Term 1

1. Introduction to Placement.

2. Video for Development / Broadcasting Careers.

3. Introduction to Employability Team.

4. Arts Practitioner / Freelance Artist Careers.

5. Skills audit – how to identify your skills.

6. Rehearsals and Feedback.

7. Presentation and Reflection.


Term 2

1. Introduction to Placement: Focus on facilitation skills and starting up your own company.

2. Forum Theater.

3. Verbatim Theater.

4. Delivery of workshop and class reflection.

5. Designing your own company.

6. Funding.

7. Evaluation and Reflection.

8. Work Placement.


Term 1


The entries in the blog give a rough idea of all the teachings in the class session which were relevent to my ideal career and how they were reflected by me during my work placement. As I want to be a drama teacher I got into a placement in NewVIc sixth form college, where I shadowed the teachers and learned more about the overall process of the teacher-student relationship.

Necessary details  of the timetable and the whole theoretical working process of the classes during the work placement have been added in short at the end of the blog namely ‘Work Placement’. The teaching in the Placement module enables to a good understanding of all the theories which can be learned better through a practical experience. Critical reflection of important topics is included in this section which also includes the any mistakes made,  reflection over it and the overall thinking process.


Week 1 (29 September)- Introduction to Placement
Lecturer: Dr Ananda Breed

Writing a CV and cover letter, setting up your portfolio, Reviewing placements and processes, Placement roles and responsibilities were the main points of discussions in this class.

Preparation for job applications: Always practice before going to the interview and never be late. Practicing it would always make one more confident about the interview. Two key points to remember are employability and professionalism which will make you more reliable and responsible.

Consider your strengths and weaknesses, which will help for a good analysis. Making applications have to be started way earlier and always have relevant information known of our interested job.

To be able to get a good job, an individual must be able to market himself, which is an important part of being a successful graduate.

‘ Anything that can be offered to a market for attention, acquisition, use or consumption that might satisfy a want or need. It includes physical objects, services, persons, places, organisations and ideas’ (Kotler et al., 2008)

As the above quote suggests, I think skills and objects can be compared. They are like a same thing which can be bought like services through the employment. The more services the person has to offer the more opportunities the individual can have in the market.


Week 2  (6 October) – Video for Development / Broadcasting Careers

Lecturer: Dr Ananda Breed / John White

Critical elements of the CFC/ SN video process

1. People get to see themselves represented

2. Get an opportunity to see themselves in the form of other people

3. Opinions are important, so that you don’t get stuck in the circumstances and can improve yourself

4. Screenings are a communal process it is a very important thing.

Taking opinions from the audience is very helpful in improving the quality.
Mr. John white talked about the interactive drama series L8R, and showed the Pilot video. Being an interactive series it helped to increase the interaction of the audience.

Another way to make it work is to change the sequence of the episodes which creates more suspense and interest.

For creating and casting this series number of young people were asked about the possible outcomes. The casting outcomes were a result of the workshops which collected more information.

The guest lecturer talked more about the camera techniques and working within arising of different circumstances, saying that the time limitations were a very important aspect to take care of.


Week 4 (20 October) – Introduction to Employability Team
Lecturer: Dr Ananda Breed / Karen MacIntyre

Reviewing CV’s, cover letter and workshops regarding communication to employers were the topics which were covered in this lecture. Creating a CV totally is incomplete without reviewing it. There are many different ways in which the CV can be presented. It is important to note which type works well with requirements of the job.

The power of first impression was explained which a very important part even during making the CV or during an interview. Also a handshake can prove to be very useful as it not only increases a positive effect but also diminishes the impact of any negative impression. Also confidence is the key, which would help boosting up the chances of bagging the job.

To build up personal profile online LinkedIn is very helpful which gives employers a chance to find you. It also helps for increasing the networking connections and keeps people updated with the latest on-going work relevant issues.

Cover letter should be made with great care which is an essential requirement for most of the jobs, as it gives a brief summary of why a particular individual is suitable for the specific job. It is required as in to make the hiring manager interested in the individual profile. A good cover letter could always make a difference

The following definition  of Employability was mentioned in the ‘Trought’ readings

‘a set of achievements skills, understanding and personal attributes – that makes graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy’ (Yorke, 2006a)

A number of aspects contribute for success in employability, which in short are explained in the above definition.


