Diploma in Performing &

Production Arts
Unit 8 Project Proposal

Candidate Freya Holden

Name
Candidate 544847
Number
Pathway Performance and Production Arts Level 3: Acting

Project Title Final Major Project: Variations

Section 1: Review
Before starting the course, I was aware that it would teach me many things and allow me to develop my
skills as a performer, however, I did not anticipate the level of professionalism and passion I would
encounter, nor did I ever expect to be introduced to a wide range of performance skills such as
Clowning and Fosse style dance. This course has let me work with many practitioners, which has
allowed me to witness multiple creative processes and performance techniques causing me to gain a
greater understanding of the ways I work best. I have gained a strong understanding of how to work as
an ensemble and learned how to collaborate with lots of different people, each of whom has different
needs and different ways of working than me. I believe my performance skills have improved more over
the course of a year than they have the last five years, I find I still occasionally revert to how I used to
perform, however I am way better at reflecting on this and recognising what I could change than I was
before and I certainly have a better process of thinking than I had before. What I mean by this is that I
feel as though I now think like a performer instead of just being someone who performs on a stage. I
now look at the piece as a whole and can evaluate the effect of an action on an audience a lot better
than I could before. We did a vision term which gave me an insight into the set/costume design process
which is always something I have been interested in. Despite this the course has confirmed for me that I
want to continue down the acting path (though I’m still not yet sure specifically what I’m most interested
in e.g theatre or film) because I still love the feeling of performing and am now excited by the positive
impact theatre can have. I am however intrigued that if I did go on to be part of a new theatre company,
I could possibly combine two elements that I love, performing and costume design (especially
considering that the shows we put on initially would have a tiny budget). Many of the practitioners we’ve
worked with have encouraged us to make/write our own stuff, since there are so many actors and so
few parts available, and though (as I said) I’m not sure what I want to do yet, I find the prospect of
making my own work very intriguing. The reason I thoroughly enjoyed Scratch was because I was able
to work with likeminded people with similar interests to create a piece that exceeded our own
expectations of ourselves. The freedom that creating your own work allows is also enticing and so
writing/devising my own material is something that I could certainly see myself doing in the future. In the
meantime, I’m focused on developing my acting skills, specifically being able to deliver a naturalistic
performance. I’m also keen to develop my movement skills so I can then use these to support
characterisation.

Section 2: Project Concept

In our production of Variations, we are planning to use ensemble moments (especially in the transitions)
to convey the strange changes and blends of time and realities in the play. We will explore movement to
find a physical language that helps portray this Sci-Fi element in a way that doesn’t seem separate from
the rest of the play. As well as this we aim to convey in the scenes themselves the themes of identity,
belonging, the importance of taking care of each other and appreciating the cards you’re dealt. The play
highlights some of the difficulties families could face such as divorce or financial trouble and so it would
be beneficial to research things like the psychological effects of divorce and the causes of pressure on
families and the working class in the 80s so we can better interpret what certain characters are feeling
and understand how this then might affect our portrayal of them. The play’s protagonist is a young
teenager struggling with their identity which is an experience we’ve all been through. This makes the
play very relatable for us and so I think it would be interesting to let our own experiences of being a
young teen influence the decisions we make, how we act the parts and how we portray the character’s
mistakes. If we keep our personal experiences in mind, it could help an audience believe the messages
in the play and hopefully relate to it themselves. Music could be an important part of blending the
scenes together as well as bringing to life the heartwarming moments of the play like when the siblings
are dancing together. We’ll research tracks out in the years the play is set in order to discover what was
popular at the time but ultimately it is important for us to choose songs that illustrate our themes best. It
would be good to ensure we bring a speaker to our lessons and also that we each independently
research possible tracks so that we can have a go devising movement or rehearsing scenes to various
tracks before we decide on the most suitable ones. Additionally, if we all do research and connect to our
own experiences, we will be able to assist each other in the rehearsal room. We could give each other
feedback on our portrayal of characters and offer each other alternate interpretations. By appreciating
and considering others' opinions we should be able to convey what we want in the best way possible
since it’s impossible to expect one person to have all the answers. Also, I’m aware of the importance of
another's perspective from the point of view that, without a mirror, I can’t be 100% sure that what I'm
doing looks how I intend it to, for example, I might think I’m conveying confusion on my face when I
actually just look angry, so I'd need another to tell me that. Other people will also have a better
understanding of certain things than I do and vice versa so we should make sure to listen and learn from
the people that know more than we do.

