Nurse Monologue after view

Just done my Nurse monologue from Romeo and Juliet, and I actually thought it was significiently better, than the first attempt of this performance. My reason for this is because  I used pauses in the correct terms and breaths when needed.  And also I done this  to prolong the speech. As well as my stammer. I thought through my individual performance how I did not rush it this time and I really took my time with the words and I really tried to think about what the verses and words that I was saying actually meant. As I done the Monologue I really embraced on my character's feelings and what she would be going through at this terrible time in her life. Not only has she lost her daughter but she has to tell her Grand-Daughter Juliet how it happened. And to be quiet honest I think I got this across when I was being assessed by Sonya Curle. Only this time I really used different techniques I.E. Constin Stanislavsky's " Emotional Memory" and I really wanted to embrace in my character and to get the emotion se was feeling across through my performance.

Extra rehearsal time for Midsomer Night's Dream

All this morning we have been assesed by Aimee and Sonya, we have been working and trying to improve on our Scene pieces or Monologues.
During our observation time I have learnt a few techniques on how I could imnproveon my character of Midsomer's Night dream. Hippolyta I could use more facial expressions to get the character across. Even though she is very Highly thought of, I really want to embrace my character and get her across in other elements of the play script. 
 Even though I have read the script of Midsomer's Night's Dream, I really want to put my take on the Character " Hippolyta" and put a 21st Century feel into her but also keep the original character rained in. During rehearsals of our piece from Midsomer Night's Dream I have developed my character in loads of aspects so for instance I have developed the way she walks, so instead of myself just coming on stage I have developed a walk with " Purpose" and give meanings to why she is on-stage during rehearsals. As for her mannerisms, again I have developed mannerisms, although I have not changed my own I have made my character's  more refined to mine in ever-day life.
The way she speaks during the Play the pitch, persition and clarity of her tone is the exact same but I hae developed an lady-like accent for her, so every letter is pronounced correctly and her P's and Q's are used. Also as she is the Queen of ATHENS" the way she positions herself is crucial, so she will sit with poise. Even though I sit quiet girly I want my character to be very lady-like so that means shoulders down, no sloutching legs closed and together and finally feet together and to the side. As for her hands neatly placed on her lap.

Method Acting

http://www.youtube.com/watch?v=7xOsx3zGQ0M

Acting Techniques

http://www.youtube.com/watch?v=NGxyKxN6rZw

What Theatre was Like in Renaiussance Era.

http://www.youtube.com/watch?v=XtLB3Od2F0Y&feature=g-vrec&context=G26ac3f2RVAAAAAAAAAQ&noredirect=1

Midsumer Night's Dream Group Pieces

We got an assignment   we had to be in groups, piece we are focusing  on the Classical play written by William Shakespeare A Midsomer Night'sc Dream. The adaptation we are doing to it is A play within a play within a play. To get a few tips I watched " Were The World Mines!" I thought it was very usefull, and I could see our piece based around the theme, even though this is all about Magic and other things I believe we can really adapt to it. So they are errors to be made within the script.
The sonnet itself was formly written in 1590. The character I am portraying is called Hippolya
 " Queen of the  Amazons". My character is married to Theseus king of Amazons"
Within the play it has three mager parts Hippolyta and Teseus Marriage delebration and then  the first scene opens by Hermia refusing to Marry Demitrius.
At that same time, Quince and his fellow players were engaged to produce an act which is "the most lamentable comedy and most cruel death of Pyramus and Thisbe", for the Duke and the Duchess.^[2]Peter Quince reads the names of characters and bestows them to the players. Nick Bottom who is playing the main role of Pyramus, is over-enthusiastic and wants to dominate others by suggesting himself for the characters of Thisbe, The Lion and Pyramus at the same time. Also he would rather be a tyrant and recites some lines of Ercles or Hercules. Quince ends the meeting with "at the Duke's oak we meet.

