This afternoon we went to Thamesview Infant School to perform our version of "Fantastic Mr Fox" to 60 four and five year olds.
WHAT WENT WELL:
- Transitions were smooth (especially regarding the lack of rehearsal in the space)
- We used the space well and made adjustments to suit the performance space
[We stood in appropriate places when not performing]
- LF interacted with audience well, despite challenging responses
[A few children put their hands up to say "I don't know", but Lewis had this covered]
- CS covered the fact that his tail fell off early
[Realised children were watching the farmers, so positioned himself in a way he could reattach it
without anyone noticing]
- CS interaction with audience. He responded well and used their suggestions
[Gave suitable responses to the unexpected suggestion (e.g. "ask the other foxes for food")]
- LC performed to audience and involved them
[Made eye contact constantly and encouraged them to join in]
- OK came down to their level and involved the audience
[Had friendly body language and physically lowered himself to be more engaging]
- The audience were so engrossed they followed where we were looking
[They looked behind them for "The Woman", despite there not being one]
WHAT COULD HAVE GONE BETTER:
- Some actors should have been lighter on their feet
[Moments when some of us were too noisy on our feet]
- CS had his tail fall off too early
- RD needed to project more
[Wasn't always clear]
- Timing on the song could have been better
[We should have rehearsed with this version of the backing track earlier and more often]
- Could have got there earlier to set up sooner and discussed any changes needed
[Audience arrived when we were still setting up]
WHAT WE WOULD DO NEXT TIME:
- Get there earlier (to give us time to rehearse in the space and to make possible amendments)
- Change some jokes to make them even more suitable for the age
[E.g. change "X-Factor" to "Tweenies" or another programme they are more likely to watch]
Showing posts with label Children. Show all posts
Showing posts with label Children. Show all posts
Monday, 7 December 2015
Theatre for Children (18) (Practice performance)
Today we performed our piece to the Year Nine's as a practice run. We found this run quite difficult as our audience in this run was over double the age of the audience we were performing to later. However, thankfully the Year Nine's understood this and responded to the piece as if they were four or five years old. Our transitions were smooth and our characters were very exaggerated as we knew that we were going to have to captivate very young children's attention. Unfortunately, there were a few moments where some lines were forgotten and not covered up quickly enough. Our feedback from the Year Nine's was that they loved "The Race" scene and the journeys to the storehouses and cellar. This was because they loved the exaggerated facial expressions (e.g. the cross-eyed expressions).
Sunday, 6 December 2015
Theatre for Children (17) (Preparation)
Preparing for tomorrow...
I have worked out how to make my individual transition from the "Cider Cellar" scene into "The Great Feast" scene smoother. As I need to get changed from Rat back into Fox Cub, it would make sense to have my costumes on the correct side. Therefore, as I pick up the stall from USC and move it to DSR and then walk offstage, I shall take the fox ears with me, hidden by the stall. As I am offstage to pick up the cider jar, I shall put the ears to the side. After the scene has finished, I shall take the stall offstage momentarily for me to take the rat mask off and put the ears on, and then go back on stage with the stall to put it in the correct place again. This means I would not have to go on stage in all blacks; I will be a character at all times whilst on the stage.
Furthermore, I have come up with an idea which I shall share with the group tomorrow. At the end of the performance tomorrow, I thought it would be nice if the children wanted their pictures taken with the characters. The school could either take them, or our teacher could take them (as she is CRB checked but we aren't) and she could email them across. I thought this would be nice for the children, and the pictures could be put in their school newsletter or something similar.
I have worked out how to make my individual transition from the "Cider Cellar" scene into "The Great Feast" scene smoother. As I need to get changed from Rat back into Fox Cub, it would make sense to have my costumes on the correct side. Therefore, as I pick up the stall from USC and move it to DSR and then walk offstage, I shall take the fox ears with me, hidden by the stall. As I am offstage to pick up the cider jar, I shall put the ears to the side. After the scene has finished, I shall take the stall offstage momentarily for me to take the rat mask off and put the ears on, and then go back on stage with the stall to put it in the correct place again. This means I would not have to go on stage in all blacks; I will be a character at all times whilst on the stage.
Furthermore, I have come up with an idea which I shall share with the group tomorrow. At the end of the performance tomorrow, I thought it would be nice if the children wanted their pictures taken with the characters. The school could either take them, or our teacher could take them (as she is CRB checked but we aren't) and she could email them across. I thought this would be nice for the children, and the pictures could be put in their school newsletter or something similar.
Friday, 4 December 2015
Theatre for Children (16) (Dress run)
Today was our first complete dress rehearsal for FMF. Below are bullet points of what went well this rehearsal, what we need to do to improve and a list of what we need to take with us and what we need to wear.
What went well:
- (Charlie) Engaged audience instantly with his character
- (All) Costumes looked effective. Instantly understood who characters were
- (Lorna) Characterisation of Fox Cub and Rat were convincing and contrasting
- (Lewis) Characterisation of Rabbit was hilarious! Movement was very comical
- (Lewis) Bean's voice was maintained throughout and was a contrast to the other farmers
- (Rhiannon) Softer approach to Mrs Fox was refreshing and endearing
- (General) All music worked effectively at creating the right atmosphere
- (All) "The Race" scene was very comical and timing worked well
- (All) "You Got a Friend in Me" song was a nice ending
- (Lorna & Lewis) Good consistent focus
What needs improving/changing/adding:
Costumes & Props:
What went well:
- (Charlie) Engaged audience instantly with his character
- (All) Costumes looked effective. Instantly understood who characters were
- (Lorna) Characterisation of Fox Cub and Rat were convincing and contrasting
- (Lewis) Characterisation of Rabbit was hilarious! Movement was very comical
- (Lewis) Bean's voice was maintained throughout and was a contrast to the other farmers
- (Rhiannon) Softer approach to Mrs Fox was refreshing and endearing
- (General) All music worked effectively at creating the right atmosphere
- (All) "The Race" scene was very comical and timing worked well
- (All) "You Got a Friend in Me" song was a nice ending
- (Lorna & Lewis) Good consistent focus
What needs improving/changing/adding:
- (Majority) No talking in the wings
- (All) Transition between Fox introduction and Farmer introduction needs to be smoother - as to ensure a seamless performance and to make the piece easier to understand
- (Charlie) "Fried chicken" section needs to be louder - so he is heard
- (Oliver & James) Learn lines - to ensure all of cues are there, both for cast members and for music
- (Oliver) Have more energy and involve kids more - to ensure their attention is kept
- (Oliver) Repeat farmers rhyme/song about four times so audience can join in - young audience will enjoy joining in
- (Robert) Eat food during the shooting scene to make it more comical
- (Lorna) Have a backpack for after I've been told to "get my things" - to make the narrative make sense
- (Lewis) Have a walkie talkie prop for Bean contacting Mabel
- (Charlie) More dad dancing during the song - to make it more comical
- (James) Make fox cub more convincing and maintain Bunce stance - for continuity and entertainment
Costumes & Props:
- CHARLIE: Blue suit trousers, blue jacket, white shirt, black bow tie, black shoes, fox ears, fox tail
- RHIANNON: Dress, leggings (under dress), apron, vest top (under dress), fox ears, fox tail
- JAMES: Black joggers, black top, farmers hat, spade, gun, fox tail, fox ears
- LORNA: Black leggings, black top, fox ears, fox tail, rat mask, backpack
- LEWIS: Black joggers, black top, farmers hat, gun, shovel, necklace (to attach tail to later), rabbit ears, rabbit tail
- ROBERT: Black joggers, black top, farmers hat, spoon, food, inflatable belly, glasses
- OLIVER: Black trousers, white shirt, black waistcoat, glasses, smart shoes
- GENERAL: Three stalls, eight chickens, cider jar, speaker and Lewis's phone (for music)
Thursday, 3 December 2015
Theatre for Children (15) (Props)
Tuesday, 1 December 2015
Theatre for Children (14) (Full run)
In this lesson we did our second full run-through. We worked on transitions primarily and worked out what scenes needed amending. We are happy with the farmers introduction scene as it instantly shows the relationship between the farmers and engages the children straight away (due to the music and comedy routine). However, we were not happy with the next scene - the introduction to the fox family. This was because it was lacking in energy and didn't give a clear introduction to all of the characters. Moreover, we knew that the audience needed to instantly love the character of Mr Fox, so we needed to alter this scene to make him more likable from the very beginning. We have made Charlie's character a little bit less cool, but more cheeky instead, this instantly made his character have more energy and more comical too for our young audience. As we want it to be clear to our audience that Charlie is the main character, we are swapping the farmers introduction scene and the foxes introduction scene. This also means that less transitions are needed as the farmers are on the stage for two adjacent scenes.