Week 7 (10 November)- Arts Practitioner / Freelance Artist Careers
Lecturer: Dr Ananda Breed / Karen Tomlin

Define: Artist Facilitator – They deliver tailored workshops from past experiences. Offers different types of skills for people looking for it. For an artist facilitator, there should always be a qualification which keeps open a lot of options available which keeps on choice. There are number of ways to market yourself. It depends on the priorities being looked for. Take a look at a person who does the same thing, track it and see how it can be useful to you.

Monologue (elevator talk)-
It’s good to have a piece ready, which can be delivered at the drop of a hat. This helps a lot. It’s really important to be passionate about whatever work one should undertake.

Policy making  (working with decision makers)  can be one of the options in a career as an artist. There are a variety of roles available throughout the whole field.

It is said that people in very powerful positions are usually generous, as they know how it works. They have gone through difficult times and they exactly know what amount of hard work it takes to achieve success.

Networking is also one of the most important aspect of a job hunt. Most of the vacancies are not advertised but given out to the referenced people. So connections work, but still you have to be best at what you do.

The following ideas were acknowledged to me thorough this lecture which are important tips for a freelance artist career. Ann John related to practitioners, research of these practitioner work is very important. This will help to get a better understanding at the practitioners. In my BA 1st year it’s all included. High level of skills is developed through a lot of research.

Work Placement

During my work placement NewVIc Sixth Form Collage over the summer 2015, I was shadowing the teachers. In one of the drama classes, the students were asked to look at the performing arts and reflect on what it meant to the student and how could the student gain more knowledge.

The students were put into small groups and coming up with a list of jobs with their group they had a time limit of 15 mins to come up with ideas of what theatre meant to them. I found this very stimulating for the student and I noticed they work well in a team. This mostly helped the students to gain more knowledge of theatre, and if they are interested in a career they can do more research. The students were given homework to look up Greek Theatre. I felt that all the teachers were very well experienced in their field of work and the students responded well to what was set out to them.

As my first time shadowing, I found that this class was very insightful for me and I learnt that drama was being tough to young students to which they very well responded with an eagerness to be willing to gain more knowledge throughout the class activities.


Week 9  (24 November)- Skills audit – how to identify your skills

Lecturer: Dr Ananda Breed

I could connect is lecture to one of my class in the school during the work placement. That class was very interesting and in my opinion it was the best as the teacher used voice training through reading Shakespeare at the same time using body movement. This helped the students to stay enforced with what they were doing as the body movement helped them to do the task in hand because some of the students were trying to get the grips of Shakespeare’s work. Also there was use of Peter Brook for creating the act which gave a clear idea of using the empty space.

Team environment helped to work well within the group whereas the directing skills of the students were also used. This class was very useful to open up a range of skills. I have a similar experience at my diploma of teacher course. What I learnt there is very useful to me even at this stages of my life.



Week 10 (1 December) Rehearsal and Feedback

Collection of all the research and information for my presentation was done by me. As soon as the work was completed it was sent by me to the tutor, Dr. Ananda Breed, in reply to which I got the following feedback

  • Good overview of the NewVic Theatre Company.
  • In terms of methodology, it might be useful to look at the module guides for NewVic to have a better understanding of the learning aims and outcomes of modules. What kind of projects and/or readings are they exposed to? Any particular productions?
  • Be specific about the ‘communities’ served? Perhaps provide a definition for terms at first usage. In this way, you’ll be able to demonstrate your knowledge and understanding of the field, and or how you’re connecting the presentation to the wider field.
  • You’ve provided a lot of generalities, be as specific as possible. Give examples of ‘learning moments’ to help you expand on the presentation criteria.
  • What does it mean to be a part of an educational setting? What frameworks or standards are used to structure the courses?
  • Overall, the presentation displays evidence of competent handling of the relevant intellectual issues, and some engagement with them. Evidence of some independent thinking. Ideas expressed clearly in oral and written forms. A piece of work which displays evidence of competent handling of the relevant intellectual issues, and some engagement with them. Evidence of some independent thinking. Ideas expressed clearly in oral and written forms.”

So far with my work I mainly focused on theoretical knowledge defining the company. with the help of the feedback I worked more on using specific examples of productions, making connections to a  wider field of focus and including of more learning moments


Week 11 and 12

Presentation (8 December) and Reflection (15 December)

By improving on my existing work by the feedback received I corrected some parts and used it in the final presentation. The presentation was a good confidence builder and it also allows you to express your thoughts also with explaining your work. It also give other viewers an opportunity to weigh in and give in suggestions for any improvement.

The tutor feedback after the final presentation was

  • Your example of voice work was good demonstrating an exercise observed from your Placement and then how you adapted it.
  • Evidence of some independent thinking. Ideas expressed clearly  on oral and written forms.
  • Good presentation on your actual placement.

