The company performed a 20-minute abridged version of the musical Grease. They showcased their skills in acting, singing, and dancing to key moments from the musical. The performance included scenes and songs like "Summer Nights", "Hopelessly Devoted to You", and "You're the One That I Want". The company adapted aspects like choreography and characters to best suit their abilities and the space. Overall the performance challenged the company to perform to their highest standard across all art forms.
The document provides details about a musical theatre showcase performed by students. It summarizes their workshops covering acting, dance, and singing skills. It describes their performances of ensemble pieces from shows like Chicago and Rent. Individual performances included the Dream Ballet from Oklahoma. Extensive rehearsals helped students improve vocals, choreography, and characterizations. Collaboration with teachers helped strengthen performances. The showcase demonstrated students' growth in musical theatre skills.
- The document is an interview with Robert Swinston about his experience dancing for Merce Cunningham and reconstructing Cunningham's choreographies.
- Swinston discusses his background in Martha Graham and Jose Limon's more narrative styles of dance before joining Cunningham, whose work was more abstract. This required Swinston to learn to make the movement speak for itself without relying on music or narrative.
- When reconstructing Cunningham's works, Swinston researches early versions and tries to understand the creative evolution, then balances reconstructing the roots with incorporating changes Cunningham made over time. This process helps Swinston gain a deeper understanding of the inner structures of Cunningham's works.
Learning the choreography for "Summer Nights"Rebecca Sellors
The rehearsal focused on learning the choreography for "Summer Nights" from the musical Grease. The choreography was broken down into sections and learned slowly before being pieced together. By the end of rehearsal, the entire choreography had been learned along with some initial character and performance elements. The next steps are to continue practicing individually to improve memory and exaggeration of movements in order to fully embody the fun and energetic character.
This document summarizes a rehearsal for choreographing and practicing the song "Summer Nights" from the musical Grease. The rehearsal focused on incorporating accurate choreography, facial expressions, and characterization of the innocent character Sandy. While the rehearsal helped improve memorizing the choreography and linking it to lyrics, it was identified that more focus is needed on maintaining characterization and energy throughout the performance.
The document provides information about action verbs, be verbs, common adjectives, adverbs, and irregular verbs to help with confidence, fluency and personality in speaking. It lists over 200 verbs and their past and past participle forms to improve verbal skills.
The document discusses derivative words, which are words derived from other words by adding prefixes or suffixes. It provides examples of prefixes like "dis-", "in-", and "ir-" that create negative meanings and suffixes like "-age", "-ant", and "-al" that can change a word's grammatical function or meaning. The document explores how prefixes and suffixes can modify root words to form new words with different definitions.
The students performed the musical Bring It On for their final exam piece. They went through an extensive rehearsal process over many months working with various teachers to improve their singing, dancing, acting, and overall performance. This included filming rehearsals to identify areas for improvement, adjusting choreography and staging logistics for their performance space, and ensuring strong teamwork across all roles. Through dedicated practice and collaborative refinements, the students were able to deliver a high quality final performance of Bring It On.
The document provides a detailed summary of a performing arts student's final evaluation of their coursework. They focused on developing skills in three elements of musical theatre - dancing, singing, and acting. Throughout the course, the student felt they improved most in acting and confidence with singing, though some singing skills still needed work. The class worked on several group performances incorporating all three skills and showcasing individual strengths. Workshops with instructors helped them learn routines, choreography, and better understand different musical styles. The student felt the course greatly improved their musical theatre abilities and confidence.
The document provides details about a musical theatre showcase performed by students. It summarizes their workshops covering acting, dance, and singing skills. It describes their performances of ensemble pieces from shows like Chicago and Rent. Individual performances included the Dream Ballet from Oklahoma. Extensive rehearsals helped students improve vocals, choreography, and characterizations. Collaboration with teachers helped strengthen performances. The showcase demonstrated students' growth in musical theatre skills.
- The document is an interview with Robert Swinston about his experience dancing for Merce Cunningham and reconstructing Cunningham's choreographies.
- Swinston discusses his background in Martha Graham and Jose Limon's more narrative styles of dance before joining Cunningham, whose work was more abstract. This required Swinston to learn to make the movement speak for itself without relying on music or narrative.
- When reconstructing Cunningham's works, Swinston researches early versions and tries to understand the creative evolution, then balances reconstructing the roots with incorporating changes Cunningham made over time. This process helps Swinston gain a deeper understanding of the inner structures of Cunningham's works.
Learning the choreography for "Summer Nights"Rebecca Sellors
The rehearsal focused on learning the choreography for "Summer Nights" from the musical Grease. The choreography was broken down into sections and learned slowly before being pieced together. By the end of rehearsal, the entire choreography had been learned along with some initial character and performance elements. The next steps are to continue practicing individually to improve memory and exaggeration of movements in order to fully embody the fun and energetic character.
This document summarizes a rehearsal for choreographing and practicing the song "Summer Nights" from the musical Grease. The rehearsal focused on incorporating accurate choreography, facial expressions, and characterization of the innocent character Sandy. While the rehearsal helped improve memorizing the choreography and linking it to lyrics, it was identified that more focus is needed on maintaining characterization and energy throughout the performance.
The document provides information about action verbs, be verbs, common adjectives, adverbs, and irregular verbs to help with confidence, fluency and personality in speaking. It lists over 200 verbs and their past and past participle forms to improve verbal skills.
The document discusses derivative words, which are words derived from other words by adding prefixes or suffixes. It provides examples of prefixes like "dis-", "in-", and "ir-" that create negative meanings and suffixes like "-age", "-ant", and "-al" that can change a word's grammatical function or meaning. The document explores how prefixes and suffixes can modify root words to form new words with different definitions.
The students performed the musical Bring It On for their final exam piece. They went through an extensive rehearsal process over many months working with various teachers to improve their singing, dancing, acting, and overall performance. This included filming rehearsals to identify areas for improvement, adjusting choreography and staging logistics for their performance space, and ensuring strong teamwork across all roles. Through dedicated practice and collaborative refinements, the students were able to deliver a high quality final performance of Bring It On.