The only other scenes we felt needed altering were "Bean's Secret Cider Cellar" and "The Great Feast". For the cider cellar scene, a bit of movement was added for when the animals (excluding rat and Mrs Fox) are hiding behind the cider jars. They form a line going from downstage to upstage (with Oliver at the front, then Charlie, Robert, Lewis and finally James) on the line "dashed behind". On the word "breath" they poke their heads out alternately at different levels, as so all characters can be seen. On the word "breathe" they swap what way they have peaked out to the other side, but kept the same levels. On the word "heart" they all come back in to centre. The purpose for this was to make the scene more interesting for the children to watch and would therefore hold their attention better.
Next lesson, we will be adding in a bit of dialogue between little groups of pairs of characters before "The Great Feast" scene. Rhiannon and I improvised a little section for us two to use, with my fox cub character pestering Mrs Fox whether dinner was ready or not. By next lesson, I hope to have finished making the props so we can rehearse with them. Also, our costumes should be arriving shortly for us to practice in too.
The only other scenes we felt needed altering were "Bean's Secret Cider Cellar" and "The Great Feast". For the cider cellar scene, a bit of movement was added for when the animals (excluding rat and Mrs Fox) are hiding behind the cider jars. They form a line going from downstage to upstage (with Oliver at the front, then Charlie, Robert, Lewis and finally James) on the line "dashed behind". On the word "breath" they poke their heads out alternately at different levels, as so all characters can be seen. On the word "breathe" they swap what way they have peaked out to the other side, but kept the same levels. On the word "heart" they all come back in to centre. The purpose for this was to make the scene more interesting for the children to watch and would therefore hold their attention better.
Next lesson, we will be adding in a bit of dialogue between little groups of pairs of characters before "The Great Feast" scene. Rhiannon and I improvised a little section for us two to use, with my fox cub character pestering Mrs Fox whether dinner was ready or not. By next lesson, I hope to have finished making the props so we can rehearse with them. Also, our costumes should be arriving shortly for us to practice in too.
Friday, 27 November 2015
Theatre for Children (13) (Full run)
We began today's lesson by running our final scene of "Fantastic Mr. Fox", the song. Oliver and Charlie had already worked out their movement section last lesson, but James and I established ours today. We began our section by skipping in and being playful. We then did a turn to the left and then a turn back to the right. Charlie joined us both, putting his arms around our shoulders on the line "there isn't anything that I wouldn't do for you". On the next line the three of us do a little hand shake, then Charlie starts "dad dancing" so James and I look at each other and run to the side laughing. Everybody else worked out there little movement sections as well, whilst James and I choreographed ours. Whilst it is not our time in the centre, we stand at the sides and step from side to side smiling. The piece ends with a final position, as if it was a family photograph. We all end waving to the audience.
After this, we altered the farmers first scene. They shall now begin their scene with Bunce running on with a Boggis's chicken leg. Thinking that Boggis can't see him, Bunce begins eating the chicken. Boggis spots Bunce and is not happy. They are fighting over the chicken leg when Bean then enters. They then have a moment of bobbing up and down at different times to the music. The song we are using for this section is "I've got a brand new combine harvester" (https://www.youtube.com/watch?v=Bjvffx-h2KM).
After developing this scene, we began our first full run-through. This run was used to see what scenes needed the most work, which ones we weren't confident on, what transitions needed sorted and to see if our music choices worked. The scenes that need the most work are "The Great Feast" and "The Chase". All doubts that we had have now been sorted (e.g. where we need to come in from, and how we are going to end a scene to go into the next one). The transitions were better than we expected today, despite a lot of them being guessed! The music we chose was very effective! We decided to have some eerie music for whenever we dig towards the farms and back and a choir singing the sound "ah" as if being enlightened/rejoicing whenever we arrive in the right place and see what we've been longing for (e.g Boggis's chickens!).
What we need to work on as a group is having more energy throughout our performance (as our audience is very young so have a short concentration/attention span) and getting off of scripts by next rehearsal. We would also like to start rehearsing with all our props and costumes as soon as we can as to get used to them and to sort any problems we may have with them sooner rather than later. We also set ourselves and each other some individual tasks and improvements. What I need to do is learn my lines for "Bean's Cider Cellar" scene, make my voice even more exaggerated as Rat to have a bigger contrast to the fox cub, and to finish making the props.
After this, we altered the farmers first scene. They shall now begin their scene with Bunce running on with a Boggis's chicken leg. Thinking that Boggis can't see him, Bunce begins eating the chicken. Boggis spots Bunce and is not happy. They are fighting over the chicken leg when Bean then enters. They then have a moment of bobbing up and down at different times to the music. The song we are using for this section is "I've got a brand new combine harvester" (https://www.youtube.com/watch?v=Bjvffx-h2KM).
After developing this scene, we began our first full run-through. This run was used to see what scenes needed the most work, which ones we weren't confident on, what transitions needed sorted and to see if our music choices worked. The scenes that need the most work are "The Great Feast" and "The Chase". All doubts that we had have now been sorted (e.g. where we need to come in from, and how we are going to end a scene to go into the next one). The transitions were better than we expected today, despite a lot of them being guessed! The music we chose was very effective! We decided to have some eerie music for whenever we dig towards the farms and back and a choir singing the sound "ah" as if being enlightened/rejoicing whenever we arrive in the right place and see what we've been longing for (e.g Boggis's chickens!).
What we need to work on as a group is having more energy throughout our performance (as our audience is very young so have a short concentration/attention span) and getting off of scripts by next rehearsal. We would also like to start rehearsing with all our props and costumes as soon as we can as to get used to them and to sort any problems we may have with them sooner rather than later. We also set ourselves and each other some individual tasks and improvements. What I need to do is learn my lines for "Bean's Cider Cellar" scene, make my voice even more exaggerated as Rat to have a bigger contrast to the fox cub, and to finish making the props.
