20th October 2015

In this lesson we developed and finished our movement peice for Human Trafficing. This took a long time as we wanted to make sure that everything was pefected. Once we had the peice blocked we showed it to our teaher and got some feedback. We had to firstly incorporate Kai with our peice as he wasn't in on mondays lesson. An alternative to using a movement peice for the Human Trafficing scene would be to make it naturalistic, the problem with this would be that we're trying to show how female slaves are treated in the UK and this is quite a serious subject, therefore showing rape/abuse towards women could be very hard to show to an audience without it looking too tacky or unprofessional. Another technique to counter it looking wrong and tacky could be to use a soundscape of what's going on whilst turning off all the lights so that the audience are just given a mental picture of what's going on. We could also use strobe lighting so that the audience do see what's going on but only manage to get short glimpses, therefore the scenes won't be too inappropriate for certain audiences and it won't look unbeliveable.

19th October 2015

In todays lesson we started the Human Trafficing idea and came up with a few ideas. We've decided to keep the traverse staging and to use movement to signify how women are forced into having sex when they're trafficed. The movement peice shows the person that runs the trafficing programme (me) on the phone to a girl from another country and telling her that he can get her a job in the UK and buy her a house. The movement peice also shows the audience what her life is like in the UK and how she's made into a slave for the rest of her life. We then showed this working progress to our teacher and she told us to make it more aggresive as it's meant to be a hard hitting peice and not performed 'nicely'. In tomorrows lesson I hope to finish off this movement peice nd hopefully get onto the next part of our performance. 

15th October 2015

This lesson Tom and I had voiced to the group that we didn't want to base the performance on just one story. So the idea I gave to counter this was that we should keep our topic based on womens rights but change each scene so that we show a different story each scene. The structure I wanted to put together was that our scenes could be based on the vote, arranged marriages, refugees, human trafficking and keeping our original idea of women on the front line.
Another idea I gave was that the movement peice we used a few lessons ago to show the difference between the woman and the wife could be used to show the transition between a refugee and the Judith (the army major). For the rest of this lesson we researched each subject we have thought about and to look online for more ideas to do with women rights.
Next lesson I plan on trying out some of the ideas we've come up with, talking about staging, props etc.

13th October 2015

In todays lesson we changed our idea slightly so we workshop and try new things out. So today we used the idea about refugees and immigrants. We looked online to find some stories that we could base them on. The reason we chose this idea to work on and move away from our Womens Rights idea was because we wanted something more hard hitting and emotional to the audience. The idea I gave towards the thought of this piece was that we could link the two ideas together and have our final performance on how women refugees are accepted over males and that during the performance we should show why/how this is done.
The plan for next lesson is that each member of the group will come in with a true story found online and we'll share them with each other and then decide on which final idea (women rights or refugees) we like the most. We've worked so much on the womens rights idea it may not be worth leaving everything we've done to start a new idea which in a few lessons may not work out to have been the best choice for our final performance.

6th October 2015

In last weeks lesson (1st October) the group and I sat down and came up with ideas in which we could build up our idea. My contribution to this lesson were mostly to do with staging. The ideas of staging I came up with was to have the performance in traverse, a round, or on 3 sides. So in this lesson we work shopped the performance in a round. The problem we faced with this was that when we tried to incorporate our movement/stage combat into the scene an audience member would always be able to see that it wasn't real and then they wouldn't feel immersed in the show. The idea would've worked if we weren't going to use my idea of the split stage to show the differences between how a man and a woman would act in a situation.

So, the next lesson (5th October) was spent work shopping the show in traverse. One comment I made on having the staging like this was that we could have the stage so that they're sat behind Michael and Judith. The reason this would've worked is because it would've then seemed like the audience behind each character was backing up the characters opinions and how they wanted men and women to fight on the front line.

Finally, todays lesson was spent with the group and I trying to find a good piece of music to undergo the monologue by Judith. The lesson was also spent trying to block the monologue scene, this was done well and we filmed it and showed it to the other group.