October 2016

Working at Greek Theatre

We've been working on our plays for Greek Theatre with Rob. Mine is Antigone, I chose to be Antigone because she is a fighter and I think that I can find myself a little bit in her character. The other character, Ismene is a coward, she is afraid to bury his dead brother because a law forbids that.
To help us get used to our characters, and to build our roles, we worked on two acting books: Stanislavski's technique and Uta Hagen. I learnt that, as an actor, you have to express your feeling not to show them.
At the beginning of every single lesson we were doing acting games, vocal and physical warm up, that woke us up, such as the tagging game and freeze frame and concentration exercises so we can be focused on what we have to do. I think that doing these games all the time train us to become good actors and help us develop our skills.

Engaging with an audience

The level 3 year 2 class came to see our rehearsals and they gave us a feedback. Mine and Sara's was really good, they said that we only need to practise our pronunciation. Rob also gave us a feedback, after every single rehearsing day, he said that it was genuinely good and that we should try to use the space that we have, to be aware  that the audience has to see my facial expression, to face the audience and not let my hair cover my face, he said that we were listening and reacting to each other, to turn the melodramatic theatre into our thing, to be in the skin of the characters. He also tried to help all of us by writing some advice when we were rehearsing and talking about this at the end of the lesson when he was giving us the feedbacks.

Working at Medea

At the beginning of every each lesson we were doing acting games to help us get ready for the rehearsals, every single lesson had different games, that helped us improve our acting skills.
In our process, firstly,  we gave our lines, we staged the piece together, everyone came up with ideas. I've been the main character, Medea, but I haven't got any lines, instead of that, I had to use my emotions to express the anger and frustration that Medea felt at that point of the piece. We practised together and after we learned our lines and what we have to do, we started to work together as an ensemble. We decided to place Medea in the centre of the supporting characters for the audience to see that the tension was directed to her. The staging of our group was placed in a semi-circle shape around Medea to allow the audience to see all of the characters, this helped them see details, expressions and body language. Each line given by each person was delivered with a specific action.
We also had to do some written work at the end of every each lesson, Sharon gave us log books and we wrote there everything that we were doing during the lesson.
We received feedbacks from our partners and this helped us improving ourselves during the performance.
What worked was that we were flexible, we had to change lines every time someone new came into our group. Our vocal projection was good, we created the tension that we needed. During rehearsals, we improved the staging by adding more movement.
What could have been better is that we could have been more creative with the movements, we should have been more organised, we should listen to others opinions/suggestions, we should be in class in time because our team depends on us.
This work prepares me to be a performer. It will help me when I'll have to work in an ensemble and it helps me get used to the work on a stage. Everything that I learnt during this process will help me in my future career as an actor.

UNIT 3 Introduction to Professional Practice

1.

Task 1 - We discussed the amount of the roles in the creative industry.
Task 2 - We looked at if we were a producer theater

company what job roles would be involved, then we discussed the potential issues that could get in the way from doing these roles, such as money.

Skills actors need : communication, good vocal projection, strong voice, strong character, flexible, patient, determined, passionate, sense of awareness and timing, punctuality, improvisation skills, open minded
What you have to do to become an actress:
1. Study and learn how to use the acting techniques in college
2.Do your blog, the universities/drama schools are interested in what you were learning in college
3. NEVER be late, your class is your team,  if one member of the team is missing the others have difficulties
4. Go to Drama school after you finish college
5. Work hard and if you don't receive a role in a movie, you can make your own movie

2. Film Director


First of all you have to finish your Drama course in college then you have to go to an university which has the directing course, it equips you with the artistic and technical skills suitable for work or for further training in theatre, film, television and radio. Working closely with BA Acting, the course gives you a deep understanding of the acting process and a common language with performers. In the latter stages of the course you will experiment and express your voice in an increasingly challenging and diverse set of contexts across different media and gain valuable experience from professional placements. I will work both collaboratively and independently. Working alongside actors as part of an ensemble I will learn the importance of my creative contribution to the collective endeavour. I will engage in a range of collaborations with acting, writing and design students. In order to enter this course you have to accomplish the entry requirements which are :

An applicant will be considered for admission who has already achieved an educational level equivalent to passes in two subjects at GCE Advanced Level, supported by passes in three other subjects at GCSE Grade C or above.

This educational level may be demonstrated by:

• possession of the qualifications named above;
• possession of equivalent qualifications;
• prior experiential learning, the outcome of which can be demonstrated to be equivalent to the formal qualifications otherwise required
• a combination of formal qualifications and experiential learning which taken together can be demonstrated to be equivalent to the formal qualifications otherwise required.

For candidates whose first language is not English a certificate attesting to achievement of IELTS 7.5 or equivalent is required.

This course requires an interview

Entry to MA Directing is highly competitive. Selection to the course is determined by the quality of the application: this is indicated primarily in the quality of your interview and practical work.

• Foundation Diploma in Performance (Level 3 or 4)
• A pass in 1 GCE A level
• Passes at GCSE level in 3 other subjects (grade C or above)

OR

• Passes in 2 GCE A Levels (80 UCAS tariff points normally including one single award)
• Passes at GCSE level in 3 other subjects (grade C or above)

This educational level may be demonstrated by possession of equivalent qualifications; e.g. International Baccalaureat or High School Diploma.

Applicants who do not meet these course entry requirements may still be considered if the course team judges the application demonstrates additional strengths and alternative evidence. This might be demonstrated by, for example: related academic or work experience; the quality of the personal statement; a strong academic or other professional reference; or a combination of these factors.

English language requirements

All classes are conducted in English. If English is not your first language you will be asked to provide evidence of your English language ability in order to apply for a visa, enrol, and start your course. The standard English language requirement for entry is IELTS 7.5 with a minimum of 6.5 in any one paper, or equivalent. For further information visit the English Language requirements page.

Student Selection Process 

1: all applicants must submit an application form including a CV and personal statement;

2: on the strength of their CV and personal statement applicants will be shortlisted for interview.

3: Some applicants will then be recalled for a second interview and a practical directing exercise with student actors. They may also be asked to submit a portfolio of their work. 

4: You will be offered a place on the basis of how well you meet the selection criteria.

Criteria for Selection 

Your Application Form should reveal:

• Your keen interest in theatre and/or film from CV and personal statement
• Your understanding of the role of the theatre and/or film director
• Your grasp of the training opportunities as outlined in the Drama Centre Course Book

 Your First Interview should reveal:

• Your ability to respond to a particular classical text (set in advance)
• Your ability to present yourself with confidence
• Your ability to express your ideas clearly
• Your engagement with the role of the director
• Your enthusiasm for the course
• Some knowledge of the world of theatre and/or screen
• Your  understanding of the role of the theatre director
• How well you grasp the training opportunities as outlined in the Drama Centre Course Book
• Your future ambition

 Your Second Interview/Workhop should reveal

• Your ability to respond to a particular directing task ( a contemporary, naturalistic  text set in advance)
• Your ability to engage with actors
• Your ability to analyse and interpret a piece of dramatic text
• Your visual imagination

 Interview and directing advice

• At both interviews you will be interviewed by not less than two people and a maximum of four.
• You will be assessed on how well you have performed in the tasks set.

The interviews, will last 20-30 minutes, You should arrive in good time for your interview and should be free within about an hour of your allocated time. Refreshments can be found in the canteen or within walking distance at a range of shops, takeaways and cafes.

After you finish the university you need to find a job as a director.

(Dramauk, 2017, www.dramauk.co.uk)