This document outlines the weekly lessons and activities for a Year 11 performance unit over 14 weeks. It includes details of workshops with an outside theatre company, developing roles, scripts, songs, and rehearsals. The goal is to perform a musical production, with auditions occurring in Week 10 and performances planned for the first week back from half term holidays in Week 15. Various production roles are also listed.
This document outlines the rehearsal and production schedule for a Year 11 performing arts class's musical production over the 2011-12 school year. It details the 14 week schedule leading up to the performances in February, including researching the musical genre and target audience, devising workshops, script writing, auditions, individual role rehearsals, and full production rehearsals. Students are assigned various production roles like director, choreographer, and designers for sets, costumes, lighting, and more.
This document outlines the schedule and lesson plans for a Year 11 C&M class's performance unit over several months. It details the weekly lessons, activities like research, workshops, script writing, rehearsals, and auditions. The performance is tentatively scheduled for late February after several weeks of rehearsals following the Christmas break. Various production roles like director, choreographer, and designers are also listed.
The agenda outlines English language learning activities and assignments taking place from October 3rd to 25th. It includes vocabulary, speaking, reading, listening, and grammar workshops for Unit 10 during the first week. The following week involves independent work to plan and prepare a presentation on accidents, with the presentation taking place on October 18th. The schedule then concludes with a Unit 10 review/quiz and a midterm exam at the end of the month.
The minutes summarize three meetings to plan a school musical. They discuss assigning scenes to write, choosing character names, reading through the script, and tasks to complete like editing scenes, choreographing, designing costumes and props, and organizing auditions. Actions agreed include editing scenes, adding more dialogue, and moving auditions to a later date due to lack of preparation time.
This document outlines the 14-week performance unit for a Year 11 creative media class. It details the weekly lessons, activities, workshops, rehearsals, and deadlines leading up to the production and performance of a musical. Key events include research, devising workshops with an outside theatre company, writing and editing the script, auditions, individual role assignments, ongoing rehearsals, and performances in February after Christmas break.
This document outlines the schedule and lesson plans for a Year 11 C&M class's performance unit over several months. It details the weekly lessons, activities like research, workshops, script writing, rehearsals, and auditions. The performance is tentatively scheduled for late February after several weeks of rehearsals following the Christmas break. Various production roles like director, choreographer, and designers are also listed.
This document outlines a 14-week performance unit for a Year 11 drama class. It includes weekly lessons, homework assignments, and rehearsal schedules leading up to performances of a musical in February. Students will research musicals, develop characters, write and edit scripts, audition, rehearse songs and scenes, and take on production roles like director, choreographer, and designer. The schedule allows time for devising workshops, composing music and lyrics, full cast rehearsals, and technical rehearsals ahead of the final performances.
This document outlines the rehearsal and production schedule for a Year 11 performing arts class's musical production over the 2011-12 school year. It details the 14 week schedule leading up to the performances in February, including researching the musical genre and target audience, devising workshops, script writing, auditions, individual role rehearsals, and full production rehearsals. Students are assigned various production roles like director, choreographer, and designers for sets, costumes, lighting, and more.
This document outlines the schedule and lesson plans for a Year 11 C&M class's performance unit over several months. It details the weekly lessons, activities like research, workshops, script writing, rehearsals, and auditions. The performance is tentatively scheduled for late February after several weeks of rehearsals following the Christmas break. Various production roles like director, choreographer, and designers are also listed.
The agenda outlines English language learning activities and assignments taking place from October 3rd to 25th. It includes vocabulary, speaking, reading, listening, and grammar workshops for Unit 10 during the first week. The following week involves independent work to plan and prepare a presentation on accidents, with the presentation taking place on October 18th. The schedule then concludes with a Unit 10 review/quiz and a midterm exam at the end of the month.
