Level 3 acting

For unit 8 we are doing a play called 'Fugee' by Abi Morgan. Fugee is slang for refugee of political oppression or natural disaster. In which the play is about,  child refugees where the main protagonist Kojo is a refugee of political oppression . The play takes place in modern United Kingdom and follows the story of the fourteen year old boy (but no one believes him), Kojo from the Ivory Coast in Africa.  Kojo is just one of the unaccompanied   fugee  minors arriving in London, abandoned on the streets of the UK.  the other characters include : Ara's a fourteen year old girl from Baghdad and still hears the bombs at night. She is the first  person Kojo meets and is his closest friend. Cheung is a fourteen year old boy who can do back flips and is from village in China that is more than a thousand years old. He's Kojo's friend and  room mate  Hassan - Another child at the children's refuge, he's from Iraq.  Roza - ...

The research I conducted for unit 8 was about child soldiers in Africa. I specifically  chose this topic in relation to the play Fugee by Abi Morgan as the main protagonist Kojo was from Africa and thats where his family was killed by child soldiers. This topic has huge relevance in the play as its the reason why the story is steered into the wrong direction, affecting all the characters surrounded by the main protagonist due this his past traumatic experience where his family was killed by the "Kids with Guns". With this in mind I chose to research this topic as its a real issue in the world today. The map above  shows (in red) the countries where armed forces recruit children, according to the UN’s list of shame in 2017. They are: Afghanistan, Central African Republic, Colombia, Democratic Republic of Congo, Iraq, Mali, Myanmar, Nigeria, Philippines, Somalia, South Sudan, Sudan, Syria and Yemen. Thous...

Unit 5 was looking at the York Realist by Peter Gill. In which we read through the play thoroughly and staged some of the scenes ourselves in order to have a good understanding of the play and how it should be directed.  Directing The York Realist If I was to Direct the York Realist then I would firstly pay attention to the actors. The cast need to have good chemistry in order to engage well with the audience as well as each other. What makes The York realist so great is the small character  interactions and the "sexual" tension between the two main protagonist. Furthermore a large portion of the story telling is about their relationship which suggest that if the actors chemistry isn't there then the story isn't there.   Second thing would pay interest to is the set in which is a character of its own. The set is very important because it sets the scene for the actors to put on their costumes and really put on ...

I already possessed  a range of physical skills and the ability to interpret then create and perform a character as appropriate to the demands of the performance. My  range of physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers; dance and choral movement. These were all  the skills in which I possessed from professional background with Young Actors Theatre to the course. Skills I have developed over the past two terms on the duration of this course were...   the development on how I  commit dialogue to memory for devised performances in which I was used to from background and professional experience. I've also developed a range of vocal skills and techniques for example; clari...

Proposal (unit 8) Rationale  Throughout the past seven units, I feel as a performer I’ve attained and developed more layers of skills and knowledge of acting and the industry  in which I had already possessed from my own experience  before starting the course. The research I’ve conducted on practioners such as  Anton Chekov and Stanislavski has made my skill set knowledge grow significantly   despite already being familiar with the two from previous education. Reflecting on the year I feel that each performance has allowed me to present my skills to different audiences giving me more stage experience . Skills such as magic if and emotional memory has guided me to become more authentic  This course has enhanced and given me a further understanding within the various areas of performing arts. Furthermore, working with various companies such as the Shakespeare school festival and Donmar has been very influential on my work as well as enlight...

                         Chekov & Stanislavski Konstantin Sergeievich Stanislavski  (17 January  1863 – 7 August 1938)  Stanislavski was a seminal Russian  theatre practitioner .   He was widely recognised as an outstanding  character actor  and the many  productions that he directed  earned him a reputation as one of the leading  theatre directors  of his generation.  Stanislavski fame and influence, however, rests entirely on  his 'system'  of actor training, preparation, and rehearsal techniques. The system The Stanislavski System is a highly influential method of dramatic theatrical training developed by the famous practitioner Konstantin Stanislavski. The system was developed to find a greater style of acting more innovated and improved to the greater style of Realism...

Unit 1 : Principles of Performance    Monday Week 1 Week one was all about working on variety of acting skills sand techniques which will develop are skills, confidence and abilities( see more on skill audit). my first lesson on the UAL LEVEL 3 course. The lesson started of with all the students being in a circle and our teacher  Rob Alexander asking us how our Weekend was. We then walked around the space where we all did various  different activities put together by Rob  to help us get to know one another . For example , one activity included walking around the space and making  eye contact and then further into the exercise we had to smile at each other. The second activity was for us to get into groups where we played the ‘Yes and then’ game and then the 1,2,3 game. This was helpful  because I started to interact with the other students . We then got into the circle and was all given scripts of the play in which we read the first scene o...