Friday, November 29, 2013

Research Task - Clay, Holly, Thaliqua, Jack and Kit

Youth Subcultures

How are youth subcultures defined?


A youth subculture is a young group of people who differentiate themselves to a larger group of people were some people think they may ‘belong’, as the word culture suggests a separate group within a larger society. They usually have different styles, behaviour and interests than most people. And they believe that this is a way to express themselves and show how their individuality and how they really feel.

When And Why Do Youth Subcultures Emerge?

Youth subcultures usually emerge/start when the larger society fails to meet the needs of a group of people and fails to make them fee apart of something more. They create new styles of living however they still depend on the larger culture for general goals, help and direction. Another reason is due to labour (work) in the family the young people were separated and consequently turn to their inner-self and establish patterns of their own. However it has also been stated that youth subcultures are simply a temporary phase during young people’s social and physiological development.

What are the defining features of youth cultures?

The main features of a youth culture are the following, these are the things that they believe should either change or express themselves through: style, language, music, class, rebellion, gender, art, relationship to the popular/dominant culture. The most popular youth subcultures in society today are: Goth, Emo, Chav, Gangster there are also Skinheads, Punk etc.

How Are They perceived through society today and mass media?

I think that in today’s society emo’s and Goths and other subcultures are perceived as very different as to they were in the 1900’s. Flappers were not looked down upon however there was a lot of controversy about the old and young and how flappers were influencing the youth. In today’s society some people are able to accept youth subcultures and they strongly believe that it is a ‘stage’ and not a way of life. On the other hand some people are unable to accept youth subcultures and hurt people due to their subculture, however overall I believe that Goths, Emos, skinheads etc are seen as not normal and an anomaly in society.

What impact might things like ethnicity, sex, sexual orientation have on the emergence of youth cultures?

I think that ethnicity may have an impact on the emergence of youth subcultures as the non – original skinheads emerged due to the fact that they didn’t believe that people who weren’t of the white race and different ethnicity to full British should be able to live in the country England, this is therefore why the youth subculture emerged (to express and act on their opinions of what England should really be like). I also think that sexual orientation can have a an impact of the emergence of youth subcultures as when you are not ‘straight’ which is seen as the right sexual orientation you could maybe feel disconnected from society and make you feel as though you are not included. This is one of the main reason as to why people join or start a youth subculture and I believe that it would majorly impact on the emergence of youth subcultures.

Skinheads

When where and in which social, political and economic contexts did it start?

During the late 1950’s and early 1960’s money had become slightly more disposable in some families , these family’s spent money on new trendy cloths whereas the family’s that couldn’t afford them wore boots and jeans etc. .these groups became known as mods ; there were two groups of the mod subculture , those known as ‘ peacock mods ‘ who kept up with the fashions and were not violent and those known as ‘ hard mods’ who were working class and had a lot less money so couldn’t afford to waste it on clothes . When they did have money to spare they would spend it on things such as tonic suits and other things they could wear at nicer occasions. The hard mods often had closely shaven heads, mostly for work reasons and because they were easy to maintain which is where the phrase skinhead is thought to have originated from.
During the 1970s some of the skinheads began to associate themselves with very right wing British political parties who strongly believed that the economic issues Britain were facing were due to the non-white emigrants in the UK. The neo- Nazis also adopted some of the skinhead culture, wearing the skinny jeans and boots. It is because of these groups within the skinheads that people associate skinheads with white supremacy. There are large groups within the culture that were very racist and right wing, however the racism is not part of being a skinhead but rather an additional factor that evolved, there are also anti-racist skinheads so to define a skinhead as racist is not accurate.

Did they have a distinctive style?


Male skinheads had a grade two or three closely shaved head whilst women had a short feather cut. They wore skinny jeans and they tucked them into Dr Marten’s boots. They wore checked shirts and finished the look of with a pair of braces and a hat. (Source 5)

Why did young people associate themselves with this youth culture?


Many young people became skinheads because they came from dysfunctional homes or they thought being a skinhead was cool. Many came from lower class families and they joined because they felt alone and wanted to be part of a group. Skinheads originated from hard mods, originally skinheads were not racist they just hung around in groups and had fun but over the years some did turn to violence and racism. Also some of the youth didn't know many people with different coloured skin so they had racist views so being part of the skinheads meant you all believed in the same thing and would stick together.