Room for improvements

  • However, you could note further how the Placement had you evolve your o techniques/practices and otherwise.
  • I’m still not sure how their work applies to educational settings or what drama can bring out in individuals (as you stated more generally).
  • Would suggest including documentation of your Placement what did you observe how did you interact with NewVIc, how did the Placement give you a wider understanding of the field? A piece of work that displays evidence of competent, handling of the relevant intellectual issues, and some engagement with them.


I was able to engage in a professional work-based learning opportunity through my placement in the NewVIc sixth form school. Creating my work in the school into a presentation  helped me to improve my enterprise skills. Also I got a better understanding of the subject-based knowledge which increased my awareness towards the issues related to it.

Watching the teachers take care of certain situation clearly gave me an insight of how certain techniques and practices can be used with the students. For example, how to teach them to be disciplined, punctual, etc. I learnt what kind of tone should be used while talking to students in different situations. Through out this blog I have mentioned the examples of my experiences with the students.

The work placement included mostly drama classes which had activities included in it where the students have to share some of their life experiences and other students have to act upon that situation. This activity specifically helped the students to share their life experiences with others and re-live it in way expressing themselves.

At some point in the placement I got to interact with the students with the permission of the teacher, where a student asked me a question and I was able to answer correctly with my existing knowledge of drama and its applications. With this I got to understand that the theory which we learn about a certain study is way to different then the practical work. I got an understanding that to be good at any specific job one needs to have a lot of experience.

The work environment increased my self-awareness and helped me to give a better thought at more career opportunities. It enhanced my socially working skills and problem solving abilities.




Term 2

Week 13  (January 18)- Introduction to Placement:

The class focused on facilitation skills and starting up your own company.
How do you approach the work?

What do you need to know before you start each session?

This session will reviewed the expectations and what you offer as a facilitator making work with non-actors. How do you organize a workshop or residency? This session will help you to set parameters based on Applied Performance practices and current debates. Understanding the role of the participant and the facilitator.
Lecturer: Karen Tomlin / Liselle Terret


Week 15 (February 1)- Forum Theatre
Lecturer: Karen Tomlin

How do we begin our work with a group of people?

How do we frame our practice so that participants set the agenda and otherwise?

What does or doesn’t work and why?

Models of Forum Theatre at Oval house and London Bubble Theatre Company Cardboard Citizen

Explain what Forum Theatre actually is

Explain its use and origins

Explain that it’s a type of theater used to educate others to see a different outcome to a situation.

Week 16  (February 8) Verbatim Theatre
Lecturer: Karen Tomlin

Sophie Nield, ‘Is the Tricycle theatre right to put the London riots on stage so soon?’, The Guardian, 3 October 2011. <; [accessed June 2015]


Week 17 (February 15)- Delivery of workshop and class reflection.
Lecturer: Karen Tomlin / Liselle Terret

The workshops introduces to facilitating within a group environment, how to communicate effectively within a team, how to analyses and evaluate, how to structure and set out a lesson plan, how to deliver it.

Sarah Cook – Plan for ‘Clean Break’ Class Session no.5/10

To begin to encourage participants to move their bodies in a variety of non-naturalistic ways
To explore how changes in rhythm and tempo can affect physicality
To begin to explore using these movements to develop character and a narrative

For all students to have engaged in at least one basic rhythm exercise in order to focus the energy in the room and encourage participation
To ensure that each participant has developed a short repetitive movement piece based on physicality alone, following their engagement in a simple movement exercise
To have engaged all the students in a group discussion on character and narrative and the different ways in which their movement pieces could be used in a performance setting

Introduction 2-5 mins
Welcome back! How was your week? Go around circle and tell us what you had for breakfast this morning

Mexican Taxi Driver – having fun with tempo 10-15mins
‘Zip Zap Boing’ – Mexican Taxi Driver version
Boing=’Grandes Cohonas’
Tequila – all dance across circle to new position doing tequila dance!
(After a couple of rounds introduce ‘BIGGER’ and ‘SMALLER’ to play with rhythm and tempo and encourage change in physicality appropriately)

Rhythm Exercises 10-15mins
Get the group to send a clap around the circle as fast and smoothly as possible without breaking the flow.
Still in circle, ask the group to clap the ‘football chant’ rhythm along with you until they know it well, then go around the circle one clap per person to the same rhythm, eliminate people if they break the rhythm.