The document provides a detailed summary of a performing arts student's final evaluation of their coursework. They focused on developing skills in three elements of musical theatre - dancing, singing, and acting. Throughout the course, the student felt they improved most in acting and confidence with singing, though some singing skills still needed work. The class worked on several group performances incorporating all three skills and showcasing individual strengths. Workshops with instructors helped them learn routines, choreography, and better understand different musical styles. The student felt the course greatly improved their musical theatre abilities and confidence.
Within the showcase, the student performed a 20 minute section from the musical 'Grease' showcasing their singing, acting, and dancing skills. Many workshops helped develop these skills, including character workshops that helped the student portray the roles of Sandy and Rizzo, dance workshops that improved their jive and hand jive skills, and vocal workshops that helped them successfully sing solo pieces and harmonies. Throughout the rehearsal process, the student gained confidence in their performance abilities and improved their skills in dancing, character portrayal, vocal projection, and collaborating with others.
Final Evaluation for Musical Theatre.pdfAlfieDamps
This document provides a final evaluation of a performing arts company's work developing skills for a musical theatre showcase on June 23rd. It discusses the process of choosing pieces incorporating different disciplines like dance, drama, and singing. Throughout workshops and rehearsals, the evaluator worked to improve skills like breath control, vocal projection, choreography, characterisation, and more. While some elements like articulation and breath control remained challenging, the overall process helped the evaluator develop their performing arts skills in areas like timing, coordination, and confidence.
This document provides a self-evaluation by Betsy-Jo Warren of her performance in a showcase called "A Night at the Musicals" where she demonstrated her skills in acting, dancing, and singing. The showcase included performances of songs and dances from Chicago and other musicals. Betsy-Jo discusses preparing for her roles, rehearsing choreography such as "Cell Block Tango" and "All That Jazz", working with her ensemble, and overcoming challenges with character development, vocals, and adapting to a smaller stage than anticipated. She reflects on the value of recording rehearsals and receiving feedback from various teachers to improve her skills for the showcase.
The rehearsal focused on mixing vocal harmonies by having singers move around instead of staying in groups. A warmup was done to prepare voices for moving and singing. Singers then practiced the piece while moving to different positions, building stamina. Later, some harmonies were changed, requiring altos to sing lower pitches that suited the writer's vocal range. Overall, the rehearsal helped improve breath control, projection, pitch, and stamina needed for the final showcase performance.
Rent Rehearsal with the Musical Director updated.pdfAlfieDamps
The document summarizes a rehearsal session for the song "Seasons of Love" from the musical Rent. The group discussed vocally warming up and splitting into soprano and alto groups to work on harmonies. The musical director helped the groups figure out the harmonies and advised improving projection for the opening and ensuring everyone could be heard. Working on the harmonies was challenging since not all had singing as a main focus. The student focused on projecting clearly and maintaining pitch within the harmonies.
The rehearsal focused on adding movement to the group musical piece "Sincerely Me" from Dear Evan Hansen and improving vocal projection. The rehearsal included warmups, practicing lyrics and choreography. Specific challenges included chest bumping movements not looking natural between performers of different sizes, and straining vocal ranges without warmup. The rehearsal helped improve movement memory and energy, though vocal pitch still needs work.
Rehearsal with Choreographer - write up (1).pdfRachelLF
1) The document discusses rehearsals for a performance of the song "Revolting Children" from the musical Matilda. It describes choosing the song, setting choreography and formation on tables and chairs, and focusing on learning the choreography.
2) It notes challenges with maintaining energy and focus during repetitive rehearsals. While choreography was learned quickly, more work is needed on consistent characterisation throughout the routine.
3) Areas identified for improvement include characterisation, timing of jumps and formations, and keeping rehearsals engaging despite repetition.
The document summarizes the student's experience performing in their school's BTEC musical showcase. They performed scenes from Grease, including Danny Zuko. They worked hard over many rehearsals with teachers to improve their singing, dancing, acting, and character portrayal skills. On the night of the showcase, the student felt proud of their professional performance of Danny Zuko, despite being ill, as they received positive feedback from the audience. The student feels they have learned valuable skills that will help with future performances and their goal of becoming a musical theatre performer.
In this rehearsal summary:
1) The group focused on finishing choreography and cleaning elements for their routine from the musical Matilda.
2) They added new choreography including poses in a canon and a dance break with jumps.
3) The writer felt they picked up choreography quickly but needs to work on characterization, which is important without words.
4) Overall they made progress but still need to improve timing and consistent characterization for their final performance.
Our rehearsal focused on finishing our Matilda dance piece so that the next rehearsal could address weaker parts. We ensured everyone's ideas were incorporated and the theme was maintained. My focus was on improving coordination, which I knew was a weakness. We chose to perform the "Revolting Children" dance because we all preferred it and it gave everyone the same character. We ran through the dance with the music to see if it fit, shortening parts that ran long. We reviewed our performance and improved characterization, lifts, facial expressions, and timing to make the dance cleaner. Constructive criticism helped without hurt feelings, and I was able to give input that improved the dance.
The student participated in their class showcase performing routines from musicals like Hamilton, Matilda, and Cell Block Tango. Through workshops and rehearsals, they developed skills in singing, dancing, and acting. The student gained confidence and learned to work as part of a team. While challenging at times, the experience helped the student improve their abilities and they are proud of their success in the showcase.
Copy of Hamilton - Introduction to Character and Context 2.pdfRachelLF
This document summarizes a student's experience in their first few rehearsals for their school musical theatre group's performance of "Non-Stop" from Hamilton. The student discusses their goals of helping with choreography ideas and learning routines quickly. They reflect on strengths like leadership and willingness to try new things, and an area for improvement being a more positive attitude. The student feels they achieved their goal of contributing choreography ideas and picking up routines fast. This will help them succeed in future musical theatre performances and in their performing arts careers.
