Monday, 29 December 2014

Lesson 6 Homework 6 - 11.12.2014

Q1: Tale 3 - How have we decided to stage Tale 3? What characters do you play in this tale? What is the atmosphere of Tale 3? How is this different to what we have created for Tale 1 & 2?

A1:   The scene opens with the boys moving the stools into the space like a mexican wave while everyone chants 'east end' slowly getting louder and louder. The song Londons calling then plays and the girls enter as if they are rowdy men. The scene is set in a bar. We then all in unison lean back as far as we can as an exaggerated drinking motion. In counts of 8 we then tip back and then bring ourselfes forward. As we finnish the last count of 8 we open with the first line. After a point, to make the transition into the staging of the bar we turn to the audience and act as if we are a tradesman like a boiler fixer or a maintenance man who is talking to a client about a repair. At the point where Matteo bangs his stool down we all move and sit in front of the audience as if we are all watching the bar and Matteo who plays the person we are all describing. Here we have used the stools to create a bar by stacking them up in a line with hight. The boys then lean on them as if they are bartenders and Matteo sits in front of the bar as if he is ordering a drink. As the lines echo around the room everyone else looks sharply at the speaker drawing the attention to them. At the line 'Where the body of a man lies covered in snow ' a sheet is pulled across the space and is lit by our phone lights around the edge. It represents the snow and Roseby,who is now lying underneath, represents the body of the dead man. However, when the lines start to talk about the vunrablilty of Jack there is a transition from the sheet representing the snow to it representing the quilt that Jack cuddles at home. 

 In Tale 3 I play the character of a tradesman who fixes boiler, a rowdy man in a pub and a spectator on Jacks life. The tradesman is a con-artist who is trying to convinvce his client that the prices he charges are the going rate when in fact there way over priced. He radiates confidence in his job to convince people that he genuinely knows what hes doing. However, often his skill and ability is doubted by his clients resulting in few jobs. He is the type of person that won't be put of by few jobs or doubt in his work. The man in the pub is your sterotypical drunk lad whos having a great time with his mates. Their rowdy and unaware of whats going on around them. He outgoing, loud and will speak his mind without thinking it through. The last character watches Jack and evaluates what hes really feeling and thinking. Sort of like a parental figure who cares for him and reads between the lines.  At the beginning its very lively and energetic creative a posative and fun at atmosphere. This is in the pub scene. However, when the focus changes from the pub asa  whole onto Matteo who plays Jack the atmosphere becomes a lot more somber and serious. When it gets to the topic of Jack having killed a man the atmopshere becomes even more grave. This Tales doesn't incorparate light as much as Tales 1 and 2. Also, instead as working as one massive ensamble to create the piece we have been split into smaller working groups out of the one ensamble. For example, in Tales 1 all the girls are working together to show one character yet in Tale 3 you have the actors who line the outskirts of the stage, the people at the bar and the Matteo. This looks a lot more separeate then Tales 1 and 2. 

Q2:Tale 4 - How have we decided to stage Tale 4? What characters do you play in this tale? 


A2: We staged Tale 4 using umbrellas to create the aspect of it raining. We are working alltogther as an equal ensamble with a couple of people representing key characters. This peice is very physical as a lot of the stage is created using ourselfs to represent objects. For example the shopping asiles are created using our bodys standing in three large lines. We also sit in a diagonal line to represent the road. This Tale seems far more physical based than the rest of the Tales. In this Tale I play a narrator, someone whos an onlooker onto this scene. I have five lines which are 'It was raining', 'And she looks up slowly ', 'And her eyes ', 'these watery eyes' and 'she says'. Even though I am a narrator you still hear the emotion of what you are describing as the scene is reflected in your speech. 

Q3:  What acting skills have you continued to develop over the past few weeks? Is there anything new you have discovered about your own skills?

A3: Over the past few weeks I have developed my backgroud acting. Its all very well to be able to act when you have a line but this play isn't focused on speech. Each person has a small amount of lines. Therefore you must act without the lines. Just because you aren't speaking doen't mean your aren't in character. This is what I have been working on, the ability to act your character or scene without lines. Being constantly engaged in the scene emotionly and phyisically even when the focus isn't on you. This skill can be developed by building smalll characters for evey line you have even if its a short line. Constantly think about characters and their emotional outlook on the scene even if you haven't got a line. As long as your on stage you must be acting and in character. I have also discovered various things about my phyisicality and how it changes depending on the scene or situation.

