Peer Feedback 2.docx
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Phoebe observed Rae during rehearsal for the musical Rent. In the observation, Phoebe noted that Rae is always punctual and prepared for rehearsals but lacks confidence when singing and does not communicate as much with others during musical parts. Rae gets unfocused easily when parts are worked on slowly. However, Rae takes feedback well and strives to improve. In response, Rae acknowledged that she needs to be more positively engaged during singing rehearsals and more confident in her own singing to have a better impact on the group.
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Rebecca peer observation
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.
Teacher Feedback - Phoebe Barr (1).pdf
Phoebe Barr was observed during a workshop for the musical Rent. The observer, Mrs. Wilkins, provided feedback on Phoebe's professional attitude, conduct during rehearsals, and areas for improvement. Phoebe consistently attended workshops on time and was always prepared. She communicated well with others and took a leadership role by singing a vital harmony line. Phoebe focused well but could relax more to improve her sound. She engaged positively with feedback and helped arrange extra practice. Going forward, Phoebe plans to relax more and enjoy rehearsals and may start leading vocal warmups to boost her confidence and help others.
Peer Feedback 3.docx
Rae Laville-Farrant received positive feedback from an observer, Deon Xavier, on her professional attitude and work during rehearsals for the musical Matilda. The observer commented that Rae is always punctual, ready to work with her hair tied back and no jewelry, and communicates well with others. However, the observer noted Rae could improve at taking feedback, as she often takes a leadership role. In response, Rae said she will make sure to better incorporate feedback from her peers and continue setting a good example of punctuality and readiness for rehearsals.
Peer Observation - Singing
Ellie always arrives on time and ready to participate in rehearsals with enthusiasm. She maintains a focused, positive attitude and is willing to improve. Ellie communicates well with others, discussing ideas, yet also listens to feedback. She oozes confidence and takes criticism constructively to better her performance. In the workshop, Ellie focused on her song "Summer Nights", demonstrating strong singing ability and characterisation through her voice. She helped another performer with advice. To further improve, Ellie will maintain her positive attitude and watch recordings of rehearsals to strengthen her characterisation outside of songs.
Peer observation betsy
Betsy always arrives on time and ready to work with a positive attitude in rehearsals. She contributes constructively and helps her peers. While focused during rehearsals, Betsy can improve her projection. She sings enthusiastically but her voice cannot be heard from a distance. To address this, Betsy will practice singing in the theater and record herself. By pulling in her stomach and using more breath, she aims to project her voice to the back of the theater. She will ask for feedback until her volume satisfies her peers.
performing arts observation from evie.pdf
Ria Back was observed during a rehearsal for the musical theatre workshop of "For Good" from Wicked. The observer, Evie Carrington, provided positive feedback on Ria's professional attitude and conduct during rehearsals. Specifically, Ria was always punctual, prepared, focused, and helpful to other members. She was also good at incorporating feedback to improve. In response, Ria acknowledged she needs to work on her characterisation of Glinda, so she will study clips of the Broadway performance of Wicked to develop more exaggerated gestures and mannerisms for the role.
Peer Feedback 1.pdf
Indie Wells was observed during a rehearsal for the musical theatre piece "Cell Block Tango". The observer, Rae Laville Farrant, noted that Indie was punctual, enthusiastic, and focused during rehearsal. While Indie communicated well and took feedback positively, the observer suggested she could contribute more ideas to the group. In her response, Indie acknowledged she will continue working on communicating more and maintaining a positive attitude in all rehearsals.
Peer Feedback 1.docx
Rae is observed to have a strong professional attitude in rehearsals. She is always punctual, focused, and lifts the moods of others. However, the observer notes that Rae sometimes teaches choreography too quickly without allowing time for others to learn. Additionally, Rae's long hair and jewelry could pose safety risks. In response, Rae agrees to slow down instruction, be more receptive to feedback to improve the group's work, and will tie back her hair and remove jewelry to reduce risks during rehearsals.
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Rebecca peer observation
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.
