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  1. What Would You Do? – Spoken Word about Human Trafficking (Personal Project)

    January 31, 2017 by Sammi

    Taking Action ~ Achieving the Goal

    My personal project is based around making people aware about a terrible issue that is effecting people all over the world. My goal was to raise awareness about a horrible topic through a beautiful delivery. I chose to do this through a spoken word poem. Spoken word poetry is performance poetry that is presented to other people that is suppose to make them feel something. The spoken word I wrote discussed the issue of human trafficking within Japan and how that could make the victim’s feel so that we are able to feel closer to the topic and possibly understand a little more. This promoting awareness around the subject as even though it is poetry, it can make it easier for people to hear and see as I also make a video to go with it. This was a good challenge and goal for me as poetry is something I enjoy writing in my free time and is one I believe can help people understand. Writing about something so serious and trying to let people know about the issue was a hard and challenging task as I wanted to make sure many people could hear it and at least try and see where I’m coming from. I don’t think I could have done this project any other way. Link to spoken word video

    Human trafficking is a very taboo topic, one that is not talked about a lot as in Japanese culture sex and trafficking in general is looked upon as something that should be overlooked and kept within a family (Segawa, Aiki). Because of this, I wanted to create my goal to fit well with my global context, personal and cultural expression, in order to make people aware of the issue and to feel something about what is happening. I realised that making people be able to say “I understand” was unrealistic as no one can truly understand something unless they are/have gone through it themselves. This is why my global context was essential to the overall success of my product. The global context is the lenses in which we look and study our chosen topic. This includes topic areas such as identities and relationships, personal and cultural expression, scientific and technical innovation and so on. 

    My goal was the drive and the purpose of my whole project. It defined what I had to do and how I should be going about my project. But most importantly, how my global context backed it up. The global context I chose was ‘Personal and cultural expression’. This made it a lot easier for me to create my product as I had a clear goal in mind as well as why I was doing my project. The only way to tell the effect this had had on people was to see their reaction to the video in the end or after they heard to spoken word and get their feedback. Sometimes it was easier just to go off of their reactions though. An example of this is when I read my first draft aloud to a close friend of mine who then gave feedback on how I delivered the poem as well as some of the metaphors I used. This goal context basically means how can I create something that will raise awareness for people who are struggling which links back to my goal. Therefore, I am using the power of words to try and make people feel something by the way it is presented and crafted but at the same time telling them about something that is hard to talk about.

    During the personal project exhibition, parents and teachers listened to my spoken word and just based on their reactions throughout the poem, as well as their feedback, I could tell how it impacted them. They expressed looks of concern, empathy, ect. meaning my spoken word worked. However I know there are parts that could have been improved upon which would make the project better. I feel that one of the issues that came up was the age of the people who could listen to what I had written. I realise that human trafficking is not something that is appropriate for younger people such as grade 7 and lower. This made it difficult to share my message with their community when they came to talk to me at the exhibition. However, the solution was just that it either had to be explained to them in a way that was suitable and not graphic, or they would have to talk to their parents about it. Another issue I faced was the communication between my target audience and I. I feel I could have done a better job if I talked to more people about my work rather then just one teacher. This way I could get more feedback about how it effected the wider community and also how it sounds to different ages. By doing so I could adapt my poem accordingly and make it the best I can. Lastly, as I was filming the memory card got full very fast and we ended up having no space after the first few minutes. This was an organisation mistake as I did not prepare myself for the shoot in time to make sure I had a card with a lot of space on it. Even though there were a few issues that came up along the way I feel I felt with them well and in the end they made my project better.

    Reflection

    For my final product I feel that overall I did a really good job. Not only did I follow my TSC, task specific clarification which is used as a guide in order to achieve the highest level of achieved, but I enjoyed the process of creating my spoken word video. I think that I got a 8 because I did follow the TSC very closely and achieved everything necessary to get the top mark. The video quality is really clear and includes many different kinds of shots which suited the video and the message of the video. There was 15 different shots in the end which I feel added to the final video and made it more interesting to watch. In terms of the speaking of the poetry, I thought that the way I spoke it not only made it easy to follow but easy to get the message of the poem. I had very good diction and tone so that the poem made more sense and so I could hook the listener better. The changes in mood to me seem logical and fit the words spoken at those particular times as when I was editing my video I had a close friend look over it with me and double check it worked.