Tuesday, 24 November 2015
Theatre for Children (12) (Scene work)
24/11/15
To begin this lesson we ran "The Race" scene (no pun intended!) again to ensure it ran smoothly with narration and music. We then started devising "The Great Feast" scene. We had already decided that we wanted this scene to include physical theatre - the Frantic Assembly techniques of Round-by-through. Furthermore, we knew that we wanted to end on a song as our young audience would enjoy this (we hope!). As my foot was very painful (from pushing it too far for my Triple PA performance of our devised "London Riots" piece) I sat down and continued painting the props.
To begin this lesson we ran "The Race" scene (no pun intended!) again to ensure it ran smoothly with narration and music. We then started devising "The Great Feast" scene. We had already decided that we wanted this scene to include physical theatre - the Frantic Assembly techniques of Round-by-through. Furthermore, we knew that we wanted to end on a song as our young audience would enjoy this (we hope!). As my foot was very painful (from pushing it too far for my Triple PA performance of our devised "London Riots" piece) I sat down and continued painting the props.
I have made the third and final chicken placard. All I have to do to finish these is cut the chicken out individually. I managed to draw the outline of a cider jar on a large piece of cardboard. Afterwards, I painted a large strip "around" the jar in white. As the paint I used takes a long time to dry, I couldn't do any more painting this lesson. What I shall do next though is paint the rest of the jar brown, and add highlights of a lighter brown to give a three dimensional effect. I shall also paint on the word "Cider" in black writing across the white strip.As I didn't partake in the actual physical development of "The Great Feast" scene, Lewis shared with me his notes of what the scene contains:
- Rabbit, Badger, Mole (LF/OK/RA) enter with tables (little stools). RA centre, LF right, OK left.
- Mrs Fox and a Fox Cub (RD/LC) enter with trays and place them on the stools (LC goes to LF, RD goes to OK)
- OK/LF steps through RD/LC and then spins them around to face the front.
- OK gets on all fours and LF leapfrogs him, then LC and RDspin round him.
- Mr Fox and a Fox Cub (CS/JBC) enter. CS steps on the last stool in the centre and OK and LF flank the stage to get behind him and lift him from under his arms forwards. Meanwhile JBC runs to LC and RD.
- RA and LF go off to side as a pair. CS shakes OK's hand.
- Verse 1 = CS & OK (Mr Fox brightens Badger's mood) (Duet with chair)
- Verse 2 = LC & JBC (Fox cub's show their sibling bond) (Disco dance duet)
- Verse 3 = LF & RA (Friendship)
- Verse 3.5 = CS & RD (Show their love by singing to each other)
- Verse 4 = Everyone
Sunday, 22 November 2015
Theatre for Children (11) (Scene work // Placards)
Today we polished "The Race" scene, rehearsing it with the official narration and the music. The main things we had to focus on were making sure that our movements were all as slow as each others and making our facial expressions as exaggerated and over-the-top as possible, as this would really appeal to our young audience.
We also devised "Boggis's Chicken House" scene. To begin this scene Charlie, James and I dig our route to underneath the Chicken House. To show us "digging our route", we move our hands in circular motions at all times unitl we "arrive". We "travel" with Charlie at the front of the line, then me and then James. All movements are done in cannon, so when we turn round a corner Charlie would go first whilst I carry on, and then I'd turn when I got to the exact place he turned, and then the same with James. To make our "journey" look more interesting rather than just having narration saying "the foxes arrived", we made a movement sequence:
- travel from SL to C digging forwards
- travel sideways from C to SR (each actor turning sideways in cannon)
- travel forwards around a corner from facing SR to facing SL
- travel from SR to C ducking in cannon
- travel from C facing SL to C facing F (travelling slightly forward still ducking)
- * dialouge between the fox characters *
- Charlie jumps to stand up straight where he is
- I jump to stand up straight to the left of Charlie
- James jumps to stand up straight to the right of Charlie
Throughout this movement section, Oliver narrates to ensure the young audience understand what is happening. Once we arrive there is more dialouge between us three fox characters. We found out that Lewis can do a really impressive chicken noise impression, so he shall make various chicken noises when we jump up and stand in the Chicken House. We decided that when we "take the chickens home" we shall carry placards of pictures of chickens.
As my broken toe was extremely painful this lesson and it wasn't
essential for me to be up and moving in the next scene we devised, I
decided that I would begin to work on the placards. So this scene didn't upset the children, we decided to have pictures of what they would recognise as "food chicken" as opposed to "animal chickens". I began making these placards by getting some cardboard and drawing a pencil outline of chicken legs and roast chickens. I wanted two placards to be just chicken legs and small roast chickens (for James and I), but I wanted one placard (Charlie's placard) to be of one large roast chicken, as so Mr Fox looks a lot stronger than the fox cubs. The hardest part to making these placards was mixing the correct colours. So far I have done two of the placards, so by next lesson I will have done my third and final chicken placard.
Whilst I was painting the set, the rest of the group began work on "Bean's Secret Cider Cellar" scene. As my character of the fox cub goes home to Mrs Fox, only Mr Fox and the other fox cub go on this journey. On the journey they meet Badger, Mole (Robert) and Rabbit (Lewis). They have worked out another movement section to "arrive" at the cellar. This whole journey is narrated by Oliver again, but also has a creepy piano underscore. This creates tension suitable for our young audience. We didn't have time to go any further with this scene, but Oliver is scripting this scene ready for next lesson. He has told me that at the end of this scene my character of the Rat will end on stage shouting after the other characters in rage. As to make my insults appropriate and suitable for the young audience, I have taken my insults from the new "Insult Generator" on Matilda the Musical's website (http://uk.matildathemusical.com/insult-generator/#main-body).
The insults I found which I like are as follows:
- "You malicious evil termite!"
- "You foul little worm!"
- "You nasty-faced thick-headed stink bomb!"
- "You jumped-up nasty-faced newt!"
- "You horrible nasty-faced animal!"
- "You filthy malicious crook!"
- "You lousy vile cockroach!"
- "You slimy yucky filthbog!"
Obviously, I won't be using all of them as there won't be time, but I have given myself options, and the rest of the group can say which ones they like the best.
We also devised "Boggis's Chicken House" scene. To begin this scene Charlie, James and I dig our route to underneath the Chicken House. To show us "digging our route", we move our hands in circular motions at all times unitl we "arrive". We "travel" with Charlie at the front of the line, then me and then James. All movements are done in cannon, so when we turn round a corner Charlie would go first whilst I carry on, and then I'd turn when I got to the exact place he turned, and then the same with James. To make our "journey" look more interesting rather than just having narration saying "the foxes arrived", we made a movement sequence:
- travel from SL to C digging forwards
- travel sideways from C to SR (each actor turning sideways in cannon)
- travel forwards around a corner from facing SR to facing SL
- travel from SR to C ducking in cannon
- travel from C facing SL to C facing F (travelling slightly forward still ducking)
- * dialouge between the fox characters *
- Charlie jumps to stand up straight where he is
- I jump to stand up straight to the left of Charlie
- James jumps to stand up straight to the right of Charlie
Throughout this movement section, Oliver narrates to ensure the young audience understand what is happening. Once we arrive there is more dialouge between us three fox characters. We found out that Lewis can do a really impressive chicken noise impression, so he shall make various chicken noises when we jump up and stand in the Chicken House. We decided that when we "take the chickens home" we shall carry placards of pictures of chickens.
