Assessment Evaluation

I think our final performance had good emotional connection with our stimulus. Our story was clear and it felt like everyone got the meaning behind what we were doing. The poppies worked well as a way of enhancing our movements. I felt focused throughout and like we really knew what we were doing.

From watching other people's work in our class I feel we could have incorporated more lifts. We had limited contact work which I think could have developed our story more and made our piece a long physically stronger. It felt like we hadn't taken enough risks.

Technically, our music didn't run perfectly. If I was to use two different songs again I would probably try edit them together on CD and have my own CD player to use in assessments in order to avoid technical difficulties getting in the way of our performance.

I also think we could have used our voices more. We only said two sentences throughout the piece. I think those pieces worked but we need to use our voices more to tell the story better. It would have been nice to develop more of a relationship between our two characters, as it felt like we represented the same person. Overall our performance was ok, but there was a few small things we could have done to improve it a lot.

Session 5

We had a rehearsal out of school in order to finish blocking our final piece. In this we developed the same idea with the movement, and created a basis for what could be a successful piece. We decided on music to add to it. We wanted a mixture of emotive music but also music from that era.

The first video is of a song called 'After you've gone'. This a 1918 song which we felt linked nicely to our piece and also helped inspire some of the movement. It is the song that plays first. The second is a acoustic guitar instrumental of 9 crimes originally by Damien Rice. This a modern song which plays nearer the end of our piece. We felt the song was really emotive and helped us to create material instinctively with objectives which comes towards the end of our piece. 

Using the music helps in the beginning with the synchronized movement because it helps with timing. We linked certain movements to the beat and to certain lyrics. This was to ensure the precision of our movements. 

This lesson in class we showed our piece to our teacher. We felt like we knew it really well and ended up rushing it slightly. This is why we went back to link the movements to the music. The feedback we were given told us to think more about women then and how they would act, their role within the home. We then went out and decided to definitely have aprons to hold the poppies but also as costume to start getting us to move like women did then. We also added a new section at the beginning in which we are making food for our husband who is going away before we see him standing there. It is exaggerated movement based on a real task. This section helps set the scene better. We now have the blocks of our performance we just need to make sure we meet up a few times this week to refine it, and warm up before our final assessment.