    Because I wrote the poem it is hard to say the impression it left on me, but as I was speaking it, the impression it left on me was the emotions I was feeling as I was speaking. As for how other people felt, I have been told not only by parents and teachers, but also by famous poet Naomi Shihab Nye that it was interesting to listen to as well as made them think about the message behind the poem.

    In terms of the actual writing, I can say there was more than 3 metaphors used in the poem and that the words I chose purposely add to the poem immensely through the way they were spoken and the word choice. Moreover I put a lot of passion and honesty into my writing in order to make it as authentic as possible. All the evidence shown above suggests that the product when placed against the criteria achieves my goal.

    This project has caused me to think outside of the box and think deeper about how I can effect and inform others. It made me look into human trafficking as a whole and really try and understand what it would be like feel like to be in a situation similar to theirs. The research forced me to go through what I already knew as well as what I need/want to know more about in terms of my topic, goal, and global context. This made me more driven to make sure that I understood my topic and that I felt comfortable enough to explain it to others with confidence. The global context really only backed up my goal and my intentions for the project. It made it a lot easier to be focused about what I wanted to achieve. Personally I have become more empathetic I feel. With such a sensitive topic a lot of the time people just end up feeling bad for the people who are going through the experience and can’t speak out about how it is affecting them. When people hear about this their reaction usually is “Oh, I didn’t know it was an issue.” This made me want to share my poem more. I wanted to show people the more emotional side and be able to connect to them them through words to make them feel something, to make them think about what it would be like if it was them. This really I feel was the best learning outcome for me. Before this project I already was involved in a lot of service and when people would ask me about it I could only respond with facts and try to explain the situation. But now I feel having a creative outlet for my topic made it a lot easier for people to connect and understand. Going through the process learning how to tell people about “a hard topic through a beautiful message” was the most important outcome as a learner for me. We are taught how to write poems about things that are going on in the world but we are not taught how to make people feel something from the writing. Learning how to do that, was an amazing feeling and I am really thankful that my project enabled me to learn a lot not just about my topic, but also about how we speak to others about things that are hard to talk about.


  2. Reflection on Media Fair

    June 9, 2016 by Sammi

    The media fair was a collection of the posters the students in the 2 English classes created based around a popular subject. Each poster was about a different subject or about a different area of the topic. It was held between the two English classes during a double period where the students would take turns going around asking questions about their poster and their topics. We did it so we could teach each other about our selected topics and to analysis different kinds of sources about our topics.

    Sabrina: Focused on the topic of California.

    When talking about California she was focusing on how people view California as a place to go visit and stay at. She was looking at the stereotypes and how people see that all it is is beaches and being laid back when in actual fact it is a multicultural mix of people from different places, religions, genders and more. She used examples such as a song, meme, blog, and informal opinion article.

    Meadow:  Transgender Bathrooms

    Meadow used different kinds of media in order to show the idea of transgender bathrooms. She mentioned things like that it is hard to find a middle ground because there are so many issues when it comes to allowing gender-neutral bathrooms. there have been cases where boys have claimed to identify as a woman and have actually followed the girls and then sexually harassed them. However, they also can’t deny the transgender rights as they should be allowed to use whichever bathroom they feel more comfortable in.

    Mimi: Caitlyn Jenner Vanity Fair Cover

    Her poster was about how Caitlyn Jenner previously known as Bruce Jenner had a sex change to be a woman. It focuses on how the public community viewed the event as well as how celebrities and the transgender community saw the event. She analysis her sources including an article, editorial, meme and twitter which all look at the event from different perspectives. She talked about how some people saw the event as a bad influence for the transgender community. Also that the transgender community felt it was a good and bad things. The media she chose really showed the different perspectives and included a detailed analysis into understanding the perspective as why they felt that way.