Hamilton - Introduction to Character and Context (1).pdfRachelLF
This document summarizes a student's experience in their first few rehearsals for their school musical theatre group's performance of "Non-Stop" from Hamilton. The student discusses their goals of helping with choreography ideas and learning routines quickly. They reflect on strengths like leadership and willingness to try new things. An area for improvement is maintaining a positive attitude. The student feels they achieved their goal of contributing choreography ideas and picking up routines fast. This will help them succeed in future musical theatre performances and in their performing arts careers.
Rent Rehearsal with Musical Director - Full write up.pdfRachelLF
The document summarizes a rehearsal for singing "Seasons of Love" from the musical Rent. The group worked with a musical director to learn vocal warmups, harmonies, and projections. Students provided peer feedback on strengths like musicality but also weaknesses like lack of confidence. The group decided on soloists and focused on improving areas like breath control and characterization for their upcoming performance.
The document summarizes a dance rehearsal for the musical number "Summer Nights" from Grease. The rehearsal focused on incorporating characterization and accurately performing the choreography while singing. The dancer worked to portray the innocent and energetic characteristics of the character Sandy. Though characterization was sometimes dropped to focus on dance moves and singing, linking lyrics and choreography helped improve both skills. While the dancer succeeded in memorizing the choreography, facial expressions and energy levels need more work in future rehearsals to fully achieve the rehearsal targets.
Ella Brown performed in a musical theatre showcase. She had roles in Chicago, My Fair Lady, Little Shop of Horrors, and Rent. For Chicago, she focused on improving her dance skills, specifically the challenging choreography for "Cell Block Tango." For her solo in My Fair Lady, she worked on characterizing Eliza Doolittle through posture, accent, and costume. In Little Shop of Horrors, she enhanced her singing and developed a character. Ella believes her strengths were memorizing lines and adapting different characterizations. Her weaknesses included dance timing and maintaining accents consistently. Overall, the showcase helped Ella improve her musical theatre skills across acting, dancing, and singing.
The rehearsal focused on projection, harmonies, and lyrics for the song "Seasons of Love" from the musical Rent. The group did vocal warmups and split into sections to work on harmonies. An exercise of walking around the room singing helped with projection and building stamina. The writer felt more confident singing after this rehearsal but still needs to work on projection and character emotions.
Learning the choreography for “You’re The One I Want”.Rebecca Sellors
The rehearsal focused on learning the choreography for "You're The One I Want" from the 2010 London West End production. Due to the small cast size, this choreography was chosen. Not all cast members could attend, so extra rehearsals were scheduled to ensure everyone learns the choreography correctly. Specific movements are described, and the document outlines the dancer's strengths, areas for improvement, and target for the next rehearsal of further practicing sections they struggled with.
Rent Rehearsal with the Musical Director.pdfAlfieDamps
The document summarizes a rehearsal session for the song "Seasons of Love" from the musical Rent. The group worked on harmonies, vocal warmups, and projection under the guidance of the musical director. They decided the song would open their showcase. The musical director helped the alto and soprano sections find their harmonies and advised improving the opening and increasing projection. The challenge was getting everyone to maintain their harmonies. The rehearsal helped the student work on projection and finding the best pitch with their deeper voice compared to others.
The student performed in their school's BTEC Showcase featuring musical performances. For their piece, they performed a routine from the musical "Bring It On" along with other students. Through workshops with various teachers focusing on dancing, singing, characterization, and group work, the student improved their skills in each area. On the night of the showcase, the student felt confident in their individual performance of "My Shot" from Hamilton as well as their role in the ensemble number from "Bring It On". The student reflected on focusing on their own growth rather than comparing themselves, and believed the experience helped strengthen skills needed for a career in musical theatre performance.
The rehearsal focused on learning the hand jive motif from "Born To Hand Jive" so that it could be combined with previously learned jive choreography. Key movements of the hand jive included slapping, clapping, and bouncing. The dancer learned the hand jive choreography quickly and maintained energy throughout the rehearsal. Areas for improvement include ensuring the bounces are timed correctly with the music and practicing lifts with a partner.
Rebecca was observed during a dance workshop focusing on the jive style of dance. The observer noted that Rebecca arrived on time and was ready to work, communicating well with her partner throughout the rehearsal. She picked up the choreography quickly and maintained her focus. The observer commented that Rebecca was a pleasure to work with, being understanding of her partner's injury and helping others with the timing. Rebecca's positive attitude helped the whole company improve, and she put full effort into perfecting her movements and understanding the jive style. In response, Rebecca said she would maintain her professional conduct and focus during future rehearsals.
Within the showcase, the student performed a 20 minute section from the musical 'Grease' showcasing their singing, acting, and dancing skills. Many workshops helped develop these skills, including character workshops that helped the student portray the roles of Sandy and Rizzo, dance workshops that improved their jive and hand jive skills, and vocal workshops that helped them successfully sing solo pieces and harmonies. Throughout the rehearsal process, the student gained confidence in their performance abilities and improved their skills in dancing, character portrayal, vocal projection, and collaborating with others.
Final Evaluation for Musical Theatre.pdfAlfieDamps
This document provides a final evaluation of a performing arts company's work developing skills for a musical theatre showcase on June 23rd. It discusses the process of choosing pieces incorporating different disciplines like dance, drama, and singing. Throughout workshops and rehearsals, the evaluator worked to improve skills like breath control, vocal projection, choreography, characterisation, and more. While some elements like articulation and breath control remained challenging, the overall process helped the evaluator develop their performing arts skills in areas like timing, coordination, and confidence.
