So after leaving it till the last minute AGAIN I had a skype with my advisor today.
I have pretty much been confused about this whole module but after talking with her my head is a lot clearer now with the task in hand.
The general idea for my Inquiry is "Life outside of college seeking a career in Performing Arts" but we discussed that this is too big a subject for me to do my inquiry on.
We thought of a few parts within that as to what I could do, for example;
- Looking into an establish performers career, such as Rachel Tucker, seeing where she trained, what agent she went with, how she built herself up ect.
- Comparing the different lives of a straight Actor, straight Dancer and someone in Musical theatre and seeing what different steps they do to achieve stability.
- Looking into different colleges prospectus'; what they teach, who has attended the college, what they aim to achieve - do they stick to this?
and
- Are performers able to sustain a "normal" job whilest trying to persue a dream, for example; is the job flexible enough, do they support your dream, where is the best place to go to work ect.
The thing I have to do now is pick which one, if any of these, I want to inquire about.
Tuesday, 24 April 2012
Monday, 23 April 2012
Task 6d: My Delicious
Hey Guys,
Here's a link to my Delicious Page:
Delicious - Eithne Bryan.
I had never heard of delicious before but after figuring it out, I have come to realise that it is so beneficial.
The fact that I can have links to my frequently used sights and then link it to my BookMarks at the top of my Web Browser is amazing.
Here's a link to my Delicious Page:
Delicious - Eithne Bryan.
I had never heard of delicious before but after figuring it out, I have come to realise that it is so beneficial.
The fact that I can have links to my frequently used sights and then link it to my BookMarks at the top of my Web Browser is amazing.
Task 6b: My Reflections
So, my Pilots and their use.
I started with my Pilot Interview, this was done by phone to a close friend of mien who is also in Performing Arts. I asked her a number of different questions on different topics such as " How are you preparing for Auditions?", "Do you feel you are able to sustain your Technique?" " How have you grown since leaving college?." Unfortunately I was unable to get her to sign a consent form for me to post her answers but I feel like that is was really useful for me to hear what she had to say.
I've learnt from this that although the phone interview was fairly quick and easy to set-up I lacked the ability to see her reactions to things. Thinking about the work from last term, body language is key to really knowing how someone feels about a particular issue.
For my inquiry I am going to do a face to face interview, and hopefully with the right consent record it.
I set up my Pilot survey on Surveymonkey. Unfortunately, no-one has completed it as of yet but I am going to send it out to a few people Via my other links such as Delicious and Facebook.
This has shown to me that I need to be a little more prepared with getting things set up and that people won't necessarily do things to help, you have to encourage them a little.
I haven't been able to set up a focus group as of yet but some of the things I am going to discuss with them include auditions, technique, research, networking, college performances, growing up - do we know enough within performing ect.
I have researched some really helpful websites such as:
- A Web page designed to help set up a Focus Group.
- A Web page upon why we use focus groups and how they can help.
- Another Web page upon how to set up and use a focus group to youe advantage.
I'm hoping with a bit more use of these sites I can create a focus group to help me with my Inquiry.
In terms of my pilot observation, I am going to look back over some knowledge and notes I already have:
Ballet - Set 1 - Miss Banks' Class;
While watching over this class at College I was able to reflect upon my other class mates. For example, one member of the Ballet class was a known "trouble maker" and would try and distract the other girls from learning and concentrating. In terms of ethics would it be right for the Teacher to Ban a student for this? She pays to go to the College, she is very talented but just gets distracted easily...should this lead to her being singled out and made to leave or should the teacher just try and carry on with the class. In this case, my teacher is very good at handling disruptive students and didn't single out the performer, only encouraged her to do better. With this she pulled her to the front of the class and asked her to perform the exercise by her self for everyone to watch.
I feel like this is the best way to control disruptive people by not singling them out in a way that will embarrassing or upset them but by making them see how other people feel when the whole classed is stopped for them.
For my inquiry, I would like to observe a number of different classes and then carry out a survey on the different thoughts from the pupils. Im not quite sure where I am going to do this as of yet, I may as my old Performing Arts College with the correct consent forms signed and kept filed.
I started with my Pilot Interview, this was done by phone to a close friend of mien who is also in Performing Arts. I asked her a number of different questions on different topics such as " How are you preparing for Auditions?", "Do you feel you are able to sustain your Technique?" " How have you grown since leaving college?." Unfortunately I was unable to get her to sign a consent form for me to post her answers but I feel like that is was really useful for me to hear what she had to say.
I've learnt from this that although the phone interview was fairly quick and easy to set-up I lacked the ability to see her reactions to things. Thinking about the work from last term, body language is key to really knowing how someone feels about a particular issue.
For my inquiry I am going to do a face to face interview, and hopefully with the right consent record it.
I set up my Pilot survey on Surveymonkey. Unfortunately, no-one has completed it as of yet but I am going to send it out to a few people Via my other links such as Delicious and Facebook.