  3. Drama Journal 8: Monologue

    June 6, 2016 by Sammi

    For this assessment as part of our monologue unit, we were given the task of completing a performance of a monologue. To get to the performance stage, we had to go through the process of analyzing a character, reading and analyzing a play, understanding theme and portrayal. I chose the play like dreaming, backwards which is about a college student named Nell who suffers from depressive psychosis. She is the kind of girl who cares so much for her family and friend(friends) that she even when faced with suicide confronts how it makes them feel. I chose this play because I feel nowadays mental illness is getting a better recognition as a proper illness in which people have the right to get better and treated the same as anyone with a physical issue. However, I do feel that this play really enables the audience to see how depression can affect a person and their life and their families life as well. Furthermore, the format of the play enables us to see the different perspectives of how a story can be told as this play the story is in the form of 4 monologues and 3 hallucinations from Nell all convincing her to commit suicide. After analyzing my character Nell, I produced a blocking script in which I
    went through the monologue and highlighted the emotions, change in emotions as well as stage directions. Below is a video of my final performance.

    10 Drama: Monologues28 from YIS Arts on Vimeo.

    Why’d you chose this performance? how was your character portrayed?
    I chose this particular performance as I feel I was able to convey my character the best and diligent the stringent performance. This one also happened to be my first performance as when I was doing this one I was able to fully deliver my lines and 100% commit to the emotions of my character. I felt that when delivering my lines in this performance there was a sense of fluency between sentences and emotions. The changes in emotion were in connection to the piece and when the tone of the lines changed I was able to apply those changes through my voice and actions. Nell is a very closed off person who truly believes the fact she will never get better to the point it consumes her. I was able to show her depressive side through my body language as at times when I was upset I was more closed in and when I was frustrated I was big and open with my movement and hand gestures.

    What aspects of physicality or vocals worked? What didn’t?
    I feel that when talking about how sad and upsetting the depression is, I was able to pull my body in order to make myself seem smaller and closed off from other people. When I was changing through the emotions I had to then adapt the way u was delivering my lines through my body language toward the audience and tone of voice. When talking about the past as a character I had to be able to show my distance from what had happened but also the feeling of not being able to let go. My voice defiantly changed through the emotions and I feel suited the shifts in tone. It wouldn’t have worked if I was too giggly or over upset about certain parts as it would bring comedy to the scene and be over dramatic which would then take away from the tone of the scene and themes.

    Consider the use of space and stage business; how natural were your mannerisms, movements, postures or gestures and how well did they correspond with the delivery of your lines?                  I feel that my positioning during the scene was well thought out and suited the tone of the scene as well as the lines I was delivering during that time. When I was at the bench lying down at the beginning I feel that it suited what I was trying to say as it was almost dreamy in the sense that I was questioning myself in a way and the feeling of depression. As I progressed through the piece there were times I get up and walk either towards the audience when I am becoming frustrated or angry and when I am more frustrated with myself and becoming upset I move towards the wall and slide down it and curl into a ball. I feel this was a good choice on my part as it felt natural and was a sign and psychical way of showing the frustration and how I was giving up. There were times where I possibly moved around too much, definitely during my rehearsals, but as I got closer to the performance and during this performance I feel I did not move around unnecessarily too much and was able to pace myself so it looked more natural.

    Regardless of my other performances, I feel in terms of stage direction, movement and gestures I gave my strongest performance in this video as it showed my understanding of analysing a character to then be able to develop it into a performance. Completing the blocking script was a starting point as it enabled me to see how I though the scene would look on paper with the lines before attempting them. However, I feel that this did not work for some parts as when it came down to the final checks before performing I felt that some directions were in the wrong place or felt unnatural. This is where this performance comes in as during this run in particular, I was more focused on just doing the monologue how I felt it should be done and was able to fully commit to the scene and to the emotional demand it required to perform this monologue well which I believed I did.

    Megan’s Monologue Performance

    10 Drama: Monologues21 from YIS Arts on Vimeo.

    I feel that Megan was very strong in her performance and by the way she was delivering her lines and the stage business she did make it seem like she understood her character and was able to portray this character well. The stage directions such as sitting on the floor at the beginning actually writing in the journal with the facial expressions enabled the audience to get a better look into how the character was feeling as she was writing these entries into the journal. Her change in volume really helped to show the change in mood as well as express the characters frustration towards her story and her life experiences and opinions.


  4. Lauretta Bender’s Testing on Children

    April 22, 2016 by Sammi

    Identify an experiment that was unethical and describe it

    Lauretta Bender was a child psychiatrist who specified in children believed to have schizophrenia. She was a highly respected and known child neuropsychiatrist who practiced and conducted her experiments at Bellevue Hospital in New York City. Between 1942–1969, She was taking in children whom she had ‘diagnosed’ as having ‘autistic schizophrenia’ and using multiple electroshock (ECT) “treatments” to test the effects. According to the Alliance for Human Research Protection, she also started to give the children LSD and other hallucinogenic drugs on the children using CIA funds.

    Red Cross – Vintage

    Explain what the experiment was trying to achieve

    The experiment was to see if multiple electroshock treatments (ECT) were a way to cure ‘autistic schizophrenia’ in children which she believed to be a disease. By giving the shocks she wanted to see if they would slowly stop parts of the child’s brain that caused them to ‘be schizophrenic’. A direct quote from her saying she believed it worked:

    It is the opinion of all observers in the hospital, in the school rooms, of the parents and other guardians that the children were always somewhat improved by the [electric shock] treatment inasmuch as they were less disturbed, less excitable, less withdrawn, and less anxious. They were better controlled, seemed better integrated and more mature and were better able to meet social situations in a realistic fashion. They were more composed, happier, and were better able to accept teaching or psychotherapy in groups or individually. (2)” (BREEDING)

    However, this could just be something she lied about so others did not question her work and did not try to stop her as she managed to continue this practice for 27 years in which she experimented on over 300 children, the youngest being less than 3 years old.

    Explain why the experiment was unethical

    An experiment like this is obviously going to cause further issue with the children and considering when Bender was not as aware of the consequences but was just testing on them to see if it would work. The shocks can actually cause memory loss, nausea, headache, jaw pain or muscle ache, and since the heart rate and blood pressure increase during the shock treatment it can actually lead to further heart trouble later on. These side effects were not made away to the participants or to the parents, or legal guardian, of the children meaning that the doctor was able to go ahead and perform the electroshock treatments without the stop from parents. Also, there were multiple cases where children had reportedly begged and cried for them to stop and wanting them to let them go as they would not only be restraint to the bed but also were held down by doctors and given a rubber mouthpiece to ensure the kids did not bite through their own tongue (BREEDING). This is unethical because they took away the freedom of the children and used them as test subjects for a treatment which was not always known about by parents. What made it worse was that after a while the doctor also started to give them LSD and other hallucinogenic drugs with funds from the CIA just to see the effects without having a true reason to. Around the same time however the CIA were testing for mind control drugs so they used the children who were already sentenced to the electroshock therapy treatment as they were already being experimented on and deemed less valuable as people.

    Identify an ethical way in which the investigation could be performed if possible.

    To be honest, I cannot say there is an ethical way to test this kind of thing other than on rats, however, the doctors would not be able to get reliable sources as rats brain work differently than human brains. This also applies for the drug testing on the children. The CIA were performing their own tests of the LSD and hallucinogenic drugs but were also funding Bender to use them on the children to test effects as well. The drug testing could have been done on a much smaller scale on animals such as rats and other rodents as a possible alteration but there are other things that go into that. This could include things such as if it were to work on the rats would that mean it could work on people? Either way, the electroshock treatment does not really have an alternation. However, they could have tried other ways of therapy such as counseling and have the children have a better understanding of the mental issue rather then tell them they are sick.  


  5. Iya 2k15, Field Studies

    November 17, 2015 by Sammi

    Iya was the trip that I wanted to go on the most when it came to field studies destination selection and honestly I am so glad I ticked Iya as my first choice. Before going on the trip I knew nothing about Iya or about the place were staying and even though I knew what kind of things are you going to do that does not mean that I knew what I was getting myself into. The only things I had heard about Iya was that it was a remote place where not a lot of people live that a very different lifestyle than the one that I am used to. It sounded so different and also really special that I became really excited to get the chance to go and see this place. Now looking back on the trip I made the best decision possible to go on this trip.

    In Iya I got the chance to learn a lot more about the nature and about the people in one of the highly unknown suburbs of Japan. Also, I feel like the culture of Japan there really shine through in the sense that the way they go about their daily lives and the food they eat show a side of the Japanese culture that you wouldn’t find anywhere else. The place we stayed was across a high cable bridge that absolutely terrified me but at the same time was worth it for the place that we were staying. I felt relaxed and that I could have a clear mind to think in the cabins surrounded by nature and by a relaxing lifestyle. I feel like by being in the setting and the situations we were placed in on this trip helped me to learn more about myself and I’m glad I got to do this with friends and people close to me. Having them there helped through the tough parts of the trip.

    One of the things I really enjoyed about the trip was the chance to appreciate the journey we had been on. The feeling when we had reached the mountain on the second day (day 1 of hiking) was incredible and very cold because of the weather. I struggled getting up the steepest mountain because I have issues with my ankle and applying a lot of pressuring on it caused it to react negatively. So that feeling when that part was over was incredible. I really wanted to give up during that part of the hike, it just felt painful for a while and I did not have a lot of determination to keep going. However as soon as I got to the top I didn’t want to stop. I wanted to keep going and finish the hike feeling accomplished and good about my choice to be there and I can honestly say I am very happy with that choice.

    Overall I feel like by doing this trip I was able to learn more about the people on the trip as well as myself. I thoroughly enjoyed being there and even though there are points when I wanted to give up or not be there, I would not have changed the experience for anything. I learnt that Iya is a beautiful remote area of Japan that I can honestly say I would want to visit again in the future with family and friends. I feel that I learnt more about myself and the limits I have and that by doing this trip I was able to go outside of my comfort zone and extend it a little. I know I’ll have the memories from this trip always to think back to.

    The Journey Ahead, Day 2

    The Journey Ahead, Day 3

    Taking a rest, Day 2

    Taking a rest, Day 2

    Sunrise, Day 3

    Sunrise, Day 3

    Sunrise <3, day 3

    Sunrise <3, day 3

    Hike as One, Day 3

    Hike as One, Day 3

    More to Go, Day 3

    More to Go, Day 3

    IMG_4801

    Shadows, Day 3

    The View from up Here, Day 3

    The View from up Here, Day 3

    Into the Woods..., Day 3

    Into the Woods…, Day 3

    Making Soba, Day 4

    Making Soba, Day 4

    Creating Rope, Day 4

    Creating Rope, Day 4

    Final Night BBQ, Day 4

    Final Night BBQ, Day 4


  6. Drama Journal 3: Devising with Forms/Styles/Transitions & Your Transition Performance

    November 9, 2015 by Sammi

    As we are getting more and more into drama, we are exploring more ways to expand and better our performances. Learning about how to create transitions is one way of doing so. Also, finding out more about forms and styles in order to do so.

    In terms of forms, we had to explore the different kinds of forms in drama before we could do anything with transitions. The forms and styles in drama are the ways in which we classify what we are doing. This includes mine, movement sequence, freeze frame, music, signs, and so on. Our approach to this in class was to create a mini skit that had to have 1 kind of transition sequence as well have 2 different styles. My group created a piece that was advertising coke. The first part was us using mime and using music as a transition. It ended with movement sequence and some fabric to ‘tie’ it all together. I think that at the point in time we did not quite understand how to create a proper transition sequence so I don’t think that it was that successful. Here is the end result.

    10 Drama: Transitions3 from YIS Arts on Vimeo.

    After doing this activity it was time to put what we had learnt to the test. Our assignment was to create a devised piece based on an image that we were given and combine that with transitions. The image we were given was one of a subway station with a man sitting on the bench. *for some reason the image isn’t uploading* From looking at the image we came up with our one line story which was “A story of a woman who wakes up in a station later on discovers that she is dead and that the place is a place where the guardian decides if the soul goes to heaven or hell.” This was basically a guid for us as to what we wanted to do in terms of story and it was the base of the whole product. From there we started to put the story together bit by bit. In the end this is what we came up with in my words.

    Opener
    Our opener is basically Sabrina on a subway chair as if she has just passed out whilst Joe in on her left with people walking by in front of them. In order to get the subway feel the rush of the people who keep going by helps to give this effect. For a few seconds everyone is moving except for Sabrina which gives the effect that she is not conscious.
    Scene 1: Form (Mime)
    In scene 1, Sabrina’s spirit has come to life and is kind of confused. She gets up in a panic and starts to try and touch people but to her surprise, none of them are responding to her. The reason we did this is because it helped to give the effect that maybe she was invisible, dead, or a spirit. She soon starts to become confused and frustrated with herself. This is when Collins and I appear and sit her down by placing one hand each on one of her shoulders and guiding her down to sit. She does not turn to look at us and as she sits she completely flops forward with her hands and head over her knees. This is to give the audience the image that she is being guided and something is about to happen to her.
    Transition (Link) – Abstract sound making
    Slowly the group starts to come together by making sounds with our body. As Sabrina is hunched over the rest of us start to build by tension by using the props and our body to create a beat and rhythm. It starts by Collins and I using the chairs to bang against the floor one after the other 2 beats per person. The intensity of the chairs banging builds tension in the scene and helps to transition on nicely. Shortly after Tomoka then starts to clap a different rhythm that fits in with the beat already going to show that another element is coming into play and that more is coming. Finally Joey joins in as well and by having us all doing different things to make sound it helps to show tension and that whatever is coming next is going to be important to the story.
    Scene 2: Form (Dialogue)
    Scene 2 is all about the explanation to the mystery and the tension in the first scene. It’s like scene 2 holds all the answers. It starts by Collins and I waking Sabrina up. I present nice and proper whilst Collins presents flirtatious and dangers as well as cheeky. Sabrina is confused as Collins blurts out ‘YOUR DEAD’ like it should be obvious to her. I try to comfort her and defend her from Collins the devil as I am her guardian angel. We then proceed to show her how she died through a memory. She doesn’t understand why she cannot interact with the people in the scene and has to painfully watch what happened. In the memory, she is talking to her son and telling him to go wait for her at their house and lock the door and sent him away with a Cookie. Joe then enters and is questioning tomoka as to why she isn’t gambling anymore and why she is baking out of the deal she make with Joe. Because of this, Joe shoots Tomoka (memory version of Sabrina’s character) and runs off. The scene ends with Collins telling her ‘you got shot’ just to rub it in. Sabrina looks over upset and covers her face with shock.
    Transition (Link) – Signs
    This transition we only needed to be short so we thought the best way to do this was through signs as the words on the signs were enough to show the audition what was going on. The signs read “then came judgment day” and “where her faith would be decided.” This builds some kind of tension as it is makes the audience think about what is going to happen and what happens to Sabrina from here. What is going to happen on judgement day?
    Scene 3: Form (Creative Movement)
    Scene 3 is the battle between good and bad. Collins and I are pulling at Sabrina trying to get her to come to the side we believe she belongs. I pull her to mine because I, the guardian angel, believe she is good and should stay with me. However Collins is pulling her as well as he is the devil and he believes she belongs on the evil side. Collins, the devil, then reaches to Joe who is also on his side and together they start trying to bash the ‘wall’ down to get to Sabrina. Collins then pushes Joe away as Sabrina makes her way to the centre. To decide her fate, the angel and the devil battle it out in rock paper scissors, the winner being the side Sabrina is on and her fate being decided. When the angel looses, her and the 2 good character supporters back away in shock and disbelief. Sabrina is also in shock as she gets taken by the devil to the evil side.

    Closer
    This is the link to our piece

    To close our performance we hold our final positions for a bit before getting up to bow. We decided to do it this way in order to let the audience breathe as the whole play builds tension and right at that last moment, it is released when Sabrina’s fate is decided.

    Once we had the story and the transitions all that was left was putting it all together through performance.

    10 Drama: Transition Scenes3 from YIS Arts on Vimeo.

    In the end I feel like my group did a very group job of executing the task as we had a good understanding of what we had to do as well as what we wanted to achieve as a group. We all tried to chip in where we could in order to bring the piece together and really make it our own. The transitions we came up with were quite good I think because they were clear and they really added to the story and they didn’t look forced. Overall I feel we achieved well with what we were sent out to do and I am really happy with the end result.


  7. Drama Journal 2: Devising from Image/Text/Object/Music

    November 5, 2015 by Sammi

    A major part of drama is learning how to devise from different things. Devising is taking something, music or an object etc., and turing it into a story. The object itself does not have to be included in the piece. The object is there to spark ideas and get you thinking about how things make you feel, how you associate them, and make you think in better depth how you look/hear/smell/feel it. In class we worked on devising from an image (which we had touched on last year as well), from music, text and objects.