‘Hands’ 15 mins
(Check if anybody has an issue with physical touch/contact – can do the exercise on their own body if necessary)
Number off group into pairs (can have a group of three if necessary) ask them to take turns to place one hand on the other person’s body, and then removing it and placing it somewhere else, until they have 3 moves each (6/9 total depending on group size) and then repeat that sequence until they feel they know it really well (try to encourage them to make each move flow into the other so that the whole sequence loops around)
Introduce elements of tempo change and varying rhythms (ie. Jerky/smooth etc) as they are working with it (explain and use tempo scale 1-5)

Discussion and exploration of narrative/character from ‘hands’ demonstrations 15 mins
Pick a piece and watch it again, ask the participants if they can see any storyline or characters emerging from the piece, watch again with a different tempo and ask the group if that changed anybody’s perception of emerging relationships from the piece. Repeat process with a few more examples. Ask the group if anyone has any ideas as to how you might use the images seen in a devised performance piece, try to engage the whole group in this discussion if possible

Ask the group to think about one thing that they took from the session and encourage them to share that with the group (maybe go around circle)

Project Two: Neet Project
Lesson Plan
This is a drama and Self-development programme.
Using drama to build confidence and employability skills

Term one – Intro to Drama Skills and improvisation.
Term two – Introduction to Forum Theatre.
Term Three – Rehearsal and Performance of Forum Theatre.

Week 11 – (Term 2/ Lesson 1)

Aim of the Session
To introduce the group to Forum Theatre

Aim Objective Time

Ease the group back into the project and Facilitators presence.
It could have been weeks since they had last attended and any number of things could have happened since that the facilitator may need to be aware of.

Have an informal chat with the group about what they’ve been up to the past few weeks.
Give encouragement and praise for even the smallest things. “That’s great”, “Well done” etc. 5-10
Get the participants warmed up and mentally engaged.

Pair participants off and play Obvious Observing *
Low group numbers works in the favour of this game and can at a push be done in a three.
One Word at a Time**
To encourage creativity
To develop listening and storytelling skills
To cooperate in group work 10 Mins

10 Mins
Introduce them to Forum Theatre

Look at a short scene from a Script***
Get 2 participants to do a scene with an obvious problem in it. Ask the group at the end what they thought was wrong with the situation and ask them to come up and perform the situation as though it were different. The script should be relatable to the group to increase the chance they would be able to step in.
Targeted Questions
How that conversation could had gone better?
What could James change about his attitude?
What other ways could James access a computer?
Do you think he is just making excuses? 25 Mins

Explain what Forum Theatre actually is

Explain its use and origins
Explain that it’s a type of theatre used to educate others to see a different outcome to a situation. Some Historical input also. Augusto Boal.

*Obvious observing
Divide group into pairs and have them sit or stand facing each other. Then ask them to observe their partner focusing on details, clothing, jewellery and appearance, etc. After a few minutes observing they both turn their backs to each other and make three changes in personal appearance (change hair, move a ring to a different finger, unbutton a sleeve etc.) Partners then turn and face each other again trying to identify the changes.
Repeat this process with different partners and different numbers of changes with more or less.
**One Word At A Time
In a circle, the story is started, with each person in turn adding one word. It usually starts with ‘Once – upon – a – time’. The idea is to keep your thoughts free flowing, so that you don’t try to guess what is coming or force the story in a particular direction. It is not always easy to maintain a logical flow for the story, although it is always amusing. If the group is too large, break into smaller groups.
• Another variation is to throw or roll a ball around the circle in any order.
• Add your word as you pass the ball to the next person.
• This ensures that people are more attentive; although you should make sure everyone is included.

***Short Scene

Steve: Hey James how is it going? I haven’t seen you since college 18 months ago. How have you been?
James: Not too bad, I’m just trying to look for work at the moment.
Steve: It’s not easy is it? I’ve just started working with a Construction Company doing labouring. They’re always looking for more people; if that’s something you’d be interested in doing.
James: Not really no. I did a bit of that before with my uncle and didn’t like it much, we just argued a lot. He kept saying I was screwing up.
Steve: I could put a word in with my boss if you want the work?
James: No there’s no point, I probably won’t like it.
Steve: I know that the supermarket near you is hiring checkout operators at the moment, why don’t you submit a CV online?
James: I don’t have a computer anymore. My old one broke. I probably wouldn’t be very good at that anyway.

Maeve Morgan DE16
Lesson Plan
Project Three

2nd session – 60 mins

Stimulus: Jack and the Beanstalk

What I want the group to get from it: to encourage creative learning and independent improvisation

Lesson objective: to think creatively and expand upon ideas

Warm up
Busy Bees – 15 mins
Letter association game. It promotes independent thinking within a certain time frame and encourages inventive ideas.

