One of ‘those’ days…

February 17, 2009 at 10:03 pm (1st Year Experience, 2nd Year Experience, learning)
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You can plan all you want before a class, but one thing that is sure to ruin you’re day is resources. I’m not going to dwell on detail here as moaning hardly constitutes critical reflection. Suffice to say, things got a bit mixed up room-wise causing me to think on my feet a bit more than usual.

I began the day with my usual email and Moodle checking before attending individual tutorials with the 2nd Year SM Students. They are nearing the end of a very long module (P4/5) which began last November. The aim of these tutorials was to give the final formative feedback for the module and a chance for the students to respond. I also asked them to think about perceived gaps in their knowledge, so I could facilitate further learning on their behalf and before they progressed to a more senior allocation (next term).

Next term has been designed as an experimental one. All but one of the students are dedicated to one production for the duration of the term with time at the end to reflect. Two are to take on the role of Stage Manager and the remaining pair are allocated as Deputy Stage Managers, all of them are ready to progress and I made this clear to them. Of course there is still work to do, but that is what next term is in place to achieve. It is a time for them to experiment and try things out for the first time, instead of relying on me to tell them what best practice is, I want them to discover this themselves through exploration. In many ways, this is the most important module that they will undertake while at the Academy. They get to set their own standards and goals. I will, of course, be there every step of the way guiding and coaching in context. The A2’s are basic stripped down ‘bare-bones’ productions, an ideal playground for them to learn their craft with enough head-space for them to investigate and hopefully innovate.

I have laid the foundations for this innovation, giving them brief introductions into e-documentation and online collaborative tools, though innovation may emerge in areas other than these digital realms. Perhaps team management or any number of necessary inter disciplinary skills will lead them to develop that factor ‘x’. All of this can be achieved with this forthcoming module, it’s a far cry from the ‘meat grinder’ approach of two years ago and one more conducive to learning.

In the afternoon there was a production meeting for the next A3 studio show, which one of the 2nd Year students were Stage Managing. She (Emma) was to attend, so I requested that the other 3 (Kieron, Vicky & Anne) attend also with the view of using the meeting as a class. We were to sit at the back and observe, making notes on the process for discussion later on that afternoon. However, only Emma turned up for it which was really quite disappointing as we had moved room in order to especially accommodate the extra people. This is the first time that anyone in the Academy has used part of the production process in this way, actually as a direct learning experience, albeit in a completely discrete way.  Usually we would sit with the students directly allocated to the production and be part of teh process ourselves. I wanted the students not involved to analyse and evaluate the process for themselves, sadly the opportunity was missed this time. I plan to use this approach throughout the A2 and A3 productions next term i.e. as observation platforms for students at all levels and especially if they are not involved in the show itself. I feel that I may have a struggle on my hands with certain Directors who still see TPA Students as their to purely support their own agenda’s and students. I am determined to see the end of this approach.

The problem I have always found with RSAMD is the ongoing struggle it has with deciding whether it is a producing theater to support the performing courses, for financial gain or for artistic reputation or an educational establishment which provides the best learning environment for ALL it’s students. At times it feels as if this dichotomy will tear the place in two. Thankfully, this attitude is gradually being phased out, with the PG-Cert becoming a grand catalyst in this progression.

After the meeting I had scheduled a ’round table’ discussion for any Stage Management student that worked on Love for 3 Oranges (Opera 1) earlier this module. This included a 3rd year SM & DSM, four 2nd year ASMs, the 3rd Year SM for Opera 3 (who is feeling anxiety about her coming role next term), and four interested 1st Years. The room we were situated in was wholly inadequate, so in a spontaneous decision decided to hold the mini-event in the bar of the Universal. The idea behind this was one that I have harbored for several years, it encouraged a forum for discussion from a varied group of students who ranged from the curious to the informed. It was a chance to unwrap the Opera and ask questions of each other. I was worried that the conversations would dry up shortly into the discussion but I feel that those who worked the Opera found it cathartic. While the others were given an opportunity to hear it ‘from the horses mouth’, so to speak.

The 1st years have a big presentation on Friday which I also hoped would provide a direct and final font of information for it. The OvD Project (Opera vs Drama) has been running for several weeks and cover both last term and this one. See here for more details.

The session lasted for 90 minutes before I had to leave, so I called a halt in proceedings and left them to discuss the topic more in my absence. The reality is that they probably changed the subject to alcohol choices soon after I left!

