Children's Theatre (2006) Journal Eight

‘You guys are as smelly as a Dingo’s … whatsit, and that’s saying something’[1]

With good reason tonight, we were all taken down a peg. This is the last week of rehearsals and we all need to focus. As I’ve already said, The Ed Pack has delayed much of my progression this semester, however I know how this unit works. I’ve got this whole week to improve my character, but I will get there. For an assessing teacher’s point-of-view, I felt my performance today was rather average. Movement is great, voice is okay and the occasional ‘Zzzzzzzz’ is coming across quite well. At the moment my trouble is remembering my lines. I’ve never been over confident or cocky in remembering my lines, but tonight it really became a problem.

Andrew – A sound performance tonight. Wonderful use of space (Up stage and down stage), and great development of movement. Don’t forget to explore the lower part of the stage rather than just standing in a crouching pose. Re-look at your lines again, remember your cues and don’t forget to react to the dialogue being presented to you. Your character is hearing this dialogue for the first time, make it appear fresh to him. Accent is coming across clear, projection great. Well done.

[1] Bluey the Fly, in Jenny de Reuck’s (2006) The Secret of the Snottygobbles: A Fairy Story.

‘I really believe I’m a frustrated actor – there has to be a lot of theatre in teaching’[1]

Much better rehearsal today, better focus all around. Had a look at the final Ed Pack, very proud, and really glad to see the final product. It was vital that the Ed Pack achieved a different look this year, and that’s why I agreed to be part of the team. It needs to be a detailed book, however it also needs to be easy and quick to access. Due to the over demand for teacher performance, everything in the Ed Pack is simple and quick to access, from point formed general information, to one page activity sheets and even extra point form ideas. My aim, and I believe we achieved it, was to design a teacher friendly, however more importantly, Outcome achieving pack. Before I go, lets have a quick feedback on tonight’s performance.

Andrew – A much better performance, great improvement. A consistent use of space is again noted, however good use of hight as well. Good development of gesture, posture and vocal manipulation, however not always consistent. Don’t forget, if you are choosing specific character traits, they must be consistently used. Great vocal projection, however at some moments, the Aussie accent became blurred; remember to pronounce all words clearly. Cues are great, and interaction with other characters is improving.

[1] Laurie Lawrence, comments on Talking Heads, broadcast on the Australian Broadcasting Corporation, on the 29^th of May, 2006

‘Its been revealed that Australian teachers are over worked and teaching the wrong subjects. An English teacher disagreed saying… Me happy with way me teach the English to them children and that’ [1]

The Outcomes Based Education debate was, once again, in the paper today. The headline on the front page of The Western Australian read ‘Catholic schools say stop OBE plan’. One school even suggested that if a delay does not occur, teachers could be forced to look at considering another State’s curriculum. Another protested against the changes stating it ‘had become a “highly moral issue” because it was unethical of the Carpenter Government to force the unworkable courses on to teachers and students’.[2] It is strange such a debate is being played out, over and over, within the media; it’s ‘one of the biggest hot potatoes’.[3] Even the OBE monkey appropriately visualises the extent to which teacher’s views are ‘considered’.

An article inside the paper discussed why there would be no backdown from the new system. Even one section suggested that some teachers would be happy if a mere recognition of their increased workload was acknowledged. The main reason for no backdown is the fact that so much material has been written on the subject. ‘To start unpicking it would in the end bring the whole elaborate edifice down’. [4]

Changing subject slightly, the first (mini) dress rehearsal was today, lots of fun. Everyone looks great! I am happy with my character development, and my self-assessment, however it seems inappropriate to continue to write down feedback ideas. My feedback was based on my personal interpretations of my own behaviour, therefore I may have easily picked up on things that nobody else noticed, or equally not noticed things that others saw. One comment that is worth noting was Jenny’s response to my character tonight, as she mentioned that she was impressed by the consistent variation of characters each time I perform. This is something I always strive to achieve, and is equally important when assessing students. Characters should always vary with different mannerisms, movement and voice; if not a student’s learning is not developing. To continue to recreate the same role in each play I perform would not only be dry and stilted, but equally unfulfilling and counter progressive to my learning.