This document provides a self-evaluation by Betsy-Jo Warren of her performance in a showcase called "A Night at the Musicals" where she demonstrated her skills in acting, dancing, and singing. The showcase included performances of songs and dances from Chicago and other musicals. Betsy-Jo discusses preparing for her roles, rehearsing choreography such as "Cell Block Tango" and "All That Jazz", working with her ensemble, and overcoming challenges with character development, vocals, and adapting to a smaller stage than anticipated. She reflects on the value of recording rehearsals and receiving feedback from various teachers to improve her skills for the showcase.
The rehearsal focused on mixing vocal harmonies by having singers move around instead of staying in groups. A warmup was done to prepare voices for moving and singing. Singers then practiced the piece while moving to different positions, building stamina. Later, some harmonies were changed, requiring altos to sing lower pitches that suited the writer's vocal range. Overall, the rehearsal helped improve breath control, projection, pitch, and stamina needed for the final showcase performance.
Rent Rehearsal with the Musical Director updated.pdfAlfieDamps
The document summarizes a rehearsal session for the song "Seasons of Love" from the musical Rent. The group discussed vocally warming up and splitting into soprano and alto groups to work on harmonies. The musical director helped the groups figure out the harmonies and advised improving projection for the opening and ensuring everyone could be heard. Working on the harmonies was challenging since not all had singing as a main focus. The student focused on projecting clearly and maintaining pitch within the harmonies.
The rehearsal focused on adding movement to the group musical piece "Sincerely Me" from Dear Evan Hansen and improving vocal projection. The rehearsal included warmups, practicing lyrics and choreography. Specific challenges included chest bumping movements not looking natural between performers of different sizes, and straining vocal ranges without warmup. The rehearsal helped improve movement memory and energy, though vocal pitch still needs work.
Rehearsal with Choreographer - write up (1).pdfRachelLF
1) The document discusses rehearsals for a performance of the song "Revolting Children" from the musical Matilda. It describes choosing the song, setting choreography and formation on tables and chairs, and focusing on learning the choreography.
2) It notes challenges with maintaining energy and focus during repetitive rehearsals. While choreography was learned quickly, more work is needed on consistent characterisation throughout the routine.
3) Areas identified for improvement include characterisation, timing of jumps and formations, and keeping rehearsals engaging despite repetition.
The document summarizes the student's experience performing in their school's BTEC musical showcase. They performed scenes from Grease, including Danny Zuko. They worked hard over many rehearsals with teachers to improve their singing, dancing, acting, and character portrayal skills. On the night of the showcase, the student felt proud of their professional performance of Danny Zuko, despite being ill, as they received positive feedback from the audience. The student feels they have learned valuable skills that will help with future performances and their goal of becoming a musical theatre performer.
In this rehearsal summary:
1) The group focused on finishing choreography and cleaning elements for their routine from the musical Matilda.
2) They added new choreography including poses in a canon and a dance break with jumps.
3) The writer felt they picked up choreography quickly but needs to work on characterization, which is important without words.
4) Overall they made progress but still need to improve timing and consistent characterization for their final performance.
Our rehearsal focused on finishing our Matilda dance piece so that the next rehearsal could address weaker parts. We ensured everyone's ideas were incorporated and the theme was maintained. My focus was on improving coordination, which I knew was a weakness. We chose to perform the "Revolting Children" dance because we all preferred it and it gave everyone the same character. We ran through the dance with the music to see if it fit, shortening parts that ran long. We reviewed our performance and improved characterization, lifts, facial expressions, and timing to make the dance cleaner. Constructive criticism helped without hurt feelings, and I was able to give input that improved the dance.
The student participated in their class showcase performing routines from musicals like Hamilton, Matilda, and Cell Block Tango. Through workshops and rehearsals, they developed skills in singing, dancing, and acting. The student gained confidence and learned to work as part of a team. While challenging at times, the experience helped the student improve their abilities and they are proud of their success in the showcase.
Copy of Hamilton - Introduction to Character and Context 2.pdfRachelLF
This document summarizes a student's experience in their first few rehearsals for their school musical theatre group's performance of "Non-Stop" from Hamilton. The student discusses their goals of helping with choreography ideas and learning routines quickly. They reflect on strengths like leadership and willingness to try new things, and an area for improvement being a more positive attitude. The student feels they achieved their goal of contributing choreography ideas and picking up routines fast. This will help them succeed in future musical theatre performances and in their performing arts careers.
Hamilton - Introduction to Character and Context (1).pdfRachelLF
This document summarizes a student's experience in their first few rehearsals for their school musical theatre group's performance of "Non-Stop" from Hamilton. The student discusses their goals of helping with choreography ideas and learning routines quickly. They reflect on strengths like leadership and willingness to try new things. An area for improvement is maintaining a positive attitude. The student feels they achieved their goal of contributing choreography ideas and picking up routines fast. This will help them succeed in future musical theatre performances and in their performing arts careers.
Rent Rehearsal with Musical Director - Full write up.pdfRachelLF
The document summarizes a rehearsal for singing "Seasons of Love" from the musical Rent. The group worked with a musical director to learn vocal warmups, harmonies, and projections. Students provided peer feedback on strengths like musicality but also weaknesses like lack of confidence. The group decided on soloists and focused on improving areas like breath control and characterization for their upcoming performance.
The document summarizes a dance rehearsal for the musical number "Summer Nights" from Grease. The rehearsal focused on incorporating characterization and accurately performing the choreography while singing. The dancer worked to portray the innocent and energetic characteristics of the character Sandy. Though characterization was sometimes dropped to focus on dance moves and singing, linking lyrics and choreography helped improve both skills. While the dancer succeeded in memorizing the choreography, facial expressions and energy levels need more work in future rehearsals to fully achieve the rehearsal targets.
Ella Brown performed in a musical theatre showcase. She had roles in Chicago, My Fair Lady, Little Shop of Horrors, and Rent. For Chicago, she focused on improving her dance skills, specifically the challenging choreography for "Cell Block Tango." For her solo in My Fair Lady, she worked on characterizing Eliza Doolittle through posture, accent, and costume. In Little Shop of Horrors, she enhanced her singing and developed a character. Ella believes her strengths were memorizing lines and adapting different characterizations. Her weaknesses included dance timing and maintaining accents consistently. Overall, the showcase helped Ella improve her musical theatre skills across acting, dancing, and singing.