As my broken toe was extremely painful this lesson and it wasn't
essential for me to be up and moving in the next scene we devised, I
decided that I would begin to work on the placards. So this scene didn't upset the children, we decided to have pictures of what they would recognise as "food chicken" as opposed to "animal chickens". I began making these placards by getting some cardboard and drawing a pencil outline of chicken legs and roast chickens. I wanted two placards to be just chicken legs and small roast chickens (for James and I), but I wanted one placard (Charlie's placard) to be of one large roast chicken, as so Mr Fox looks a lot stronger than the fox cubs. The hardest part to making these placards was mixing the correct colours. So far I have done two of the placards, so by next lesson I will have done my third and final chicken placard.Whilst I was painting the set, the rest of the group began work on "Bean's Secret Cider Cellar" scene. As my character of the fox cub goes home to Mrs Fox, only Mr Fox and the other fox cub go on this journey. On the journey they meet Badger, Mole (Robert) and Rabbit (Lewis). They have worked out another movement section to "arrive" at the cellar. This whole journey is narrated by Oliver again, but also has a creepy piano underscore. This creates tension suitable for our young audience. We didn't have time to go any further with this scene, but Oliver is scripting this scene ready for next lesson. He has told me that at the end of this scene my character of the Rat will end on stage shouting after the other characters in rage. As to make my insults appropriate and suitable for the young audience, I have taken my insults from the new "Insult Generator" on Matilda the Musical's website (http://uk.matildathemusical.com/insult-generator/#main-body).
The insults I found which I like are as follows:
- "You malicious evil termite!"
- "You foul little worm!"
- "You nasty-faced thick-headed stink bomb!"
- "You jumped-up nasty-faced newt!"
- "You horrible nasty-faced animal!"
- "You filthy malicious crook!"
- "You lousy vile cockroach!"
- "You slimy yucky filthbog!"
Obviously, I won't be using all of them as there won't be time, but I have given myself options, and the rest of the group can say which ones they like the best.
Saturday, 14 November 2015
Theatre for Children (10) (Forum Theatre // Script work)
14/11/15
Today, James was put in to the farmers scenes properly. We all took part in a forum theatre of the "Plan for the shooting" scene. Areas that we (Charlie, Rhiannon and I) thought could do with improving the most were James's stance, Robert's and James's reaction to Lewis's entrance and the slapstick section. I tried to help James with his stance, as I had developed my stance for Bunce when I used to play this role. James had a great stance when he was stationary, but when he had to move or interact with another character, his stance would go from Bunce back to James. I thought Robert's and James's reaction to Lewis's entrance was very comical (with James jumping up in to Robert's arms and being held by him) but not very practical; we didn't think this lift would be possible or safe when Robert has his costume on (which will involve padding). This lift was then changed into a hug as it was safer and more practical. The slapstick section was great but we have tweaked it a little bit just to make it that slight bit more exaggerated and more funny.
Whilst James, Robert and Lewis continued to work on their scenes after our feedback, the rest of us decided to re-script the opening scene for the foxes: "Mr Fox". We decided to re-script his scene because we hadn't rehearsed it in a long time so we had forgotten parts and so the scene didn't feel natural, but also so we could add in some narration. Furthermore, we wanted to make sure all the fox characters were introduced properly so the audience understand who we all are from the start. We feel this is essential so they connect with our characters.
16/11/15
Achieved this lesson:
Today, James was put in to the farmers scenes properly. We all took part in a forum theatre of the "Plan for the shooting" scene. Areas that we (Charlie, Rhiannon and I) thought could do with improving the most were James's stance, Robert's and James's reaction to Lewis's entrance and the slapstick section. I tried to help James with his stance, as I had developed my stance for Bunce when I used to play this role. James had a great stance when he was stationary, but when he had to move or interact with another character, his stance would go from Bunce back to James. I thought Robert's and James's reaction to Lewis's entrance was very comical (with James jumping up in to Robert's arms and being held by him) but not very practical; we didn't think this lift would be possible or safe when Robert has his costume on (which will involve padding). This lift was then changed into a hug as it was safer and more practical. The slapstick section was great but we have tweaked it a little bit just to make it that slight bit more exaggerated and more funny.
Whilst James, Robert and Lewis continued to work on their scenes after our feedback, the rest of us decided to re-script the opening scene for the foxes: "Mr Fox". We decided to re-script his scene because we hadn't rehearsed it in a long time so we had forgotten parts and so the scene didn't feel natural, but also so we could add in some narration. Furthermore, we wanted to make sure all the fox characters were introduced properly so the audience understand who we all are from the start. We feel this is essential so they connect with our characters.
16/11/15
Achieved this lesson:
- OFFICIAL COSTUME LIST
- Established who has what and what we definitely need to buy
- "THE SHOOTING" SCENE
- Accompaniment:
- Drumming whenever there is no dialogue to create tension and atmosphere
- Dance-based:
- Farmers rolls and positions as well as use of cannon
- Mr Fox uses back bends and jumps
- Accompaniment:
- "THE TERRIBLE TRACTORS" INTO "THE RACE" SCENE
- "The Terrible Tractors":
- Narration and Fox cub used to establish the farmers have tractors
- "The Race":
- All in slow-motion to "Chariots of Fire" theme, with narration over the top
- Begins with foxes putting on sweat bands and getting into a sprint start position
- Foxes run in slow motion whilst the farmers mime driving their tractors in slow-mo
- Foxes cross "the finish line" and celebrate, running away
- Scene ends with the farmers being angry but Boggis crying.
- "The Terrible Tractors":
- THE BEGINNING OF "THE GREAT FEAST"
Thursday, 12 November 2015
Theatre for Children (9) (Scene work)
Today I shared my idea of who should be in each scene to avoid complications. Everyone thought this was a good idea and so we took it on board. Robert and Lewis took James to get it up to speed with the farmers scenes. They told him the synopsis of the scenes and focused on one of them (scene three), getting him in the blocking.
Whilst the three of them did that, Rhiannon, Charlie and I went into another room and started altering the "Starvation starts" scene. Our first step was to remove James from the scene, so any lines that were both of ours became just mine. Next we had to script a reason for James's characters absence, and how to bring him back in to the next scene. The reason would be that he has gone to bed because he's got a stomache ache through sheer hunger. To bring him into the next scene, at the end of this one, Charlie will say "Freya! Get your brother, we have work to do". Charlie decided that he wanted to name his fox cubs, we wanted them to begin with an "F" so he chose Freya and Freddie. We also thought that it was essential to script the argument between Mr and Mrs Fox sooner rather than later so Rhiannon and Charlie could keep practicing this scene. The reason for this is that we have to be careful with what we say, not only so it is appropriate for our young audience, but also so it doesn't upset any of them. We wanted to keep the argument light hearted so the children don't get upset and/or so they don't start disliking Mr and Mrs Fox (as we want them to like these two characters but NOT the farmers or the rat).We wanted to include a joke but then decided against it as it wasn't appropriate for their ages. We were going to have Mrs Fox say to Mr Fox "yeah?... well you've got little ears" and he would reply "I'll have you know I have average sized ears". Although we found this amusing, it was probably a good idea not to put this into our children's theatre piece!