Discussion – 5-10 mins
Name the lesson stimulus: Jack and the Beanstalk.
Questions raised to the group: Does everybody know the story of Jack and Beanstalk? Who can tell me how it starts/then what happens/how does it end? Etc.
The Beanstalk starts as something small, in the form of beans and people don’t believe they are important but they grow into something magical and great. Can you think of anything else that does this? Something that starts small and becomes great? If you were given seeds that could grow into anything what would they be? Save ideas for the next exercise.

Group exercise part 1 – 5 mins
We will then share these ideas briefly with the whole group.

Group exercise part 2 20-25 mins
Then the groups of 8 will pick 2 of their favourite ideas and the group will be split in half (8 groups of 4). I will ask them to then create an image of the idea growing in these groups, lasting 10 seconds from planting to blooming). I would then ask each group to show the whole group their image, and they would offer up what they liked about each group.

Warm down (if possible) – 5 mins
1, 2, tag

Reflection – 5 mins
Rose and Thorn

Primary School Project
Session 4
• For the group to work successfully as part of a team.
• To be able to discuss their ideas with other members of the group.
• To develop their drama skills.
• For them to be able to begin to appreciate theatre and discuss what they have seen
• For them to be confident in presenting their work to the group.
• Encourage them to communicate verbally and non-verbally to work together towards a common goal.
• Put them into small groups to discuss the tasks.
• Encourage them to exaggerate facial expressions and postures whilst in the tableaux.
• Asking them to give positive feedback to each group.
Team building game 1 – 5 mins
1) Get yourselves into a height ordered line.
2) Get yourselves into a height ordered line without speaking.
3) Get yourselves into a line ordered by house number (lowest to highest) without speaking.

  • This will give the class the opportunity to work as a team, by working together to achieve a common goal. By them not talking in the later ones, it will give them the chance to be focussed for the task, but also for the rest of the session.

Team building game 2 – 10 mins
Chairs are scattered randomly in the room with the participants sitting on them. One chair is spare, and one participant is standing up quite far away from the spare chair. The aim of the participant standing up is to get to the spare chair and sit down. The only way they can reach the chair is by waddling over like a penguin. The aim of the rest of the class is to stop the penguin reaching the spare chair. They do this by running to the spare chair, so the penguin cannot sit down on it. The penguin keeps on going until they have reached an empty chair. If the penguin sits in an empty chair, the person who left it is the new penguin.
• This game will help with the team building element of their project aims, and will provide grounding for beginning to respect others (which they will have to do later on in the class).
Introduction to the story 5 mins (probably less)
“Jimmy was very happy when he received brand new football boots for his birthday. He proudly took them into school and hung them on his peg, ready for football training after school. At break time, Jimmy showed them to his friends. At lunch time, Jimmy checked to make sure his football boots were safe; they were. After school, Jimmy went to his peg, got his bag and made his way to the changing rooms. In the changing rooms, Jimmy opened his bag, but the boots weren’t there…”
Group task (4-5’s?) – 15 mins
Pick a significant moment in this story and make a still image (tableau) about what has happened. For example this could be the moment where Jimmy receives his boots for his birthday, the moment where he shows his friends, or the moment he discovers they are missing. You can also add in other characters such as parents or teachers.
Teacher questioning could include:
v How can you use your body to convey Jimmy’s mother/father?
v What facial expression can you use to show Jimmy’s happiness at receiving the boots?
v Audience – is there anything they can do to improve what they are trying to convey?
Whole class task – 5 mins
The whole class stands in their tableau positions (in their groups). They take a minute to think about a sentence which their character might say in this situation. One group stays standing whilst the others sit down. Some characters from the group still in their tableau will be tapped on the shoulder. When I do this, they will say their sentence. We will watch each group.
Teacher questioning/guidelines:
v Think about the emotions that the character is feeling at this point.
v Do you think your previous tableaux position reflects their emotions?