Q4: Return to all of the sections of the text we have staged so far. Select a line from each that sums up that tale.

A3:  

Q4: Write your own definition of what ensemble means in theatre. What has to happen in the rehearsal room to develop a successful ensemble? Write about your favourite ensemble moment so far

A4: An ensemble is when a group of people work together to form a piece of art. They support each other and work as a team to create a unified piece. My faviourte ensamble moment was when we were preforming and blocking Tale 1. The atmosphere was very focused and full of energy, everyone seemed very keyed into the moment causing us to work as one unit. I got this impression by how we timed the changing of light. There were certian moment were we turned our light on and off. After a while we seemed to have developed a rythem for it allowing us to change our lights at the same time to each other.  To develop a sucsessful ensamble you must be focused so you can be aware of what everyone else in the room is doing. A sense of commitment is also important, especially when the work is physical. If you don't commit to your actions or lines then other people fin it hard to bounce off your line or action and work with you to create a unified peice of work. 

Research: London on Film - The East End

- This is a documenty on youtube about The East End. It shows footage from different time periods in the East End showing me the changes throught time and also showing me whats been a strong aspect of The East End throught the time periods. It shows the important things that make up the East End like The Markets, The Pubs and The Football.

Tuesday, 9 December 2014

Lesson 5 Homework 5 - 04.12.2014

Q1: Give an advantage and a disadvantageof using Thrust Staging.

A1:  Advantages - 

The main advantage of Thrust Staging is the freedom it gives you to stage a scene. You don't constantly have to turn to face the audience making some scene seem unrealistic as you need to face the audience even when speaking to one another. With Thrust Staging it gives you the freedom to roam around the space without having to keep your body facing forward at all times. It also gives the audience a very intamite feel, that they are a part of the scene rather than excluded from it. It gives them a sense of being a part of what is going on stage meaning they feel included and can often make the play more relatable for the audience.

Disadvantages -
A disadavntage is that sight lines may be a problem as there are three places that the audiences view could be coming from. Plays using this staging are often staged more naturaly as you don't have to always direct it to one plcae, this means the actors will have there backs to one side of the audience at various time blocking their view. It also makes moving across the stage harder as their are three different sigh lines coming too you, therefore you must work out the way you cross the stage without blocking other actors from view. The fact its a square also means the number of ways you can move across the stage increase because you can move in different directions, not just up and down.

Q2: As an actor what are the challenges you think you will have personally being directed in this space?


A2: Some challenges I will have are understanding the concept of this stage. As an actor i'am used to being diected in a Proscenium stage. I find it hard to understand thst in a thrust stage having your back to the audience at points is okay as I'am used to always having o be aware that your back is not to the auidence. Obviously I will still have to be aware of my position as their is a limit to how much you have your back to the audience. Therefore it is about finding a balance as you still must be spatialy aware. A challenge is that as I start to adapt to this staging I may start to lose my awareness of positions. This is because its easier to adapt by forgeting your spaitial awareness rather than slowly change your think process through hard work. If this happens then I may start to close in and block the audiences view completley. This means I must work hard to find the middle ground between the two stagings. 

Q3: How have we staged the prologue? Why have we made these choices? What is the effect that is created? 

A3:  The prologue has been staged using light. We had around 8 groups, each one representing the same taxi. Each group had about 3 to 4 people in them, the main boy who had the lines would sit on the stool and the other 2 or 3 people would represent the headlights and passenger if theres a 4th person. The groups would be scattered about the room facing different directions apart from facing the back. Each groups torch light would turn on when it was their time to speak, so you get the effect of it rippling across the room from group to group. We made the choice to have the lights on one at a time to draw the audiences attention to that particluar groups piece. Lights are very interesting to work with and can easily distract an audience member if everyones lights are on at the same time, drawing them away from the piece as a whole. The choice to have small grouped taxis rather than one whole taxi was done to represent the aspect of many taxis and how they are all linked. It is one passage of text yet it is shared between many people. This shows how things in the East End are all connected and you can't have one incident that doen't affect other people. It also links back to the conversation the taxi driver is having with his passenger. The effect of darkness with small amounts of light creates a sense of intimacy and enhances the connection the audience has with the play. This also links to the intimacy that is created with Thurst Staging. It creates an effect of mysteriousness as with the lights off its hard to see whats going on in the background. This atmophsere also links to the East End as its a very mesterious place where no one knows whats going on behind closed doors or down the ally ways. Overall, the atmosphere created is very intamite yet distant as you feel connected and close to whats happening on stage yet the full picture isn't shown so you aren't completely aware of what you are connecting to.