[1] Carrie Bicmore on Rove Live, broadcast on network Ten, Tuesday the 2^nd of April, 2006

[2] ‘Catholic schools say stop OBE plan’, in The Western Australian, Wednesday, May 31, 2006, front page article.

[3] ‘Here’s why there will be no OBE backdown’, in The Western Australian, Wednesday, May 31, 2006, p. 23.

[4] ‘Here’s why there will be no OBE backdown’, in The Western Australian, Wednesday, May 31, 2006, p. 23.

‘It’s a process, when characters are quite far removed from yourself. I’d take myself through an inner monologue, if you like, I talk to myself as the character, and I keep doing so, so much that I can actually feel that I can respond as that character in any particular circumstances that I’m thrown into’ [1]

Full on tech run, very exhausting but very exciting. Joe really did a great job the night before by stating how gruelling tonight would be, and as a result prepared everyone mentally and physically. It was great that he went out of his way and stated to not ‘bitch’ behind the tech crews back. As the spirit of Brien would say, the tech crew (and all the crew for that matter) make the actors look great. It was a long day all round.

We started very early this morning with a trip into a primary school for a special incursion. The kids got to see the fairies and play games, and most of all the participating actors were able to develop some practice in characterisation. It was such a great day, and believe it or not, my first time ever teaching drama in a school. Up to this point I have only been on Media pracs, and technically, the Shakespeare workshops were on university grounds. Even though they were year one students, and I’m doing high school teaching, it was a really great experience.

A teacher should know their students journey. If you’re teaching high school, it is important you know what your students may have gone through in primary school, and of course, visa-versa. Understanding your students progression is vital to creating their assessments. If you need to move them on to a new outcome, it is important you know where they have been, or in fact, where they may be going.

[1] David Wenham, on Andrew Denton’s Enough Rope, Broadcast on the Australian Broadcast Cooperation, on the 15^th of May, 2006.

Good rehearsal, and another revelation. It actually contradicts a previous one; however that’s what a journal is for. I’ve previously said that Bluey has no journey, however if anything is for certain, his journey is simply a confirmation of his identity. He is an ocker Aussie, confident and a good mate, and his journey not only details this, it emphasises it as well. Bluey’s journey is simply a confirmation of his identity and culture, but does this change my approach to the character?

The only thing that I have added tonight is a kind of larrikin-style laugh to the end of each piece of dialogue. It is essentially absent in the first scene, slightly visible when he is captured by the goblins, yet used frequently during scenes against Caballus. He shows no fear, however Bluey still needs to express his strength somehow. I have found that the laughter works brilliantly as it does both.

As a teacher, and also what I hope I’m showing in this journal, is the ability to reflect on everything that is significant. ‘It is important to create opportunities for reflection and contemplation in our classrooms’ (Hickman (ed), 2004:10). Through analysis, improvements are discovered and implemented. Accepting one approach is unfulfilling, especially when you have not looked at all of the options. With an Outcomes Based approach, reflection and feedback enable students to be guided to higher levels of achievement, slowly working towards becoming self-motivated and self-reliant individuals. It must always be communicated that education’s goal is to develop the individual towards their very best; ‘the curriculum is a mind-altering device’ (Eisner, 2002:148).

[1] Stephen Fry in Absolute Power, Broadcast on the Australian Broadcasting Corporation, on the 31^st of May, 2006.

Today, Jamie had a quick journey into the theatre to be passed around the group. It has been a very difficult semester, especially with a new baby, however it was a nice opportunity to merge the two major events of my life at the moment; the baby and Children’s Theatre. The final dress rehearsal went well, the full colour and spectacle of the show was really heightened.

Although it is the night before the first performance, I’ve still had the opportunity to improve and finalise my character. The newly introduced use of laughter is going well. The, almost Alf Stuart laugh highlights Bluey’s carefree attitude; as well as his lack of fear. It was an aspect of the character that I was finding hard to communicate, however I believe I finally got it (last minute and all). The other major change in displaying Bluey on stage is the bent over stance. To appear more like a fly, as well as avoiding a comparison to other characters in the play, I’ve found a viable solution. The stance also allows me to move lower to the ground, thus meaningfully and purposefully using my immediate space effectively.

View Andrew's 'Integrating Drama and the Outcomes and Standards Framework' journal entries...

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