This has shown to me that I need to be a little more prepared with getting things set up and that people won't necessarily do things to help, you have to encourage them a little.
I haven't been able to set up a focus group as of yet but some of the things I am going to discuss with them include auditions, technique, research, networking, college performances, growing up - do we know enough within performing ect.
I have researched some really helpful websites such as:
- A Web page designed to help set up a Focus Group.
- A Web page upon why we use focus groups and how they can help.
- Another Web page upon how to set up and use a focus group to youe advantage.
I'm hoping with a bit more use of these sites I can create a focus group to help me with my Inquiry.
In terms of my pilot observation, I am going to look back over some knowledge and notes I already have:
Ballet - Set 1 - Miss Banks' Class;
While watching over this class at College I was able to reflect upon my other class mates. For example, one member of the Ballet class was a known "trouble maker" and would try and distract the other girls from learning and concentrating. In terms of ethics would it be right for the Teacher to Ban a student for this? She pays to go to the College, she is very talented but just gets distracted easily...should this lead to her being singled out and made to leave or should the teacher just try and carry on with the class. In this case, my teacher is very good at handling disruptive students and didn't single out the performer, only encouraged her to do better. With this she pulled her to the front of the class and asked her to perform the exercise by her self for everyone to watch.
I feel like this is the best way to control disruptive people by not singling them out in a way that will embarrassing or upset them but by making them see how other people feel when the whole classed is stopped for them.
For my inquiry, I would like to observe a number of different classes and then carry out a survey on the different thoughts from the pupils. Im not quite sure where I am going to do this as of yet, I may as my old Performing Arts College with the correct consent forms signed and kept filed.
Friday, 20 April 2012
Task 6a: Pilot's
So here's a Link to my Pilot Survey:
Pilot Survey upon Performing Arts.
In terms of my Pilot Interview, for this I am going to ask a range of different people within and out of the performing arts business. I want to know how they feel about the industry, the teaching ect. For this I am going to ask my Mum, Sharon Jarvis (non-performer) and my friend Sarah Atkinson (performer.)
As I attended a performing arts college for 3 years, I don't feel like an observation would be of any help as I already have experience in this so I am going to use some of my past knowledge for this. I have had hands on experience of 'Performing arts' in all aspects wether it's Teaching, being taught, watching a class, discipline and the performances.
Pilot Survey upon Performing Arts.
In terms of my Pilot Interview, for this I am going to ask a range of different people within and out of the performing arts business. I want to know how they feel about the industry, the teaching ect. For this I am going to ask my Mum, Sharon Jarvis (non-performer) and my friend Sarah Atkinson (performer.)
As I attended a performing arts college for 3 years, I don't feel like an observation would be of any help as I already have experience in this so I am going to use some of my past knowledge for this. I have had hands on experience of 'Performing arts' in all aspects wether it's Teaching, being taught, watching a class, discipline and the performances.
Saturday, 31 March 2012
Task 5b/5c: Codes of Practice
In order to do this task, I typed into Google 'Code of practice within Performing Arts.' I stumbled upon this very interesting Document from The University of Winchester.
These are a few of the points:
1. Tutors who anticipate in stage combat should inform the Theatre Technicians that their students may require training in stage combat so that a suitable session can be arranged. In the case of the performance being independent of a supervisor, it is the responsibility of the individual to seek advice on suitable training.
2. Tutors who supervise students wishing to use physical theatre should take responsibility for the health and safety of their students and advise carefully in its use. If the tutor feels that the activity is beyond their area of expertise, then they should advise students to seek supervision from a suitably experienced tutor before pursuing any physical activity.
3. All performers must provide a detailed risk assessment of their activity to the Senior Theatre Technician prior to any hazardous activities taking place. The risk assessment must be approved by a full time member of the technical theatre staff in order for any devising, rehearsals, or performance involving risk to commence.
4. If weapons (any object used within a combat sequence or any item that may be perceived as a weapon) are required, then their use in combat sequences must be approved by a theatre technician. The use of the specific must be covered during the training session with the recognised stage combat tutor. All weapons must also be covered in the performers risk assessment with control measures relating specifically to section 16a of the firearms act.
These are only a few of the points made but I think they show how much detail must be given for a single performance. Without the right practice miscommunication and confusion can occur within a performance.
Another interesting site I came upoon was The Animal Consultants and Training Association. This is a website has the codes of practice for when an animal is used in production. These are:
ACTA Members:
a. Will provide a professional and comprehensive service in supplying
and training animals for film, television, advertising, theatre, stills photography
and natural history programmes.
b. Are committed to safeguarding at all times the welfare of the animals
they provide. Respect for and the wellbeing of those animals will always
be of paramount importance.
c. Will actively promote the policy of specialised veterinary involvement
in and supervision of animal welfare within the media industries.
d. Are committed to all aspects of Health and Safety in the working
environment.
The Association maintains the professional integrity of its members.
I thought this was quite interesting as I knew there is an 'Animal Welfare Act - 2006 (45)' but it didn't cross my mind that codes of practice within a performance would be any different.