Q4: What is your role in the tale 1? How has it been staged? Why have these choices been made? What are the strengths of this piece so far? What developments need to happen throughout the rehearsal period?

A4: My role in tale 1 is the role of a young girl, probaly quiet a gossipy one who texts her friends a lot and enjoys social media.We represent the use of social medias and socilaizing like phoning, texting and reading tweets. I have the lines 'so 18', 'sort of' and 'doesnt even see them anymore'. The lines 'If the east end was my friend', 'which is a start' and 'even the traffic stops for him when he crosses the road' are said altogther as an ensamble. My first line is said sitting down as if your reading a twitter post. The second line is said as if it was a text and the third is as if it was a phone call, while saying the third line i must stand up and walk arounnd the room to add some movment to the piece. The ensamble ones are said with strength and power. There are 7 to 8 stools with are put in the centre of the room is a staggered line with one person sitting on each chair. In between the chair yet slightly in front one person sits. Each person is activley acting on their phone while they sit. The lines then echo around the room untill a certian point where you stand up and move away when it your line. Different people were given different phyiscial things to go when they stand up. Through out all of this your phone is near you face with the torch pointing towards your face. The atmosphere of a connection yet distance is again created to represent the East End. At first everybody is stitting together is a culump. This represent the connection between each other and how everybody is entertwinned in each others lives. However, as we start to move away one by one the distance is show as we are no longer connected. To me, these choices were made to show how people in the East End may look like they are in each  others lives they are actually distant from society. It shows how what looks like something is not the realtiy of it and how their are always hidden messsages in everything in the East End. I think the strengths of the piece so far are that everyone knows what they are doing and preformes their actions accuratly. Secondly, when the direction was given to be activly acting on your phone everbody took that on boared and it made the piece seem a bit more real. The focus in the room was intense as everyone was working hard to act like your on your phone. Even though everbody know their actions the times of lights going on and off are not precise. This then means some of the effect is lost as its not a sharp drastic change in lighting, its a slow comftable change. Maybe some counts should be introduced so everybody knows exactly how long to have the lights on for. If not an actual count then a rythem should be found that everyone can tune into.
 

Wednesday, 3 December 2014

Lesson 4 Homework 4 - 27.11.2014

Q1: Either take a photo of your monologue and upload it, or type your monologue onto your blog.

A1: Monolouge for the Hard Sly Man.

You see me in the street... What's the first judgment you have. Dangrous? Sly? Aggressive? No, your are blind. You see only what is put in front of you. You refuse to see beyond an image. Do you see the struggle? No. Do you see the pain, the regret, the lonlyness? Course not. No one ever does... My mum used to say that lying is the worst thing you could possible do. But how can that be true when I wear lies like a mask - and everyone sees my lies - or what they believe to be the truth. This town, they had judged me, branded me and tossed me out because they lapped up the lies like it was the truth. I'm not a bad person... I never have been. I'm just a good person trying hard to corret the mistakes I have made. Yet im trapped inside - reputation from the past, a mask showing every flaw i've ever made. An image - constantly flickering with truth, yet how can I ever be free, if no ones there to see the truth inside of me. 

Q2: You then worked in pairs to stage the pieces. 
What choices did you make when staging your monologue? Think about how you used your voice and physicality.  How did the monologue task help you to understand the play further?

A2: When staging my monolouge I choose to preform it standing up as my character is speaking out their views, almost preaching, therefore the energy and passion needed for this monolouge can only come from standing up. I choose for my monolouge to be prefromed with me speaking directly to the audience and acknolwedging their exsistance, there is no forth wall. It was the opposite to a preformance that is cut off from the audience and the audience are looking into another world, the fourth wall is in place. When preforming it my voice went through a variety of tones and volume creating a dynamic and effective atmosphere. It also made it very passionate, as my voice wouldraise and accelerate in parts that were particularly important to me, however my voice would then drop and I would speak slowly and quietly in parts that I wanted the auidence to think and reflect on. My phyisicaltiy was projecting confidence as I was speaking out my emotions and trying to get the audience to relfect on their actions, therefore in order to make them believe and convince them that this is the way to think you must be confidence with the ideas you are putting out their. To show confidence meant I stood up straight with my head held high to show no weaknesses. The monolouge helped me enormasly as it almost reflected the subtext.