Section 3: Evaluation
I plan to reflect on and evaluate my work each week by filming a reflection video. This will allow me to
see what worked well and what I could change the following week to get even more out of each session.
Furthermore, if I make sure to examine each task and how I responded closely, I should be able to
realise very targeted things that I could work on to grow as a performer. It's easy for me to say I need to
get better at characterisation, but how am I supposed to do that if I didn’t understand what specifically
had been holding me back before. If I can have this awareness of my actions I should be able to think of
the best thing to help me improve. Another thing that will assist with my progress will be creating an
action plan that outlines things I need to get done each week. This will allow me to set targets for each
week and even if I don’t meet those targets, I’ll then be able to recognise that and learn. I already know
that I want to work on my flexibility and core strength to support the movement work we do this term and
I know we likely won't have time this term to work on these skills in class so having an action plan will let
me timetable in when I can work on this outside of class (to ensure I actually do it). I also recognise that
the process this term is collaborative, and everyone else will have their own plans and ideas. For
example, I might realise that I need to get on my feet more to try ideas out while another might have
realised that they need to sit down and discuss their ideas longer before jumping into tasks so if we
were in the same group, we would need to find a compromise. Adaptability is an important skill and
something we all need to get used to since theatre making always involves collaboration, so if we did
have to compromise hopefully it’s still beneficial because we’re able to at least work the way we need to
a certain extent while also learning how to adapt. If, however, I found that I’d compromised too much in
a lesson I would make sure to work on the skill outside of class if possible and then try and find a better
compromise the next week. Of course, a collaborative process can also have great benefits, listening to
other people and witnessing their actions might help me realise what I could be doing to improve,
moreover, if multiple people realise they’re working to develop the same skill, they can then support
each other in doing that. Finally, seeing other people attain a skill can help motivate others to do the
same.

Proposed Research Sources and Bibliography (Harvard Format)

Nicola Bartlett. 24 December 2018. “The 18 most 2018 things that have happened in politics this year” Mirror
[Online]. Available at: The 18 most 2018 things that have happened in politics this year - Mirror Online
[Accessed 9 April 2023]

BBC. “Britain: 1945 to Present” BBC [Online]. Available at: BBC - History : British History Timeline [Accessed
26 March 2023]

BBC. 5 December 2018. “Theresa May suffers three Brexit defeats in Commons” BBC News [Online].
Available at: Theresa May suffers three Brexit defeats in Commons - BBC News [Accessed 16 April 2023]

BBC Ideas. 26 December 2019. “Are you the eldest child? Youngest? Are birth order stereotypes true?”
YouTube [Online]. Available at: Are you the eldest child? Youngest? Are birth order stereotypes true? | BBC
Ideas - YouTube [Accessed 9 March 2023]

Curtis Brown. 24 June 2019. “Katie Hims' new play Variations opens at the National Theatre” Curtis Brown
[Online]. Available at: News: Katie Hims' new play Variations opens at the National Theatre - Curtis Brown
[Accessed 26 February 2023]

Denis Campbell. 27 November 2022. “Brexit has worsened shortage of NHS doctors, analysis shows” The
Guardian [Online]. Available at: Brexit has worsened shortage of NHS doctors, analysis shows | NHS | The
Guardian [Accessed 16 April 2023]

Destiny. 10 December 2022. “A Simple Explanation Of String Theory. What Does Reality Consist Of?”
YouTube [Online]. Available at: A Simple Explanation Of String Theory. What Does Reality Consist Of? -
YouTube [Accessed 26 February 2023]

Corinna Hartmann & Sara Goudarzi. 8 August 2019. “Does Birth Order Affect Personality” Scientific
American [Online]. Available at: Does Birth Order Affect Personality? - Scientific American [Accessed 9
March 2023]

Joshua K. Hartshorne. 1 January 2010. “How Birth Order Affects Your Personality” Scientific American
[Online]. Available at: How Birth Order Affects Your Personality - Scientific American [Accessed 10 March
2023]

History.com Editors. 6 December 2018. “2018 Events” HISTORY [Online]. Available at: 2018 Events
(history.com) [Accessed 19 March]

Information Britain. “Famous and historic events from 1983” Information Britain [Online]. Available at:
Famous and historic events from 1983 (information-britain.co.uk) [Accessed 23 March 2023]