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Technical Collaborations

February 9, 2009 at 8:58 pm (2nd Year Experience, assessment, learning)
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Today was the culmination in last weeks classes, a simulated technical rehearsal in which every SM student got a chance to be a Stage Manager, Deputy Stage Manager and an Actor. We also continued our collaboration with the 2nd Year PLX students, in effect their classes and our classes combined at key points. Up until this week, mainly due to the lack of a PLX Lecturer, their experience had been almost wholly production based and had lacked any form of real creativity. The last few days allowed them to design and experiment with Sound and Light. Over the next few days I’ll try and formulate a process to evaluate their experience in it’s own right, rather than how it helped my department.

As for Stage Management and from my point of view, the day was a great success. I was able to assess the potential strengths and weaknesses of the Stage Mangers today from within a controlled environment. More importantly, the students themselves now have time to reflect and evaluate their own performances, something which has been lacking in the past. There was much to reflect on today, a few key questions I shall ask them to reflect on are:

  • How did you feel you coped with the pressure?
  • Which area’s of the remit are you uncertain of?
  • Were you prepared enough?
  • Which elements of the acting experience did you find most difficult?
  • How did you feel your peers performed?

We began the day with a thorough going over of their prompt copies, marking deficiencies and points for improvement. I chose to do this in the cafe bar over breakfast, which set the pace for the day. After this we set up the venue, preparing it for the lighting plot later on.

The lighting plot was an ideal session in which to test the blocking notation the students had taken down last week. It also finalised any cues that we were uncertain of. The most important factor was how the SMs collaborated with the PLX students and on the whole they were receptive and respective of each others work. I felt that thier was still a few area’s to be worked on in the near future, such as separating social relationships with professional relationships. There was a bit too much over-familiarity which lead to sometimes uncontrolled camaradare.

I invited two 3rd Year Students to the session to peer support the 2nd Years. Both had DSM’d and SM’d productions at the Academy and were well placed to develop their own learning and that of their 2nd Year peers. They attached themselves to both roles which were being tested today and were amazing in their mentoring. One thing that struck me about peer support was how pastoral it is, the students were at ease with their mentors. It felt much less like an assessment and more like a pleasant coaching session. The atmosphere was tangibly lighter and conducive to learning. It also gave me a chance to observe from a distance the students performance and how they positioned themselves within the whole event, rather than focusing on specific microcosm’s of the session. Small details were discussed and demonstrated by the mentors. After the session was over both Gillian and Susan (3rd Year) agreed that this type of learning was beneficial and should be done more. It affirmed their own learning and how far they had progressed themselves. The act of relating skills to others had given their own practice a firm grounding through self analysis. They had to draw on their own learning and communicate clearly in order for others to learn.

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Simulated Environments

February 5, 2009 at 11:16 pm (2nd Year Experience, Flexible Delivery, learning)
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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.

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P1/2 Drama and Opera Project Brief

February 4, 2009 at 4:59 pm (1st Year Experience, Flexible Delivery, learning)
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I have cut and pasted the 1st Year Production Student Project Brief that I wrote a few weeks ago. Along with Stage Management classes and 2 other projects running along side this, the students have quite a workload. Planning hasn’t been the best and it is something that requires revisiting before next year. The outcome is the students becoming disheartened as they have been forced to compromise on each project in order to fit them all into the schedule. This is not to mention the stress involved and this is only thier 2nd term here!

The project itself addresses a few key learning issues and this year we attempted to incorporate a more blended approach. We asked the students to reveal their managemnt and organisational processes through online forum collaboration. Along with Twitter (on which they created a dedicated feed which solely represented the project) thier work became transparent, allowing the tutors a rare glimpse into the cohorts participation and engagement. It also allowed us to scaffold whenever necessary. This daily process was further enhanced by the students individual blogs, these reflections served to summarise the days progress. They hinted at possible disruptive influences and uncertaities, as well as successes and affirmations.

PP1/2 Collaborative Project

Drama and Opera

Briefing Paper

Aim

The aim of this project is to identify the differences and/or similarities between a Drama Production and that of an Opera.

Process

Using your observations made on Mother Goose and ‘5’ last term and Love for 3 Oranges this term, compare and contrast the different processes involved in staging these productions. Identify key personnel and line management systems and how each department communicated whilst onstage e.g.

  • Who was in charge during which session?
  • How did departments communicate?
  • What was the line management structure?

Also identify key sessions and how they differ between the two genre’s e.g.