  • This exercise will help the participant’s to empathise with the characters and to see how through a still image, drama can be brought to life. It will also ease them into performing for the rest of the group (it is not as daunting as they are not arranged as an audience in a line, and they are only in a still image).
    Small group task – 20 mins
    What happens next? The rule is that Jimmy must find his boots.
    In their groups, they will discuss the possibilities about what could have happened to Jimmy’s boots, and find a resolution to the story. They will devise a short piece (approximately 3 minutes) which tells their idea of the story.
    Teacher guidance:
    v An example of a scenario could be that a jealous friend of Jimmy has stolen them, and then feels bad for his actions.
  • This will encourage them to discuss their ideas in small groups (this can sometimes be easier than speaking in front of the whole class).
    Presenting their work – 25 mins
    Each group presents their piece to the class. The rest of the class will sit as an audience, leaving a stage space for the performers.
    • This will help them to appreciate, on a small scale, the theatre setting and conventions e.g. audience, stage space etc.
    Feedback and summary – 5 mins
    Ask the participants to reflect on the performances they have just seen by giving one positive point about each group. Briefly summarise/re-cap what techniques they have learned and remind how they have applied these to their performances.
    • This will help encourage them to be appreciative of each other’s work and begin to analyse what they have seen.

Session 5

WELCOME – Length of session: 2 hours with 15 min break.

Introduction to sessions and names / roles of facilitators on project.

WARM – UP – 20 mins
Name game to energise and break the ice.
In pairs – find out two things in common you have with your partner, and two things that you don’t have in common. Relay back to the group.
Walk around the room. Find someone you don’t know and find out about his or her name. What does that persons’ name mean?

PART 1 – THE EMAIL – Display email on overhead projector – 45 mins
Open up discussion about the mysterious email received by the group. Email includes provocations around ‘young people’ and other statements. The email could also include other ‘clues’ such as an address, telephone number, or attachments.

TASK – Work in groups to write an email reply!
EXTENSTION OF TASK – Find a way to dramatically stage your email response and present to group.

BREAK – 15 mins

PART 2 – Recording and sending the emails. 20 mins
TASK – Send the email responses off ‘live’ in the lesson.
EXTENSION OF TASK – Either they must be actual emails or scripted ‘dramatizations’ of their emails, filmed or audio recorded.

Reflect on the content written and produced during the session, what did people think? What were people’s favourite bits?
What did people think the email meant?
What will happen next?

Year Group: 3 Class Size: 32 Ability: Mixed Lesson:3
Learning Aim – To use a variety of drama techniques to explore the story ‘Peter Pan’
Learning Objectives 1. To identify the key elements of Peter Pan’s story
2. To create a fairy tale character, improvising through laughter and fun

Resources Background music from the film, power point, visuals, images
Key Words Peter Pan
Captain Hook
Exploring the main character
Entrance: Pupils to take off shoes and sit around the PowerPoint
Timing Lesson Content Differentiation AFL
10 min

10 min

15 min

15 min

5 min

55 min Starter:
Get PowerPoint up of Peter Pan

Warm up with a ball
Get people in groups
Say your name and say one character from Peter Pan and then pass the ball around.

Being in groups
The leader says make a
Bottle of poison
Pirate ship

In the count of 3 which comes to life


In the characters they are now ‘the lost boys playing in never land ’, they explore how the characters might move and how is the environment which they are in.

Differentiated questioning

Class discussion (ZPD)
They recognise the story and characters and have fun learning their names and showing they counting with a character from Peter Pan

Team work

Develop understanding of the characters

Having fun and getting to know each other

Aid weaker pupils if needed.

Help give weaker pupils ideas
Teacher observation

Teacher observation

Peer evaluation and teacher feedback


Teacher observation

The understanding which I go from this class can be linked by me to one of the Drama classes in my work placement. The Devising unit encouraged students on the marking system so far. For example if a student was late then the student’s work would be given a lower grade but if the student had good attendance then they would get a higher mark. This was very good for the students to understand the importance of time. In the outside world the lateness would not be tolerated. I found this class very stimulating because it was teaching the students the life realities of working within the industry.

newvic 1

I had to deliver a lesson plan, the lesson plan was on for primary school about peter pan and fairy tales. As I delivered the lesson plan Karen stopped and corrected me and gave me information about how to evaluate and change the way how I was doing it, which was very difficult.

What I learnt from it that when I set up a lesson plan is very different to what happens practically and may not work. So there should be thoughts of how can I incorporate thinking on my feet when things don’t go right and how can I change it in the very given moment.
Overall, it was a very good insight for facilitating within a teacher training skills.

Week 20 (November 17)- Designing your own company
Lecturer: Abdul Shayek / Liselle Terret

The sessions with Mr. Abdul Skayek basically concentrated on knowledge regarding building up a personal company. It had useful insights as it included all the relevant information about all the processes. Learning of this theory helped to have a better understanding of any problems that the companies might face before getting set up and also after that.

Finding out the similar companies who offer the same thing as you do is also essential as it gives a sense of in what ways our services can be offered. Knowledge of the competitors internationally is also important, as it keeps on updated with the latest trends.