The minutes summarize three meetings to plan a school musical. They discuss assigning scenes to write, choosing character names, reading through the script, and tasks to complete like editing scenes, choreographing, designing costumes and props, and organizing auditions. Actions agreed include editing scenes, adding more dialogue, and moving auditions to a later date due to lack of preparation time.
This document outlines the 14-week performance unit for a Year 11 creative media class. It details the weekly lessons, activities, workshops, rehearsals, and deadlines leading up to the production and performance of a musical. Key events include research, devising workshops with an outside theatre company, writing and editing the script, auditions, individual role assignments, ongoing rehearsals, and performances in February after Christmas break.
This document outlines the schedule and lesson plans for a Year 11 C&M class's performance unit over several months. It details the weekly lessons, activities like research, workshops, script writing, rehearsals, and auditions. The performance is tentatively scheduled for late February after several weeks of rehearsals following the Christmas break. Various production roles like director, choreographer, and designers are also listed.
This document outlines a 14-week performance unit for a Year 11 drama class. It includes weekly lessons, homework assignments, and rehearsal schedules leading up to performances of a musical in February. Students will research musicals, develop characters, write and edit scripts, audition, rehearse songs and scenes, and take on production roles like director, choreographer, and designer. The schedule allows time for devising workshops, composing music and lyrics, full cast rehearsals, and technical rehearsals ahead of the final performances.
The document discusses creating a Facebook page and account to keep followers updated. It mentions creating a Facebook account and homepage. Screenshots are provided of different parts of the homepage.
This document outlines a potential campaign to promote tickets for a year 11 prom. The campaign would involve assemblies, a website with event details, and reminders to boost ticket sales. Success would be measured by website views, assembly feedback, and ticket sales. However, the document notes that the prom committee was unsure of their plans so the campaign may not be feasible.
The document discusses draft designs for a homepage, proposing to make the heading color stand out more by overlaying it on the video for a cool effect. It suggests making the images in the middle bigger while making the video smaller, and possibly shrinking the Facebook image as well. The designer thinks the sizes of the contact form, video, and any advertising video should be changed.
The document provides a second draft design for a homepage. It suggests making the heading and videos larger to draw attention, and placing the contact form and Facebook sign smaller and in specific locations. The text is aligned well with the form, but images could be bigger and closer together. Another video will be added once the team creates an advertisement.
This document provides a first draft design for a homepage. It includes everything the designer wanted to include but acknowledges it looks minimal as a homepage does not need much. The contact form was made very large as the most important thing, and the video size was perfect to not be distracting. However, when reviewing it, the designer found the layout looked randomly placed, dull, and boring. The heading was too small and contact form too large.
This document summarizes 3 draft designs for an identity page. The first design kept elements small to fit more in but looked unfinished and random. A video was placed under stories but the explanatory paragraph was misplaced. The second draft made elements larger for clarity but risked large gaps. The final proposed design places the video in the middle to better balance and separate the text.
This document provides a 2nd draft design for an identity page. The text was moved more to the middle of the page and the heading was rearranged to look less formal as the target audience were students. Overlaying the heading with text looked good but was unclear. While two stories seemed insufficient, the page could later be updated to include recent stories once the website launched. The heading and color schemes were kept as they suited the page and matched other layouts.
This document provides the first design ideas for an identity page. The designer initially thought stories from students should be together on one side with other media on the opposite side to keep it organized but not symmetrical and boring. Different colors were used for text and headings to complement the main blue color of the website. The page still looked bland, so the font was changed to distinguish different types of information and avoid too much text.
The document describes the progress made on a webpage identity page. It started with an initial page that was worked on, and ended with a final outcome showing what the completed webpage looks like. In 3 sentences, the document provides a brief overview of the development process for a webpage identity page.
Zahra's campaign team member left the homepage unfinished, so Zahra took over and completely redid the homepage. Zahra nearly finished the redesigned homepage and just needed to add an advertisement that another campaign member, George, had created to help promote their campaign.