Q3: You performed and watched your peer's work. 
What monologue performed by a peer worked well and why? What had they written about? Who performed their monologue successfully and why?

A3: I thought Rory's was very good as the style of the monolouge really stood out. Instead of having a monolouge which that reflected his emotions or an event, he choose to play out a scene yet without the other characters. For example his first line was an answer to a question,which he specified in his line, making the audience wonder what the background context is. This set up then continued and it became clear he was being questioned about the death of his wife, yet any knowledge prior to this scene was not given. This gave a lot of freedom for the audience to fill in what he isn't telling you. It worked well as his character underwent changes during the scene. At first he was presented as a normal guy who looked perfectaly harmless and conserened about the welfare of his wife. As the scene progressed he started to revel a violent nature about him as he started to get very angry and swore to hunt down and kill the women who murdered his wife. It was then reveled that he was the murderer, however it was reveled ion a very effective way. This was done by Rory slowly saying one word and that's 'me'. This then showed us with the last change, he went from violent to aggressivce and then back to what looked like shock and thoughtfull silence about what he has just been told and the horror of the event. It gave me the impression that he actually did care about his wife and the murder although aware of what he was doing wasn't delibarate. It seemed he had some sort of ange managment issues and that caused him to be violent. 

Q4:  Task 2 - East End research devising task

  • We never did this exersice in the lesson, so I can't complete the homework. 




Wednesday, 26 November 2014

Lesson 3 Homework 3 - 20.11.2014

Q1: You were given the marking criteria for developing for this project. You need to complete the sheet, you would have started this in the lesson – the sheet must be uploaded to your blog.
A1: This was what I wrote on my sheet as we weren't given a hard copy

'I think I have worked at a merit, the roll on the wall exersice really helped me develop my character because it made me think about the conflict in my character between what they feel and what they show. This helped me in my devised peice as we were thought tracking and therefore I could show the contrast between my feelings and what I show.'
Q2: You were asked to continue to be guided by the style of the play – it should feel physical – you couldn't use any props/chairs etc. 

  • What did you develop and create? How?
  • How did your homework help you develop the tale practically?
  • Explain what you did as your character. Why did you make these choices? (Think about character- voice/physicality.) 
A2: 
  • We did this exersice but our cover teacher didn't mention anything about the physicatlity of it. We were allowed to use chairs and we just devised a normal scene. I will write about what we devised but i can't talk about the choices we made to make it phyisical. 
In our devised scene we choose to be friends having a drink at a bar, creating the atmosphere of the East end which is where East End Tale 1 is set. Over the drinks we were discussing the new person in town, the east end descibed as a person in tale 1 is the new person in town. This also shows the audience that he has a large reputation in the East End as random people who aren't related to him are discussing his appearance in town. While this discussion was happening Lloyd, who's was originally the bar tender, steps aside and demonstrates the qualities we are talking about. He then become the 'East End' as a person. We related the different aspects of 'East end' to our own lives and experiences, for example in the script it states he hates smoking due to abuse from his father who smokes. We then related it to Jed, who is smoking in the bar and used it as a reason to ask him to stop smoking. My homework helped me enormasly as I had a better understanding of the character and a clearer picture in my head while acting. It is very hard to create an image in a scene of something you have no awareness or contex off. Due to my homework I could visualise the 'east end' more easily giving me a more accurate protrayal of the aspects that the 'eat end' holds. It also meant overall I was more confident as I felt prepared, this gave my preformance a boost and gave me a lot more freedom and confidence when devising as I had a lot of background knowledge. Allowing me to contribute to the divising of the scene freely. As a character in a bar with a group of friends, I chose to be someone with quiet alot of confidence. It was a typical friendly gathering, with me voice I decided to drop the t' sand h's to give it a slight cockney feel. My phyisicality was very relaxed as these are my dear old friends, the senario wasn't one where everybody is very akwared and you're with your 'friends' yet no one trusts each other or feels free to speak their mind freely. Linking with the confience that I projected out, I was also the one who'd speak the rumors and gossip. Of course, all the other character's talked about what they had heard but my character was the one to tak about specific rumors or stories showing a connection in the area and a popularity is the community.