Assignment: Create a company name, logo and mission statement. Create roles and responsibilities of company members.
Company name: Open House

Logo: {o}

Mission Statement: ‘The transition of open house is to open up the doors and invite youth and give them the opportunity to learn how to devise and create theater, alongside opening up emotional content to express themselves and give them a voice so they can self-evaluate what they can do with drama themselves. This also gives them the opportunity to facilitate themselves so that they can understand drama from a different perspective.’

Roles and responsibilities of company members:
1. Assistant: To keep record of the daily activities and maintain the smooth running of the organisation

2. Director:
• To determine the company’s strategic objectives and policies
• To monitor progress towards achieving the objectives and policies
• Accounting for the company’s activities to relevant parties, e.g. shareholders.

3. Artistic director
• Hiring, supervising and evaluating artistic personnel including directors, performers, designers, and stage managers
• To develop annual program budget
• Act as a spokesperson for the organization’s artistic purpose via speaking engagements, public and social appearances, and, as requested, at fundraising events and solicitations

4. Management and associates : To look after
 marketing
 finance
 administration

Assignment: Tricycle Theater

1. Who does it serve?
A devised and diverse cultural community.

2. What is the mission statement?
“The Tricycle views the world through a variety of lenses, bringing unheard voices into the mainstream. It presents high-quality and innovative work, which provokes debate and emotionally engages. Located in Brent, the most diverse borough in London, the Tricycle is a local venue with an international vision.”

3. What is the structure? Legal? Staff?
The Tricycle comprises a 235 seat theatre, a 300 seat cinema, a café/bar, a large rehearsal studio, a visual arts studio for educational use (the Paint box) 2 and two workshop spaces: the James Baldwin Studio and the August Wilson Creative Space for educational and social inclusion workshops.

4. What is the history/ timeline?
The Tricycle Theater opened on the Kilburn High Road, London, in 1980 as the permanent home of the Wakefield Tricycle Company, a touring theatre company that was known for producing British premieres, new writing, children’s shows and theatre for the community in London and the South East. The Wakefield Tricycle Company had been started in 1972 by Ken Chubb and Shirley Barrie, performing initially in a room behind the Pindar of Wakefield pub in King’s Cross.

5. What is the USP?
Cultural diversity and theater for the community.

Questions in terms of an organization you might want to set up:

6. Who are you? Why do you want to do this type of work?
I am a Drama teacher who would like to give the opportunity to facilitate and give evening classes within the community for age ranging from 11 to 18. I want to do this type of work because I want to open up the opportunity within the community to show how diverse drama work can be and to give this age range the opportunity to act and find themselves through drama skills.

7. What is that you want to create?
I want to create an open house of opportunity that all young people can have the chance to experience and understand what drama is about their individual input is very important.

8. Why do you think it’s needed?
Because it opens up opportunities to make the individual person feel what matters within drama and how they can contribute which will make them feel different which will make them doing these activities.

9. What kind of structure do you want? What resources, knowledge and facilities do you need?
The structure I need is experience within facilitating and creating ideas and higher level of education in this area.

10. Who else is doing this type of work? Who is your competition? Who is your audience/ service user/ participants? How are you serving them?
At the moment I am doing research regarding this and it is not too clear as it is in another country (Malta).

11. What is the social impact of your work?
Such kind of work could open opportunities to the participants learning their craft of drama can change the way how drama’s perspective is looked at. For e.g. giving a statement of something that needs to be changed which can be looked with different eyes.

12. Short term vision and long-term vision –

Short term vision is to get my company established in the 1st year and very well-known to the media by social advertising and through educational establishments like schools and to start small and build up gradually.

Long term vision is work continuously with the educational sector and to have my own building for the business.

13. Tell me where you are? Tell me where your company is?
I am in Malta and my company’s name is ‘Open House’ and my business is situated in Valetta, Bijuba and Mosta. At the beginning the company wouldn’t have a single base as we would move around.

14. How many people do you hope to engage, think about participants, audience members and artist!
To begin with there will be myself and then I will engage an assistant, a director and then an artistic director and management and associates. Audience members to begin with will be the family members but once we are established it will be all different types of people.

The above activities helps to get a rough thought of how I want my company to be. We have also looked at the example of the Tricycle theater which help to connect links and get a better understanding of designing the company.


Week Twenty-two (March 14)  Funding

Lecturer: Abdul Shayek

Funding is one of the most important part when it comes to setting up your own company. Arts council provides funding for certain organisations. For e.g. Oprah house, South bank house. There are also private donors and the company offers things like meetings with the actors etc. to them in return.

