Unit 3 and 4 performance

Project Workshop

"I object" piece for the British Museum.

After seeing the exhibition, we put together a piece outlining all of our protest ideas. We wanted to make it seem as if we were actually protesting,  and so the performance had quite angry undertones  and our messages were conveyed very well.






Project Workshop 19/11/12

What ideas were you working with in the workshop today? How did these link to your 'protest' idea?

We had to create solo pieces that reflected our protest slogans. We sat down and created mind maps, writing down words that people in those situations might feel. For example, I wrote down words like fear, isolation, and vulnerability.

We were then put into pairs and had to incorporate our ideas with theirs to create a duet that had aspects of both pieces. I was paired with Ella, and our slogans are quite similar so we found it very easy to work with each other.

Performance Skills

Physical communication: 

• Carriage/poise-holding the body in a way that communicates the intended message.
• Body language-facial expression, eye contact communicating the intended message
• Gestures-communicate the intended message
• Movement/dance-expresses the theme and message,varies dynamic to communicate mood and intention, is clear, is effectively timed in unison and small group/duet phrases, is well rehearsed and expressively performed.

Vocal expressiveness

• Volume-adjusting volume to meet the environment
• Pitch-using tone or pitch to convey meaning
• Enunciation/clarity-speaks so that the audience understands all words
• Passion/commitment-voice reflects a sense of involvement

Communication channels

• Non verbal-gestures, facial expressions, body movements, posture
• Aural-tone of voice, variations in pitch and volume, projection