How did they define themselves?

How skinheads defined themselves is a tricky question. There were so many different branches and versions of skinheads, like Trojan skinheads or gay skinheads. The main stereotype and view of skinheads (apparent in the play Blackout) is that they were racist and had similar beliefs of the  political party, the Nazis. The violent branch of Skinheads were known to be as different from the Hippies as possible, a revolutionary movement at the time. 

In the late 60s skinheads in the United Kingdom, including black skinheads, took part in violently assaulting South Asian immigrants, Paki bashing in common slang. However despite the very strong racist stereotype surrounding skinheads, there were many anti racist skinheads, even since the beginning of the subculture.

There was even a skinhead movement in the Netherlands, adopted by the Hardcore Techno movement. It was heavily criticised by the Dutch media, labelling it to be racist and having Neo-Nazi beliefs. The early forms of skinheads were not necessarily part of a political movement, however come early 70s, skinheads were starting to join the national front, a racial nationalist, whites only political party. After an increase in racially motivated violence, the media and also the general public began generalising all skinheads to be Neo Nazis and racists. 



There is an urban myth that the size of the checkers on you're
shirt would determine the authority that you had in you're crew. Half an inch and black and white shirt could classify you as the leader. An interview with Alan Mortlock suggests that skinheads really took pride in what they wore. "You felt a good buzz when you got dressed, ready to go out." Despite the shared identity and almost uniform of the skinheads (Doc Martins etc) Alan Mortlock suggests that there was a real urge to find clothes others didn't have, to be unique within your crew. 

Did this youth culture change over the years?

Skinheads originated from Mods. Mods would were sharp suits after having more disposable income thanks to the econ boom after the wars. This lead to young people spending more money on more fashionable items of clothing. An interview provided by the BBC suggests that Mods evolved or developed into skinheads for functional reasons. In 1966, England had just won the world cup and football was at the peak of its popularity, thus violence towards other football fans emerged. To fight in an expensive suit that you have just bought would not be advised, this would most likely follow with your suit being damaged. Perhaps for this reason Mods developed the more casual and yet functional skinhead look. It goes without saying that a kick to the face with a pair of Doc Martins could do quite a bit of damage.

Alan Mortlock, talks about how in the late 70s, when the skinheads were effectively revived, upon commenting abou this he said "this aint how we were." Complaining that they looked "super aggressive" with their adaptation of the style, consisting of bigger more threatening boots.  

How were they perceived by society and by mass media?

Skinheads were perceived as negative people to the public because of the way they behaved. The racist behaviour wasn’t acceptable to the public’s eye.


What was the role of young men and women in the emergence of this subculture?

The skinhead style seems to look quite masculine, even female skinheads would shave their hair short, a feather cut, leaving only a fringe and some hair at the back of the head. Female skinheads would also were similar clothes as men, with an addition of skirts, stockings or dress suits. 

What images do you associate with the word "Skinhead"?

Now that we have learnt lots about skinheads I don't just think of someone with short hair as a skinhead. I also think of a crew, gang, friendship, fighting, racism, fun, comfort, family, riots, aggression, violence, confidence and also having an identity. Having learnt there are lots of different types of skinheads we know not all of them are racist so we can't really judge them unless we know exactly what they are like and what they believe in. However these are a few words that come to mind when thinking of skinheads.

Does this subculture still exist?


The subculture does still exist in small numbers; however it’s large for a small subculture. The numbers waned during the 1970 but then increased again slightly in the 1980s the group exists now with people dressing as skinheads and calling themselves skinheads however it is quite rare to hear about them as they are not as prominent.

This website has lots of interesting videos about what it was like to be a skinheads and how they came to be 
(Source 5)

Shane Meadows


“Blackout” and “This is England” are described as “semi autobiographical”. Do some research to find out about the film director’s background and discuss how this information can be related to the film?


Semi autobiographical – A piece of work that falls between fiction and a biography.
First use of word – 1939
At its peak of use in books in the year 2000 (according to google books ngram viewer)

Meadows grew up within a working class family - his father was a long distance lorry driver, his mother worked in a fish and chip shop. His father discovered the body of a child murder victim, this then later lead to him being bullied and shunned by other children. He also said in a quote:

“if you were born with a dad who doesn't go down the pub with all the lads and doesn't drink and isn't a fighter, then you're going to get heaps of shit, my dad was a long-distance lorry driver who spent most of his time away from home – so although I had a dad, unlike in the film, he literally had to work away five or six days a week.” -Meadows Film4 Interview

Here he makes a direct link to the lead of This Is England, Shaun, having a similar upbringing to himself and that he mentions in another quote, "the first half of the film was completely and utterly as it was."