Q3: In new groups of 5/6 you re-read Tale 6. You had to underline all the people mentioned e.g brother, landlord, mother…
  • What did you underline in the text? - take photos, or write the list. Individually you decided on a character they you had underlined to create a role – on – the – wall for. You were given the sheet for this in the lesson. Upload this on the blog
A3: List of characters that were underlined: 
  • I'm ('So i'm sitting behind the bar')
  • Landlord ('cos the landlords a tight bastard')
  • Brother ('Waiting for my brother to finnish work')
  • Mother ('Mother and son')
  • Son ('Mother and son')
  • She's (' While she's all frinedly')
  • My ('Cos my poor')
  • Warm tired women ('Warm tired women, turning back from the bar')
  • Hard sly man ('Has knocked into hard sly man')
  • People ('People looking over')
  • Whole pub ('And the whole pub's holding their breath')
  • We ('We made something happen')
  • Everyone (' And everyone breathes out')
  • Brother ('Cos my poor trembeling brother can't hold the glass straight')
  • Mum ('About how his mum died')
  • Daughter (' She's saying about how her daughter's in America')
  • Mum ('Doesn't want mum intruding')
  • Daughter ('He's remebering his own daughter')
  • Baby daughter ('That his baby daughter was the last person he kissed')
  • them (' And one of them makes a joke')
  • I ('I don't know how it ends')
  • He's ('He's remebering his own daughter')
Roll on the Wall Sheet:  

Q4: Using the roles you had developed you created some scenes that show how these characters exist outside the play.
  • What scene did you develop?
  • What drama skills did you use to do so?
  • Explain what you did as your character. Why did you make these choices? (Think about character- voice/physicality.)

You then shared the work with the class and reflected.




  • What was effective about the characters they had decided to explore? 
  • Did the scene help you understand anything new about the play or another character?
A4: In our group we had 4 Hard Sly men, of which I was one of them, the hard sly man's mother and the landlord. We created a scene which involved some thought tracks and monolouges yet each character was always present in the room and connected to what the character/s were saying. At the beginning, we presented the audience with a simple scene at the bar. One hard sly man out of four was buying a drink from the landlord, a drink that was way over priced while the other three sly men were frozen in a cluster and Jed, who was the hard sly man's mum, was also frozen sitting down on the floor as if she was in a bed. There was then a short bit of dialouge between the hard sly man buying the drink and the landlord about how over priced it was. This then gave the landlord the oppertuintiy to step out of the scene and preform a thought track. This thought track completely went against the first image of a tight, selfish landlord and instead presented us with someone 

Friday, 21 November 2014

Lesson 2 Homework 2 - 13.11.2014

Here are the exercises you did. For each one you should write what you learnt about the play by doing the task. Don't just describe the exercise. Say why you made the choices you did:

Q1: Working on the Prologue.
What did you create and why?
What did another pair do that was effective

A1: When working on the prologue I was paired with Tara.We decided to create an almost sinister atmosphere with the concpet of the taxi driver. After all, you are getting into a car with an unknown person, handing your power away to the unkown. They could take you anywhere or refuse to let you out of the Taxi. This was reflected in our piece. The staging was symbolic of who holds the power in a Taxi. Tara, who was the passanger, sat down on a chair while I circled her, walking slowly and confidently. The circling represents how in a taxi you are trapped and everything surrounds you. The levels also show that the passanger is powerless as the taxi driver is in control of the cab and therefore holds all power. There was also a contrast in behaviour, while the passanger was dissmisve and shy the driver was bold and confident knowing he is in control. Roseby and Matilda did something that completely changed the scene and imidiantly I was engaged in their work. They took their scene which seemed to be an everyday scene with no particular issues raised, and turned it into a very symoblic and tense scene. They took and average taxi ride and added the issue of abuse. It automaticly made the scene more meaningfull. They carried this  concpet on into their actions by making them quick and frantic creating a tense atmosphere. This atmopshere makes the abuse mentioned become more of an issue as it being shown as something that is very difficult, tense and generates fear instead of showing it as something that is very laid-back and relaxing by preforming actions with ease and no rush.