As the three of us were scripting the argument, Oliver started scripting some narration for our physical theatre scenes. We agreed as an entire group that physical theatre would be a nice technique to include in this piece. This was because it would be something a bit different from the rest of the piece, creating some variety, and therefore helping our audience stay interested, as they have fairly short concentration spans. The four of us (Oliver, Rhiannon, Charlie and I) decided where in the piece physical theatre would work. We found three places which would be appropriate for purely movement with a bit of narration: "The Shooting", "The Race" and "The Great Feast". I thought to ensure the piece has variety (thus helping with our audience's concentration span) we could use three different types of physical theatre. For "The Shooting" scene, I thought this could be a little bit dance-based (e.g. back bends for Charlie when he dodges the bullets, and rolls for a farmer trying to get to the best position to shoot him). "The Race" scene could be all in slow motion. We could get sweat bands and be putting them on in slow motion and prepare in a sprint-start position whilst Oliver narrates and then the "Chariots of Fire" theme song could play whilst we start the race. For "The Great Feast" scene we could use the Frantic Assembly technique of Round-by-through to represent a busy and manic atmosphere.
Whilst the three of them did that, Rhiannon, Charlie and I went into another room and started altering the "Starvation starts" scene. Our first step was to remove James from the scene, so any lines that were both of ours became just mine. Next we had to script a reason for James's characters absence, and how to bring him back in to the next scene. The reason would be that he has gone to bed because he's got a stomache ache through sheer hunger. To bring him into the next scene, at the end of this one, Charlie will say "Freya! Get your brother, we have work to do". Charlie decided that he wanted to name his fox cubs, we wanted them to begin with an "F" so he chose Freya and Freddie. We also thought that it was essential to script the argument between Mr and Mrs Fox sooner rather than later so Rhiannon and Charlie could keep practicing this scene. The reason for this is that we have to be careful with what we say, not only so it is appropriate for our young audience, but also so it doesn't upset any of them. We wanted to keep the argument light hearted so the children don't get upset and/or so they don't start disliking Mr and Mrs Fox (as we want them to like these two characters but NOT the farmers or the rat).We wanted to include a joke but then decided against it as it wasn't appropriate for their ages. We were going to have Mrs Fox say to Mr Fox "yeah?... well you've got little ears" and he would reply "I'll have you know I have average sized ears". Although we found this amusing, it was probably a good idea not to put this into our children's theatre piece!
As the three of us were scripting the argument, Oliver started scripting some narration for our physical theatre scenes. We agreed as an entire group that physical theatre would be a nice technique to include in this piece. This was because it would be something a bit different from the rest of the piece, creating some variety, and therefore helping our audience stay interested, as they have fairly short concentration spans. The four of us (Oliver, Rhiannon, Charlie and I) decided where in the piece physical theatre would work. We found three places which would be appropriate for purely movement with a bit of narration: "The Shooting", "The Race" and "The Great Feast". I thought to ensure the piece has variety (thus helping with our audience's concentration span) we could use three different types of physical theatre. For "The Shooting" scene, I thought this could be a little bit dance-based (e.g. back bends for Charlie when he dodges the bullets, and rolls for a farmer trying to get to the best position to shoot him). "The Race" scene could be all in slow motion. We could get sweat bands and be putting them on in slow motion and prepare in a sprint-start position whilst Oliver narrates and then the "Chariots of Fire" theme song could play whilst we start the race. For "The Great Feast" scene we could use the Frantic Assembly technique of Round-by-through to represent a busy and manic atmosphere.
Monday, 9 November 2015
Theatre for Children (8) (Scene list)
Scene list & Characters involved
- THE THREE FARMERS:
LF / RA / JBC (f) - MR FOX:
CS / RD / LC / JBC (fc) - PLAN FOR SHOOTING & THE SHOOTING:
LF / RA / JBC (f) / CS - THE TERRIBLE SHOVELS, TRACTORS & THE RACE:
CS / RD / LC / JBC (fc) - "WE'LL NEVER LET HIM GO":
LF / RA / JBC (f) - STARVATION STARTS & MR FOX'S PLAN:
CS / RD / LC - BOGGIS' CHICKEN HOUSE NO.1:
CS / JBC / LC - A SURPRISE FOR MRS FOX:
RD / LC - BADGER:
CS / JBC (fc) / OK (b) - BUNCE'S STOREHOUSE & BADGER HAS DOUBTS:
CS / JBC / OK (b) - BEAN'S SECRET CIDER CELLAR & THE WOMAN:
CS / LC (r) / JBC (fc) / OK (b) - THE GREAT FEAST:
LF (r) / RA (w) / JBC (fc) / CS / RD / LC / OK (b) - STILL WAITING:
LF / RA / JBC (f)
Theatre for Children (7) (Set)
06/11/15
We began this lesson with focus exercises. The first exercise consisted of walking around the room and responding to the teacher's instructions and directions at the same time. This exercise improved our spatial awareness as well as our ability to multi-task. Spatial awareness is essential in performing arts as it avoids collisions and injuries, and also makes formations more pleasing to the eye. Multi-tasking is also essential as performers may need to dance and sing and act all at the same time, whilst remembering blocking and cues. The next exercises involved us saying consecutive numbers, one at a time, without prompting anybody else. This exercise made us connect with one another, making a more easy and effective working environment.
After our exercises we began discussing costumes and set. We needed to discuss costumes to see what everybody had at home before we bought anything. We made a break-through with our set. We have decided that we shall have a couple of wooden blocks positioned DSL and DSR. On one side of the blocks we shall have a bush/hedge picture, on another side shall be a cider jar and maybe on another side a mound of dirt. Somebody will change the blocks positioning throughout the show so that the play so that the side facing the audience represented the location of the scene we were performing at that time.
Furthermore, I gave my role of Bunce to James today. This is because I had three parts (Bunce, rat and fox cub) whilst he only had two originally (fox cub and weasel) then his smaller role of Weasel then got cut (as it was not necessary). I then taught James what he had missed (stance, voice and scene synopsis). Not only was this nice for James as he has a larger role in the play, but it was nice for me as it took the pressure of a little bit as I have two roles in the play and I am also the costume designer.
We began this lesson with focus exercises. The first exercise consisted of walking around the room and responding to the teacher's instructions and directions at the same time. This exercise improved our spatial awareness as well as our ability to multi-task. Spatial awareness is essential in performing arts as it avoids collisions and injuries, and also makes formations more pleasing to the eye. Multi-tasking is also essential as performers may need to dance and sing and act all at the same time, whilst remembering blocking and cues. The next exercises involved us saying consecutive numbers, one at a time, without prompting anybody else. This exercise made us connect with one another, making a more easy and effective working environment.
After our exercises we began discussing costumes and set. We needed to discuss costumes to see what everybody had at home before we bought anything. We made a break-through with our set. We have decided that we shall have a couple of wooden blocks positioned DSL and DSR. On one side of the blocks we shall have a bush/hedge picture, on another side shall be a cider jar and maybe on another side a mound of dirt. Somebody will change the blocks positioning throughout the show so that the play so that the side facing the audience represented the location of the scene we were performing at that time.