He also mentions, in a number of interviews, that many of the characters were based on skinheads he had met in his childhood. Woody for example, was based off his sisters girlfriend, who, in his words, "took me under his wing and taught me about the roots of the whole culture." This obviously links in with that Woody plays the fatherly figure in Shaun's life for the first half of the film. "He was a nice bloke who bore no relation to the stereotypical racist yob that people now associate with them." This perspective of skinheads is portrayed in the first half of the movie also, it shows them having confidence in each other, having a shared identity and being genuinely committed to being skinheads. Very different from the general skinhead stereotype, that did exist, but was only a branch of the actual movement.

Meadows and Shaun were lacking a father figure, though he has never stated it, it is entirely possible that Shaun is based upon himself at that age. The character Milky, quite an ironic name, serves the purpose of being a positive piece of iconography and symbolism displaying the passive skinheads, who had no racist beliefs. Similar to the the group of skinheads he was in when he was younger.  

 This is an article in the Guardian, that Shane Meadows wrote about This Is England:

All quotes from Film4 interview and guradian article.

Thursday, November 28, 2013

Youth crime


http://www.understandingglasgow.com/indicators/children/safety/community_safety/youth_crime

This Link has facts and figures about youth crime in Glasgow which helps us understand what types of crimes are being committed and how old people are when they do these crimes. (Source 4)

Monday, November 25, 2013

Locations in the script

Page 5
Location:Jail Cell
It is a small room, with white walls and bright lights. It probably makes James feel trapped and he wants to get out.

Page 6
Location:Jail cell
As above 

Location:Home
At first it talks about how horrible it was with his father abusing his mother so there is quite a negative atmosphere however when he starts talking about what his mum wanted him to grow up to be it becomes more positive because there is hope for the future and she loves him.

Page 7
Location:Home
Once again he is at home so we thought it should be very light and homely when he is in the kitchen getting food but we thought up the stairs it should be dark like hes going upstairs and entering how un happy he is and all the negativity he has to live with.

Location:Street 
It then talks about spending time with his grandad so we thought he could be on a well lit street playing with him and having a laugh because he loves his grandad.

Location:Grandads house
It then goes to his grandads house which we thought infront of it could be a window and then a street so whilst acting james and his grandad can see what is happening in the streets below.

Page 8
Location:Grandads house
A happy place with lots of things around to make it look as though the place has been well lived in.

Location:Bedroom
He is in his bedroom thinking about how he is alone and doesn't have true friends. Quite a dark atmosphere.

Page 9
Location:School
In this scene he is getting beaten up so we thought it would be set outside school and would have a loud atmosphere making James feel overpowered and alone.

Page 10
Location:Bedroom
He is in his room watching horror films so it is a dark atmosphere and is very negative.

Location:Jail cell/Secure care unit
In this scene he is being questioned so again it would be a small, white room with bright lights. There would be a table and two chairs and I think James would be feeling nervous and afraid to find out what he has done.

Page 11
Location:Jail cell/Secure care unit
As above

Location:Street
In this scene he is getting beaten up again so again it is a sad atmosphere and James cannot do anything about it.

Location:Bedroom
This is when James is changing into a skin head, again it is a negative place to be because he is trying to not be bullied and is hoping this will solve the issue.

Page 12
Location:Home
James comes down to the kitchen with his new hair, he is entering a positive are but inside he feels negative emotions.

Location:Bedroom
He is watching fascist films and is starting to change into a skinhead by trying to look like them.

Location:School
School is supposed to be a happy environment so when james comes in there is a lot of tension

Page 13
Location:School
James is still at school and he is acting unlike himself. He is standing up to the bullies and is showing aggression to others, this makes people confused in the scene because he has changed so much and they can't pick on him any more.

Page 14
Location:School
As above

Location:Bedroom
Again he is in a dark place because he is starting to think like skinheads and is thinking about hurting people and how good it will feel.

Location:Bedroom
In scene twelve his mum shouts up the stairs, he still respects and loves his mum so he tries to hide away his feelings and tell her what she wants to hear.