The Guardian. 21 December 2018. “The 50 best TV shows of 2018: the full list” The Guardian [Online].
Available at: The 50 best TV shows of 2018: the full list | Television & radio | The Guardian [Accessed 16
April 2023]

LBC. 21 December 2018. “Year In Review: Events In The News 2018” LBC [Online]. Available at: Year In
Review: Events In The News 2018 - LBC [Accessed 16 April 2023]

Rowena Mason. 19 January 2018. “Boris Johnson proposes a 22-mile bridge across the Channel” The
Guardian [Online]. Available at: Boris Johnson proposes a 22-mile bridge across the Channel | Boris
Johnson | The Guardian [Accessed 9 April 2023]

Pavel Mischenko. 6 July 2016. “Why your birth order is a blessing and a curse” YouTube [Online]. Available
at: Why your birth order is a blessing and a curse | Pavel Mischenko | TEDxBocaRaton - YouTube [Accessed
9 March 2023]

Filiz Mustafa. 6 June 2022. “When was the last successful no-confidence vote and how did Theresa May
survive in 2018?” HITC [Online]. Available at: When was the last successful no-confidence vote and how did
Theresa May survive in 2018? (hitc.com) [Accessed 16 April 2023]

Sky News. 31 December 2019. “Decade in Review: A look back at what happened in 2018” Sky News
[Online]. Available at: Decade in Review: A look back at what happened in 2018 | UK News | Sky News
[Accessed 26 March 2023]

Official Charts. 3 January 2019. “The Official Top 40 biggest songs of 2018” Official Charts [Online].
Available at: The Top 40 biggest songs of 2018 (officialcharts.com) [Accessed 16 April 2023]

Homer Sykes. 29 April 2017. “General Election 1983 Uk. Students and young adults demonstrate against the
lack of job opportunities in Britain under Prime Minister Margaret Thatcher. Unemployed demonstration about
job prospect for school leavers. England 1980s "Real Jobs Not Thatchers Make Believe".” Alamy [Online].
Available at: General Election 1983 Uk. Students and young adults demonstrate against the lack of job
opportunities in Britain under Prime Minister Margaret Thatcher. Unemployed demonstration about job
prospect for school leavers. England 1980s "Real Jobs Not Thatchers Make Believe". HOMER SYKES Stock
Photo - Alamy [Accessed 28 March 2023]

UK1980s. “The UK in 1983” UK1980s [Online]. Available at: 1983 in the UK - UK 1980s Nostalgia and Fun
[Accessed 23 March 2023]

Mike Wall. 3 October 2018. “NASA Solar Probe Flies By Venus on Its Way to 'Touch' the Sun” Space.com
[Online]. Available at: NASA Solar Probe Flies By Venus on Its Way to 'Touch' the Sun | Space [Accessed 16
April 2023]

Vivian Wang. 9 February 2022. “Redefining the Middle Child Stereotype: Life From the Middle” YouTube
[Online]. Available at: Redefining the Middle Child Stereotype: Life From the Middle | Vivian Wang |
TEDxValenciaHighSchool - YouTube [Accessed 9 March 2023]

Kat Whittingham. 1 November 2021. “A Year in History: Timeline of 1983 Events” Historic Newspapers
[Online]. Available at: 1983 Timeline: A Year in History - Historic Newspapers (historic-newspapers.co.uk)
[Accessed 23 March 2023]

Wikipedia Contributors. 4 October 2018. “List of 2018 box office number-one films in the United Kingdom”
Wikipedia [Online]. Available at: List of 2018 box office number-one films in the United Kingdom - Wikipedia
[Accessed 16 April 2023]

Silke Wünsch. 15 October 2018. “One year of #MeToo: A timeline of events” Deutsche Welle [Online].
Available at: One year of #MeToo: A timeline of events – DW – 10/15/2018 [Accessed 16 April 2023]