Furthermore, I gave my role of Bunce to James today. This is because I had three parts (Bunce, rat and fox cub) whilst he only had two originally (fox cub and weasel) then his smaller role of Weasel then got cut (as it was not necessary). I then taught James what he had missed (stance, voice and scene synopsis). Not only was this nice for James as he has a larger role in the play, but it was nice for me as it took the pressure of a little bit as I have two roles in the play and I am also the costume designer.
Tuesday, 27 October 2015
Theatre for Children (6) (Blocking // Scripting)
23/10/15
Today we ran the scenes we already had but this time applying what we learned in our Laban Movement workshop. This greatly improved our scenes as our characters were more convincing. Also, as Robert and I were struggling with our characters of Boggis and Bunce we split from the rest of the group to work on our characterisation. Although we could have established our body language on our own, we decided to do it together as to make a bigger contrast between our two stances, thus making our characters more comical. By next lesson we hope to have established our character's voices too.
03/11/15
ACHIEVED THIS LESSON:
- rough outline established for "The Feast" scene (All)
- scripted and blocked opening scene (Farmers and Narrator)
- blocked and roughly scripted the "Starvation Begins" scene (Foxes)
- set ideas agreed
NEXT STEPS...
- script "Starvation" scene
- bring in costume parts we have at home to practice in
- buy costume parts we don't have
- get materials to make set
SET IDEAS FROM THIS LESSON:
As we most likely won't have wings or anywhere to get changed, we have decided to make a bit of our set big enough to get changed behind. We have decided that we will make a tree for this purpose. The tree doesn't have to be tall as we can duck when we change, but it will need to be wide so we are not seen by the audience. We will start making designs for this piece of set for next lesson.
Today we ran the scenes we already had but this time applying what we learned in our Laban Movement workshop. This greatly improved our scenes as our characters were more convincing. Also, as Robert and I were struggling with our characters of Boggis and Bunce we split from the rest of the group to work on our characterisation. Although we could have established our body language on our own, we decided to do it together as to make a bigger contrast between our two stances, thus making our characters more comical. By next lesson we hope to have established our character's voices too.
03/11/15
ACHIEVED THIS LESSON:
- rough outline established for "The Feast" scene (All)
- scripted and blocked opening scene (Farmers and Narrator)
- blocked and roughly scripted the "Starvation Begins" scene (Foxes)
- set ideas agreed
NEXT STEPS...
- script "Starvation" scene
- bring in costume parts we have at home to practice in
- buy costume parts we don't have
- get materials to make set
SET IDEAS FROM THIS LESSON:
As we most likely won't have wings or anywhere to get changed, we have decided to make a bit of our set big enough to get changed behind. We have decided that we will make a tree for this purpose. The tree doesn't have to be tall as we can duck when we change, but it will need to be wide so we are not seen by the audience. We will start making designs for this piece of set for next lesson.
Tuesday, 20 October 2015
Theatre for Children (5) (Scene plan // Movement)
We have now devised a scene plan for our version of Fantastic Mr Fox. We decided to keep our scene plan the same as the books, but we have condensed it, amalgamating some scenes into one. Our scene list is as follows:
As I am multi-rolling as three different characters, I really have to vary my positioning on these scales so the audience can tell a clear difference between my characters. Below I have stated what decisions I have made with each of my characters and I have explained why:
- The three farmers
- Mr Fox
- The shooting (and plan)
- The terrible shovels / The terrible tractors / The race
- "We'll never let him go" - plan to kill (again)
- The foxes begin to starve / Mr Fox has a plan
- Boggis's Chicken House Number One
- A Surprise for Mrs Fox / Badger
- Bunce's Giant Storehouse / Badger has doubts
- Bean's secret cider cellar / The Woman
- The Great Feast
- Still Waiting
As I am multi-rolling as three different characters, I really have to vary my positioning on these scales so the audience can tell a clear difference between my characters. Below I have stated what decisions I have made with each of my characters and I have explained why:
- FOX CUB:
- A) Very light: As my character is very young here my movements will be light to show agility and childlike energy.
- B) Sometimes direct: When my character is not with her father, I think she would be very indirect as she is not worldly-wise. However, when she is with her father, she is inspired by him and copies him.
- C) Both sustained and sudden: When playing or hearing a noise my movements would be sudden and cautious. However, when with her father, my character would feel more relaxed and would nestle in to him more for comfort.
- BUNCE:
- A) Very heavy: Bunce is a pot-bellied dwarf. He has very short legs so would do a kind of waddle as opposed to a walk.
- B) Mainly direct: He very much follows Bean but still knows where he is going and goes with a purpose.
- C) Quite sudden: This will be to show my character's short and beastly temper.
- RAT:
- A) Very light: To show her size and sly nature.
- B) Very direct: To show her authority and importance,
- C) Mostly sustained: To show cunning and sly nature, but sudden when noises are heard.
Sunday, 18 October 2015
Theatre for Children (4) (Costumes)
Costume Ideas
As some of have to multi-role, we have decided that full costumes would not be a good idea. Those of us who are playing just one character will still not have a full costume (as to not make them stand out too much). Also, full costumes would cost a lot of money and may also restrict our movements slightly. I personally think that everyone should wear all black and have just one or two items to show what character they are; however, if they are only playing one character, they can have more items.
As some of have to multi-role, we have decided that full costumes would not be a good idea. Those of us who are playing just one character will still not have a full costume (as to not make them stand out too much). Also, full costumes would cost a lot of money and may also restrict our movements slightly. I personally think that everyone should wear all black and have just one or two items to show what character they are; however, if they are only playing one character, they can have more items.
- MR FOX (CS): Black trousers / white shirt / bow tie / fox tail / fox ears
- MRS FOX (RD): Black bottoms / black top / white apron / fox tail / fox ears
- FOX CUBS (LC & JBC): Black bottoms / black top / fox tail / fox ears
- BADGER (OK): Black trousers / white shirt / black waistcoat / spectacles
- BEAN (LF): Black joggers / black top / purple waistcoat / grandpa hat
- BUNCE (LC): Black joggers / black top / brown waistcoat / grandpa hat
- BOGGIS (RA): Black joggers / black top / green waistcoat / grandpa hat
- RAT (LC): Black bottoms / black top / grey tail / mask with whiskers
- RABBIT (LF): Black trousers / black top / rabbit ears / bunny tail
- MOLE (JBC): Black bottoms / black top / paw gloves / mask
- MR FOX'S BOW TIE: DNA Toys - £1.50
(http://www.ebay.co.uk/itm/BOWTIE-BOW-TIE-Asst-Colours-Quantities-Fancy-Dress-Accessory-NEW-/380452300298?var=&hash=item975bda09bd) - FOX EAR & TAIL SET: DNA Toys - £4
(http://www.ebay.co.uk/itm/Best-Dressed-FOX-Set-w-Head-Band-Tail-Book-Day-Fancy-Dress-Accessory-/401009704250?hash=item5d5e0a7d3a) - BADGER'S SPECTACLES: DNA Toys - £2
(http://www.ebay.co.uk/itm/Best-Dressed-John-Lennon-Style-BLUE-Tinted-UV400-Sun-Glasses-/400985401638?hash=item5d5c97a926) - FARMER'S HATS: Ebay - £0.99
(http://www.ebay.co.uk/itm/Cool-new-Mens-Retro-Flat-Cap-Peaked-Baker-Racing-Beret-Hat-Country-Golf-Newsboy-/281633360151?var=&hash=item4192a80917:m:mlBzIMHMdAEhm8jPf5SfKkg) - RAT MASK: Halloween Costumes.co.uk - £2.99
(http://www.halloweencostumes.co.uk/mouse-nose.html) - RABBIT EARS & TAIL: Ebay - £2.99
(http://www.ebay.co.uk/itm/Bunny-Rabbit-Ears-Tail-and-Bow-Tie-Fancy-Dress-Set-Halloween-Party-Dressing-Up-/231328600727?hash=item35dc425297:m:m-vtbotCxzlZaNcni4Y5_Aw)
Thursday, 15 October 2015
Theatre for Children (3) (Research)
Research
I began my research by watching the 2009 film of "Fantastic Mr Fox" to get an idea of characters, movements and costumes. However, I also read the book (as we are basing our piece on the book rather than the film), making notes of what happens in every chapter and which characters are involved. I have made character profiles too.