Although these two examples are very different from the 'Audition Ethics' from task 5a. Ethics are obviously a key thing to uphold but I think common sense also links to this...if you do something bad to someone it is always going to come back around to you at some point, you just need to think about the conclusion of the actions you do.
These are a few of the points:
1. Tutors who anticipate in stage combat should inform the Theatre Technicians that their students may require training in stage combat so that a suitable session can be arranged. In the case of the performance being independent of a supervisor, it is the responsibility of the individual to seek advice on suitable training.
2. Tutors who supervise students wishing to use physical theatre should take responsibility for the health and safety of their students and advise carefully in its use. If the tutor feels that the activity is beyond their area of expertise, then they should advise students to seek supervision from a suitably experienced tutor before pursuing any physical activity.
3. All performers must provide a detailed risk assessment of their activity to the Senior Theatre Technician prior to any hazardous activities taking place. The risk assessment must be approved by a full time member of the technical theatre staff in order for any devising, rehearsals, or performance involving risk to commence.
4. If weapons (any object used within a combat sequence or any item that may be perceived as a weapon) are required, then their use in combat sequences must be approved by a theatre technician. The use of the specific must be covered during the training session with the recognised stage combat tutor. All weapons must also be covered in the performers risk assessment with control measures relating specifically to section 16a of the firearms act.
These are only a few of the points made but I think they show how much detail must be given for a single performance. Without the right practice miscommunication and confusion can occur within a performance.
Another interesting site I came upoon was The Animal Consultants and Training Association. This is a website has the codes of practice for when an animal is used in production. These are:
ACTA Members:
a. Will provide a professional and comprehensive service in supplying
and training animals for film, television, advertising, theatre, stills photography
and natural history programmes.
b. Are committed to safeguarding at all times the welfare of the animals
they provide. Respect for and the wellbeing of those animals will always
be of paramount importance.
c. Will actively promote the policy of specialised veterinary involvement
in and supervision of animal welfare within the media industries.
d. Are committed to all aspects of Health and Safety in the working
environment.
The Association maintains the professional integrity of its members.
I thought this was quite interesting as I knew there is an 'Animal Welfare Act - 2006 (45)' but it didn't cross my mind that codes of practice within a performance would be any different.
Although these two examples are very different from the 'Audition Ethics' from task 5a. Ethics are obviously a key thing to uphold but I think common sense also links to this...if you do something bad to someone it is always going to come back around to you at some point, you just need to think about the conclusion of the actions you do.
Monday, 26 March 2012
Task 5A: Ethics
Thinking about the different situations I have found my self in within my 4 years of living in London (going to college, moving house, gaining work) a lot of the ethics I upheld can fit into different scenarios.
For example;
- Upholding my presentation
- Respect others time and efforts, by being punctual and remembering things asked for previously
- Treating others how I wished to be treated
All of these "rules" are for general life, College, my job and auditions.
As an auditioning performer, we can extend these into;
- Remembering all of your dance shoes, as you never know what your going to be asked for
- Keeping your CV and Headshot well updated as to not show false information
- Not wasting the casting directors time, by not fitting the brief
Even though most of these things are a 'known' to people brought up well, as our society is going down hill, many of these "rules" are also going.
Only a few months ago I was mugged outside of my house. Does this mean that I can go around mugging people?
In an audition, I was pushed out of the way so that the Girl could get her number first, does this mean that it's right for me to do it back to her?
Although many of the people I know uphold my 'general life' ethics, I think times are moving on which is causing less people to uphold these rules and they are thinking about them selfs over others. In some respects, this could be linked to the Photographer in Reader 5, was he thinking about himself when he left the little girl?
For example;
- Upholding my presentation
- Respect others time and efforts, by being punctual and remembering things asked for previously
- Treating others how I wished to be treated
All of these "rules" are for general life, College, my job and auditions.
As an auditioning performer, we can extend these into;
- Remembering all of your dance shoes, as you never know what your going to be asked for
- Keeping your CV and Headshot well updated as to not show false information
- Not wasting the casting directors time, by not fitting the brief
Even though most of these things are a 'known' to people brought up well, as our society is going down hill, many of these "rules" are also going.
Only a few months ago I was mugged outside of my house. Does this mean that I can go around mugging people?
In an audition, I was pushed out of the way so that the Girl could get her number first, does this mean that it's right for me to do it back to her?
Although many of the people I know uphold my 'general life' ethics, I think times are moving on which is causing less people to uphold these rules and they are thinking about them selfs over others. In some respects, this could be linked to the Photographer in Reader 5, was he thinking about himself when he left the little girl?
Task 4d: Rational - Take 2
I have decided to call my Award title:
BA (HONS) - Performing Arts.
It's a simple one enabling the expansion in various subjects; Acting, Dance and singing.
Eithne x
BA (HONS) - Performing Arts.
It's a simple one enabling the expansion in various subjects; Acting, Dance and singing.
Eithne x
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