17th Sept- Opening and plot breakdown

• We staged a scene that could come before the monologues and used a tableau we had created in a previous lesson. We each came on in small groups whilst creating a sound scape using claps, whistles, rain sounds and the nursery rhyme 'ring a ring a roses.'
• The scene involved a pair casually chatting and reading the newspaper, a woman walking her dog, the family of the little girls who then goes to tie her show lace at the back, unaware she is about to be kidnapped. We ended in frozen positions with the kidnapper coming on last and lifting his head into a creepy position on the last count.
• We then got together and discussed our 6 point plot, including transitions, and other important features including scenery, staging, costume, the period, lighting and possible props.

16th sept- Opening of Richard III

• Firstly, we read opening and discussed what the play is about
• Practical exercise involving one person reading bits of their modern interpretation, other reading original text, villian style
• Rotation style good with 3 people, all contrasting interpretations of villain and took it in turns to read their interpretation or text
• One sitting down and other standing behind worked, one person simply reading and other really getting into villain and using colloquialims

15th Sept- Greek theatre intro

• We discussed different ways of staging for divised
• Also, we made notes on the history of theatre (good to research in future)

14th sept- storyboarding

• 6 stages
• could end with cycle, back to town scene saying about loss of children
• twist that boy is happy, parents finally appreciate him
• rats could talk, have feelings, emotion, expression
• near beginning, a scene showing parental neglect
• end with end of poem

13th Sept- Opening

• Opens with monologues about rat experiences inc.mayor, couple, girl. Only one person starts and then gradually the other start telling their encounter over the top of one another, creating a soundscape of accents and tones.
• Two people then came in from opposite sides and, although appearing human, adapted rat characterstics eg. scratching, sniffing and leading with nose, twitching and moving slowly then suddenly quickly. Gradually more people became rats as the two encircled a character and they would eventually develop their characteristics and go on to the next person. it ended with all rats encircling one person and that person screaming before the blackout rather than becoming a rat straight away.
• All characters exaggerated and stereotypical
• Needs to be dark, sets the scene (sombre, mysterious, spooky) , secretive of Pied Piper's identity allowing the sudience to feel they are 'clever' if they work it out and also again creating an element of mystery- links to possible idea of showing the Pied Piper's back story, why he captures the children and moves on his own from town to town taking away vermin.