Two best friends are sent to prison for stabbing a girl, though only one is truly to blame. In prison, their friendship grows tense until a new prisoner helps one realize the value of friendship. The musical emphasizes the themes of friendship, determination, and redemption through an engaging storyline and realistic set design that transports the audience to a prison setting. The director's vision is realized through the creative use of props, costumes, and an atmosphere created by a black stage with painted cell boards. The production achieves the right impact on the audience through its effective use of pacing, stage space, and humor.
Nicole Harper plays a tough character who has been through difficulties in her past that led to betrayal and imprisonment. It was challenging for Nicole to portray her character's anger at first but became easier with practice. Throughout the play, Nicole has to soften her character to show how she has changed. Nicole was most worried about singing in front of an audience as it was not her strength, but hopes to build confidence in the upcoming weeks through dedication and practice.
Ancient Greek musicals only featured male performers even in female roles, while ballad operas and modern musicals feature both women and men. Over time, musicals have become more inclusive of different genders, ages, cultures, and technology has enhanced their production quality and reach. Social norms have changed to allow women performers and mixed audiences.
Henry VIII had six wives. His first wife Katherine of Aragon gave birth to a daughter but later miscarriages. He divorced her to marry Anne Boleyn, who he later beheaded for adultery. His third wife Jane Seymour gave birth to a son but died. His fourth wife Anne of Cleves was divorced. His fifth wife Catherine Howard was beheaded for adultery. His final wife was Katherine Parr, who outlived Henry.
The document provides a timeline of key developments in visual animation between 1800-2000. It lists important early animation techniques such as the phenakistoscope in 1831, zoetrope in 1834, and flipbook in 1868. Major animated works are noted such as 'Steamboat Willie' in 1928, being the first film to use synced sound. Computer animation developments are highlighted including CGI being used in films from 1979 onwards, with 'Toy Story' in 1995 being the first fully CGI animated feature film.
The document outlines the organizational structure of an advertising agency, with the Chairman at the top overseeing various department heads for client services, creative, production, media, accounts, and administration. It then provides further details on roles within those departments, showing how different positions relate and the flow of work through the agency.
This document provides an organizational chart for an advertising agency. The chart shows that the agency is led by a Chairman and General Manager. It then breaks down the main departments and roles within the agency, including Account Service, Account Planning, Creative, Media, Production, and Finance & Accounts. The chart lists specific positions within each department at different levels, from executive roles down to support staff.
A community event is taking place on Saturday the 11th of July at Cranford Community College on High Street in Cranford. Tickets for adults are £1 and children's tickets are 50p and can be purchased at the door. For more information contact Julie Prunty via email or phone.
This document announces auditions for a school talent show seeking musicians, group acts, singers, dancers, actors and acts with international themes or unusual talents. Interested parties should sign up in the school shop, with auditions to take place on Monday June 13th from 3:30-5:00pm in the Concert Hall.
The document contains feedback from various teachers and staff members who attended student performances on February 22nd and 23rd. The feedback universally praises the students' professionalism, talent, passion and hard work in writing, directing and performing in an imaginative, funny, touching and thought-provoking production. Staff comments highlight how impressed and proud they were of the students' accomplishments.
The document discusses creating a Facebook page and account to keep followers updated. It mentions creating a Facebook account and homepage. Screenshots are provided of different parts of the homepage.
This document outlines a potential campaign to promote tickets for a year 11 prom. The campaign would involve assemblies, a website with event details, and reminders to boost ticket sales. Success would be measured by website views, assembly feedback, and ticket sales. However, the document notes that the prom committee was unsure of their plans so the campaign may not be feasible.
The document discusses draft designs for a homepage, proposing to make the heading color stand out more by overlaying it on the video for a cool effect. It suggests making the images in the middle bigger while making the video smaller, and possibly shrinking the Facebook image as well. The designer thinks the sizes of the contact form, video, and any advertising video should be changed.