Q2: Hot-seating
Why is hot-seating an effective technique to use in a rehearsal? What did you learn about the driver? What questions did you ask? 

A2: When hot seating you have to think on the spot as your character. Thinking on the spot helps you to become and develop your charcter as you have no time to think or plan what you are going to say. Therefore in order to do it effectly you must just become your character and speak as them, saying only what comes to your mind. This enables you to think like your character. I learn a lot about the taxi diver as who he is as a person, what kind of attitude he has and the way he thinks. Specificly, we focused on what bothers him about being a taxi driver and what he enjoys about his job. The taxi driver actuallt gave out a very posative attidue towards driving which I like as to me a taxi driver isn't a very good job yet he seems to make the most of it. A question I asked was 'Don't you ever feel uncomftable letting a random stranger into a car with you.' This is again focusing on the opinion he has as a taxi driver. I asked this becuase I know I would hate to be a taxi driver, so by asking questions that get the hot seaters opinion it means I can push mine away and take the opinion they just gave me, otherise my own opinion of not likeing that job would have come through into my character.

Q3: Ensemble taxi driving:
Explain what you did as a taxi driver. Why did you make these choices? (Think about character- voice/physicality.)
What did other people do?
How did you work as an ensemble? 

A3: When being the taxi driver, I made the choice to be a male in his thirties who has the build of a construction woker. Broad shoulders, well built yet not muscular as he spends most of his time sitting in a car. I choose to be butch and cockney as it is set in the Eastend. I made the choice for my voice to be very deep and I spoke with a cockney accent. My voice was very laid back and casual, just like as if your were having a conversation with a friend about nothing much in particular. My phyisicality was very macho, my legs were open like a confident male and I was bent over my legs with my arms proping me up as they rested on my legs. However, when I was bent over I had a straight back and still gave out confiedence, it was not the submissve action of someone with out any confidence. Someone else in the group decided to make their taxi driver very effeminate. I really like this interpratation as it was very unusual. It showed thinking out side the box, however in all the times I have been in taxis I have never come across any effeminate taxi drivers. That doesn't mean there aren't any I just think its very unlikely and very true to reality. Although I applude them for their originality and creative outlook. We worked brilliantly as an ensemble, in the exersice Mr.Worden would pick one persons character of the taxi driver and after listening to them act out the script we would join in being their character. This worked extermely well as the whole class fell into a rhythm of the way we speak. This meant that we would know when and how to say the lines without having to listen or watch the original persons charactre and th rhythm of the way its said would tell us.

Q4: TALE 8
Write some examples of what you underlined or take some photos of your script.

A4: 








Q5: You were put you into groups and has asked you to come to the class next week with ideas, character research and drawings of the characters you are exploring.  This should be put on your blog. 

A5: East End Tales 1


East End Tales 1 presents what the East End would be like if it was a boy. From the way the speaker talks about the East End I can infer its probaly a women as she describes him as sporty and sexy. I think that the writer is secretly describing a typical young person in the East End and using the 'East End' as a boy to represent common aspects and emotions of a young persons life in the East End. In the text it talks about violence from parents to young people, unemployment, the motivation needed for a young person to succed, inderpendance and the survival skills developed to stick up for your self. All of these aspects are linked. For example the motivation need for a young person is suggested by this quote. 'Okay, so he has a future. Sort of. He'd rather play football. Wouldn't they all? Or playstation' This is then linked to unemployment and the hardships of finding a job which is show in this peice of text 'But unemployed'. Its linked because it represents a cycle of hardship, every young person has trouble finding a job and knows that unemployment is high, this then impacts thier motivation as they see no point in trying because the odds are against them.

Some bullet points on the East End as a boy:

  •  Had  a hard life so knows how to stick up for himself. Hes a 'hard man' on the outside but inside hes sensative
  • Tries to study and do we'll in college but he struggles. He gets sidetracked with gaming, fights, sport and his emotions. 
  • Has a 'toughest in the area' reputation.
  • He cares about hi apperance and is secretly insecure but never shows it.
  • Has had a troubled chidhood and can't deal with it being brought up. He tries to forget but he can't








Monday, 10 November 2014

Lesson 1 Homework 1 - 06.11.2014

Q1: Write a response to the text. What did you think of it and why? What is the play about? You were asked to write notes as we went through - type these notes onto your blog.

