Task 12 – TIE PERFORMANCES

This is our TIE Tech and Dress: In front of the year 1’s and Level 2’s

This performance for me was one of my favourites. I really enjoyed how we all worked together as a team and the lines were mostly solid which is something we were worried about before the real performance. It was a laugh and I feel that at some points we sort of took advantage of the audience members because they knew when to react and things however I think that when we perform for them in the real thing we won’t and we will respond to what they do well.

I think that overall we really enjoyed the production, however we feel that if we had more preparation time to learn the Paris song it would of been better. Also, having the Paris song be one that has already got an original song to it the words didn’t fit as well as the other songs which threw us off. So that is the main section that we would change if we could. Also, when we were doing the show Emryss and Griselda missed out key cue lines and so we were a little lost. However, I don’t think the audience members really noticed to be honest.

Looking in depth of the props and scenery I think that the effort that we put in for TIE was well spent. As much as imagination is a key creative skill for performance and for the audience’s sake the creative set and props really promoted the show and I feel that it was easier for them to interpret and understand. Embedding maths and english was something that we had originally wanted to include for the children to learn as much as they can in the period of time that we had with them. What we did do in the show was the use of a clock. We made sure that the show included questions like, what time is it now? How long do we have left? Griselda was like the queen of time and made sure everyone knew when it would be time up, moving the clock hands as they should be. Something that we we all on board about doing was writing the names of the places on the backdrops to enhance the learning in all different perspectives. Unfortunately we didn’t have time to do it and forgot to write this on. Therefore we didn’t have the written names of the places but I think that it was easy enough to see where we were by the paintings and backdrops.

Looking into the communication with the children/audience to start with I thought it would be easier to get them to contribute to the piece and work alongside us however it was quite truly the opposite. At first I was a little shy about asking them to join in with the chorus of every song however throughout the show I got more comfortable I talked to them constantly in character and decided certain things with the rest of my group. What Lynn told us at the start of the project was to ‘never ask a question you don’t want the answer too’ we learnt this the hard way. The reason for this was because we asked the audience ‘Where do we need to go now?’ one of the little boys sitting at the front answered ‘Paris’ which was the correct answer. Instead of reacting positively to what he said we carried on as normal which didn’t make any sense because he answered correctly. Talking the children afterwards in the workshop I found it really interesting observing how they reacted to us and what they said to them. You could tell which pupils were nervous and uncomfortable and you could tell the difference between the confident ones and the popular ones. This makes a difference about how they reacted and involved themselves with us.

For the workshop, I thought that it would be something that we would fall on because we hadn’t prepared as much as we should have done. Erica started out with creating gestures for each of the characters in the show. She started by asking each of us to come up with a movement and so the children so they could follow us. Once we introduced the names again and presented the actions and we went round in the circle and called out the characters names, the children then responded by doing the actions. As Erica had to leave to help the other group before their performance we continued for a bit and then decided as a group that we would teach them a song. We asked the children what their favourites were and they all said the chorus. So we went through the song and chose to let the children come up with 5 gestures all in all or each line. As Tom was explaining this to the group one little girl asked me to tell her what he said because she didn’t understand. So as I explained to her we started to collect the gestures from each of the children. The first one was their right hands going up and down (as a paintbrush), the second was using both hands creating a square shape (as the painting), thirdly the action was putting their hands in circles and putting them over their eyes (as binoculars). For the section that sings ‘my sister stole my painting’ the children decided to do an angry movement and so we shook our hands and stamped our feet (this was due to them being annoyed at Griselda) The final one was the same as the third. The children seemed to pick this up really quickly. I was really impressed with them all.

Once we had done the actions and the song we decided to ask the children some questions about the piece and ask what their favourite parts were. We asked questions along the lines of these below:

  • What colour was the Taxi? – yellow
  • What is the other name for a Taxi? – cab
  • What did Eleanor see out of the window in New York? – the empire state building
  • What did the children in the show ride on in Egypt? – camels
  • What is the capital of France? – Paris
  • Who was the lady in New York? – the statue of liberty
  • What was she holding? – a book and a torch
  • What is a tandem? – a form of bicycle
  • Where did we go after Egypt? – Paris
  • What did we see in Paris? – the Eiffel tower

These were all answered correctly when we asked them. It has blown me away. The fact that Erica had told us that they notice and listen to everything and to have asked them these hard questions, considering that they were only 5-6 years olds I didn’t realise the extent of their concentration.

What Erica said to us, that is on the recording above is that she said that all of the children we engaged the whole time and there wasn’t a single minute that they weren’t watching and learning. I thought this was really nice feedback.

I asked Erica for some personal feedback and she replied saying,

“I thought you, in particular really took on the challenge and really learned your stuff. I think you brought a wonderful energy and really engaged the students.
You were an integral part of the group.”
It was lovely to hear such lovely comments and it has encouraged me to want to do more pieces like this.
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