Teacher Feedback - Phoebe Barr (1).pdf
Phoebe Barr was observed during a workshop for the musical Rent. The observer, Mrs. Wilkins, provided feedback on Phoebe's professional attitude, conduct during rehearsals, and areas for improvement. Phoebe consistently attended workshops on time and was always prepared. She communicated well with others and took a leadership role by singing a vital harmony line. Phoebe focused well but could relax more to improve her sound. She engaged positively with feedback and helped arrange extra practice. Going forward, Phoebe plans to relax more and enjoy rehearsals and may start leading vocal warmups to boost her confidence and help others.
Peer Feedback 3.docx
Rae Laville-Farrant received positive feedback from an observer, Deon Xavier, on her professional attitude and work during rehearsals for the musical Matilda. The observer commented that Rae is always punctual, ready to work with her hair tied back and no jewelry, and communicates well with others. However, the observer noted Rae could improve at taking feedback, as she often takes a leadership role. In response, Rae said she will make sure to better incorporate feedback from her peers and continue setting a good example of punctuality and readiness for rehearsals.
Peer Observation - Singing
Ellie always arrives on time and ready to participate in rehearsals with enthusiasm. She maintains a focused, positive attitude and is willing to improve. Ellie communicates well with others, discussing ideas, yet also listens to feedback. She oozes confidence and takes criticism constructively to better her performance. In the workshop, Ellie focused on her song "Summer Nights", demonstrating strong singing ability and characterisation through her voice. She helped another performer with advice. To further improve, Ellie will maintain her positive attitude and watch recordings of rehearsals to strengthen her characterisation outside of songs.
Peer observation betsy
Betsy always arrives on time and ready to work with a positive attitude in rehearsals. She contributes constructively and helps her peers. While focused during rehearsals, Betsy can improve her projection. She sings enthusiastically but her voice cannot be heard from a distance. To address this, Betsy will practice singing in the theater and record herself. By pulling in her stomach and using more breath, she aims to project her voice to the back of the theater. She will ask for feedback until her volume satisfies her peers.
performing arts observation from evie.pdf
Ria Back was observed during a rehearsal for the musical theatre workshop of "For Good" from Wicked. The observer, Evie Carrington, provided positive feedback on Ria's professional attitude and conduct during rehearsals. Specifically, Ria was always punctual, prepared, focused, and helpful to other members. She was also good at incorporating feedback to improve. In response, Ria acknowledged she needs to work on her characterisation of Glinda, so she will study clips of the Broadway performance of Wicked to develop more exaggerated gestures and mannerisms for the role.
Peer Feedback 1.pdf
Indie Wells was observed during a rehearsal for the musical theatre piece "Cell Block Tango". The observer, Rae Laville Farrant, noted that Indie was punctual, enthusiastic, and focused during rehearsal. While Indie communicated well and took feedback positively, the observer suggested she could contribute more ideas to the group. In her response, Indie acknowledged she will continue working on communicating more and maintaining a positive attitude in all rehearsals.
Peer Feedback 1.docx
Rae is observed to have a strong professional attitude in rehearsals. She is always punctual, focused, and lifts the moods of others. However, the observer notes that Rae sometimes teaches choreography too quickly without allowing time for others to learn. Additionally, Rae's long hair and jewelry could pose safety risks. In response, Rae agrees to slow down instruction, be more receptive to feedback to improve the group's work, and will tie back her hair and remove jewelry to reduce risks during rehearsals.
teacher observation.docx
Cerys Cook was observed during a workshop for the musical Rent. The observer, Mrs. Wilkins, praised Cerys' consistent attendance, readiness to work, and good communication skills. Though singing is not one of Cerys' strengths, she behaved professionally and contributed positively to the rehearsal. Cerys opted to take a lower harmony part, which was challenging, and helped others sustain the correct harmony. Cerys received feedback on improving her posture and vocal production, which she plans to focus on in future rehearsals along with daily warmups.
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Peer Feedback 2.pdf
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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.
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[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.
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Phoebe Barr had excellent pitch, tone, and use of vibrato in her solo audition singing piece. However, the reviewer noted she should be careful not to strain her voice hitting higher notes while singing primarily in her chest voice to support the acting. To improve, the reviewer advised Phoebe to focus on body posture and warming up fully, which would allow her to achieve notes without strain and think down onto notes rather than stretching up. She also needed to work on timing, not rushing ahead of the music, and more fully embodying her character's emotions and story through the song's highs and lows.