    In order to device from an image we were given an image from Mr. Meiklejohn which we then had to devise from. Our devised piece could be in any form of drama and we were challenged to think outside of the box. I teamed up with Sabrina and Krysta and we thought it would be a good idea to do movement as it is not one we had done a lot on previously and is also one that no one else was doing. We came up with one line stories that would help guide our piece. Here is what we came up with.

    10 Drama: Devising a Form from Image from YIS Arts on Vimeo.

    As for object, we were told to just blurt out any words that came to mind when we looked at the object we were given. This is called word association. From there we narrowed it down and tried to focus it in order to be able to come up with one line stories. We then had to flesh it out after writing out our plan as to how we wanted to do it and who would do what and so on. The object we were given was not one that is familiar to us which made it more challenging to use. However we did some research in order to help us understand what it was. This is what we came up with in the end.

    10 Drama: Devise from Object1 from YIS Arts on Vimeo.

    As for music, we started off by listening to the piece that was being played a few times over. It was mostly words with no kind of instrument. There was a steady rhythm and in all honesty the ‘song’ was really creepy. We just took some of the key words we heard and turned it into a short piece. I found this the most challenging as it did not spark as many ideas as I would have hoped but it made me think more about how I could represent this and show my thinking. In the end this is what we came up with.

    10 Drama: Devise From Music3 from YIS Arts on Vimeo.

    As for text, we were given a quote. Each group was given something different from different kind of people in order to show the diversity in our understandings. We then did word association as well as going over the key words in the quote so we could grab a general theme as well as have a better understanding of the quote.

    In the end I thought like I learnt a lot as I have never done this kind of devising. The only one that I had experience in was devising from an image as we did that as an assessed piece last year so I came into this with not a lot of knowledge as well as some questions.


  8. Drama Journal 1: Review of Elements, which are most important?

    November 5, 2015 by Sammi

    As drama has just began for the year, the best way to start off was by reviewing the things we had learnt from the previous year in terms of the elements of drama. We had to split into pairs and choose one elements that you would then create a mini seminar on. Some of the elements of drama are either then others are they are more literal.

    Sabrina and I paired up and we decided to take on tension as we feel like it is one of the most important elements. Without tension there would be reason behind the plot. Tension can be felt as well as seen. The 4 kinds of tension include:
    1. The tension of relationships
    2. The tension of the task
    3. The tension of surprise
    4. The tension of mystery
    Tension in plays is the element that drives the actors in the sense that they create and build tension in order to have some kind of release at some stage in the play. This helps to keep the audience paying attention and asking questions.

    For our seminar, we decided to do some background research so that we knew the true definition and it also gave us ideas for what kind of activities we could do in order to help teach the rest of the class. We started by looking through the drama textbook where we found definitions as well as activity guidelines as well as how and why these help us to better understand tension. This turned out extremely helpful which meant we did not have to do tons of online research as well. We started to build a document together with the knowledge we had gained as well as start to create a plan for the 15 minute mimi class on tension we would soon be doing.

    We thought the best way for someone to understand tension is to experience it themselves. In order to do this we gave them the task of creating their own mimi skit, 3o seconds to 1 minute, to show tension. We explained the different kinds of tension and they had the choice as to which they would do. We thought this was the best way to do it. We would go round asking for short previews and to review their ideas in order to make sure that they had a good general idea and so we could make sure that they were on the right path. At the end of class we watched everyones performance and gave feedback so we could see if we understood what they were trying to do but also so we could see if they understood what they were doing.

    In the end I feel like I gained a better understanding of tension by having the task of teaching it to others. This helped me as it meant I had to have clear knowledge on the topic, how to use and apply it and why it is important. I feel like everyone in the class learnt someone and that Sabrina and I did a good job of leading the class through the seminar.


  9. The Nitrogen Cycle

    September 18, 2015 by Sammi


  10. Drama Journal 11: Major Types of Staging

    June 5, 2015 by Sammi

    Key Areas for this journal will be:
    Explain the major types of staging; discuss your exploration of set design and your progress in rehearsal
    Include your 2 photos of your Stage in the Box’ mock up scene.

