S: I want to improve my ability to
improvise, and rapidly so. Specifically, I want to minimise pauses unless used
for intentional impact; these usually occur because I am fearful of the
aforementioned style of acting, and tend to feel I either speak with too long a
pause or completely out of character (usually both.)
M: The more in tune I become with a
given character I am portraying, the shorter these pauses and moments of
character-breaking panic will become. I will record myself in multiple sessions
throughout the course (which in itself provides ample dread), and time the
pauses after watching them through. I will present these results in a way that
displays the correlation of character study and pause time effectively.
A: I can use my acting sessions, as well
as rehearsals and independent working time to improve this skill, giving myself
hypothetical scenarios to record as monologues or scenes. I will repeat this
action multiple times with the same scenario over a period of time, but
intersperse it with other situations so that I am not continuously rehearsing
the same thing. I can also develop and research my character in this time,
feeling more in tune with them.
R: This skill will allow for a more
authentic performance in the event of an error on stage. It will establish me
as a figure of leadership and reliability if I can swiftly pick up the pieces
(as it were) if things begin to divert from the script. For this reason, I will
also ensure that I am more familiar with the text I am working from, in case
the other character’s lines that they have potentially dropped are relevant to
my character, and as such can be used to assist them.
T: As mentioned prior, I will record myself rehearsing this
skill as often as possible, as well as timing my pauses. Not only this, I
already have a baseline assessment on the subject, and will have a similar
style of recording for my Midterm and Final assessments.
TARGET 2/4 Technical Skill (2)
S: I want to be able to look more
‘natural’ when dancing. I have always felt that, whilst others seem to have an
immediately acquired ease with the action, that I always stick out. I hope to
eradicate this issue by studying others’ movements, as well as improving the
fluidity and aesthetic appeal of my own.
M: I will record myself in as many stages
as possible, performing the same tasks as both my peers and professional
dancers. In between this, I will engage in a variety of exercises that improve
aspects of my approach that will lead me to my goal, and show evidence of
these.
A: Through watching interviews of
professionals, I can identify the correct areas to focus on in terms of my
physical improvement, and create a suitable plan of action to develop each of
them over a set period (more on this later.)
R: I will have the time to achieve this
in a combination of my in-class dance sessions and home study. Although the
school environment has a more suitable place for me to show my actual dancing
work, I can still effectively improve my specific skills at home, then apply
them at school.
T: Aside from the Baseline, Midterm and
Final assessments I undergo, I will also ensure that I am frequently tracking
my progress in this aspect through my blog and visual evidence.
S: I wish to improve the depth of my
character when performing, growing more in tune with them in order to provide a
more authentic, rich performance.
M: Linking with Target 2, I will spend
considerable time analysing the text I am working with, and use time outside of
learning to set myself questions regarding my character. These questions will
cover a vast majority of topics, and allow me to gain a further insight on my
portrayal.
A: My focus on these individual details
of context and character will visibly improve my engagement with the scene, as
well as my artistic coherency of choice.
R: This can be applied to all aspects of
my character! Having a deeper understanding of one’s character will allow for
more thoroughly detailed mapping of all artistic choices, whether singing,
dancing or acting. I will display this by displaying my detailed plan for each
of these (most likely in my blog and/or script.)
T: I will (similarly to targets 2 and
3), keep a record of this overall throughout the module, showing more broad
reflection at the moments of Midterm and Final reflection.
S: I do not want to eradicate any of my
excessive self-criticism. Instead, I wish to use it to my advantage and make my work towards
improvement more fulfilling.
M: As well as keeping a general mood
tracker following all further performance and rehearsal sessions, I will give a
justification for my mood. I will analyse my errors, and (in link with Target
2), create a suitable plan of action to ensure they do not repeat. This may
take a variety of forms, and I will be sure to document each one and evaluate
their impact.
A: I will be highly disciplined in this
conduct, and will not leave any room for contest. It will be a revealing
process as I track my mental state throughout, but it will allow me to identify
which flaws of my ability are the most damaging currently, so that I can
prioritise these to work on.
R: This is a task that will apply to any
situation in life, as that is how deep my critique lies. However, it is
especially useful that I am tailoring it to this specific context of
performance, as many aspects of performance and communication are also transferrable
to everyday life.
T: As I have mentioned, I will track
myself after every session, but my evaluation will be more broad when I
approach my Midterm and Final reflections.
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