The fairies then disappear, and Theseus and Hippolyta arrive on the scene, during an early morning hunt. They wake the lovers and, since Demetrius does not love Hermia any more, Theseus overrules Egeus's demands and arranges a group wedding. The lovers decide that the night's events must have been a dream. After they all exit, Bottom awakes, and he too decides that he must have experienced a dream "past the wit of man". In Athens, Theseus, Hippolyta and the lovers watch the six workmen perform Pyramus and Thisbe. The play is badly performed to the point where the guests laugh as if it were meant to be a comedy, and afterward everyone retires to bed. Afterward, Oberon, Titania, Puck, and other fairies enter, and bless the house and its occupants with good fortune. After all other characters leave, Puck "restores amends" and reminds the audience that this might be nothing but a dream (hence the name of the play).

I have done this play myself when I was small in Primary School, The stoiryline to it is just magical and iut really captures the eye of the audiences.

Assessment day - Unit 12 classical Theatre Presentations

Today I have just been  assesed on my Unit 12 Classical Theatre Presentation, and I believed it was 10 times better than my  " Practised" assessment with Sonya a few weeks ago. I was focused, " ready to work" and really took on-boards of the notes Sonya gave me a few weeks ago. I thought it really brought out confidence just a small percentage. , I thought that I got more information about renaissance Theatre across, more than the last time I was assesed. The  information was much more  in depth this time, so rather than just standing there and looking clueless I really experimented with " New" ideas to add in my presentation.
So by experimenting  I took away the ideas of the old assesment and looked at it in a bigger picture, I thought I really brought out creativity, not just within the presentation but also within myself. I really wanted to imagine the way the renaissance period was like back then. Even though I had snippets of information from slides, hand-outs aswell as video's I personally do not know what it was like really back then, so by doing this presentation really opened my eyes to the era of Renaissance.  I  looked at how to educate not just others watching but myself included.

Case Study of Grieving

Introduction

In 2001, a study found that as many as 92 per cent of young people in the UK will experience bereavement of what they defined as a 'close' or 'significant' relationship (including pets) before the age of 16 (L Harrison and R Harrington, 'Adolescents' bereavement experiences. Prevalence, association with depressive symptoms, and use of services.' Journal of Adolescence 24(2): 159-169). Research suggests that between 4 and 7 per cent will lose a parent.
Both bereavement and youth can be times of major transition and significant disruption to the general flow of social life and personal emotions. Young people experiencing bereavement may therefore be doubly vulnerable. This literature review asks whether there are particular issues at stake when we consider bereavement in the context of the lives of young people.
The literature reveals two main perspectives in response to this question:

• psychological – in which bereavement may be understood as posing particular difficulties in relation to the 'normal' development of adolescence, and
• sociological – in which bereavement may be understood as creating particular vulnerabilities in the context of the relatively powerless and institutionalised phase of life termed 'youth'.

A further consideration is that not all bereavements will constitute a 'loss' and not all consequences will be negative. At times, it may be more appropriate to consider bereavement in terms of 'change' rather than 'loss'.

Nurse Monologue

 Even or Odd of all the days in the year, come lammas eve at night shall she be fourteen.
Susan and She (God rest all christian Souls) were of an age, well Susan is with god).
She was too good for me, but as I said on lammas eve at night shall she be fourteen.
That shall she marry I remeber it well, tis since the earthquake now eleven years now she was weaned
 ( I never shall forget it) Of all the days in the year, upon that day for I had laid wormwood to my dug, sitting under the dovehouse wall my lord and you were than at mantua.
Nay I do bare a brain but as I said, when it did taste the wormwood on they nipple,  of the dug felt it bitter Pretty fool.
To see it tetch and fall out the dug! Shake quoke the dovehouse twas no need I bid me trudge.
Amd since that time in eleven years she could , stand hi-lone by thy'rood, she could of run and waddled all about even the day before she broke her brow, And then my husband ( God be with his soul) was a merry man took up the child
Ye quoth he doust shall fall upon my face?
Thou shall fall backwards thou has more wit?
with thou not jule?
and by my holidam, the pretty wretch left crying and said aye?
To see now how a jest should come about! warrent and I should live a thousand years, I never shall forget it, wilth thou not jule quoth he, and, pretty fool said Aye?