A1: I really liked the play. I think a lot of the topics rasied were very sensitive yet issues needing more awareness from society. I think it covers many different perspectives of the eastend and the issues raised, creating quiet a diverse image of what the eastend is like. I liked this as it seemed very true to life, things never have just one side to it and often don't turn out how we think they will. For example East End Tales 4 presented someone helping an elderly lady, showing compassion, kindness and sympathy whereas East End Tales 5 shows domestic violence and abuse in the east end. However, it shows how many different people respond to this aspect of the East End in the community. In 'East End Tales 5' you have the Father who refuses to acknowledge it, pretending it doesn't exsist, turning the TV up ever louder to drown out the noise so its like its not happening. Then you have the reaction of the mother, accepting that it happens, concerned about what is going on and trying to do something about it. Finally you have the character of the women being abused, submissive and afrid to speak out, reling on someone else to speak out for her... Although no one ever does. The play is about the East End at present, however I think the writer has used this topic as a gateway to rasing a lot of issues and aspects of life that go unoticed. It shows many examples of situations in the East End giving the audience a intense yet fairly accurate view on the East End. The play has no characters or stage directions/describtions giving us the freedom to interperate and preform as we like. This way no one preformance is the same, each one showing unique aspects of drama. It could also mirror how each situation looks different through each persons eyes, representing how each action in the east end is recivied differently.

Q2: What was your favourite tale? Why?

A2:  My favourite tales was 'East End Tales 5'. I think out of all of the issues raised 'East End Tales 5' raised the most important issue of our time. Domestic Violence... However, I liked it becuase it presented it through someones elses eyes, not through the absued or abuser perspective. It seemed, to me, to be stating an important point that becames more relavant each year. How do you respond to witnessing domestic violence? Many people refuse to accept that these things happen, like the father character in this tale. It makes it a lot easier for abuse to occur and a lot harder to prevent it. 'East End Tales 5' presents the issue as the cold hard reality that it is, it made me think and question our society, not only in the Eastend. I think this should be the main goal of most theatre, designed to make you think hard and question your world. This tale did that perfectly with an issue I believe to not only be extremly important but something that doesn't recive enough awareness in our society.

Q3: At the start of the session you were asked about what you thought of the East End.
What did you know at the start of the session? What knowledge did you develop by the end of the session?

A3: At the start of the session I didn't really know that much about the East End. I had been to Brick Lane ( around that area) but i had never experienced the East End in its true colours. I had seen Eastenders and from that I took a very negative view on the East End. All I had to go on was the typical negative view, that TV and no first handed experience had given me. I though it was this place were there were a lot of drugs, stabbing and gangs. A place with a lot of drama (like Eastenders) with very strong characters. I guess some of this is true but this only shows the negative things. Jake and Mateo, who live in the East End, gave us a view that shows both posative and negative. They said the negative image were shwoing is true but there are some good things too. There is an every day life like everywhere else, young kids just chilling in parks having a good time, a lot of busissness men going to and from work. They pointed out that the East End is very diverse with a lot of ethnicitys about and few white british people. Pubs are very important in the East End, both posative and negativly. They provide a nice community hang out for people after work yet they can also cause trouble as drunk people can often start fights easliy. At the end of the lesson this negative sterotype was removed and something a lot more balanced was put in its place, showing the negative and posative side to the East End just as East End Tales did.

Q4: What did your group do when you were asked to explore one of the tales?

A4: Our group was asked to explore 'East End Tales 6'. First we had the idea to retell it as a converston between friends at the same pub that it was set it. The story bouncing off each other as we all tell it yet are hearing it for the first time. This then developed in thre friends, one of which tells the story over a pint at the pub. Once the two characters in the story meet, two of the friends peel off. They go to where the story teller points and re act the story as she tells it, representing what the story teller can only see in her head. As she tells the story she acts as if her firends are still there, yet she distances her self from them and becomes absorbed in the tale. Telling it as she looks out the window clearly in thought. Lastly, in order to fit our play into the time frame we trimed the text down to key senetnces that describe what happens and also gets the meaning across, therefore fitting into our 2 minute time frame.

Q5: Start a research post on your blog. You will need to keep adding to this research over the term. You need to research the East End. Find out about the history of the East End. Research some events that have happened recently in the East End. Research some of the events from the text.