The rehearsal focused on projection, harmonies, and lyrics for the song "Seasons of Love" from the musical Rent. The group did vocal warmups and split into sections to work on harmonies. An exercise of walking around the room singing helped with projection and building stamina. The writer felt more confident singing after this rehearsal but still needs to work on projection and character emotions.
Learning the choreography for “You’re The One I Want”.Rebecca Sellors
The rehearsal focused on learning the choreography for "You're The One I Want" from the 2010 London West End production. Due to the small cast size, this choreography was chosen. Not all cast members could attend, so extra rehearsals were scheduled to ensure everyone learns the choreography correctly. Specific movements are described, and the document outlines the dancer's strengths, areas for improvement, and target for the next rehearsal of further practicing sections they struggled with.
Rent Rehearsal with the Musical Director.pdfAlfieDamps
The document summarizes a rehearsal session for the song "Seasons of Love" from the musical Rent. The group worked on harmonies, vocal warmups, and projection under the guidance of the musical director. They decided the song would open their showcase. The musical director helped the alto and soprano sections find their harmonies and advised improving the opening and increasing projection. The challenge was getting everyone to maintain their harmonies. The rehearsal helped the student work on projection and finding the best pitch with their deeper voice compared to others.
The student performed in their school's BTEC Showcase featuring musical performances. For their piece, they performed a routine from the musical "Bring It On" along with other students. Through workshops with various teachers focusing on dancing, singing, characterization, and group work, the student improved their skills in each area. On the night of the showcase, the student felt confident in their individual performance of "My Shot" from Hamilton as well as their role in the ensemble number from "Bring It On". The student reflected on focusing on their own growth rather than comparing themselves, and believed the experience helped strengthen skills needed for a career in musical theatre performance.
The rehearsal focused on learning the hand jive motif from "Born To Hand Jive" so that it could be combined with previously learned jive choreography. Key movements of the hand jive included slapping, clapping, and bouncing. The dancer learned the hand jive choreography quickly and maintained energy throughout the rehearsal. Areas for improvement include ensuring the bounces are timed correctly with the music and practicing lifts with a partner.
Rebecca was observed during a dance workshop focusing on the jive style of dance. The observer noted that Rebecca arrived on time and was ready to work, communicating well with her partner throughout the rehearsal. She picked up the choreography quickly and maintained her focus. The observer commented that Rebecca was a pleasure to work with, being understanding of her partner's injury and helping others with the timing. Rebecca's positive attitude helped the whole company improve, and she put full effort into perfecting her movements and understanding the jive style. In response, Rebecca said she would maintain her professional conduct and focus during future rehearsals.
Rebecca attended a rehearsal for songs with her vocal coach on time and in the proper attire. She had a positive attitude and helped other members by picking out harmonies. Her main focus during the rehearsal was improving her solo performance of Sandra Dee's reprise based on previous feedback about projecting her voice more confidently. By the end of the rehearsal, she successfully sang her solo section loudly and clearly from the back of the theater, incorporating the coaching she received. As a result, she felt more comfortable with her solo and planned to continue working hard.
The document summarizes a voice projection rehearsal for a performance of Grease. The rehearsal focused on improving projection while delivering dialogue through various exercises. Cast members took turns projecting lines while standing in a line and then while walking around the space. This helped make the practice more realistic to the performance. The author felt their projection improved but that they need continued practice of these techniques to fully project their lines throughout the performance of Grease.
This document discusses the history and development of various performance genres that contributed to the emergence of modern musical theatre. It analyzes how different genres integrated or did not integrate the art forms of dance, music, and drama. While early genres like opera, operetta, and minstrel shows incorporated some combination of the arts, it was not until later developments like Oklahoma that all three were fully integrated throughout a musical. The document also examines how individual musicals have varied in their formulas and use of the art forms, suggesting there is no single "perfect formula" needed for success.
Rebecca Sellors demonstrated strong professionalism and focus during a jive choreography rehearsal for Grease. [1] She arrived on time and ready to work, contributing positively to discussions and giving constructive feedback to peers. [2] During the rehearsal, Rebecca adapted well to changes in the choreography, learning quickly and ensuring the group had time to perfect the new moves. [3] Whenever given feedback, she strived to improve immediately and showed dedication to her growth as a performer.
Sandra Dee worked on her solo from Grease, "Look at Me I'm Sandra Dee (Reprise)" with her vocal coach. Her goal for the rehearsal was to learn the correct techniques for her solo and be able to perform it accurately by the end. With the coach's help, she focused on breath control, pitch, projection and emphasis within different parts of the song. She recorded her solo to help with individual practice and improving her tuning.
The rehearsal focused on blocking scenes from their performance of Grease to help transitions flow smoothly and accurately portray intentions to the audience. Scenes were blocked to position characters in different areas and freeze some characters when others spoke. Strengths included providing input on character positioning and integrating drama and music elements. Continued practice of lines is needed before the next rehearsal.
Rebecca Sellors was observed during a blocking rehearsal for Grease.
[1] Rebecca arrived on time with energy and focus, actively participating and offering ideas to her peers and director. She maintained a professional attitude and focus throughout the rehearsal.
[2] When given feedback on her American accent, Rebecca immediately asked her peers to demonstrate and applied the techniques, overcoming the obstacle. Her determination to improve showed her professionalism and contributed positively to the rehearsal's success.
The rehearsal focused on improving characterisation for the musical Grease. Activities included creating tableaus to portray different characters like the Pink Ladies and T-Birds and embodying individual characters through posture and expression. The document's author worked on portraying their character Frenchy, an excited, girly American teen. They struggled with the American accent but learned techniques like watching videos. The author's strength was portraying Frenchy's over-the-top personality but they need to continue practicing their accent at home and setting specific targets for each rehearsal.