A Breakthrough fund is a type in which one can’t apply for it but if there is good word-of-mouth about some people, they might get an invitation for making the application.
It’s just not art related but there is a wide range.

Individual companies have got a lot of money invested in London. London has around 7 to 8 million people and is like a central attraction .Look local reports and see who is funded them to get a brief information. It’s hard to attract funding other than arts council and specially in London. Redbridge, Ilford and some other areas have art centers. For creating something new in specific areas, there should be a good knowledge of where people might shift. This can be analysed by observing the area for e.g. take a look into the area after the school times, that’s when you get a sense of it.

Local borough council also helps for certain funding. Once there is something in place, people can pull in. But generation of interest is very necessary. To get more information about funding in the local area, find out who is the arts counselor of that certain area.

Look at the British council for overseas work, which gives the details of any international project as it has funding available for overseas work. The relationship manager can help get this information.

What I learnt from these sessions and activities is that anticipation is very necessary in the undertaken field for work. It gave me knowledge of how I would make a funding application to the Arts council and after receiving the money there should be a careful management it.


Week Twenty-three – March 21

Theme: Evaluation and Reflection

Including the overall reflection on the module, instructions on development of the portfolio were explained.

The sequential flow of information and thoughts process should be included which would show the benefits and the learning outcomes of the portfolio.



14/9/15 VOICE TRAINING – Triche Kehoe
Warmup necessary
There was activities carried out in groups of 3 where students were handed out a paper with questions and later on there was a talk on what they did learn from that
1. What is theatre?
2. What experiences can they think of about theatre?
His helped the students to bring out their understanding about theatre and to learn more about it.

The class was about setting up how things will work in further days regarding the discipline and homework.

There were 22 students in the class
Learning outcomes
• Body movement activities
• Recap from last class
• Building on how he writer communicates
There were group discussion activities and the students were asked to direct their own work.

Starting with a warm up
Learning: how movement and expressions should be connected
1. Taking stage direction
2. Talking to the audience
3. Connections with the actors around

16/06/15  DANCE CLASS AND MUSIC -by Zuri Thompson
• Brief information about dance history
• Explanation and contribution of different race people
• Discussion of different pieces of work. E.g. Alvin Alley
• Types of dance forms discussed- Ballet, African dance, Jazz, etc.
• Thinking about different pieces of work and analysing the issues they faced.
Types of musicals
Lamb God by Bob Gardner
Golden Classics
Once upon a stable

17/09/15 DRAMA
• Games, activities and acting worked on in this class
• Working in 3 groups learning about the actor- director relation
• Working on how one would experience the physicality of the character within the actor
• Using specific tools for specific scenes


• Wearing the correct attire
• Choreography
• Responding
Personal skills
• Time management
• Readiness to work
• Listening to the instructions by the director
• Discussion of scope and different jobs

Questions and discussions
Use of voice
Importance of warm up
Use of musical instruments

Research on the planned work
Have detailed information reading your undertaken Project.
There was Q/A in the class and then the students were made to share thoughts with each other.
Explanation of assessment and marking.
Learning of different emotions
Activities to get a better understanding of playing different emotions.

Techniques and application
• Constraints
• Sound capes
• Word capes
• Tableaux
• Building a collective narrative
• Improvising

21/09/15 DEVISING -by Tim French
1. Control and thinking
2. Exploring the consciousness

• Activity in groups for warm up
• Different groups working on different concepts
• Self-direction
• Time management
22/09/15 DRAMA -by Triche Kehoe
Warm up
Learning different body movements
Head movements
Vocal cord warm up
Corrections session
Tongue twisters
End of the class there were activities performed to sum up the covered topics in the lesson

Warm up and games played in the beginning of the session
Learning objectives
• States and space
• Audience
• Expressions
Group activities relating to the above topics
Learned theatres
• Promade theatre
• Invisible theatre
• Site perceptive theatre
• Shapes of faces
• Transition
• Usage
• Group work

• Actors
• Analysing of their important roles
• Devising
• Learning a song
• Practice

• Warm up
• Teaching of a song
• Acting practice
• Dressing up
• Dance movements practice
• Finding a job
• Suitability
• Exam
Learning topics
• Positive attitude
• Language
• Acting
• Exercise
• Working in pairs
1. What did you learn from the content of the play?
2. What made you more connected to the actors?
There were discussions over the above questions and the students were asked to share thoughts with each other.



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