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teacher observation.docx
Cerys Cook was observed during a workshop for the musical Rent. The observer, Mrs. Wilkins, praised Cerys' consistent attendance, readiness to work, and good communication skills. Though singing is not one of Cerys' strengths, she behaved professionally and contributed positively to the rehearsal. Cerys opted to take a lower harmony part, which was challenging, and helped others sustain the correct harmony. Cerys received feedback on improving her posture and vocal production, which she plans to focus on in future rehearsals along with daily warmups.
Rent Rehearsal Log.pdf
The rehearsal focused on fully learning lines and adding harmonies to the song "Seasons of Love" to improve the piece. Roles were assigned, including solo parts. The rehearsal addressed working on projection and vocal range in harmonies. Feedback indicated needing more work on projection, acting confidently, and character development. Areas for future improvement include vocal warmups and embodiment of character.
Rebecca peer observation by Ellie
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.
Peer observation, jive changes
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.
Peer Feedback 2.pdf
Indie Wells was observed during a rehearsal for Matilda. The observer noted that Indie was punctual, excited to work, and focused during the rehearsal. While Indie takes feedback well and improves, the observer suggested Indie could communicate more with others and contribute ideas. In response, Indie agreed to work on contributing more to the group by giving feedback to others and suggesting changes to choreography at the next rehearsal.
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The document provides feedback from three peer observations of Rebecca Moore's performance. In the first observation, the observer notes that while Rebecca portrayed sadness through gestures and facial expressions, her nerves caused a lack of confidence. The observer suggests practicing in front of a mirror to improve physicality. The second observer praises Rebecca's facial expressions, timing, energy, and recommends projecting her voice more and strengthening her character. The third is a scored feedback form, noting Rebecca's strengths are wearing the proper attire and giving a target to improve control while singing.
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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.
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Cerys Cook was observed during a rehearsal for staging the musical Dear Evan Hansen. The observer noted that Cerys always arrives on time and ready to work, helps other company members, and incorporates feedback well to improve her performance. While rehearsing, Cerys focused on characterizing Evan Hansen's nervous traits and developing choreography. She sometimes loses focus but re-engages well. In response, Cerys acknowledged that portraying Evan Hansen's anxiety has challenged her, but she will work to stay more focused during future rehearsals by varying the aspects practiced.
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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.
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Phoebe Barr had excellent pitch, tone, and use of vibrato in her solo audition singing piece. However, the reviewer noted she should be careful not to strain her voice hitting higher notes while singing primarily in her chest voice to support the acting. To improve, the reviewer advised Phoebe to focus on body posture and warming up fully, which would allow her to achieve notes without strain and think down onto notes rather than stretching up. She also needed to work on timing, not rushing ahead of the music, and more fully embodying her character's emotions and story through the song's highs and lows.
Long term taregts
The document outlines long-term SMART targets for improving acting, dance, and singing skills. For acting, the target is to improve characterization abilities through practicing facial expressions and getting feedback. For dance, the goal is to enhance timing and musicality by recording rehearsals, focusing on challenging sections, and practicing with music. For singing, the aim is to boost projection using breathing exercises, recording performances for review, and working with a teacher to set targets. Progress will be evaluated before upcoming showcases with the goals of strengthening weaknesses over time.
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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.
Peer Observation - Charaterisation
Ellie Greatorex was observed during a Grease character analysis workshop. The observer, Rebecca Sellors, provided positive feedback on Ellie's professional attitude, including her punctuality, readiness to work, communication skills, focus during rehearsals, and ability to incorporate feedback. Specifically, Rebecca commented that Ellie portrays her two contrasting characters of Sandy and Rizzo with different body language, facial expressions, and accents. In response, Ellie plans to continue improving her character portrayal skills through attending more character workshops in order to show an even bigger contrast between her two roles.
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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.