Project Action Plan and Timetable

Week Date Activity / What you are intending to do - including Resources / What you will
Week independent study need to do it - including
Beginning access to workshops
1 - Met with our director Script
20th Feb - Warmed up and did some group games and Pencil case (with a pencil
activities to begin gelling as a group and rubber specifically)
 - Our director taught us this movement warm up Notebook
that we’ll do each week to energise and focus us Internet access
- We did this one specific activity where the Speaker
leadership was handed over to us which allows
us to practice our communication skills while
also building trust
- Did a read through of the script and discussed
our initial thoughts and feelings
- First individually and then in groups we had a go
at choreographing morning routine sequences
and performed them to various tracks our
director is interested in using
- After the lesson I reread the script and
researched the play, Katie Hims and String
Theory to elevate my understanding and prepare
myself for sharing ideas in the next session. I
also filmed my first reflection video
2 - Warm up, including our movement one, the one Script
27th Feb where we led the task and this one where we Pens
added chains (e.g name chain). We’d already Flipchart paper
improved since the week before. Notebook
- In small groups we had a go devising some Internet access
movement ideas for the transitions, my group Speaker
focused on trying lifts, we gave feedback on each
other's ideas. This was useful for generating lots
of ideas and finding our vision for the movement.
- We had a group discussion about some of the
big concepts hinted to in the play, such as
freewill and the existence of multiverses
- In small groups we created character profiles, me
and Tallula investigated Jasmine and Dean and
Tallula drew them. We then presented our
thoughts to the rest of the group which meant we
each had a more detailed understanding of all the
characters.
- After the session I filmed a reflection video and
watched some movement companies work to get
me thinking about inventive ways to move. I also
researched the effects of birth order on
personality, which explains some of the changes
of character dynamics in the play.
3 - Peer led cardio and stretch warm up which Script
6th March prepared us for movement as well as built more Notebook
trust between us Pen
- Did the same three exercises we always do which Phone to record movement
are helping us to come together as an ensemble on so I can look back on
and company ideas
- We did a shoaling exercise in three groups in Internet access
front of each other. Improvising movement lead Speaker
to some interesting moves that no one would
think to choreograph normally which is
particularly useful since we plan to use
movement to travel through realities and there is
no guide for how dimension travel should be so
creative movement is clutch. Soph also
encouraged us to work against the music, which
I found very engaging as an audience member as
 it was different from the norm. We gave feedback
to each other so that we could develop ideas and
learn how we could improve. Gave me lots to
think about
- Solo movement based on the ideas of glitching
and identity, we then combined these in groups
and finally Soph combined my groups piece with
another's to create one big piece that we would
never have created if we’d just been set off as
one big group from the start. This helped us
develop our visual language.
- (Tuesday) we worked with our movement director
on improvising movement which again lead to
some creative discoveries, movement is not
something most of us specialise in, so it was a
good task to bond us and experiment with ideas
as there was no pressure
- I independently filmed a reflection video,
interview someone of an older generation to get
a different perspective on some of the ideas in
the play and I also began working on my
musicality a bit.
4 - Peer led cardio and stretch again Script
13th March - Same three exercises we always do, and they Pens
were all led by us this time, we tried doing 5 Flip chart paper
chains and were partially successful with this Phone for recording
- In small groups we made a freeze frame for an movement
assigned scene, me and Max had scene 6, this Notebook
was so Soph could make a ‘comic book of the Internet access
play’ to be able to reference. It was challenging Speaker
to have think of only 3 key moments for each
scene
- We did a creative writing task individually to pin
down some of the ideas in the play
- We then combined our ideas in groups to create
one song/sound piece, here my group
experimented with overlapping and blending of
voices to expand off some of the work we did last
week with glitching
- In groups we made a poster about a particular
transition, my group did the transition between
scene 2 and scene 3. We made sure to get down
ideas about set, movement, ensemble, music and
lighting which are all elements that will be crucial
in creating the transitions between realities and
time. We presented these ideas to each other and
feedbacked on the ideas we liked so we’re really
developing a strong understanding now of our
style
- (Tuesday) We improvised movement again then
choreographed some in groups that we then
taught to each other. This helped build our
teamwork a lot and I think it improved my
confidence with movement because we were
slowly able to build up a routine, we weren’t
instantly given 7 counts of 8 to learn which
would have been daunting.