Page 15
Location:Bedroom
When his mum is gone he puts on a slasher film and then his friends come round so it is quite a dangerous atmosphere and intense. James is trying to look cool in front of his friends.

Page 16
Location:Bedroom
As above

Page 17
Location:Bedroom
James' mum comes in so there is a rush to hide the blade. In front of his mum he doesn't act all cool and hard he has a change in personna. He doesn't want his mum to see him upset so he tries to hide his feelings from her.

Location:In mind
Scene twelve is showing his inner thoughts and feelings so his emotions about his anger and upset about the loss of his grandad could be should through physical theatre.

Page 18
Location:Interrogation room
This location should be a very open space showing that he cant hide and he has to know what he has done.

Location:Park
He is in a place he feels uncomfortable in and with people he doesn't really know

Page 19
Location:Park/Alley
Again he is in a place where the public cant see him and it is quite a scary atmosphere because people are making him do things he hasn't done before.

Page 20
Location:A street
We know his friends are taking him home but again he doesn't feel comfortable and is confused.

Location:Home
We think when he starts to beat people up he is at home, probably in the living room, definitely not the kitchen or his bedroom, because he is fighting with his hands so there is no access to weapons. It is a loud and crazy atmosphere because james acts really violently and people don't know how to stop him.

Page 21
Location:Home
As above

Location:Jail or In head
This could be either because he is remembering about how he nearly killed someone so it could be him remembering it in the jail cell or it could be going on in his head and how he feels about what he has done.

Location:Courtroom
He probably feels very exposed because this is a place he cannot lie. He has no control over what the judge says and the reason he did all of this was to try and take control of his life. He is also probably feeling nervous and shocked about what he has done because he is still just a kid.

Page 22
Location:Courtroom
As above

Location:Outside the jail
He feels relieved and it is a positive place to be outside again and free

Page 23
Location:Outside the jail
He is feeling relieved but also anxious because now he has to face his mum, but his mum forgives him so it is a happy atmosphere.

Location:In head
He is letting the audience and everyone know how he is going to improve his life and how this can happen to anyone.

Location:Bedroom
He is taking down all his posters and try to forget everything he has done. This is a positive atmosphere because he is leaving things behind and trying to make a better future for himself.

The Stage

After reading through the text and discussing all of the locations I thought that the staging configuration that would be best suited to this play was thrust. I thought it would be good because everything would be performed end on so no ones back would be towards the audience. Also  because the stage would be big it would be easier to perform physical theatre and change the location. Finally the bit of the stage that comes out could be where his thought and feelings are, this small area could represent his mind and its closer to the audience which makes the audience feel closer to what he is going through and like they are discovering what emotions he is feeling with him.

However, we then got asked to perform parts of the play in a certain theatrical configuration, my group got told to use traverse. I really liked using this staging because it meant that the audience got so see things from a different perspective. It also meant lots of different things could be going on at the same time and it would be interesting to see how we could adapt the play so we were able to perform it in traverse.

Sunday, November 24, 2013

Hand, raise and fall

Hand, raise and fall is a game that joins us as a team and makes us support each other. It is also a game that makes you use your peripheral vision so that you are aware of everything and everyone in the room. This makes us concentrate on the task more and makes our reaction times quicker. (This was useful when we had to catch Toby after he said 'where am I' and we had to lift him and then drop him and catch him.)

The Game
  1. One person stops with their feet in parallel position. They raise their hand and say "me". Then they fall backwards so everyone in the room should catch them and then push them back so they can carry on walking.
  2. If this goes well then you can make it that anyone can raise their hand and say me so they have to be caught. remember if two people say me at the same time no one should fall because it could be dangerous.
  3. You can then add on the rule so instead of just falling backwards you can fall in any direction you want.
  4. The next layer is instead of saying me someone will point at a person and say you. the person who is pointed at will have to fall.
  5. The final layer is added if the group is working really well. When catching the person who is falling you should lower them just a little more so they really have to trust you.

Friday, November 22, 2013

Kaos

Kaos is a versatile ensemble game. It is a game in which you need to concentrate and it involves lots of multitasking tasking. This game is a really positive game so when something goes wrong you need to not be negative you need to just carry on with the game. This was quite difficult because when the ball is dropped i feel that that is a bad thing and i get annoyed with the person who dropped it so usually i would sigh but in this game you just have to accept it and move on. This game is good because we all have to support each other because  at times it becomes quite confusing and you become lost because there are different things going on at the same time. I really enjoyed this game because we all worked together and made it a positive and fun game.