  • LX Sessions
  • TSM Sessions
  • SM Sessions
  • Time i.e. scheduling
  • Management (see above)

Opera Preparation

For Opera 1 (Love for 3 Oranges) you will be required to attend a minimum of one of each of the following scheduled sessions (see Opera schedule for dates and times):

  • Rehearsal (Wednesday 14th January either am or pm) in Groves Studio.
  • LX Rig
  • Set Fit Up
  • LX Focus
  • LX Plot
  • Stage & Piano
  • Stage & Orchestra
  • Dress Rehearsal

Please inform either John Wilkie of Stephen Macluskie which sessions you plan to attend. Observation of these sessions should be discrete, please find your way to the first dress circle and watch quietly from there. A speaker system for you to hear cans communications will be available.

Presentation

Working as a group you will be required to organise your time and tasks effectively in order to collate your data and present it to a select group of gusts (who may or may not know anything about theatre). An online Moodle forum on P1/2 has been set up for you to engage in debate or share information.

Access it here: http://moodle.rsamd.ac.uk/mod/forum/view.php?id=241

The presentation can be in any format you wish and must last a minimum of 15 minutes. Each group member must be active during the course of the presentation. The following key points will be considered and go towards your final assessment:

  • Individual contributions to both the process and final presentation.
  • The overall quality of the presentation.
  • Evidence that research has been carried out effectively.
  • Contributions to Moodle online forum.
  • Team Dynamic
  • Accuracy of presented data
  • Any conclusions that have been reached

Presentation Date

Week 6 – The Athenaeum Theatre

Friday 20th February 2009

Set up Time: 09:00 to 16:00

Presentation: 16:00

16:30 to 17:00 Group Discussion

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Extreme Propping & Peanut Butter Jelly Time

January 29, 2009 at 10:59 pm (1st Year Experience, learning)
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I started the session this morning in similar fashion to the first day with this group. i.e. I left a message on a flipchart for them with a small task to complete. It was simple, write down a question that you wish answered about Stage Management on a post-it discretely. I gathered them in with the intention of creating a Peer Generated Quiz at a later date for the group to attempt.

I then handed them a brief for another team building game. This time they were tasked with inventing a team building game of their own. The cohort were split into two random groups and I gave each the same series of criteria, all of which had to be balanced evenly within the game:

Creativity

Problem Solving

Planning

Communication

Collaboration

The game had to have a theatrical theme and each team had to ‘teach’ the other their game. The two teams worked in separate spaces and were allowed to use any props that they could find in and around the Academy. They had one hour. I left them to get on with it, going upstairs to type out the Peer Quiz. At the half way point I returned downstairs to see how they were getting on and to ensure that they understood the brief. Concepts had been developed and the tuning of the games were underway. It was interesting to note how the group dynamics were developing, who was taking center stage and driving the project on and who was setting up contradictory positions. On the whole, both teams were being encouragingly cooperative.

I chose to do this for obvious planning and collaborative reasons, but also because the brief was so under detailed and forced the students to ‘think outside of the box’ quite radically. The time pressure seemed to take its toll as I began to see tensions developing between individuals as the deadline approached. How they dealt with these pressures was vital to the success of the planning and therefore the game itself. Both teams seemed to be addressing the issues well, but cracks were beginning to show.

“Peanut Butter Jelly Time” (the title of the first game to be presented) consisted of a taped circle on the floor (an exclusion zone) and a series of ‘tools’ in which to disarm a bomb situated in the center of the zone. Entry into the zone caused the bomb to go off and a team member was eliminated. Added time penalties were also imposed. Items had to be placed within and on top of the bomb (a paint bucket) using only the tools provided. It was a simple idea, though I felt the teams briefing to the other left a lot to be desired. There were a lot of rules that required memorising, some of which required clarifying.

“Extreme Propping” went second. They had developed another simple game with a well thought through scenario i.e. The object was to get props from one props table, across a defined ’stage’ area which had been newly painted by the scenic art department. Using only furniture and set items within a designated area, the idea was to get the props back and forth to two props tables in either wing without touching the painted floor. This game suffered from a poor briefing method and far too many rules, which again lacked clarity and any form of reference instructions. Both teams were asked to compile feedback for each others games, which were shared afterwards.