Monologue rehearsal review 8th February 2012

Today I performed my Nurse monologue scene 3 act 2, from getting my Monologue I believe I have ventured and came a long way to get where I am today. From day one I am going to be honest I found it quiet hard  from getting off paper into character, from this I really practised very hard. to improve on my Monologue I used a few past techniques that I have learnt in previous sessions. I.e Stanislavsky techniques
" Magic If" what would I do if I was in this situation, for my monologue 4th line down she explains about how she is grieving for her daughter " Susan" and she does the cross and looks up inmto the skies.
For me to be fair I have never lost a daughter, so it was quiet intriging on how I was going to pan it out.
The age range from my character and me are very different in term's of how I would grieve for my daughter, So instead of putting both feet forward I took a huge breather and relaxed and looked at it from all angles. I played on the part of how I could portray this from off script to on stage.
After I had been given my feedback I really was curious on how I had performed it I beleive I could of really built up the story of her grieving and how the loss of her own daughter is having an effect on her grandaughter.
If I perform it again I will definately put pauses in just so that I can make sense of it and really prolong the monologue.

London residential trip

On the 24th to the 26th January we went to London with the college. Even though I had explored london before I have never been to the Globe theatre before. During our stay we went to the National Telivision awards. This experience was a once in a life time experience as I knew I would never come here again. So not only was I excited about the new experience, but I was excited because it really opened up my mind about how the professional industry works. And not only that but how working hard really does pay off. Another outing we did during our visit was touring The Globe Theatre which was a real eye-opener, as I learnt about the historic background of the theatre.
In this we had a tour guide who guided us through each past life of the  theatre. In this guided tour I really took away a lot of historic background such as when the performers were on stage they were never distracted by other people around the " Rounds" of the theatre, during this era I found out by the tour guide how they used to interact with the Actors upon stage and not only that but would jump on the stage and perform with them.
During this era people used to go to the Theatre purely to be noticed rather than to see the play in question.
And how rules in the era then are very different in modern day.
I took away from the tour guide in london that it was not till the mid 1990's that the theatre became more stricter as well as structed.

During the " Globe" visit I actually learnt more because I thought the information was useful the reason being is because I knew about theatre before-hand but not the actual " Historic" background.

I learnt by the Tour guide how the " Globe Roof" was burned down and so to prevent this again they never put another roof on the globe theatre. The actors during this era rather performed outside rather than indoors because I believe if this is true that the performers really wanted to capture the audiences from outside and get there views across.

Elizabeth loved theatre

it was said how in mid century most of the plays were performed outside of London.

London became the centre of english theatre

The Noble :

They were many different classes in the Shakespearean era as they are classes today in the 21st Century, such as In theShakespeare's time there were recorded that they was about or at least  55 noble families in England.

 At the head of each noble family they was a  duke, a baron, or an earl. These are the lords and ladies of the land.

These people wererichas well as  powerful, and they have large households. For example, in the year 1521 the earl of Northumberland supported 166 people – family, servants and guests.

A person became a member of the nobility in one of two ways: by birth, or by a grant from the queen or king. Noble titles were hereditary, passingfrom father to oldest son.

People in other classes might lose status by wasting their fortunes and becoming poorer. It took a crime such as treason for a nobleman to lose his title.

Many nobles had died during the Wars of the Roses, a series of civil wars fought in England in the15th century. Often, there were no sons to inherit their titles. Elizabeth, her father (Henry VIII), and her grandfather (Henry VII), rarely appointed new nobles to replace those who died. They saw the nobility as a threat to their power and preferred to keep the number small.

Elizabeth created only a few noblemen during her reign. The two chief examples were William Cecil, made Lord Burghley, and Robert Dudley, created Earl of Leicester. Both men who had very helpful to her.