How to play the game
  • You need a group of 4 - 30 people
  • You need something small that you can throw 
  • You should all stand in a circle
Layer 1

One person starts by calling out someones name, then the persons whose name has been called out call out another person who is in the circles name. This continues until everyones name has been called out. Remember no ones name should be repeated. The person who is called out last should say the person who started name. There should be a link of names that you can now repeat.

Layer 2

In layer two a ball is introduced. The person who started layer one should also begin layer two. The person should throw the ball to someone but not to the same person they did in layer one, it should be a different person so that a new link can be made. Everyone should receive the ball once and the last person to receive it should throw it back to the person who started with the ball. If the ball drops no one should say anything negative, it should just be picked up and the game should carry on.

Layer 3

Layer 3 is when you make another chain and you walk across the circle to them tap them on the shoulder and then they continue on to their person they have chosen.


The game

The game is to add all three layers together so the layers would be going on at the same time. This makes the game exciting and fun to play. The games helps us make our transitions smooth so that energy is not lost, it also encourages the philosophy of generosity, collectivity, not seeing failure as a negative and being able to do three things at the same time. The game is also getting us to work as an ensemble and if someone doesn't put enough effort in the exercise isn't a whole.

The game shows us performing is important and the factors of a play.

Layer 1 - Voice
Layer 2 - Working with props
Layer 3 - Spacial awareness

Top Tips

Keep an eye on the person you are walking to so the transition will be smooth because you know where they are.

Use your Peripheral vision to have the person who throws you the ball and who you are going to throw it to insight. This will mean you will know exactly when you are to receive the ball and you will know where the person is that you are supposed to throw it to.

Friday, November 15, 2013

Lesson 2

In yesterdays lesson we were put into small groups and had to take 8 lines from the play. These 8 lines could be repeated as many time as we wanted and using these words we had to create a completely different scene which didn't have anything to do with the play.

My Groups lines were:

Everything went black.
Blackout.
Imagine.
It was like being in a dream.
You dirty beast.
You shake your head.
Death to the gimp.
Death to the gimp.
Death to the gimp.
DEATH TO THE GIMP!
You open your eyes.

Due to only having a few lines we decided to add physical theatre into our piece to make it more interesting and enjoyable to watch. We decided to base our scene on nightmares. We performed our scene end on so we could perform our physical theatre and not having to worry about our backs being towards the audience.

Doing this exercise was good because we were able to give a meaning to the line when delivered we also saw how lines can be interpreted in different ways. Also we were able to understand that every line said was important and there were no throw away lines.

Also because we watched other peoples scenes we were able to see the physical theatre they had decided to use and how it could be used in our actual performance. Using physical theatre meant we could show things that had not been said and because the play is a stream of consciousness physical theatre made the scene seem dream like and unreal, however it was very effective.

Finally we were able to explore different Theatrical configurations and discuss which worked best. I particularly found interesting the In the round configuration because it meant that everyone had at least on person to focus on and the physical theatre could be seen from all directions. However some people also used Immersive which was interesting because it wasn't expected and the audience felt involved with the performance. Finally some people used a three sided stage, I found this to be very effective because it gave you a different view of the physical theatre and everything was positioned so you could see it from all three sides.

Sunday, November 10, 2013

Interpreting the script

The play is set in Glasgow and is based on the story of a teenage boy who had been charged with assault, arson and attempted murder. The play is set in Glasgow because it was where this boy had actually committed the crime. I found out that Davey actually went and interviewed the boy to find out his story so he could tell people about the reason why teenagers committed violence.

The play is set in modern times because as I said in my previous post it was part of a project to raise awareness about front line issues for example, teenage pregnancy, being expelled from school, homelessness and violent crimes.

The play was purposely set in this place and time because it is based on a true story that actually took place in Glasgow so it is more believable. Davey cleverly decide to tell the play from the point of view of the perpetrator so that the audience could hear the side of the story which isn't normally heard or believed. Davey kept the play truthful and used some of what the actual young offender said to make James's character come to life and make the audience realise violence doesn't come from out of no where, there is normally a reason that has been building up for a long time and violence is a way to let the anger out.