I began my research by watching the 2009 film of "Fantastic Mr Fox" to get an idea of characters, movements and costumes. However, I also read the book (as we are basing our piece on the book rather than the film), making notes of what happens in every chapter and which characters are involved. I have made character profiles too.
- THE THREE FARMERS: The farmers are introduced to the reader. (All farmers)
- MR FOX: Introduction to Mr Fox and his family. He stole from their farms every night. One night they hid on their farms with a shotgun. This didn't work. Bean makes a plan to wait outside Fox's home and shoot him when he came out. (All foxes / farmers)
- THE SHOOTING: Mr Fox went to leave one day and got shot at. He survived but his tail was shot off. Mr Fox dived back in to his hole. Bean suggests shovels to dig him out. (Mr Fox / farmers)
- THE TERRIBLE SHOVELS: Mrs Fox sorts out Mr Fox's wound. Shovels are heard and Mr Fox makes a plan to dig down. (All foxes)
- THE TERRIBLE TRACTORS: The farmers dug a hole but not big enough so they got diggers. Foxes hear the noise and realise they need to carry on digging. (All foxes / farmers)
- THE RACE: Foxes dig to escape whilst farmers dig to get to them. (All foxes / farmers)
- "WE'LL NEVER LET HIM GO": Farmers stop digging, exhausted. They make a plan to camp and starve him out. (All farmers)
- THE FOXES BEGIN TO STARVE: The farmers erect tents. The foxes are hungry and the cubs are tempted to rick going out. The farmers order their men to surround the hill. (All foxes / farmers)
- MR FOX HAS A PLAN: Mr Fox has a plan but rejects it thinking it won't work as they are all too weak. The cubs persuade him to try it. (Farmers / all foxes)
- BOGGIS'S CHICKEN HOUSE NUMBER ONE: Foxes start digging but in a different direction. They then go up. Success! They break in and have a drink, then kill and take some chickens (all foxes)
- A SURPRISE FOR MRS FOX: One cub took the chickens to Mrs Fox, the other stayed with Mr Fox and went on the next robbery. (All foxes)
- BADGER: Mr Fox and one cub began digging the next tunnel. Badger runs into them in the tunnel and explained everyone is starving. Fox invites them all to his. (Mr Fox / cub / Badger)
- BUNCE'S GIANT STOREHOUSE: Everyone carries on digging. They arrive in the storehouse. They pick what they steal carefully. (Mr Fox / cub / Badger)
- BADGER HAS DOUBTS: Badger is unsure on thieving. They come across a brick wall. (Mr Fox / cub / Badger)
- BEAN'S SECRET CIDER CELLAR: Mr Fox moves a brick, meeting the nasty Rat. Mr Fox threatens Rat and he moves. The three of them enter and sip some cider. Rat comes back. A woman's voice is heard. The animals freeze. (Mr Fox / cub / Badger / Rat / Woman V.O)
- THE WOMAN: The animals hide as she enters. Mabel (the woman) talk to Mrs Bean (off) about Mr Fox. Mabel takes some cider and leaves. The three of them take some cider and then leave. Rat is angry. (Mr Fox / cub / Badger / Rat / Mabel / Mrs Bean V.O)
- THE GREAT FEAST: The three of them returned home to see the feast just beginning. All animals were there. Mr Fox said everyone could live with him. (Foxes / Badgers / Moles / Weasels / Rabbits)
- STILL WAITING: The farmers remain watching the hole. (Farmers)
- BOGGIS: fat - chicken farmer - eats nine chickens a day
- BUNCE: short - duck & goose farmer - goose liver doughnuts - beastly temper
- BEAN: thin - turkey & apple farmer - only drank cider - clever
- MR FOX: cunning - heroic - confident - father - lives in a hole
- MRS FOX: loving - sensible - mother - weak
- CUBS: energetic - clever - excitable - lovable
- BADGER: old - quiet - calm - respectful - father
- RAT: evil - moody - aggressive - snarly - loner
- MABEL: old - loyal - maid - harsh
- MRS BEAN: harsh - aggressive - demanding
Monday, 12 October 2015
Theatre for Children (2) (Cast list)
We have decided that we are definitely going to be performing our own version of Fantastic Mr Fox. Our teacher separated us into two groups (Oliver, Lewis, Robert / Rhiannon, James, Charlie, Lorna). The group of three boys had to devise a scene about the farmers introducing themselves and their situation, whilst the group of four had to devise a scene where Mr Fox has his injury seen to by Mrs Fox and they hear the drills and diggers.
We got to choose our parts at random whilst devising these little scenes. Charlie took the role of Mr Fox, Rhiannon was Mrs Fox, whilst James and I were their cubs. Our script was as follows (with CS being Charlie, RD being Rhiannon, JBC is James and LC is me):
"OK" is Oliver Kelly, whom we added to our script, once we were given the cast list from our teacher. Before the cast list was formed, we were told to research what characters were in the book, these characters were: Mr Fox, Mrs Fox, the fox cubs, the three farmers (Boggis, Bunce and Bean), four animal families (weasel, rabbit, mole and badger), narrator, the rat and the woman.
The official cast list (though alterations made be needed when we continue devising) is as follows:
- Charlie = Mr Fox
- Rhiannon = Mrs Fox
- Lorna = Fox cub / Rat / Bunce
- Lewis = Bean / Rabbit
- James = Fox cub / Weasel
- Oliver = Narrator / Badger
- Robert = Boggis / Mole
We have decided that we will definitely include audience participation and we have worked out how we can show the audience when we change characters. We will be wearing all black (most likely) and have one item that we change each time to show a different character - for example, as a fox cub I could wear a pair of ears and a tail, whilst as Bunce I could wear a flat cap.