Here are a few quotes of Shakespearean era

" "It is easy to think of the nobility as the idle rich. They may have been rich (though not necessarily), but they certainly weren't allowed to be idle. Often, high office brought debt rather than profit. Honorific offices were unpaid, and visiting nobles to England were the responsibility of the English nobility to house and entertain at their own expense. Appointment to a post of foreign ambassador brought with it terrible financial burdens. The ambassador was expected to maintain a household of as many as 100 attendants." (Britain Express)

The Poor

At the bottom of the Spectrum was the poor famalies There was far more poverty under Elizabeth than in previous reigns, mostly because of enclosure, but there were also the sick, the disabled, the old and feeble, and soldiers unable to work because of wounds. In earlier times, the church -- notably the monasteries -- had cared for the poor. Under Elizabeth, the government undertook the job -- a big job because the  enclosure had created so much unemployment.

The result was the famous Elizabethan Poor Laws, one of the world's first government- sponsored welfare programs. The program was financed, at first, by contributions from the wealthy. When this proved inadequate, a poor tax was levied on everyone. The Poor Laws had three goals: first, those unable to care for themselves were placed in hospitals or orphanages. Children, when they were old enough, were put out as apprentices to craftsmen. Second, the able-bodied who could not find jobs on their own were put to work, usually in workhouses established in the towns. These were places where the unemployed were put to work making goods for sale -- such small items as candles, soap, or rope -- in exchange for a place to sleep and enough food to keep alive.

The third goal was to discourage the permanently unemployed, "rogues, vagabonds, and sturdy beggars" responsible for "horrible murders, thefts, and other great outrages."⁴⁸ The Elizabethans made a clear distinction between those who, for one reason or another, were unable to work and those able-bodied people who refused employment, whether in a regular job or in a workhouse. The Elizabethan sense of order revolted at the thought of people wandering about with no respectable occupation. To refuse to work for wages was an offense punishable by law. When vagrants were caught, they were whipped and returned to the parishes (church areas) of their birth. William Lambarde wrote of such a case:

Quotes from the Poor Famalies of the Shakespean Era

" John at Stile, a sturdy vagrant beggar, of low personage, red-haired and having the nail of his right thumb cloven, was the sixth day of April in the forty and one year of the reign of our sovereign lady Queen Elizabeth openly whipped at Dale in the said county for a wandering rogue according to the law, and is assigned to pass forthwith from parish to parish by the officers thereof the next straight way to Sale in the county of Middlesex, where (as he confesseth) he was born. . . and he is limited to be at Sale aforesaid within ten days now next ensuing at his peril.⁴⁹

also in Elizabethan times it was said that if Women did no fit into society they were branded witches and were sentenced to death.
It was said that in Elizabthean times if you had 11 pence that was ok, but a penny over you would be executed and sentenced to death.

you had to wear a wolly hat and wear no cloaks.

Elizabethan times!
In the Elizabethan times the Monarch was the highest of the pecking order,
                                                               Elizabethan Beliefs!
The Elizabethan's believed alot of Myths aswell as Magic, not just this but Fairies, Pixies, and includin all of this Witches.

In the Elizabethan Beliefs it was noted that how they thought of superstion as important because they believed how things happened came down to Superstition.

They also believed how goblins came out at Night.

                                                                  Hale! Queen Elizabeth! 
In the Elizabethan times they were lots of jobs going around, mainly for men. 
As the Elizabethan times eloped people were pretty much lucky to be alive and avoid execution. 

In Elizabethan times people were really religious than people of modern day times in the 20th century. 
This was because,Almost everyone believed in God and therefore everyone expected to go to Heaven or hell after death. 

After this time England was a protestant country it had broken away from the catholic morals of the church. 
it was said how this was part of the European movement. 
this was called the " Reformation" which began. 
       

                                          How Shakespeare works:
William Shakespeare wrote 40 classical plays but only 38 were actually published, this was because two of his books have been misplaced or lost but 38 have survived.

Apparently the other 36 were divided into three catagories Tragedies, Comedies and Histories.

1. In 1542 Mary Queen of Scots came to the throne
2. In 1545 the french attempted to invade England
3. in 1593 Plaque infected Theatres
4. In the era of 1588 the Spanish amarda came

Wednesday 18th Janauary 2012
In today's William Shakespearean session the topic of the day was Ressiance.
In my interesting session of the day I learnt about what it actually means.
The word " Renaissance" means Rebirth in french, I found this really interesting as I had found out what the word or verb meant.