First full dress rehearsal of Grease:
The rehearsal aimed to ensure the cast knew the abridged version of Grease well and understand how it would run on the performance night. It also helped identify improvements needed. Strengths included the use of facial expressions, energy, and an American accent. Weaknesses included struggling with lines during a bedroom scene. More practice on lines will improve delivery and flow between characters.
Grease is a musical set in 1959 at Rydell High School, following the Pink Ladies and T-Birds gangs. The main character Sandy joins the Pink Ladies and tells them about meeting Danny, the leader of the T-Birds, over summer. When school starts, Danny and Sandy are surprised to find they both attend Rydell. Frenchy is an over-the-top member of the Pink Ladies who is friendly and supportive, especially comforting Sandy when Danny treats her differently than over summer. Grease explores themes of love, friendship, and teenage rebellion through songs and scenes requiring strong acting, singing, dancing, and character portrayal skills from the cast.
The document outlines three long term SMART targets for the individual to improve their skills in acting, dancing, and singing.
For acting, the target is to improve characterization through facial expressions, physicality, and understanding the character. Progress will be measured through self-evaluation of recordings.
For dancing, the target is to improve projection and energy to fully embody the character. Small sections will be practiced with different expressions.
For singing, the goal is to improve projection in solos and ensembles through breath control exercises. Recordings will track progress over time.
The document outlines three long-term SMART targets for improving skills in acting, dancing, and singing. For acting, the target is to improve characterization through facial expressions, physicality, and understanding the character. For dancing, the target is to improve projection and energy to fully embody the character. For singing, the target is to improve vocal projection to be heard in solos and ensembles. Short-term goals and feedback mechanisms like self-evaluation are outlined to work towards the long-term targets.
First full dress rehearsal of Grease:
The rehearsal aimed to ensure the cast knew the abridged version of Grease well and understand how it would run on the performance night. It also helped identify improvements needed. Strengths included the use of facial expressions, energy, and an American accent. Weaknesses included struggling with lines during a bedroom scene. More practice on lines will improve delivery and flow between characters.
The rehearsal focused on learning the songs "Summer Nights" and "You're The One I Want" from Grease. Cast members were assigned parts for each song and worked on harmonies. The goal was to learn the lyrics for both songs. Strengths included learning lyrics quickly, but improvements were needed on projecting the voice and continuing to practice the tunes and harmonies. Weekly targets will be set to ensure continued progress.
- The rehearsal focused on developing characterizations for roles in Grease through freeze frames and tableaux. Lines were also rehearsed for the first scene before "Summer Nights".
- The student worked on characterizing their role of Frenchy by being excited and engaged with other characters. Their strengths were adapting their physicality to different roles.
- Areas for improvement include learning lines fluently and working on an American accent by watching more Grease clips at home between rehearsals.
Rebecca Sellors demonstrated excellent professional attitude and conduct during a characterisation workshop rehearsal for the role of Frenchy in Grease. She was always punctual, focused, and maintained a positive attitude. Rebecca was also prepared to work, took feedback well to improve her performance, and helped other company members. During rehearsals, Rebecca's facial expressions captured Frenchy's bubbly personality through exaggerated reactions. While her energy delivery of lines could be improved, overall Rebecca contributed greatly to the rehearsal's success through strong characterisation skills.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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1. Final Evaluation,Summaryof Grease performance-
Withinthe showcase ourcompanyperformedatwentyminute abridge versionof Grease,withinthis
we workedonall three art forms.We showcasedourversatilitywhenperformingassome of our
companymulti -rolledwithinGrease.The showcase challengedustoperformtothe bestof our
abilitywithinall threeartforms.The showcase neededtoincludeahigheramountof dialogue in
orderto helpthe storyfloweasierand create scene changes. Withinourshowcase,we hadtoact
throughoutbothsongand dance as we needed tocontinually portrayourcharactersthroughout.
Our showcase consistedof some of the keymomentswithin Grease;thisincludedanopeningscene
whichintroducedustothe charactersand lead intothe firstsong, ‘SummerNights’.AfterSummer
Nightswe hadsome more dialogue where we foundoutmore aboutSandy’ssummerleadinginto
bumpingintoDanny.ThisendedbadlyandSandywasleftupset andalone.She thensings
‘HopelesslyDevotedtoyou’whichthenflipstothe bedroomscene where Sandyisinthe bathroom
and the PinkLadies are talkingaboutMarty’s love life.Thisthen leadsinto‘Freddy myLove’,after
whichboththe PinkLadiesandthe T-birdsprepare togo to the highschool dance, thisscene shows
the characters pairingupreadyto go to the dance.Firstly, the girlsdance altogetherandthenthe
boysjoininwith them,nextthe musicfadesfrom“Rockn’ Roll Is Here To Stay” into“Born to Hand
Jive”.Afterthisupbeat1950’s Rock and Roll style dance, everyone exitsexceptforFrenchyand
Sandy,FrenchycomfortsSandybytellinghereverythingwill be alrightinvitinghertocome over.
Frenchydid thisto ensure Sandywasalright andalsoto show how theirfriendshiptogetherhas
progressedsince theyfirstmet.FrenchymakesSandyfeel welcome atall timeswithinthe musical as
if theyhave alwaysbeenfriends. Frenchysings ‘Lookatme I’mSandra Dee’reprise toSandytelling
herto keepherheadhigh tryingto keepstrongthinkingpastDanny’sacts. Thisthenswitchestothe
T-birdsonthe highschool fields lookingatthe cheerleadersandfinallyendswith‘You’re the One I
Want’.
Initiallywe lookedintothe musicalGrease andthe backgroundof the musical,we thengotthe feel
for the 1950’s characters by performingsome workshopswhichexploreddifferentcharacterswithin
Grease.For example, we workedoninnocentSandyandhow we believedshe wouldbe portrayed.