From the play we can learn how to stop violence from occurring and hopefully we can understand that the perpetrator has feelings too but they may just be covering them up and hiding them.

The Playwrights Intentions & How They Impact On The Play

This play was part of a project to create plays for young people that were in the headlines and this one was based on violent crimes. The play makes people think about what leads young people to commit crimes, how these can be prevented and also how these young people should be punished. ( From Production Notes ) (Source 3)

I think the playwright (Davey Anderson) wanted to make people think about how even though you could have done bad things in the past you can still stand up and make your future better. I also think Davey wanted to show how bullying can really affect people in a bad way and it can lead up to the victim doing things they wouldn't have done if they hadn't have been picked on.

The Play is about a young boy, James who has committed a crime but he can't remember what has happened. The play is inspired by the stories of a young offender from Glasgow. The play was written for young people to perform and I think this is so they get a better understanding of how bullying can dramatically change someones life and that no one should have to go through it.

To show that bullying can really take over someones life Davey makes the victim change everything about himself making the audience feel sorry for him because the boy doesn't want to be himself anymore, he will do anything to stop people from hurting him. I think the play also shows that you shouldn't judge someone for what they are like because you may not know what has already happened to them. For example the boys father abused the mother and the boys grandad died of cancer. All these things made the boy angry and he chose violence as a call for help. The play is told from James point of view as the perpetrator however we originally saw him as a victim. This shows us that normally bullies pick on people because they were once victims themselves.

In the end the boy has lost everything, this shows us that due to everything going on around him he has made some bad decisions and has found it hard to control his life. All these obstacles have built up making his life spiral out of control however in the end he realises that he should not keep his anger built up inside of him, he should talk about it and he never wants to be in the position of losing everything again.

Because the play is about going down the wrong path when trying to take control there is quite alot of violence in the play however when he is in the jail cell reflecting on what he has done there is also alot of emotion because he never wanted things to go this way.


Links

I found a link to this website when I was searching for who wrote the play, this could be useful later on. (Source Two)

http://www.daveyandersontheatre.com/blackout.html

It contained a Promo video which showed how the play could be interpreted.

The Nature Of Internet Research

Where do you go to find information for devising research?

 Google
 Wikipedia
 Bing
 Library
 Books
 News articles
 Fire Fox
 Films
 Documentary’s
 Magazines
 Encyclopaedias
 CDs
 Maps
 Interviews
 Audiobooks
 Museums
 Sources
 Primary source – a person who was there or knows a lot about the subject 

How does the internet differ from other sources of information?

 It is all in one place 
 Can be accessed easily
 Not all of the information is reliable
 Information can be altered
 More opinions than facts (Biased)
 Easy to find lots of information
 Can be constantly updated
 People can use it to manipulate information to make things seem real and better than they are

What is your favourite place to find information?

Our favourite place is Google because it is easy to search for information and there are loads of results so you can look on different websites. Google also often comes up with Wikipedia which we like to use because the information is split up so it is easy to find out what you are looking for.


Similarities between the internet and book based information

 They both contain information
 They can both be biased
 The both have an index which you can use to find what you are searching for
 They can both contain secondary and primary information
 It could take time to find exactly what you are looking for
 It can contain both text and images

Differences between the internet and book based information

 Internet is virtual whilst books are Physical
 You can access the internet anywhere but you normally have to look in libraries or shops for books
 The internet is free and so are library books but you may have to buy books if from a shop
 Books normally are long and contain lots of information whereas the internet normally gives you the main, well known facts
 It normally takes less time to find what you are looking for on the internet than in a book

Thursday, November 7, 2013

Me and My Partners Stage

We thought that we would perform this piece 'End On' because it would contain physical theatre so having it end on means that the audience will be able to focus on what everyone is doing. As you can see in the picture below we think everyone should be kept on stage at the back in a line and when they do have something to say or have something physical to do they can walk into one of the scenes.

Clay suggested that we could use the lighting to show different rooms. He got this idea from the play 'Curious incident of the dog in the night time ' which he recently went to see. As you can see we have decided to split the stage into three areas. The one on the left contains a bed, desk and two chairs, this means that we can adapt the scene for when in different areas. This part of the stage can be used as the prison cell, the boys bedroom and also when the grandad is in hospital. We can adapt it by making people hold up Nazis posters in the background when he decides to put them up in his room and in the hospital we could just put a clipboard at the end of the bed to set the scene.