Just before lunch I briefed both teams to work on their games over lunch using the feedback provided and improve on their games. They were given 30 minutes after returning from the break to reset their evolved rules. I had assembled a group of 5 staff members (Stephen Macluskie, Jamie MacKay, Christine Murphy, Lynfryn MacKenzie and Richard Lyons) and one student (Barry MacDonald) to partake in the final polished versions of the games. The teams re-briefed this new group and the group proceeded to play the new set of rules, to hilarious results in some cases.

I then asked the staff group to give feedback based on the criteria I had set out, which the students noted down. The staff group left and we then engaged in a discussion about the relevance of this type of activity and how it related to a production scenario, with Stage Management being central to this process. I was keen to develop interpersonal skills and evolve an awareness of each team members strengths and weaknesses with regards to the criteria. Responses were positive and analytical in nature, I urged them to reflect on the process and their part within it afterwards in their blogs.

The remainder of the session concerned itself with planning and setting up for the cueing session tomorrow. The cohort were split into three teams, each one representing a theatrical department ie. Lighting, Sound and Stage Management. A list of what was required for tomorrow was created and the relevant departments were allocated jobs. Stage Management were tasked with creating a schedule and organising the event, Lighting were given rigging, focussing and plotting duties and Sound were to compile all of the music.

After several days of Stage Management you could see the group instantly fall back into their comfort zones, it was as if someone had released a valve on a pressure cooker. The results were instant and dynamic. All three teams took on their responsibilities with an added zeal. All communicated well with each other, both within their departments and cross-departmentally. By the end of the session all the jobs had been completed and wee were in a very good position for tomorrow.

One added element was the inclusion of Calum again (3rd Year SM Student). He volunteered again to help out with this afternoons session. He attached himself to the Stage Management Team, handing out insightful advice to the students, using his own developed organisational skills to mentor others. He commented later that imparting information and techniques that were often ‘just done without thinking’ helped him to root these concepts and procedures much more firmly in his mind. I cant help thinking that these sessions have been as beneficial to him as it has been for the 1st Year Students.

All in all, a succesful day, dealing with skills that are often overlooked. It is hoped that the seeds of self awareness have been sown, the next step is to place these skills within context.

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Fresh Socks

January 27, 2009 at 11:28 pm (1st Year Experience, learning)
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You know you are going to have a good day when your sock drawer is full of new fresh socks. Today was no exception. I was looking forward to my first class with the first years this morning, I had done a couple of introduction classes with them last term, but this was their first Stage Management class.

I was in early to meet Christina, who was taking them for the first hour for score reading, a couple of 3rd years (Jane and Lesley) tagged along as they never got this provision in their first or second years. I left them in Christina’s capable hands and went along to the Chandler to set up. Halfway through tidying the venue up I stopped, set up a flip chart and left the following message on the front page…

2042075

Very low tech. It suddenly occured to me that setting up a space that was fit for purpose was what Stage Management was all about. This was my wee way of getting that point across. I left the room and had a coffee.

When I came back they had all been busy and the room was indeed more condusive to learning.

After a brief and several hand outs later we indulged in a collaborative group project. It was a bit of a classic team building ice breaker. I wanted something simple that would set the tone and pace for the day and didn’t stray to far from thier collective comfort zones. It consisted of a wilderness survival scenario in which the students had to tick thier choice of survival solution from a multiple choice selection. This was done individually at first, then, in two groups, they had to discuss and provide a single group solution to the questions. They had 30 minutes in all to come up with a single set of answeres. I facilitated whenever I could, lending myself to any discussions that started to evolve.

It was interesting to note that one group adopted a very clear voting system, going for the majority after a short discussion. The other group seemed to have much more consensus about thier decisions and where debate did crop up, they  made decisions based on discussion. Both methods were effective in thier own right.

Afterwards, an elected member of the teams came forward and presented their answers. They were also asked to identify ‘dispute’ points and how the rationale behind thier final answeres. We then discussed the relevance of this excercise and the following were a few observations I jotted down:

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I then asked them to pick a ‘ticket’ out of an envelope. The ticket had the name of a prop on it, with a date (age of prop) and the name of a shop e.g.

Silver Candleabra 1880 | Regent Street Antiques

I then sent them up to the props stores to locate and sign out the prop. This gave them a chance to have a look around the stores, familiarise themselves with Sarah (Store Keeper) and her system of signing in/out props. On returning to the Chandler, they split into the same two groups as before and were given a table each, masking tape and a marker pen. The students then proceeded to set up a props table and provide a settings list for it. Afterwards they cleared the tables, swapped lists with a member of the opposite team and set up each others props table, working from anothers list. This went a little way into testing each others paperwork and how best to lay out an intuitive list, which can be followed by others easily. We then discussed the merits of keeping things simple and clear.

Hunger flew in threw an open door and persuaded us all that it was time for lunch.

After lunch we reconvened and I briefed them on the propping excercise we were about to start. Using the same tickets they had been given that morning, I then presented them with an accompanying 2nd ticket. This had an ‘attitude’, business name and ‘profession’ on it e.g.

officious | Regent Street Antiques Manager

I had set up a couple of chairs and tables with a room divider in between (see picture below) and a phone on each table. One student was to play the role of an ASM and the other was to be the recipient of the ASMs request to borrow a prop from thier business. ASM and potential lender were matched using corresponding stores on the prop and shop tickets. The ASM wasn’t told the ‘attitude’ they would encounter. A third ticket was pulled from a hat, which simply stated wether or not the ASM would be successful or not (this was only known to the potential lender.

phone-propping

I love this exercise, it works very well as it gives the students a chance to have some real fun whilst still learning. Some of the performances were hilarious. We set up a couple of microphones and recorded the scenarios with the intention of podcasting them later on. I wanted the students to leave online comments (peer assessment) on each others performance after classes and at their leisure. Unfortunately, one of the microphones failed to pick up and only the ASMs could be heard. It may still be useful, but I am struggling to find a use.

The students who weren’t involved in any one scenario, sat, observed and made notes which we used as a basis for discussion afterwards. We discussed the propping process thoroughly and the many pitfalls that they may encounter (each has to ASM a production over the next term and a half at least once).

For some unknown reason the session only lasted an hour (I had scheduled 2, based on last years cohort), so we summed up the day with another discussion and went over the homework that they had been set. The most important of which was to link to each others WordPress blog that I had asked them to set up earlier last week. They were to post a daily blog on what they had learned during that day in my classes (which finish on Friday) and reflect on thier own performance. In addition they were asked to comment on each others online journals and provide encouragement and support for thier peers.

The Brief I gave them for using Twitter and WordPress were as follows:

Twitter is a microblogging facility (similar to Facebook’s notification updates). If you have an idea, note it on Twitter and share it with your peer group. As with WordPress you will have to share your Twitter address with your peergroup in order to follow ‘tweets’ made by others. Its a bit like text messaging to a group of subscribers. Once you have set up your Twitter account, share your address with each other and get tweeting.

My address is:

http://twitter.com/johnwilkie

Another useful way to use twitter is to RSS it to your WordPress page, in which your tweets will appear in a box on your blog. This can be handy for directly accessing your ideas and incorporating them into your reflections.

You can also use it to feed directly into the industry. Keep up to date with industry practitioners around the world as they go about their day to day business. The Stage newspaper have a Tweeter in residence who updates regularly, keeping you abreast of industry news.

Its all brilliant…. : )

Using WordPress

During the Stage Management week you will be expected to keep a daily blog of your learning. I have asked for you to set up a WordPress account with this in mind. Once you have done so, it would be useful if you could find your fellow classmates blogs and link to them (RSS subscription). Please share your WordPress addresses with each other, to subscribe; click on your peers blog and scroll down until you find the RSS subscription link, there will be two, one for post subscriptions and another for comment subcriptions. The post link is the one we are after, though the comment one will be useful as well, so click on both.

You are now linked to your peers blog. Everytime a post is made, or a comment left you will be notified.

After each Stage Management session please update your blog. Reflect on what you learned during the earlier session. Try to identify what you did well and why? What did you enjoy and why? What didn’t work for you and why? How could it be improved? How could you improve? etc….

The last part of this activity is to try and encourage you to support and/or be critical of your colleagues, so please leave a comment on each of your peers blogs.

After the week you may want to continue developing your reflective practice and maintain your blogs or simply delete them… its up to you!

My blog is at….

http://johnsteachingblog.wordpress.com

Basing reflection as the keystone to my practice has taken a massive step forward today. I feel that this group could evolve their peer learning into a thriving learning community. They seem to have a supportive dynamic already in place and once the technology becomes second nature, I can see this aproach as being successful.

There are still a few students unsure of the reflective process, but I feel they can develop it individually through trial and error, with some selective scaffolding by both myself and from each other. The collaborative process of blogging enables a framework for students to develop and evolve a strong team dynamic, which is both supportive and nurturing. It’s early days yet, though the early signs are encouraging.

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