- At home I filmed a reflection video and made
 research posters on the historical, political and
social context for 2018 and 1983. This gave me a
better understanding of some of the character’s
actions and it should influence the way we
charaterise the characters, specifically in the 80s
scene, now we understand all the trouble they’re
likely going through
5 - Peer led, cardio, stretch and vocal warm up, Script
20th March we’re efficient at these now which will be good Speaker
for when we go into intensives Notebook
- Same three exercises we always done, as always Pencil case
Internet access
were getting slicker at them and are getting
stronger as a company
- Our director shared her vision for the opening
and the got us to devise an opening in groups
based on that
- We shared back our pieces and overall, I think
the main things we liked were, synchronised
movement with boxes, the postman putting on
his jacket and hat slowly before going on with his
job and this thing one group did where the
postman walked across chairs that were
constantly being moved into position by the
ensemble
- We also devised the ending in groups, working to
a song our director is particularly interested in
using, I think we all decided we don’t want an
eventful ending, we want it to be simpler with a
focus on the family who have just come together.
Most group’s endings involved the family
washing up with the ensemble either watching
them or removing the set slowly
- Ended the session with a group discussion on
aims and personal things we could each be
doing to ensure we’re always prepared for
sessions (especially because we’re about to go
into intensives
- Independently I filmed a weekly reflection video
and after we got our casting on the weekend, I
reread the script and began putting together a
playlist to track my characters emotional journey
6 - Dance Captain led our physical warm-up, this Script
27th March was good for us to get used to how she leads as Pencil case
we’ll probably be going to her a lot during Notebook
intensives Speaker
- We did the same three activities we always do
and at this point we’re pretty good at them, our
group communication is strong
- We did a task that got us to project our voices
over music, this was good practice as we’ll have
to be loud in the theatre
- We did a read through of the script again as we’d
got our casting and it was great to hear everyone
in their parts and begin to get a sense of what the
final product is going to be like
 - We also gave feedback at the end of this, and I
think the main point that we took away is that we
need to be careful with how we voice the
repeated bits, if certain lines are said differently
the audience won’t pick up on the fact that these
lines are repeated from previous scenes
- In scene groups we set some aims for ourselves
to make sure we come back after easter with the
best attitude and ready to do our best work. We
also discussed our interpretations of characters
and the scenes and did some more read
throughs
- When I spoke with the other Alices and the Alice
ensemble we again discussed our interpretations
and decided that we needed to coordinate how
we play Alice so that it’s clear to the audience
that it’s the same character
- (Tuesday) We had a go at devising the first
transition, now we’re really focused on creating
material that we could actually use in the show,
most of us worked on a lift while the Alice
ensemble created this shoaling like movement
which looked kind of like a wheel turning time.
This session helped us get a solid understanding
of our visual language
- I filmed my weekly reflection video and began
learning my lines for when we come back after
Easter. I also filmed myself reading the scenes
so that I can listen to the lines when I’m in the car
etc.
7 17th April INTENSIVE REHEARSALS Script
- Monday) We had a talk with the designer so we Pencil case
could understand what kind of set pieces we’d Notebook
have and what we’d be wearing. The Dance Speaker
Captain led a warmup. We then choreographed 4 Water
counts of 8 each in groups to make up a routine Performance space
that we could use in the 80s scene to the ‘Safety Rehearsal space
Dance’. In the afternoon I worked on transition 1 As many props as possible
with the Alice Ensemble based off a brief Soph Phone for recording
gave. We also staged the opening which includes movement.
the whole cast. The specific tracks we’re
- (Tuesday) The Dance Captain led a warmup and using in our piece (that
we learnt more of the Safety Dance. We were Joe designed)
working on making the show more abstract, so
we looked at Scene 4 which has a lightsaber fight
and the Alice Ensemble looked at the transition
with the lightsabers. Looked at Scene 5. We
refined some of the movement we had so far with
Deeps and added more to transition 2-3.
- (Wednesday) Dance Captain did a warmup. We
learnt verse 2 of the Safety Dance. We divided
Scene 7, so it now includes the whole Alice
Ensemble, it is meant to be really quick and
chaotic. We also blocked it to suit this chaotic
style. Worked on Scene 8 and the ending where I
slowly build the sink so we can do the washing
up. The aim is to focus on family.
- (Thursday) Warm up with the Dance Captain as
 usual. We learnt another verse of the Safety
Dance. We ran all the scenes of the play, and the
make-up students came in at the end to watch as
they’re doing the make-up and hair for the
performance. Me and the other Alices went
through the script to make all the new bits of