We got to choose our parts at random whilst devising these little scenes. Charlie took the role of Mr Fox, Rhiannon was Mrs Fox, whilst James and I were their cubs. Our script was as follows (with CS being Charlie, RD being Rhiannon, JBC is James and LC is me):
"OK" is Oliver Kelly, whom we added to our script, once we were given the cast list from our teacher. Before the cast list was formed, we were told to research what characters were in the book, these characters were: Mr Fox, Mrs Fox, the fox cubs, the three farmers (Boggis, Bunce and Bean), four animal families (weasel, rabbit, mole and badger), narrator, the rat and the woman.
The official cast list (though alterations made be needed when we continue devising) is as follows:
- Charlie = Mr Fox
- Rhiannon = Mrs Fox
- Lorna = Fox cub / Rat / Bunce
- Lewis = Bean / Rabbit
- James = Fox cub / Weasel
- Oliver = Narrator / Badger
- Robert = Boggis / Mole
We have decided that we will definitely include audience participation and we have worked out how we can show the audience when we change characters. We will be wearing all black (most likely) and have one item that we change each time to show a different character - for example, as a fox cub I could wear a pair of ears and a tail, whilst as Bunce I could wear a flat cap.
Wednesday, 7 October 2015
Theatre for Children (1) (Ideas // Research)
Today we began our unit of "Theatre for Children". For this unit we will be creating a suitable piece of theatre for a young target age group (primary school children).The purpose of our piece is purely to entertain. When making decisions we need to keep in mind that we won't be able to see the venues before our performances and the children will have fairly short concentration spans.
Our first step was writing down as many children's books, authors, stories and films as we could think of. We came up with the following:
- ROALD DAHL: "Charlie and the Chocolate Factory" / "Matilda" / "The Twits" / "Fantastic Mr Fox"
"James and the Giant Peach" / "George's Medicine".
- PANTOMIMES: "Peter Pan" / "Cinderella" / "Jack and the Beanstalk" / "Snow White" / "Aladdin"
"Beauty and the Beast" / "Dick Whittington
- DR SEUSS: "Lorax" / "Grinch" / "Cat in the Hat" / "Horton Hears a Hoo" / "Green Eggs and Ham"
- OTHER: "Mr Men" / "Horrid Henry" / "Flat Stanley" / Rudolph / Nursery rhyme compilation
One of the first ideas we got rid of was anything Christmas related, as we are doing a Christmas play in our Single PA lessons, and so we would quickly become fed-up of Christmas and could get confused. We also decided against any pantomimes, as we felt that the children we'd be performing to would have seen a (if not more than one) version of some of them. Moreover, we rejected ideas from our "Other" section as we didn't take any particular liking to any of these ones - we couldn't get much inspiration from them when discussing them. These cuts left us with Dr Seuss and Roald Dahl. Next, we narrowed the Dr Seuss section down to the "Grinch", as this one was the only one which we thought had potential for us. Despite it being festive, it would be very different from our "Flint Street Nativity" play, and we also could see a lot of potential in this piece. Out of the Roald Dahl section, we discarded "Charlie and the Chocolate Factory" and "James and the Giant Peach" because they would exceed the time limit. Our favourite idea from our Roald Dahl section was "Fantastic Mr Fox" because it would allow us all to multi-roll and work as different characters. As almost all of the characters are animals, we would be able to challenge ourselves through these rolls. However, we did also like "Matilda" as it is based in a school and would be current for them.
Our top three favourite options were "Grinch", "Matilda" and "Fantastic Mr Fox". However, in the end we decided on "Fantastic Mr Fox" as this would be most enjoyable, challenging and more suitable for our target age group.We could not find any negatives in doing this piece which would put us off of it, therefore we have decided to go with "Fantastic Mr Fox". We are aware that it shall be a challenge what with having to act as animals but we are eager to give it a go! To make the piece appropriate to our young audience we shall ensure that any scenes that are tense and possibly upsetting (when Mr Fox has his tail blown off) we shall perform in a way where there still is a bit of tension but not enough to upset them. Moreover, we shall include a lot of audience participation to involve the children and to keep them interested and engaged. We could do this by having a narrator to speak to them directly.
As we will be performing to children, I have researched some Theatre in Education companies. I looked into "The Take Away Theatre Company" (http://www.takeawaytheatre.co.uk/) to find out about performing to children. I looked under their pantomime section and learned that if we include up-to-date songs and lots of audience participation then the show would be more likely to be successful. Therefore, I think at some point we should include a song that they might know and put in as much audience participation as we can.
Our first step was writing down as many children's books, authors, stories and films as we could think of. We came up with the following:
- ROALD DAHL: "Charlie and the Chocolate Factory" / "Matilda" / "The Twits" / "Fantastic Mr Fox"
"James and the Giant Peach" / "George's Medicine".
- PANTOMIMES: "Peter Pan" / "Cinderella" / "Jack and the Beanstalk" / "Snow White" / "Aladdin"
"Beauty and the Beast" / "Dick Whittington
- DR SEUSS: "Lorax" / "Grinch" / "Cat in the Hat" / "Horton Hears a Hoo" / "Green Eggs and Ham"
- OTHER: "Mr Men" / "Horrid Henry" / "Flat Stanley" / Rudolph / Nursery rhyme compilation
One of the first ideas we got rid of was anything Christmas related, as we are doing a Christmas play in our Single PA lessons, and so we would quickly become fed-up of Christmas and could get confused. We also decided against any pantomimes, as we felt that the children we'd be performing to would have seen a (if not more than one) version of some of them. Moreover, we rejected ideas from our "Other" section as we didn't take any particular liking to any of these ones - we couldn't get much inspiration from them when discussing them. These cuts left us with Dr Seuss and Roald Dahl. Next, we narrowed the Dr Seuss section down to the "Grinch", as this one was the only one which we thought had potential for us. Despite it being festive, it would be very different from our "Flint Street Nativity" play, and we also could see a lot of potential in this piece. Out of the Roald Dahl section, we discarded "Charlie and the Chocolate Factory" and "James and the Giant Peach" because they would exceed the time limit. Our favourite idea from our Roald Dahl section was "Fantastic Mr Fox" because it would allow us all to multi-roll and work as different characters. As almost all of the characters are animals, we would be able to challenge ourselves through these rolls. However, we did also like "Matilda" as it is based in a school and would be current for them.
Our top three favourite options were "Grinch", "Matilda" and "Fantastic Mr Fox". However, in the end we decided on "Fantastic Mr Fox" as this would be most enjoyable, challenging and more suitable for our target age group.We could not find any negatives in doing this piece which would put us off of it, therefore we have decided to go with "Fantastic Mr Fox". We are aware that it shall be a challenge what with having to act as animals but we are eager to give it a go! To make the piece appropriate to our young audience we shall ensure that any scenes that are tense and possibly upsetting (when Mr Fox has his tail blown off) we shall perform in a way where there still is a bit of tension but not enough to upset them. Moreover, we shall include a lot of audience participation to involve the children and to keep them interested and engaged. We could do this by having a narrator to speak to them directly.As we will be performing to children, I have researched some Theatre in Education companies. I looked into "The Take Away Theatre Company" (http://www.takeawaytheatre.co.uk/) to find out about performing to children. I looked under their pantomime section and learned that if we include up-to-date songs and lots of audience participation then the show would be more likely to be successful. Therefore, I think at some point we should include a song that they might know and put in as much audience participation as we can.
Subscribe to:
Posts (Atom)