A5:  A Timeout article about what to do in the East End. This tells me a lot about what is popular in the East End and also about the type of people who go there. This article is clearly aimed at regular customs of the popular shops showing me what people are into in the East End.
 http://www.timeout.com/london/things-to-do/east-london-essentials-6

The programme 'Educating the East End' shows how teenagers can be in the Eastend. It shows one school, Frederick Bremer School and all of the programme is filmed in the school. Therfore its a non-fictional show. However, it only shows one school meaning the teenagers shown in this example are not nessaceraly every teenager in the Eastend.

http://www.channel4.com/programmes/educating-the-east-end

Eastenders however is a soap. This means its a fictional shows and all things in it are made up. Some of it is losly based on the Eastend but most plot lines are extremly exagerated and unlikely to happen to the same group of people over and over again. It also only presents a very negative aspect of the Eastend, giving a lot of people a very negative view on the area.

http://www.bbc.co.uk/iplayer/search?q=eastenders

This article gives us some infomation on Jack the Ripper and what the East End was like in the time periodd that he opperated in. It coves these main points about the East End in the the 1880s:
  1. Why were living conditions so bad in the East End
  2. How did people surivie
  3. Who were Jack the Rippers victims
  4. Why couldn't the police catch him
  5. How did the Jack the Ripper story end.







  • Why were living conditions so bad in the East End?
  • How did people survive?
  • Who were Jack the Ripper’s victims?
  • Why didn’t the police catch Jack the Ripper?
  • How did the Jack the Ripper story end?
  • - See more at: http://www.museumoflondon.org.uk/explore-online/pocket-histories/jack-ripper-and-east-end/#sthash.FDmo9yQi.dpuf







  • Why were living conditions so bad in the East End?
  • How did people survive?
  • Who were Jack the Ripper’s victims?
  • Why didn’t the police catch Jack the Ripper?
  • How did the Jack the Ripper story end?
  • - See more at: http://www.museumoflondon.org.uk/explore-online/pocket-histories/jack-ripper-and-east-end/#sthash.FDmo9yQi.dpuf
    http://www.museumoflondon.org.uk/explore-online/pocket-histories/jack-ripper-and-east-end/

    This is an article about a photographer,David Bailey, from the East End in 1961
    http://www.theguardian.com/artanddesign/2014/nov/13/david-baileys-best-photograph-60s-london-east-end 

    This is about a play that raises some issues about childrens road saftey in the East End. This tells me a lot about the attitudes of the East End not only about the kids but also about the parents. The fact the a lack of road saftey is so common could mean that parents don't pay much attention to it.
    http://www.hackneygazette.co.uk/news/education/half_moon_theatre_shines_its_light_of_east_end_children_s_road_safety_1_3902749

    Pubs features higly in this play. This article is about the best pubs in East London. By looking at this it gives me a better idea of what the pubs are like and what makes a good pub in East London.  http://www.timeout.com/london/bars-and-pubs/best-pubs-in-london-in-east-lon

    This is the website of the writer of East End Tales. It gives a little bit of background knowledge on the play and how it was written. http://finkennedy.co.uk/East-End-Tales

    Here is a small extract from the website:
    'It was written as part of a Half Moon Young People’s Theatre Scriptworks project for Mulberry School for Girls in Tower Hamlets, London. The story ideas were developed by a group of Year 10 Bengali girls over a number of weeks through a mixture of improvisation and written exercises, before being shaped and written up in a lyrical style.The stories range from short contemplations on the nature of east London, through to longer tales of domestic violence, the drudgery of low-skilled jobs, petty crime and high density living. '

    Some background information on the writer of East End Tales:
    Finn Kennedy attended Goldsmiths College, University of London in 2001 and graduated with a Distinction MA Writing for Performance. His first play, Protection, was produced at Soho theatre in 2003. Since then he has continued to write plays in a ensemble group narrative style such as Stolen Secrets, Mehndi Night and East End Tales. For the past four years he has been the Writer-in-residence at the Mulberry School for Girls. 

    This is a link to a interview with Fin Kennedy with The Guardian. This gives me some insight into the concepts behind his work and to who he is as a person. It gives me the knowledge to understand the angle at which he wrote East End Tales and therefore helping me to understand the play as a whole. 


    Photos of the East End at present: