monologue

Whilst choosing  my monologue for this project  my first instinct was to perform my "Sarah kane" monologue from my audition into this college,to me this was an easy option and as my group were focused on the performance "Fog everywhere" I knew that the time we had to practice was limited,however I wanted to take a risk and use a monologue I was unfamiliar with.

I decided to choose a monologue from the children's hour.
This play is about a orphans home run by two women, Karen Wright and Martha Dobie. An angry student, Mary Tilford, runs away from the school and to avoid being sent back she tells her grandmother that the two woman are having a lesbian affair,the monologue o have chosen is in the climax of the affair as Martha explains her love for Karen.
This is unlike any monologue I have done before,although I have already showed my skills of the "folorn" emotion in the play of two gentleman of Verona.
Whilst performing this speech I used emotional memory from a previous experience in my life.

Feedback:

Very realistic piece,could see the characters story from my performance,good use of actions in performance,Connected with audience well through realism.

Acting Cv

Acting Cv

Kaede Amaning
Contact-24 Outram road Addiscombe Cr0 6xe
Mobile-07572279343
Location -Addiscombe east Croydon
Height-5.6 Build-Medium Hair-Brown
Role playing ages-12-20
MainSkills-Dance,singing

Training-Westminster Kingsway College Ual
Silviya young drama school
Royal academy of dance(ballet school)


Credits-(Location,title,type,character)
2005 Royal academy of dance ballet performance,Alice in wonderland,Choreography,Battersea square Wandsworth, England,Alice's sister
2010 Silviya young,Marylebone,Greece,Musical,sandys friend
2015-Riddlesdown collegiate,Find me,Play,Veritys mother&Verity,
2016-Music video,Yxbgbane ft wstrn,Tv,myself
2017-,Camden people's theatre,fog everywhere,play,Myself
2017-Music video,Rolling pins,tv,myself

Personal statement

As a child I was very lacking in confidence.  I rarely socialised and was only able to express myself with members of my family. I then discovered theatre. Although initially shy, acting helped me build my confidence and become the person I am today. My first experience of theatre was in the last year of my primary school where we performed "Alice in Wonderland". I played the character of Alice's sister, a major role in the play. This was the moment I realised how much I loved drama and how it enabled me to express myself and come alive. From this early acting experience I progressed through the years to a range of different characters in different situations.

Following on from school plays I performed in theatre productions such as Grease with the "Sylvia Young School".  In this particular play I acted the part of one of Marty’s friends. With the training I received there, and with each new role, I felt my technique and love of acting increase. With each live performance my confidence grew as did my enthusiasm and desire to perform. I have since covered a range of roles often performing characters older than myself. For example in one particular role I played the character of a woman who was a victim of physical abuse by her partner. In addition to playing the lead role, I co-wrote and directed the play with my classmates. In order to play the part I undertook a lot of research on people who have experienced domestic abuse and violence and the effect it had on both themselves and their family members . This enabled me to empathize and understand the issues faced by someone suffering from this type of abuse. Although this role took me out of my comfort zone, the play itself was a huge success. Although I am a team player, working together with my class mates sharing my ideas, I felt that my success within the team was mainly because of my leadership skills. I played the lead part in directing the play and helped my classmates get into character.

Acting has helped me develop as a person and has brought out my personality. It is and has been a way for me to interact with other people in ways that I would not normally do.

As well as acting I have since gone on to have lead parts in various music videos as well as modelling for various brands such as ASOS and next.

On the personal side I have had to deal with a lot in my life from the breakup of my parents’ marriage where I have had to rebuild my relationship with my father. My brother was diagnosed with schizophrenia when I was fourteen years of age and this caused anxiety and disruption within the family. I have however managed to rebuild my relationship with him. 

I now work and pay my way through college and I am extremely proud of my achievements

Progression routes

Before coming to this college I never thought of going to a drama university to study performing arts,however after looking at a few drama universities I realised there are many opportunities that come with going.
Drama unis offer you a wide amount of drama related courses. However drama courses slightly differ from those labeled as acting. Nevertheless many Universitys have an amazing variety of arts based degrees.
drama schools & Universitys
 provides you with an understanding of the histories, practices, theories & contents of drama, performance & theatre both balanced and supported by practical explorations, with a wide  of a range of performance techniques and the creation of live performance events.
Whilst researching online and looking at drama schools and unis I've found that many offer An engagement with the processes and practices of theatre developing  you as confident, versatile and exciting practitioners.
The drama schools And unis that have caught my eye are those in the rank of
 95% of students going into work or study .professions they enter include: acting, theatre choreography, TV production, events management and teaching at every level.
I've found out that many schools focus on different things I.e when I went to the Royal central school of drama I noticed that the graduates that have been the most successful tend to come out as creative writers
because the school offers you the opportunity to study Drama through practice and creative writing.
One of the most exciting things about drama school is the dynamic and creative community of students, artists and academics. I will meet a lot of students who aspire to work in today’s diverse theatre & production industry.
The main thing that troubles me  about drama and uni is the cost however there are alternative sources that provide funding.
Another con is the travel, although I am used to travelling to London,I have found many drama schools in the usa which fit my needs moving forward in the industry.
I know that some drama schools require either an audition with singing or singing through your the course,this may be a issue for some people as they may not be comfortable with singing or haven't been put in a position to do so.
After researching I realised that I feel as drama school is better fitted for me as they aim to develop the creative potential of individual further so that i can maximize their engagement with the huge variety of social and educational opportunities I will encounter & I also feel as they have a wider overview of theatre overall.

Skills Audit

In secondary school I learnt the basics i.e
Moving into an empty space Characterisation ect
But in college I was introduced to a whole new approach of acting,I developed skills including breaking the forth wall and interacting with the audience.
I am able to adapt into my characters using Given circumstances and the Magic If technique by Stanavlaski.
Already I have made friends helping me on my journey,they and my teachers/tutor allow me to express my personality confidently,without feeling uncomfortable,I am so grateful to have met everyone on my course
Before this experience I never had the confidence to express myself through acting,I was never really excepted in my classes and I wasn't as confident as I am now,this course has allowed me to learn new skills aswell as bring up my confidence as a person
I really enjoyed working on the most recent production of "two gentleman of Verona"
My character silvia is protracted as a confident person & I believe I birtday ef tht characteristic well
These are a few skills I have learnt in my course:
Oral Communication Skills
Acting onstage has taught me  how to be comfortable speaking in front of large audiences, and the classes have given me additional experience talking to groups
Motivation and Commitment
Being involved in theatre productions and classes demands commitment and motivation.
Arriving on time is very essential
It shows your commitment as an actress
The Ability to Work Independently
In theatre, you're often assigned tasks that you must complete without supervision
This gains trust between the student and the teacher
It has taught me about independence as an actor
Getting on with the work without the support of an adult

Outside of college I have also experienced and developed many new skills.
The most memorable theatre production tht I watched was in the lyric theatre & it was a child's production of budgsy Malone
This production was amazing
The commitment of the young actors was very inspiring and it gave me more motivation on my journey as a young actress.
In college we get the chance to be involved in many workshops
My favourite workshop so far has been the Camden youth theatre workshop
We got a chance to focus on working around physical theatre and using the stage space.
We got given the chance to work with there company out side of college
And I took tht opportunity.
Working on this course I have revived a lot of feedback
The feedback I get the most is about my articulation
My pronousiation of words and letters
Which I need to improve on myself at home
Practicing younger twisters

Areas
One main area I feel like I could put more work into is my confidence
Although I am very comfortable on stage
My confidence isn't as good as I want it to be and I need to focus on working on that.
Currently I am looking at the drama schools I would like to go to
I have been researching the school silvia Young whic I am farmiliar with as I have done a lot of work and holiday lessions /classes with them.
I never really enjoyed theatre before but now I realise it's more than Shakespeare,
I am more aware of how to act in a theatre space and environment
Currently I am working on branding myself as a name creating my own business & working outside of the college

Fog

Fog
14th
Today we had anew introduction to the "Fog" concept.
Amongst the group we all discussed what direction we want the second part of the fog piece to be like
We came to a conclusion that  we wanted to have it directed and performed as an abstract piece and we didn't want it to be scripted,only the factual information.
We then decided to play a few games to get our heads in the right mind frame.
We started with a simple excersises which involved ourselves and a small ball, to play this game we had to stand in a equidistant circle and someone had to start by saying another persons name in the circle,the persons name who has been said would say another persons name we then continued this until everyone's name had been said and it would end with the first person. We went over the sequence of names a few times so we remembered the order.
The next part of the game was to walk towards someone in the circle but that person had to be different to the person who's name u said.We took this in turns and like before it ended on the first person.
The next part of the game was to say aloud the names in consecutive order and to walk towards your chosen person at the same time.
Our last and final step was to throw a ball at someone,following the same steps as before,ending on the first person.
this got very confusing but we realised the key to the game was to not laugh,or speak,but to concentrate on what we were doing.
As and actress concentration is important and this game helps me to get "in tune" to my fellow pupils.
We then went into an improvisation game where four pupils had to sit on a chair infront of everyone else and this pupils were given a dirty bottle of water.the scenario was that we were all thirsty but the water was really disgusting.
Me Toby Emily and Pele went up first.
Our reactions to the bottle we require similar we were all hesitant to "drink" it but we showed thirst through our actions I.e
I picked up the water,showing the audience my thirst,opened the lid,smelt it then put it back on the table.
All four of us then had different techniques of avoiding to drink it first,Tony explained to us that he will drink it second after someone else does.
We then all realised that the audience was frustrated that no one was drinking it,as to the audience they would want to know what it tasted like

18th
Today we started of with a few improvisation games we started off with the dirty water bottle we were introduced to on the 18th and our task was in small groups to show the effects on pollution on
People.
In my group we decided to devise a small piece in which two people came to a small experimental campaign.
The two people (Pheobe and pele) had to taste two different substances and in the end Pele realises they are contaminated and have a bad effect on your body.
The message behind this piece was that people may see things as normal,but the reality is that fog is very dangerous and it can effect society.
We tried to end it on a cliff hanger and in the style of Brecht "get the audience thinking about what they saw".

The next part of the lesson was very interesting.We were showed an advert and in groups we had to devise something to go along with the advert.
The advert was about a car and it had a strong narration describing the features of a car(https://m.youtube.com/watch?v=hE5iNOZfRrg)
Brian gave us ideas that we could show the "car" as a human and we could actually show the description of the car as a human.
My group decided to create the car.
We started in a square shape one person facing another in a four,we had our heads down and on the first few lines we would raise our heads.we then got into a formation with two people at the back and two people at the front me and Emily would then act out the speech for example when the narrator said "intelligent wipers)we would create the wondeipers with our hands and twist our heads when the narrator in the advert said oil.
This was a very abstract performance and was well constructed.
The other group decided to actually device a piece showing a car crash this was well thought out and it showed the hazards of drink driving,like me,Pheobe,Juan and peles groups decides campaign piece it got the audience thinking about the message behind the performance.




19th
Today we got into the historical side of fog
And we learnt about the great London fog in the 90's.i learnt that it affected Hunfrends and thousands of people and thousands lost there life's from the fog.
It's really interesting to learn about the historical background of the Fog itself and getting to and understanding of how dramatic it really was.
Brian then gave us a difficult task to do.
He showed us multiple pictures from a book and in groups of three we had to choose one of them a show every part of the picture,not missing out any detail.
My group chose a picture of a man on a carriage led by a horse in the fog stopped by a child with a light,
We didn't realise we had to show everything including the lamppost in the back ground
My group found this task challenging,we decided to get into character showing each person as they are in the picture
It was hard to get every detail.
The other group chose the picture of an arc and a man standing in the fog under the arc.They began with a freeze frame of the picture but then got into a story of there own.
Both groups began to tell a story and we realised it was put natural instinct to show and dramatise our pictures.
I feel as though we done this because we're used to acting and devising pieces Stanislavski style,instead of showing the audience something different and getting them thinking about the performance.

CPT Fog:

week 1
working in cpt created a ne environment for us,we got  feel of what it would be like in the theatre space
14th
Today we had anew introduction to the "Fog" concept.
Umongst the group we all discussed what direction we want the second part of the fog piece to be like
We came to a conclusion that  we wanted to have it directed and performed as an abstract piece and we didn't want it to be scripted,only the factual information.
We then decided to play a few games to get our heads in the right mind frame.
We started with a simple excersises which involved ourselves and a small ball,to play this game we had to stand in a equidistant circle and someone had to start by saying another persons name in the circle,the persons name who has been said would say another persons name we then continued this until everyone's name had been said and it would end with the first person.We went over the sequence of names a few times so we remembered the order.
The next part of the game was to walk towards someone in the circle but that person had to be different to the person who's name u said.We took this in turns and like before it ended on the first person.
The next part of the game was to say aloud the names in consecutive order and to walk towards your chosen person at the same time.
Our last and final step was to throw a ball at someone,following the same steps as before,ending on the first person.
this got very confusing but we realised the key to the game was to not laugh,or speak,but to concentrate on what we were doing.
As and actress concentration is important and this game helps me to get "in tune" to my fellow pupils.
We then went into an improvisation game where four pupils had to sit on a chair infront of everyone else and this pupils were given a dirty bottle of water.the scenario was that we were all thirsty but the water was really disgusting.
Me Toby Emily and Pele went up first.
Our reactions to the bottle we require similar we were all hesitant to "drink" it but we showed thirst through our actions I.e
I picked up the water,showing the audience my thirst,opened the lid,smelt it then put it back on the table.
All four of us then had different techniques of avoiding to drink it first,Tony explained to us that he will drink it second after someone else does.
We then all realised that the audience was frustrated that no one was drinking it,as to the audience they would want to know what it tasted like

18th
Today we started of with a few improvisation games we started off with the dirty water bottle we were introduced to on the 18th and our task was in small groups to show the effects on pollution on
People.
In my group we decided to devise a small piece in which two people came to a small experimental campaign.
The two people (Pheobe and pele) had to taste two different substances and in the end Pele realises they are contaminated and have a bad effect on your body.
The message behind this piece was that people may see things as normal,but the reality is that fog is very dangerous and it can effect society.
We tried to end it on a cliff hanger and in the style of Brecht "get the audience thinking about what they saw".

The next part of the lesson was very interesting. We were showed an advert and in groups we had to devise something to go along with the advert.
The advert was about a car and it had a strong narration describing the features of a car(https://m.youtube.com/watch?v=hE5iNOZfRrg) Brian gave us ideas that we could show the "car" as a human and we could actually show the description of the car as a human.
My group decided to create the car.
We started in a square shape one person facing another in a four, we had our heads down and on the first few lines we would raise our heads. We then got into a formation with two people at the back and two people at the front me and Emily would then act out the speech for example when the narrator said "intelligent wipers)we would create the windwiipers with our hands and twist our heads when the narrator in the advert said oil.
This was a very abstract performance and was well constructed.
The other group decided to actually device a piece showing a car crash this was well thought out and it showed the hazards of drink driving, like me, Phoebe, Juan and Peles groups decides campaign piece it got the audience thinking about the message behind the performance.




19th
Today we got into the historical side of fog
And we learnt about the great London fog in the 90's.i learnt that it affected Hundreds and thousands of people and thousands lost there life's from the fog.
It's really interesting to learn about the historical background of the Fog itself and getting to and understanding of how dramatic it really was.
Brian then gave us a difficult task to do.
He showed us multiple pictures from a book and in groups of three we had to choose one of them a show every part of the picture, not missing out any detail.
My group chose a picture of a man on a carriage led by a horse in the fog stopped by a child with a light,
We didn't realise we had to show everything including the lamppost in the back ground
My group found this task challenging, we decided to get into character showing each person as they are in the picture
It was hard to get every detail.
The other group chose the picture of an arc and a man standing in the fog under the arc. They began with a freeze frame of the picture but then got into a story of there own.
Both groups began to tell a story and we realized it was put natural instinct to show and dramatise our pictures.
I feel as though we done this because we're used to acting and devising pieces Stanislavski style,instead of showing the audience something different and getting them thinking about the performance.

Introduction to Brecht and Metamorphosis

Tuesday 19th
Today in tutorial lesson we had a discussion on Alienation ,Epic theatre and Bertolt Brecht.
Rob gave us a small scene script from
He then chose three people to act out the first scene.
Georgia began and she had to read the text of Vlasova to her son(who tiny was playing).
She began to read it then rob stopped her midway,He told the class to imagine that the actors were in an old Victorian kitchen with everything around them I.e stove,sink and he even gave her a prop to work with as a spoon to stir the soup.
He then told her to be emotionally connected whilst reading the text, to feel guilt whilst reading it aloud,this way the text was more believable and we felt emotionally connected to the actors performing.
He then told Rose to read the text but this time there were no proPs and she was just reading it I. The normal school environment,she was told to say normally but show passion in the way she reads it,to show enthusiasm whilst reading the text this was showing brechts idea of of
the audience believing in the action onstage,became emotionally involved leads to them loosing ability to think and to judge.
I learnt that Brecht's way of showing an audience a piece of text by making an audience think about what the actor is saying  is different to stanavlaskis idea acting is more then the physicality and vocal expression of an actor.
I noticed that when Georgia read aloud the text It showed more realistic and she had more emotional passion towards what she was saying where as rose' passion was more to delivering the speech an Alienating the actor by to distancing  the audience from emotional involvement.

20th
We started the day of with a few warmup excersises focusing on our articulation of words,to do this we had a few tongue twisters and we were given different personas to say them in I.e "Peter piper picked a pepper" Rob told is to say this in the style of an over excited kids news presenter,to do this you have to over articulate the pronousiation of words and by doing this we worked our tongue and mouth muscles.
We then got into a few real life scenarios one was to act as a "begger"
Everyone had quite a smile pose.Rob then asked a supply teacher if we acted well as beggers and if it was quite a good impression she said yes and she agreed we all portrayed a good impression.We then all gave suggestions as what you could do to show your a begger.Thought prosseses,past experiences,many things were said to show the emotional attachment of being and portraying that character but Rob then explained to us that in the style of Brecht it's not nessary to have those things in mind as long as you show and portray to the audience that your a begger.
The next task was in groups to show a car accident scene but in the style of Brecht.
My group decided to narrate whilst acting the scenes.we started with text describing how we all went out and got drunk and we were now on our way home.
The narration was said normally with no over expression.
When the car crashes Leonie had to physically show herself getting out of the car and trying to open the other door Obiously to the audience
The aim of the task was to look at the narration and have an episodic piece that showed a message but didn't let the audience form an emotional attachment.
My group struggled with the task as were used to dramatising our pieces.

In the evening we worked more on Brechts style of theatre.
Our task in groups of four was to present a political hazard that is going on now in today's society.
My group decided to go with the "#Blacklifesmatter" campaign and we wanted to show the downfalls of the American police and how they effect the black society.
The begginging of our piece we introduced the black life's matter campaign.Qe decided to have me and Pelw act as wife and husband in a car and a police officer approach us.
We had narration through the piece and wanted to take away emotional attachment whilst narrating to follow brechts disbelieve of catharsis theatre.
When the officer came up to us(Mimi)she asked to see the drivers(Pele)documents
And when handed to her she said to the audience "I don't believe him" this gets the audience thinking about the situation and the police officers opinions towards Pele.
In the end we ended with saying the "#blacklifesmatter" but I done a count down before to show that it wasn't a scripted piece.

In our last lesson we worked on the Play
"Metamorphosis" as me and a few other people were in Fog we this was our first time being introduced to the play.
Sharon explained to us that it's an abstract piece which involves no props and some narration.
I had to read through the begging to understand the piece.
I was put in a group with ruby,Leonie and yasmine. We worked on a scene in which a character becomes a bettle,
We started with all of us backstage going on one bye one in a diomond formation.
Yasmine started making a ticking sound with her mouth whilst moving her head in three directions.i followed the rythm of the head turn whist crouching down with my arms on my shoulders.Ruby and Leonie were knees down on the floor banging to the rythm of the sound.
It got louder and louder and the tension built up,when it was at its peak I screamed stop,this was to show I was the character wishing the creature,confused as to what was going on.