units 1-4 - week 2 and 3

UAL - Level 3 PaPA - Acting Pathway - Unit 1 - 4 

~ Ilonka Flora

19.09.2017 - Week 2

Who did I work with ~ Abdul & Abe

In this lesson, I Worked in groups to create a continuous fight.

The class was split in half so we were lined up opposite each other in 2 lines. The person opposite me was my 'enemy/opponent'. I'd describe what we did slightly like a Mexican wave except it was replaced with violent actions. We acted this out in slow motion. My act in this sequence was pulling out my 'gun' and aiming it at my opponent and shooting them and they would attack back with another violent action.
When everyone had reached their opponent we must stay in character and drift towards our groups of two/three that we were assigned for our second sequence.
My group was with Abdul and Abe.
Abe starts the sequence attacking me and Abdul with two swords, we dodge him, he then drops his swords and knocks mine and Abdul's heads together.
Abdul transitions into the enemy swinging his right fist at Abe and I, which we both duck from and he then punches me and Abe in our stomachs with both his fists, making us both stumble back with pain.I transition into the enemy and I thrust my right hand into Abe's torso which causes him to fly into Abdul and as they are at a weak balance point I use this to my advantage and use my left leg to kick both their right sides.We practiced and performed this at least 10-15 times in slow motion and normal motion.
We did both sequences 1 and 2, sequence 1 in slow motion and sequence 2 is repeated 3 times, twice in slow motion and the last time in normal motion.

Because of having practiced it continuously, by the end of the lesson it looked like a fully well-rehearsed fight scene.

Week 3

25.09.17

who did I work with, in Rob's lesson:
Everyone.

The class rehearsed Romeo&Juliet from scene 5 to scene 11. It was more of a rough rehearsal to see how things would be running, just to get the hang of things. we were learning how to give out to the audience a 'light' atmosphere for scene 5, the party scene. We were also learning how to keep the volume of the party act, low at certain times when the main act is taking place. We were paying attention to detail, knowing where to stand off stage in advance for the next scene.

Who did I work with, in Sharon's lesson:
Jaychelle, Kamal &Shamsul.

During this lesson, we re-did our Freeze frames for the Romeo&Juliet timeline and what we think were important stages in the story.We did our 3 original freeze frames including short lines summarizing the scenes.The three original scenes are:

-Freeze frame 1:

Scene 5, when Romeo and Juliet lock eyes and fall in love, and Tybalt isn't pleased about it but Capulet is holding him from causing a scene. I was Romeo, Shamsul as Juliet, Kamal as Tybalt and Jaychelle as Capulet. Jaychelle says Capulet's lines to bring the scene together:
'He shall be endured. Am I  the master here or you?'

-Freeze frame 2:

Scene 12, When Mercutio is killed by Tybalt, and Tybalt killed by Romeo. Mercutio is played by Kamal, Tybalt by me, Romeo by Jaychelle and Shamsul is someone passing by trying to stop the fight. The line we used for this scene is:
 'Either thou, or I, or both, must go with him.'

Freeze frame 3:

Scene 21, Juliet takes a certain herbal potion in order to fake her death so she can be with Romeo. However, this doesn't work out because Friar John fails to deliver the message to Romeo. Therefore Romeo truly believes that his dear love is dead, so he drinks the poison she supposedly drank as well killing him. Juliet awakes to realise he is truly dead and takes her life. Friar Lawrence arrives too late and is shocked to see both the star-crossed lovers lifeless. Kamal played Juliet laying on the floor, Jaychelle played Romeo also lifeless on the floor, Shamsul played shocked Friar Lawrence and I play the prince. Shamsul says the line ' Juliet!'.

We were also told to add 3 extra freeze frames to our act, the added three scenes are:

-Freeze frame 4:
Scene 1, The four servants belonging to the Capulets & Montagues have a brawl due to Sampson, servant to the Capulets, who bite his thumb at the Montague servants. Jaychelle played Balthazar, servant to Romeo, Kamal played Abraham, Shamsul played Gregory and I played Sampson, the line chosen that is said in this freeze frame is when Sampson says 'Draw if you be men'.

-Freeze frame 5:

Scene 7, Where Romeo is at the Capulet's Orchard and overhears Juliet's sorrows, I played Romeo, Shamsul played Juliet and Jaychelle & Kamal both became the balcony that Juliet stood from. The line chosen to describe the scene the most was Juliet's line 'O Romeo, Romeo wherefore art thou Romeo?' ,  one of the infamous lines from the play itself.

-Freeze frame 6:

Scene 11, In this scene Romeo and Juliet are married by Friar Lawerence. I play Romeo, Shamsul plays Juliet, Jaychelle plays Friar Lawrence and Kamal plays Friar John as the ring bearer. Jaychelle says the line in this scene as Friar Lawrence 'So smile the heavens upon this holy act'.

 26.09.17

Who did I work with:
 Everyone.

 We were understanding and analysing what we feel the themes of Romeo&Juliet are, e.g. Brutal love & Tragedy. During Rehearsal we were running through the same scenes as yesterdays ( scene 5 to 11 ). Things flowed faster and with more ease. Jaychelle is the play director, so she was pointing out to Sharon things to improve such as, Where actors should come on stage and also How actors should try to act a certain way to project their intention through actions and impressions.  From observation, it's important that the actors aren't just reading their lines, but understanding the purpose and intentions of the character (emotional memory), otherwise, it would be out of context.We were learning how to work as an ensemble and practicing on how to be more observant to stay as an ensemble.

27.09.17

Who did I work with:
-Everyone
-Kenya&Nikayah

During the first part of the lesson, the whole class sat in a semi-circle, Sharon placed two chairs at our 'stage' and the rules for this improv piece is that only three people are allowed on stage no less, no more. The first time I went up, I played a 'hood' boy who wanted to get the pretty girl's (Molly) number, however, she refused, claiming she had a boyfriend and when he showed up my 'manly' act was stripped and I decided to act like I was her gay friend to avoid any fights. The next time I went up I took on the role of a Latina who is in love with her really mean boyfriend (Abe) who is also trying to convince a woman (Nikayah) who sees 'demons', that she needs mental help. But when she begins to act possessed being a Latina I recited Hail Mary before leaving the stage. Everyone had gone up at least once. I think it's a great activity for stimulating creativity and helps improvisation skills.

The second part of the lesson, We were put into groups of three / two and we had to come up with an interesting story but the characters must be parents or siblings. I was paired with Kenya & Nikaya, we came up with a story, Nikayah was a strongly opinionated, Jamaican dad and Kenya played the open-minded British Mum and I played the silly, naive but rebellious daughter.
The sketch starts with the parent's who have fallen asleep watching television. I try to creep past my parents, attempting to sneak out, however,  My dad awakens instantly interrogating me about where it is exactly, that I think I'm going. I tell 'him' a party and he begins to state the time is inappropriate whereas my mum asks if I have enough money to get a cab home ( this portrays their very different views on parenting). Me playing the naive girl who doesn't think twice believes that her father will be pleased if she were to reveal a secret which is that she is pregnant. This causes an uproar from her dad whilst the mum tries to calm him down by telling him he was told this already. He begins to state that I'm only sixteen that I can't take care of a baby. I have an outburst of rage exclaiming that I can take care of my boyfriend's gun so I am responsible enough, which of course, worsens the situation. The mum coming to my defence causes an argument to start between the parents as I tear up and pack my things, my mum tries to convince me to stay as I refuse and hear my father telling me to leave. When I'm done packing I head for the door and hug my mum as she comforts me and says she'll check on me soon. I tell my dad with certainty 'you're not going to meet Elliot ever!' and storm out. The parents continue to argue.