    Recently in drama we have been learning about different kinds of staging in order to help us prepare for Heroin Lies. Learning about the different kinds of stages and how to create and setup a stage is an important part of the creation process. In class we have been looking at the different kinds of stages and how they are formed. From there we talked about how each kind of stages can help benefit a performance and how you could chose a stage to fit a kind of performance. For example, if you are doing a play with a lot of actors you would probably have a stage kind of like Proscenium stage that looks something like this:

    Poscenium Stage

    Poscenium Stage

    This is the kind of stage that allows all the actors to be seen on stage without the people in the audience having to look behind others and without needing to move around to see everything that is going on on stage. Also, it means that the actors only have to focus on one area rather then having to move around a lot and switch where they are presenting meaning they will not purposely have their back towards the audience. If there was a smaller cast you could do multiple things with the staging. You could have an Area stage which is when the audience is around the stage surrounding all 4 sides (one central stage with 4 sets of audience seating around all sides). The stage can sometimes be raised in order to improve the sightline so the audience is able to see the actors on stage no matter where they are seated.

    Arena Stage Diagram

    Arena Stage Diagram

    Other kinds of stages include In-the-round stage, traverse stage, thrust stage, end stage, and profile theatres. In-the-round stage is the kind of stage where the actual stage set up is in the centre of the audience who is located around the stage. This can sometimes be done with higher floors if wanted. This kind of stage is to create a more intimate feeling between the actors, the story and the audience.

    Theatre in the Rounds

    Theatre in the Rounds

    Traverse stage is the stage with only two sides of seats. This is the style of staging that is almost like a catwalk and commonly is used in a play with not a big cast. This as like the name, is also found used in fashion shows.

    Traverse Stage Diagram

    Traverse Stage Diagram

    Thrust stage has a set up where the audience is around 3 sides. This has quite an easy use in the sense that with this set up actors have the chance to be able to go backstage and change if need be and have the chance to leave when necessary. The shape of the setup is usually square or rectangular which is then raised and surrounded by the seating for the audience.

    Thrust Stage Diagram

    Thrust Stage Diagram

    End stage is a lot like the thrust stage but the difference is that the audience is located at the front of the stage rather then surrounds it. The backstage area is behind the background wall as there is usually no wing space to the sides in this style of stage. However, it is common that there will be a lot of different entrance points even though there is no wings.

    End Stage: Almeida theatre – Islington, London –  1983/86′ – Arch. Burrell Foley Fischer

    End Stage: Almeida theatre – Islington, London – 1983/86′ – Arch. Burrell Foley Fischer

    Profile theatres are the types of stages that are used in existing spaces or converted from an original space such as a basketball court (possibly). The audience is located on either side of the stage opposite each other with the stage in the middle. In most casses, the actors will be placed in profile to the audience so that they are able to be seen from both sides rather then one side have to look at the actors back. These stages can be known to be long and narrow as well. This type of stage is most like the area stage other then it has only two sides for the audience rather then four.

    Profile Stage

    Profile Stage

    In order to learn more about this we are working on creating our own box sets that will be representatives as to how we would plan out our Heroin Lies set. For this I was pared with Margot and we decided it would be important to show the most important locations in the play which can be adapted in order to fit other scenes. Because we wanted this to happen, we split our stage in half and had three walls surrounding it like a proscenium stage. One side of the set will be Vicki’s house and the other will be the disco/library. This is what the final product came out as.

    Front View

    Front View

    Birds-Eye View

    Birds-Eye View

    We are very proud with the turn-out and we are glad with the outcome. We think that the way we designed the set is appropriate for this play although some challenges would occur. This tsk has taught me more about how to set up a play and to consider how thing would look and what kind of stage would be best when your are organising a play and how to do it. I feel like this is something I will used gradely in the upcoming years of drama, especially when we have to direct our own play in grade 10.

    References:

    “Proscenium Stage, Thrust Theatre Stage, End Stage, Arena Stage, Flexible Theatre Stage, Profile Theatre Stage, Sports Arena Stage.”Cassstudio6. N.p., 18 Dec. 2012. Web. <https://cassstudio6.wordpress.com/forms-of-stage/types/>.

    “Stage Types – Theatre in the Round.” Theatre Design. N.p., 14 Jan. 2007. Web. <https://theatredesigner.wordpress.com/theatre-design-101/stage-types-theatre-in-the-round/>.


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