Monday, 20 October 2014

Black History Month Evaluation 20/10/2014

BTEC MUSICAL THEATRE 2014-15

EVALUATION OF PERFORMANCE

BLACK HISTORY MONTH

PLANNING

Comment on the following –

the number ofREHEARSALS and how effective your target-setting was
effectiveness
how you would improve for NEXT TIME
your STAGINGincluding movement around stage
effectiveness
how you would improve for NEXT TIME
your LIGHTING
effectiveness
how you would improve for NEXT TIME
your SOUNDincluding your technical use of mics/instruments etc.
effectiveness
how you would improve for NEXT TIME


PERFORMANCE SKILLS

MOVEMENT and VOCAL DELIVERY
effectiveness
how you would improve for NEXT TIME
EXPRESSIVENESS
(facial and physical)
effectiveness
how you would improve for NEXT TIME
COMMUNICATION TO THE AUDIENCE and how your performance was received
effectiveness
how you would improve for NEXT TIME
CONSISTENCY OF COMMUNICATION
(how well you maintained your chosen persona)
effectiveness
how you would improve for NEXT TIME

Sunday, 19 October 2014

Black History Month- Monday final rehearsing and planning, Tuesday tech and Thursday performing!

Monday 13th October 2014
Today in our lesson, is our finally rehearsal for our BHM performance on Wednesday! In the first part if the lesson, we filled in and planned out the final details to our performance on these planning sheets we were given. 

Firstly we had to plan out how our group wanted to be introduced on performance day. We collectively wrote this first paragraph written at the top of the page. We chose this wording to sell our song to the audience by explaining the reasoning behind our choice and promoting the artist. 



This is our simple staging plan. We decided not to go for any elaborate staging simply because we didn't think the song or content was appropriate for it. This straightforward standing formation of standing in a line of three worked perfectly for us. Simply because we were not trying to give the audience a message through movement of the way we were standing, but through our musical choice and the way we told the story of the lyrics.

 
This was our original costume plan, simply to wear typical stage clothes. Consisting of black leggings, t-shirt and shoes. However we decided to change this to our current costume plan, of varied clothing choices between the three of us (below.) We chose this because we thought it would, in a stronger way, represent how everyone is different on the inside and outside, whether it be related to personality, skin colour or background. 

 
This was what we each wore on the final performance.



Friday, 10 October 2014

Musical Theatre- In to the Woods Character Profile


In to the Woods- Character Profile- JACK!

Character name- Jack

Age- 12

Relation to other characters- Jack’s Mother and Milky White his best friend!

Background to character- Jack is a playful, mischievous however warm hearted young boy who lives with only his Mother and his best friend, Milky White, their useless pet cow.

Character origins- Jack originally comes from the famous fairy-tale, Jack and the Beanstalk.  This fairy-tale sees Jack sell his cow in exchange for magic beans. These beans are later thrown into the ground by his Mother, in a rage of annoyance due to the fact Jack sold their cow for no money. These grow over night into a giant beanstalk which Jack later climbs, getting himself into all sorts of trouble and mayhem. The rest of the tale sees Jack venturing up the beanstalk and creates a moral lesson to be learnt, this applies to life in general.






Story moral lesson-
    Always listen and pay attention to your parent/carers.










Black History Month- Final Idea! Monday 6th October 2014


Black History Month

 

Today in our lesson, Jess, Henry and I came to the decision that we would do the performance for BHM together. Henry was originally going to accompany us on piano or guitar and also perform a Bob Dylan classic for his piece. In today’s lesson, we as a three mutually decided to work together on one song. We thought this would be the best way of making our performance piece be of a high quality rather than having two separate pieces.

Throughout the past couple of weeks, we have been indecisive on what song we are going to perform for our final BHM piece. In this lesson, we finally came to a mutual decision! We are going to sing ‘Ain’t no Mountain High enough’ by Marvin Gaye and Tammi Terrell. Below, is the clip of their original song.


 

We chose this song because we believe it represents to urge that it doesn’t matter how far away your friends and family were in times of racial discrimination, that you will always be there for them no matter how far away you are. We think that this idea can be portrayed through this song and possibly some simple staging positions. The power of the words automatically attracts the audience towards the meaning of the lyrics, emotionally forcing them into paying attention to the happenings on stage. We figured from this, if we arrange some simple movements for us to perform on stage, the audience will be encouraged to feel for the victims in a powerful manor.

Monday, 6 October 2014

Black History Month- Rehearsing

Black History Month- My act

To perform in the variety show for black history month, I have chosen to sing a duet with Jess, accompanied by Henry. 

We are not yet sure on what song to sing, however we so have a few ideas we are exploring at the moment in rehearsals. These are our choices in the making;

1) They don't care about us- Michael Jackson
 https://m.youtube.com/watch?v=QNJL6nfu__Q

2) hairspray the musical

3) Feeling good- Michael Buble
https://m.youtube.com/watch?v=f7NENSbrSl4

Jess and I decided, after singing through a couple of songs with Henry acoanying us in both guitar and piano, that I would be a great idea if he would do so for the actual performance. He agreed, therefore this is the layout of our piece. 


Musical Theatre- In to the Woods 2/10/14

In today's lesson of Musical theatre with Grainne, following our last lesson in Tuesday, we started blocking scene two which is the first scene we perform outside on our outside set. 

This lesson, saw us setting up where we imagine and want the audience to be. We had to work our way a round a few practical problems such as street furniture being in the way and our voices not being naturally powerful enough to be heard by audience members nearer to the back. We managed to by pass these problems by rearranging where the audience will be sat and suggesting using microphones for the cast members. 

