexpected issues?
Personally we adapted well to the school space we was given because the past two performances, we had the small spaces so we had a very different type of changing space, when we walked into the school performance area we got given a huge back stage area and a big space to performance which is defiantly not something we was used to backstage so it was a nice feeling to have that big space and not all squeez into one tiny room.
Q11. Did you maintain professionalism throughout?
Yes I did maintain professionalism through the whole show and workshop, because the minute the show started I knew that I had to be my character when I stepped on to that stage and not break out of it. When it came to the workshop, we did not have our cards for our workshop so we had to improvise on what we should give to the children, so instead we gave the children a focus game called “Splat” which made them focused but it was not on what we planned on doing.
Q12. How was your clarity of voice, projection and diction?
I think my clarity of voice was very clear because I worked on it at home so it would be a better performance than last time. Next with my projection, I think it was defiantly better because I did not know we was being filmed so the minute I saw the camera I knew my projection had to be good for this performance so I could have great feedback.
Q13. What was your timing of comedic moments and audience interaction like?
As the last performance I needed it to be more funny for the kids so what I did was make sure my comedic moments was correct and not interrupted the other peoples character lines. Finally the audience interaction was better than the last one, in our rehearsal before the performance we all said to each other “to make it more interactive than you think it is” and I think that is what I did.
Q14. How was your physicality and use of space?
First my physicality was better than the last one because I wanted it to be clear to the children. Finally we used the space to our advantge because we wanted it to be easier for the props to be moved around.
Q15. What did you do to stay in character and reacting to audience responses?
To stay in character whilst I reacted to the audience response was no different to the other one, this performance we had a year 6 group which before we had year 4 and 5, so this group was a different one we was used to they was confused in the first few minutes but then they got more engaged.
Q16. Did you take responsibility for equipment and shared spaces?
Yes I did when we got to the school, we met the teachers and then walked into our dressing room and helped set up the space as we did have doors where children outside could see so what we did was got the big mats and made a little wall so they could not see what’s happening and put our clothing rale inside our little wall is well.
Q17. How efficiently did the group pack down after the show?
We pack down really quick after the show as the space we had backstage, was the space we used for the workshop. So we had to do it quick, when we got to the end of the workshop, we all grabbed a bag and walked out of the space quickly as the children was having there lunch we needed to leave quickly.
Q18. Did you leave the school venue clean and organized?
Yes we did because of the workshop we needed to clean it before hand.
Q19. How well did you communicate as a team during get – out?
We all communicated well with each other as a team because, our personal stuff and props and costumes where on different sides of the room so we all made sure we got our personal stuff picked up first then our costumes and props.
Q20. How did you take care of costumes and props after performance?
With our costumes we took them of the rail and then took apart our the costume rail, and then we took care of the props after so we did not stress about two things at once.
Q21. What was the organization of the personal and shared items like?
As said before the organization of the personal and shared items was great as we had a big space so it made it better not to mess up the stuff as the first show we got some personal and props mixed up together.
Q22. Did you support the teams during pack down?
Yes I did, even though I just did a performance and a workshop which made me tired I still wanted to help the team as I do in every performance, by everyone helping each other it put less stress on people getting out of the school.
Q23. What went well and why?
Ration chef as always went well because it is the most interactive one of the scenes, next women at work was better then the last show, this is because I made it interactive for the kids to understand what is actually going on in that scene and not make it boring for them.
Q24. What could you improve next time?
The thing I could improve next time is having my lines even more perfect then this performance to make it the best final one and have no mistakes.
Q25. How did the audience respond to your work?
The audience loved my work, in ration chef when I went up to the kids and showed them my mash one of the kids said “I think your cool” made me happy because its a great compliment to have on your work but remained professional is well at the same time.
Q26. What skills have you developed through this project?
- Line learning
- Projection
- Staying in character at all times
- Knowing when to stay proffesional
Q27. How effectively did your role contribute to the overall success of the show?
My role contributed well to the group because I was the dance captain even though we cut it in the end I still helped out well, also I was in for all of the rehearsals so I did not miss anything and always helped people when they needed if they missed that lesson.
Q28. What are some SMART targets you would give yourself for the next show?
- Perfect lines
- More interaction
- Projection
- Feeling prepared.
“I confirm that the attached assessment is all my own work and does not include any work completed by anyone other than myself. Any assistance, including the use of generative AI tools, has been appropriately acknowledged, and all sources have been properly referenced.”