I thought that in the middle of the stage we should have a door to represent outside the house, however it could also be used to enter the house when the boy collects his dinner from his mum. I thought that the stage should not be full of props or set because this is the place I imagined the boy would commit the crime. This needs to be a big area because physical work will be essential in this part of the play.

Finally the right side of the stage contains two desks with chairs. This would be used for the school scenes when he is getting bullied and it can also be used as the courtroom.

Having the stage split up means that not that much set needs to be changed around and the focus of the audience will be drawn to different parts of the stage making it interesting to watch.

Lesson One

What is a Fascist?

A Fascist person is someone who believes they are in charge of everybody else. They think all of their ideas are the best and they are in control. They are normally racist to other people because they think they are perfect so everyone should be like them and they often treat people harshly. (Source one)

Themes of the text

  • Family
  • Bullying
  • Childhood
  • Rebelling
  • Mental Illness
  • Loss
  • Death
  • Anger
  • Crime
  • Lack Of Identity
  • Safety and Protection
  • Blackout - can either mean he doesn't remember what he did or it can have a more racial meaning suggesting he is fascist.
My First Impression

I really enjoyed reading through the play 'Blackout' because it was written differently to what normal plays are like. Normally you have lots of characters interacting with each other, however with this play there is one character, a young boy who has committed a crime and he is giving us a monologue saying what has happened to him. It is a stream of consciousness. The way it is written makes the play interesting to listen to because it makes the audience feel like they are being let into someones mind and are seeing his thoughts.

I also liked that the boy is sharing all his personal thoughts and feelings. You listen to every word that he says because there are no throw away lines. Everything he says is important and a cliffhanger, this makes you want to read on and discover more about what has happened.

Lots of the language in this play is very meaty and exciting to listen to, this creates suspense and makes the audience feel different emotions. The word imagine is also repeated alot this suggests the boy is asking the audience to share the moment with him and really think about what he is saying.

One of the things I particularly found interesting is how there is a beginning and an end and in the middle he is just talking about his memories. At the beginning you know he has done something wrong because he is in prison and the memories explain to the audience why he is like he is today. For example the fact he was bullied, his mother was abused by his father and also his grandad dying of cancer. So when it comes to the end and you find out what he has done you realise he has committed the crime because the things that have happened in the past affected who he decide to be. Also because you don't know exactly what he has done it makes you want to read on to discover the truth.

Finally because there is one character and no stage directions the cast can vary and there is no specific way to perform the piece. This means that we are now able to decide how to perform it, adding physical theatre so that we can portray what he is feeling. It also means we can all be the same character and have lines to say.

Warm ups

In today's lesson we did some different warm ups however some were the same as last term so there is a link below of the other warm ups.

We began standing in neural, looking around room living in the moment. When in neutral you should not be thinking about anything that's happened or is going to happen. You need to be in the room and in the moment.

Then we started swaying side to side, warming up our legs which is extremely important because we are going to be doing some physical theatre this term. When we moved from high to low so we could really stretch and relax our body. Then we went into a crouch on the floor and repeated standing up and then going back into a crouch to warm up our muscles.

We then went on our hands and knees facing toward the ceiling lifting ourselves up so we were like a table. we span around a few times and then lifted our arm and opposite off the floor to improve our balance. We repeated this on the other side.

We also did some flat back work stretching all the way through to our neck then dropping down and relaxing

We then massaged our jaw to release the tension within our face  and then we did the big pumpkin face. This when you expand your body and face a far as possible and say big pumpkin space and then you make your body and face as small as possible and say tiny little raisin face. This again make your face relax.

We then did some vocal warm ups for example tongue twisters and sirening, as well as breathing in then breathing different sounds.


Theatrical Configuration
  • Promenade - when you perform scenes in different places around the school.
  • In The Round - when you perform so the audience is round you in a circle.
  • Traverse - when the audience is either side of the stage so it is like a catwalk.
  • Immersive - when there is no stage so the characters are in the audience.
  • 3 Sided Stage - when the audience sits on three sides of the stage so there is still a back where nobody sits.
  • End on - a normal stage where the audience sits straight in front of you (good for physical theatre.)
  • Thrust - when there is a stage but there is an extra piece at the front making a T shape.