Learning & Teaching

This morning we tackled blocking the first play. It was called “A Growing Problem” and had a cast of two. Vicky and Kieron had chosen it out of several 10 minute plays I had found and had gotten permission to work with. I felt it was important for the students to have a say in every part of this process, including choosing the script. It is unlikely that they will get to do so in the profession, so i felt it important that they felt this ‘Micro-production’ was their own. As a result of this move, I could do little pre-planning for my part in the process i.e. that of Director. I found this blind approach, exhilarating. Having to draw on my experiences as a DSM in rehearsals, and the observations I had made of Directors, made the process thoroughly engaging for me. I had to force myself back into ‘teaching mode’ regularly in order to observe the students work and comment accordingly.

Kieron and Vicky also had to step out of their perceived comfort zones and perform in the play. I had chosen 10 minute scripts as I found using extracts of larger pieces wholly unsatisfying as they gave no sense of completion. Of course, an entire play would be out of the question due to obvious time constraints.

The outcome of both performances was astonishing, Kieron had all but memorised the entire script and Vicky threw herself into the role wholeheartedly. I moved them around the set and gave them direction, while the real focus of the session (Emma and Anne – the DSMs) were busy notating the moves as blocking beside me. This simulation of a rehearsal allowed me to control the pace and in turn, the learning of the team. As the morning progressed, I layered detail onto the students remit.

In the afternoon, we swapped performers and Anne and Emma took on the roles of the characters in their own chosen script ‘Traces of Memories’ with Kieron and Vicky being DSMs. Again, the enthusiasm for performing was evident and the two girls took their roles seriously. There is always a danger of these kind of simulations turning farcical and the whole activity collapsing into hilarity. These situations are difficult to refocus and the learning can be lost, regardless of the perceived fun. I am glad to report that this was not the case and we progressed through the afternoon in a steady fashion.

We had scheduled for the 2nd Year production electricians to attend a run of both plays, at which they took notes for lighting and sound purposes. We then sat down to a meeting with them to discuss sound and lighting provision. I had wanted to include these students all along as it was a great opportunity for both, rekindling collaborations between the disciplines and allowing the PLX students a free reign at designing. There are few opportunities for this type of collaborative learning outside the highly pressurised production process. The students appeared to thrive in this assessment free learning environment.

The classes were supplemented with a handbook I had written for the student DSM, detailing all we had covered in the class (and much more). I had also produced two animations which the students could use to practice their blocking notation, I plan to make a series of animated scenarios which can be downloaded as podcasts. It is hoped the students will download them directly onto their iPod Touch devices that they received last November, allowing them to practice ubiquitously.

With the blocking done, rehearsal notes and call sheets completed, we shall move forward on the production time line, our next learning simulation being tomorrow where we shall deal with cues and advanced paperwork.

I am thoroughly satisfied with this session, considering what it evloved from five years ago and feel that it requires only a few minor alterations in the future.