Peer Observation - Charaterisation
Ellie was observed during a Grease character analysis workshop. The observer noted that Ellie always arrives on time and is ready to work, contributing positively during rehearsals. She focuses well and brings a positive attitude. Ellie takes feedback well and clearly improves from one rehearsal to the next. During this workshop, Ellie responded well to instructions and gave her full effort to developing the characters of Sandy and Rizzo from Grease. The observer commented that Ellie portrays these very different characters convincingly through her American accents, facial expressions, and ability to embody the innocence of Sandy and confidence of Rizzo. Ellie said she will continue her strong work ethic and receptiveness to feedback in
Rebeccas peer observation
Betsy-Jo's performance as Marty in the Grease workshop was observed. [1] She accurately portrayed the exaggerated American teen character through facial expressions and a consistent American accent. [2] Betsy worked well with others, harmonized in groups, and had good projection when delivering lines and singing. [3] She picked up choreography quickly and worked well across all three art forms.
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Ria was observed during a rehearsal for Matilda. The observer notes that Ria consistently attends rehearsals on time and is always ready to work, though could benefit from tying her hair back. Ria communicates well with others and takes on a leadership role, but sometimes gets distracted when things go wrong. She engages well with feedback and arranged extra practice. In response, Ria plans to tie her hair back in future rehearsals to improve her focus and facial expressions.
Bring it on combining singing and dancing
1) The focus of the workshop was on applying singing and dancing simultaneously while maintaining vocal harmonies and projection.
2) Participants performed the piece and made a list of areas to improve, such as remembering to sing with volume and projection during certain sections.
3) While the participant found combining singing and dancing difficult at first due to lack of experience, their strength was singing with the group for support and their weakness was remembering to sing individual sections while dancing.
6th chorus grading policy and classroom procedures20122013
This document provides information about the 6th grade chorus class for the 2012-2013 school year taught by Mrs. Heather Lovelace. It outlines classroom procedures, grading policies, and expectations for concerts. The key points are:
1) Active participation in rehearsals and concert attendance are essential and form the basis of the grading policy.
2) Grades are based on rehearsal responsibilities, vocal technique, and concert attendance/performance, with additional points for musicianship assignments.
3) Concerts are like exams and attendance at all performances is mandatory for a passing grade. Proper dress and behavior are also required.
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The document provides context about the musical Chicago and the song "Cell Block Tango." It discusses the plot of the musical, which is based on real-life murders and scandals in 1920s Chicago. It then summarizes the scene in which "Cell Block Tango" occurs, describing how each of the six women sing about murdering their husbands or lovers. The remainder of the document discusses a student performance of the song, including character and choreography details.
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This document summarizes a student's self-assessment of their performance in a musical theatre solo. The student received feedback that they have a good vocal range but need to work on belting notes and adding movement. Their target is to project their voice more when belting, carry out vocal warmups, and practice breath control to handle the song's quick changes in tempo and tone. They aim to incorporate these improvements into their next solo attempt.
Hamilton - Introduction to Character and Context (1).pdf
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.
Hamilton - Introduction to Character and Context.pdf
1) The document discusses the student's work in their musical theatre class on the song "Non Stop" from Hamilton. They chose this song because it incorporates elements of singing, dancing, and acting.
2) It describes the class's plans for a showcase featuring several musical numbers requiring mastery of different performance skills, pushing the students out of their comfort zones.
3) The student reflects on helping with choreography for "Non Stop" in the first lessons, identifying areas of strength like leadership and willingness to try new things, as well as areas for improvement like maintaining a positive attitude.
SMART Targets - musical theatre - April .pdf
By the end of the musical theatre unit, the student's long term target is to achieve a distinction grade to help develop their skills and further their career goals. By the end of May, their mid term target is to feel more confident in routines for an upcoming showcase and start adding facial expressions and character. For their short term target, by the end of the week starting May 2nd, they hope to have added more to their group dance number and nearly finished it to allow time to add another dance to the showcase.
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This document contains a skills audit for performing arts that assesses an individual's understanding and skills in various areas related to movement, vocals, musical theatre interpretation, character interpretation, physical skills, dance physical skills, and musical theatre/singing skills. It also evaluates personal management skills and allows the individual to list any specialist skills. The skills are rated on a scale from no understanding/skills to excellent understanding/skills.
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Copy of Hamilton - Introduction to Character and Context 2.pdf
Copy of Hamilton - Introduction to Character and Context 2.pdf
Hamilton - Introduction to Character and Context (1).pdf
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