Musical Theatre- In to the Woods 30/09/14

Today in our lesson with Grainne, we started to stage the first/opening scene of our new project, In to the Woods. In this two hour lesson, almost everyone was involved in staging this diet scene which is key to connecting the audience with each individual character. We used over exaggerated movements to ensure the audience could clearly view our expressions and body language. We used pantomime style to a certain extent. This was for characterisations purposes. 

In this lesson, we managed to block the whole of the first scene, breifly going through musical numbers and how they are to be performed. 

https://m.youtube.com/watch?v=j6C76Q1kAio

Friday, 3 October 2014

Musical Theatre- Unit 30- Singing Skills 03/10/2014

Vocal anatomy project!








The anatomy of the voice




The anatomy of the voice is the basic human skills that allows us to sing from our diaphragms, projecting our voices to an audience.
This is a simple explanation of the human voice system.







https://www.youtube.com/watch?v=Z3S2dD9BrSY






It is important that when singing, you use your diaphragm and lungs to control the sound you're creating. It is needless to say that when singing, your aim is to project your voice to its maximum however at the same time, you want your voice to sound at its best. This can become a difficult task when thinking about all of these techniques at once. To help, breathing from your diaphragm and not straining your vocals, improves the overall sound of your vocals.


This is the structure of the top half of the human body, all organs and parts shown here, help in making the anatomy of the human voice.





Types of common singing exercises and games to improve your vocal technique

Probably the most common singing exercise to do to improve your vocal technique before singing, is scales. A musical scale is a series of notes differing in pitch according to a specific scheme, within an octave. These help to improve your vocal chords, over time building up muscle memory in the diaphragm. By doing this, over time your vocal range will increase and improve both in the short term, hence why you are warming up your vocals in the first place, and in the long term also.

My personal favourite singing game to practise to improve my vocal technique is a song called 'One Bottle of Pop.' This song is best sang in rounds of three, done in larger groups to achieve the best results the song can produce. Split a larger group of vocalists into smaller groups of three, the first group starting off with the first verse. When this group are moving onto the second verse, the second group of vocalists commence to the first verse. This continues until the group decide to finish the round. This exercise helps to improve your vocals by pushing your range due to some high notes in the song. Also, this song, when being played becomes a game/competition of which group can project their vocals over the others. This helps improve confidence in singing louder and also, influences team effort into your voice control. You wish to work as a team to achieve the best round, making you work and singing improve due to pressure.




http://www.youtube.com/watch?v=u-TdsmPHjo0


Vocal techniques definition

Intonation- this is the rise and fall of the voice in speaking.
An exercise for this would be practicing scales, this improves the voices' intonation and how well a person is able to do this.


Flexibility- reaching from one note in an octave to a higher note. how your voice can jump to different notes.
An exercise for this is choosing an octave to focus on and jumping between notes in the octave. For example, singing notes 1, 3, 5 and 7 in the scale. this improves how you jump between notes and therefore your flexibility.


Range- your personal lowest note to your highest note. The range as to which your vocal chords can produce notes to and from.
An example of an exercise technique to improve range is simply singing scales and increasing the octave one by one. This will stretch your vocal chords and improve muscle memory in the diaphragm and chords.


Diction- how you pronounce notes and words when singing. An example of good diction would be received pronunciation and bad would be London commoner's accent.
An exercise you can use to improve diction is repeating vowel sounds such as 'p, p, p, p'. This improves the way you pronounce your notes and therefore, your vocal diction.


Articulation (legato and staccato)- how you sing notes and how they sound. For example, legato notes flow in to one another whereas staccato notes are individual, short and snappy sounding.
An example of vocal exercise you can use to improve articulation is singing notes which are flowing in a scale, legato and notes which are separate in a scale, staccato.






Projection- this is the strength of your voice when singing, the louder you make your voice, the better your projection becomes. loud and clear notes make good projection.
To improve projection, you can chose a verse of a song to sing and each time, increase the strength you sing it at.


Breath control- the intake and expulsion of air during respiration.
For improving breathe control, you can do an exercise which involves breathing in for 4, and finding a note you are comfortable with and holding it for 10 seconds. this improves how you control and distribute the breathe you have. Each time you do this, you should improve the way you control your breathe and the way you put this in to practice.














Group work presentation on the anatomy of the voice

The vocal chords

The official definition of the vocal cords are the folds of membranous tissue which project inwards from the sides of the larynx to form a slit across the glottis in the throat, and whose edges vibrate in the airstream to produce the voice.
In simple terms, the cords in your vocal box vibrate and crash together to create the sound you hear when one speaks or sings.


The Larynx

The larynx is the hollow muscular organ forming an air passage to the lungs and holding the vocal cords in humans and other mammals; the voice box.
The vocal cords, are located within the larynx at the top of the trachea. They are open during inhalation and come together to close during swallowing and phonation. When closed, the vocal folds vibrate to produce speech and singing. 


The Diaphragm

The diaphragm is the dome-shaped sheet of muscle and tendon that serves as the main muscle of respiration and plays a vital role in the breathing process. Also known as the thoracic diaphragm, it serves as an important part in separating the thorax, or chest, from the abdomen. The origins of the diaphragm are found along the lumbar vertebrae of the spine and the inferior border of the ribs and sternum.
When you breath in your diaphragm drops (contracts) meaning there is room for your lungs to expand . When it relaxes it aids in pushing the air out of the lungs.


Importance of vocal warm ups

When you are singing, you use your vocal chords which is soft tissue and the inner muscles of the larynx. Before we sing, we need to stretch our diaphragm as it’s a muscle and our singing muscles. We do this like we would as if we were about to part take in exercises such as lifting weights and running. This reduces the risk of injury to the muscles.




































Here is the link to my vocal techniques chart which I have been updating on a weekly basis of exercises I have been doing to develop my vocal ability.


VOCAL TECHNIQUES CHART