An example of howtoportray innocentSandy wouldbe quite shyandreservedwithminimal
physical actions, alsoSandywouldbe quietwhentryingtofitinwiththe PinkLadies tryingnotto
pushherself intothe group.We thenexperimentedwiththe characterRizzowhohastotally
opposite characteristicstoinnocentSandy.Forexample Rizzoisaloudcharacterand has bigsassy
characteristicsincludingbeinglaidbacksuchassittingwiththe PinkLadieshoweveractinglike she
isn’tbotheredeithersmokingorlookingathernails.WhereasSandy wouldbe satup straight,
crossedleggedholdingherhandswhile engagingwiththe othercharacterswithasmile.
Musically,we experimentedwithharmonies toaccompanythe mainmelodyasbackingvocals.
Once we were confidentwithourpartswithinall of the songswe addedthe harmoniestogetherand
practicedaltogether. Duringthis process, we workedwithourvocal coach Mrs Guy whoallocated
our harmoniestosuit our vocal types andalsogave usguidance withoursoloperformances.
Before workingonthe choreographyforGrease,we experimentedindance workshopswere we
learntsome of the keycharacteristicsand basic stepswhich make upthe foundationsof the Jive.
Our dance rehearsalsconsistedof learningkeymotifswithinGrease includingthe main‘HandJive’
motif whichconsistsof clapping,slappingof the thighsandotherhandgestures. Thiswasour
foundationtolearningthe restof the choreography, laterwe made changestothe choreography
and otherart forms, such as once the set wasbuiltwe changedthe spacingof dances.
2. WhenlearningchoreographyforGrease we workedwitha choreographer,MissSweeney.She
workedalongside uswhile learningthe repertoire,thiswasimportantinordertouse exact and
accurate repertoire fromGrease.Notonlythatbutshe alsohelpedtoensure eachmemberwithin
the ensemble wereperformingthe choreographycorrectly andprecisely.We alsoworkedwithour
dance directorMrs Turner,she helpedustoperfectplacementof choreographyandalsoworkon
our timingasan ensemble.Thishelpedusensure we were workingas a teamwithinthe
choreography,notonlythatbut italso made the performance of choreographylookprofessional
and well-rehearsed.
The vocal coach Mrs Guy worked hardwitheachmemberof the companyto ensure eachperson
knewtheirharmonyperfectlyandalsohadthe correctvocal techniqueswhensinging.MrsGuy also
gave assistance toeach memberof the companyto ensure theirsoloswere strongshowingoff the
bestof ourability. Workwasput intoperformingthe mainmelodylinesaswell asharmonysections.
Projectionwasakeyarea I neededtofocusonas well asincludingsome dynamic contrast.This
combinedwithdictionandwordclarity.
Our directorMr Sluman,gave usworkshopsincharacterisationandaccentsbefore beginningwork
on Grease.Thisgave us the appropriate foundations whendeliveringdialogueinanAmericanaccent
and alsoto helpusportray an overexaggeratedAmericanteen.
Duringthe initial stagesof Grease we experimented andexplored all of the characters to ensure we
understoodhoweachcharacterwas differentandtheirspecificattributes.Afterthat eachmember
of the companywas givena character specificallyforthem, mycharacterwas Frenchy.Frenchyisa
girlygirl whoisso excitedabouteverythingandwantstoknow all of the gossip,thisisevidentwhen
Sandytellsthe pinkladiesabouthersummerasFrenchyisso engagedinthe conversation,Frenchy
isa supportive characterasshe cares forSandy whenshe isupsetaboutDanny. I believethat
Frenchywas an appropriate characterfor me as I workedhard to ensure Iportrayedthe correct
attributesandcharacteristicsof Frenchy.Whenworkingonmy characterisationtowardsFrenchyI
had to considerfacial expressions,physicality, accentandtone of voice.I also needed toportraythe
interestandengagementinwhatSandywastalkingabout,notonlythat but I alsohadto comfort
Sandywhenshe wasupsetdue to Danny’sactions.
Duringeach rehearsal we recorded ourwork to ensure the company hadall rehearsalsfilmed.This
gave us the opportunity toself-evaluate ourselves andourprogressmade inpreparingforthe
performance.Thisisimportantasnotonlydo we needtobe performingwell butwe alsoneedtobe
able to identifyourweaknessesandwhat isgoingwrong.Thisisimportantas we now understand
howto make improvementsourselveswithoutrelyingonotherswithinthe company. Byrecording
ourselveswhenrehearsingitalsoallowsustosee if the stagingof the performance iscorrect,for
example once the setwasbuiltwe hadto change the centre of ourperformance tobe in the centre
of the setrather thanthe centre of the stage.
Withinourresearchof Grease the musical we hadto understand the style andformof the musical,
thisisimportant inorder to playthe characters correctlycorrespondingtothe eraand style of the
musical.The style of Grease is rock and roll inthe late 1950’s andthe musical formisa book musical.
Duringour rehearsal processessome of ourchoreographywasadaptedinordertoensure ourvocals
remained strongwithprojectionandwordclarity, while performingupbeatenergeticchoreography.
Thisis importantin orderto showour abilityin all artformsas we wantedtoavoidlackinginone
particularart form. Originally, we learntaJive motif whichwasadapted thatthe girlswouldperform
on theirownand thenwe couldcarry straighton to performthe original handjive motif withour
3. male partners. We alsoadaptedthe choreographyforthe middle of Bornto Hand Jive asone unison
sectiondidn’tlookprecise,sothiswaschangedto eachcouple havingasolosectionwhichportrayed
the characteristicsof theircharacterswell. Thissection addedtothe energylevel andrepresented
the competitionelementof the highschool ball.