information/changes Alice is met with while Soph
choreographed the fight scenes. For transition 5-
6 the Alice ensemble and Livi focused on the
idea of reversing through time. Then we worked
on creating the transition for 6-7, keeping the
idea of glitching in mind. We didn’t have much
time, so this was a rough idea. We also had to
choreograph it with the idea that we were going
to have boxes on our heads in mind. The TV
heads are designed to be a link to the 80s scene.
- (Friday) Warm up with the Dance captain and
again we learnt more of the Safety Dance. We
staged the ending with the whole cast using the
‘Morning Sun’ song. We all come on stage and
do the washing up as if doing it in our own
universes. We did a stagger through of the show,
which was very successful and left us in a good
place for next week. The only transition that
doesn’t have music is transition 7-8 and we
might do some recordings for this next week.
The SM also talked to us about props that we
could possibly bring in. We mainly need school
supply type things in our colour scheme. At
home I filmed a weekly reflection video and went
over my lines again to really help solidify them.
8 24th April INTENSIVE REHEARSALS Script
- (Monday) We did a warmup with the Dance Pencil case
Captain and then reworked transition 6-7. Then I Notebook
wrote up some notes and practiced/discussed Speaker
scenes with my scene partners. In the afternoon Water
we recorded some lines with Joe the sound Performance space
designer. The ones I did will be used in transition Rehearsal space
7-8. Me, Livi and the Alice Ensemble then worked As many props as possible
on transition 7-8. Phone for recording
- (Tuesday) Usual warmup and Safety dance, this movement.
time we practiced facing different directions. We The specific tracks we’re
ran transition 1-2 and Soph finished the ending using in our piece (that
of Scene 6. We then saw our costumes (they Joe designed)
hadn’t arrived in time for fitting) and discussed Costumes
hairstyles with the designer. We looked at the
Safety Dance in Scene 7. We ran some scenes,
and I made notes on how the other Alices were
playing the part. We then looked at some of the
transitions with Soph.
- (Wednesday) Warmup then we had Deeps all day
so worked on refining all the transitions, we had
quite a few of the TV to practice with so that was
helpful. Me and the other Alices also discussed
Alice’s mannerisms. We reworked the last
transition.
- (Thursday) Usual warm up and I had my costume
fitting. We were then doing a props run so we
 could track all of the props now that we had most
of them. We did a run through that our course
leader watched. Then we listened to the track for
the 7-8 transition which had our recordings in.
We then worked on this transition with the music.
- (Friday) Warmup then we looked at the ending
and the order we’ll build the sink in. Our notes
were to smile more and throw confetti (like it’s
water) at Noah and Will. We then did a run
through and Soph gave me notes while some
actors were looking at the fights with fight
directors. I stayed in the fight rehearsals as my
character has a few lines during them. We then
ended with a talk about tech week. At home I
filmed a weekly reflection video.
9 1st May TECH WEEK Script
- (Tuesday) We had a rehearsal in the morning Pencil case
where we warmed up well, went over the fights, Notebook
looked at Scene 5 with the Alice Ensemble and Speaker
looked at Scene 7 where Soph wanted to make it Water
feel more chaotic. We had an hour to get into Performance space
costumes before the tech and the designer Rehearsal space
checked them and finalised hair choices, me and As many props as possible
Livi are having a low bun to disguise our Phone for recording
difference in hair length. We then had a health movement.
and safety talk, checked our props and started The specific tracks we’re
the tech. When we got to each fight we’d stop, using in our piece (that
the actors would talk the SM through it, do it half Joe designed)
speed the full speed before they did it in the Costumes
scene. We did a call for Tom’s jump over me too.
We teched up to the end of Scene 6.
- (Wednesday) We warmed up and looked at trying
new things with each scene to see if we could
find anything better but also to get us to react
more. We looked at transitions 4-5, 2-3, 3-4, 5-6
and 1-2 which was rechoreographed at bit to suit
the space and allow the Alice Ensemble time to
get on. We also looked at transition 6-7 where I
practiced with a book on my head since we didn’t
have the TV heads. We then looked at refining
Scene 7 and really getting the energy up. One
time we did some cardio beforehand to see if that
helped us be more chaotic.
- (Thursday) Warmed up then we recapped the
work we did on Scene 7. We refined transition 7-8
and the track is extended now so we can all get
off. Finished teching the rest of the show and
had time to do a stagger through which was
helpful for noting some more things to look at
tomorrow before the dress.
- (Friday) We warmed up and went over notes from
yesterday. We then went over and
clarified/refined movement in the Safety Dance
and transition 7-8. Then we watched the other
groups show before we got into costume and
had hair and makeup done by the team. We then
warmed up again and had a fight call before our
first show.
- (Saturday) We warmed up, cleaned up transition
4-5 and the opening and recapped a few quick
things before getting into costume for our
second performance. We did another warmup
and fight call before going on stage.