Otherareas we adaptedwasthe change of some characters due to our story line andadaptationsof
the musical Grease. Originally,we wouldhave hadtohave changedour characters toomany times
due to the songswhichsuiteach performerbestandalsogivingequal opportunitiesforeach
memberwiththe company.Thiswouldmake ithardfor the audience tofollow andmaycause
confusion,sowe rearrangedthe characters. We decidedtohave twoSandy’s,soto representthis
Sandyhad a signature outfitand hairstyle.Atthe beginningof ourabridge versionof Grease Sandy
isbeingplayedbyEllie,however,towardsthe latterpartof the musical BetsyplaysSandy.Atthe
beginningof ourmusical BetsyplaysRizzoandthenswapsroleswithEllie tobecome SandyandEllie
become Rizzoduringthe latterhalf of the musical.ErinplaysMarty throughoutandRebeccaplays
Frenchythroughout. All of the T-birdsstaythe same throughout,RamyplaysDanny,Brookplays
Kenickie,JackplaysSonnyandBrandonplaysDoody.
Once the set wasbuilt we neededtoadaptthe stagingof the performance inordertolook
aestheticallypleasingandavoidclasheswhendancing. Whendancingitwas hardto figure outour
spacingwiththe setas we had a smallerspace toperforminandhad to be wearytoavoid clashing
intothe band or the stepscomingdownfromthe raisedstage. Notonlythat but we alsohad to
ensure thatthroughoutourperformance we remainedcentre tothe setratherthanthe centre of
stage as thiseffectedthe overallaestheticsof the performance. We decidedthatwithinthe Hand
Jive thatone couple woulddance onstage in the centre andthe otherthree couples formeda
triangle formationonthe floortomake it looklike adiamond.Thisgave usmore room when
performingandenabledustoavoidclashes,the adaptationsmade tothe setmade usimprove our
spatial awareness.Spatialawarenesswasimportantonce we hadthe setas thiswas a keyskill to
have to avoidanyunprofessional aestheticproblems,notonlydidwe have tobe wearyto avoid
clashesbutwe alsohad to make the performance off the centre of the room to be inthe centre of
the stage.
I workedindividuallyonmycharacterisationandotherweaknessesIhadwithinGrease.Todothis
effectively, Igave myself weeklytargetsinordertohelp me improve. Isetmyself specificrehearsals
withineachweektofocusoncertainelementsto worktowardsmyweeklytarget.Forexample, to
improve onmycharacterisationIgave myself smallerelementstoworkon includingmyfacial
expressions.Facial expressionshelp me toportraymy character betterandcorrespond to feelings
such as beingexcitedaboutSandy’ssummer.Additionally, Iworked onmyphysicalitytoensure I
was showingthatFrenchy wastryingto comfortSandy,theythen stoodcloselytogetherFrenchy
wrapsher arm aroundSandy’s shoulderto reassure Sandythateverythingisgoingtobe alright.
AnotherelementIworkedonwithinthese rehearsalswasmyAmericanaccentas I initiallystruggled
whendeliveringlinesinthe accent.Iset thistargetfor twoweekstoensure IperfectedmyAmerican
accent ensuringconsistency whendeliveringlines. Isetmyself the taskof watchingvideosonhowto
speakwithan Americanaccent,Ialsolistenedtopeople withanAmericanaccentwhichenabledme
to understandhowtoperforminan Americanaccent.Suchas emphasisingdifferent lettersincluding
the letterr whichthe Americansaddmore emphasisto.Notonlythatbut I alsoaskedpeerstohelp
improve myAmericanaccenteachmemberof the companydeliveredone of mylinesinan
Americanaccentthishelpedme asI understoodwhere Iwasgoingwrongandhow to improve.To
ensure Icontinuedimprovingonmyaccent I audiorecordedsome of mypeersperformingdialogue
4. inan Americanaccentwhichhelpedme whenpracticingindividually. Iwasable to lookbackwhenI
was strugglingwithparticularwords.
The company workedwell togetherasanensemble,we overcame issuessuchaschangesinthe Jive.
Thiswas importantasthe companyneededtoremainstrongtogethertoensure all choreography
and performance elementswhereshownprofessionallyandaccurately. Everyone withinthe group
were all verysupportive of one anotheraswe gave constructive criticismtoone anotherwhen
necessary.Thisisimportantas the advice frompeershelpstoimprove notonlyyourindividual
performance butalsothe overall outcome of the group. All peershadapositive attitude towardsthe
performance andworkedhardto ensure we all hadthe correct level of energywithinGrease and
towardsmakingfurtherimprovements.
My strength withinthisprocesshasbeenmy characterisationskills,Iinitiallystruggledtoportraymy
character effectivelyhoweverafterworkinghardwithinindividualrehearsals myfacial expressions,
accent andphysicalityimprovedimmensely whichimprovedmyoverallcharacterisationof Frenchy.
Thisis seenwithinthe recordingsinthe leaduptothe performance,includingthe dressrehearsal.
Anotherstrengthof mine wasdance as mymusicalitywasgoodthroughoutalongside myenergyand
enthusiasmwhichwasseenwithinthe Jivedue tothe bouncycharacteristicsof the piece and my
interactionwithmypartner.
My weaknesseswithinGrease weremy vocal projectionwhendeliveringbothmy linesandalso
whensinging,alsoincludingadynamiccontrastandmaintainaccurate tuninginmy solosong were a
weakness.
To ensure Imake improvementstomyprojectionforthe future Iwill setmyself smallergoalsto
eventually improveand alsoworkhardon usingdifferentvocal techniquestoimprove projection. I
will alsoensure thatmydynamiccontrastswhensingingare clear,Iwill achieve thisbyworkingon
my clarityof soundsand alsoworkingonparticulardynamicsIam findingmore difficult.
Followingonfromthe showcase Iamgoingto continue working onmy projection,tuningand
dynamiccontrast. To ensure I improve onthese Iwill setmyself longtermtargetsonthisandalso
use smallerSMARTtargetswithinthisprocess.Iwill setmyself regularexerciseswhichwill
eventuallyall contributetobecomingbetteratthese performance skills. Thisisimportanttoensure I
have a professional careerwithinthe industry.