The document provides a second draft design for a homepage. It suggests making the heading and videos larger to draw attention, and placing the contact form and Facebook sign smaller and in specific locations. The text is aligned well with the form, but images could be bigger and closer together. Another video will be added once the team creates an advertisement.
This document provides a first draft design for a homepage. It includes everything the designer wanted to include but acknowledges it looks minimal as a homepage does not need much. The contact form was made very large as the most important thing, and the video size was perfect to not be distracting. However, when reviewing it, the designer found the layout looked randomly placed, dull, and boring. The heading was too small and contact form too large.
This document summarizes 3 draft designs for an identity page. The first design kept elements small to fit more in but looked unfinished and random. A video was placed under stories but the explanatory paragraph was misplaced. The second draft made elements larger for clarity but risked large gaps. The final proposed design places the video in the middle to better balance and separate the text.
This document provides a 2nd draft design for an identity page. The text was moved more to the middle of the page and the heading was rearranged to look less formal as the target audience were students. Overlaying the heading with text looked good but was unclear. While two stories seemed insufficient, the page could later be updated to include recent stories once the website launched. The heading and color schemes were kept as they suited the page and matched other layouts.
This document provides the first design ideas for an identity page. The designer initially thought stories from students should be together on one side with other media on the opposite side to keep it organized but not symmetrical and boring. Different colors were used for text and headings to complement the main blue color of the website. The page still looked bland, so the font was changed to distinguish different types of information and avoid too much text.
The document describes the progress made on a webpage identity page. It started with an initial page that was worked on, and ended with a final outcome showing what the completed webpage looks like. In 3 sentences, the document provides a brief overview of the development process for a webpage identity page.
Zahra's campaign team member left the homepage unfinished, so Zahra took over and completely redid the homepage. Zahra nearly finished the redesigned homepage and just needed to add an advertisement that another campaign member, George, had created to help promote their campaign.
Two best friends are sent to prison for stabbing a girl, though only one is truly to blame. In prison, their friendship grows tense until a new prisoner helps one realize the value of friendship. The musical emphasizes the themes of friendship, determination, and redemption through an engaging storyline and realistic set design that transports the audience to a prison setting. The director's vision is realized through the creative use of props, costumes, and an atmosphere created by a black stage with painted cell boards. The production achieves the right impact on the audience through its effective use of pacing, stage space, and humor.
Nicole Harper plays a tough character who has been through difficulties in her past that led to betrayal and imprisonment. It was challenging for Nicole to portray her character's anger at first but became easier with practice. Throughout the play, Nicole has to soften her character to show how she has changed. Nicole was most worried about singing in front of an audience as it was not her strength, but hopes to build confidence in the upcoming weeks through dedication and practice.
Ancient Greek musicals only featured male performers even in female roles, while ballad operas and modern musicals feature both women and men. Over time, musicals have become more inclusive of different genders, ages, cultures, and technology has enhanced their production quality and reach. Social norms have changed to allow women performers and mixed audiences.
Henry VIII had six wives. His first wife Katherine of Aragon gave birth to a daughter but later miscarriages. He divorced her to marry Anne Boleyn, who he later beheaded for adultery. His third wife Jane Seymour gave birth to a son but died. His fourth wife Anne of Cleves was divorced. His fifth wife Catherine Howard was beheaded for adultery. His final wife was Katherine Parr, who outlived Henry.
The document provides a timeline of key developments in visual animation between 1800-2000. It lists important early animation techniques such as the phenakistoscope in 1831, zoetrope in 1834, and flipbook in 1868. Major animated works are noted such as 'Steamboat Willie' in 1928, being the first film to use synced sound. Computer animation developments are highlighted including CGI being used in films from 1979 onwards, with 'Toy Story' in 1995 being the first fully CGI animated feature film.
The document outlines the organizational structure of an advertising agency, with the Chairman at the top overseeing various department heads for client services, creative, production, media, accounts, and administration. It then provides further details on roles within those departments, showing how different positions relate and the flow of work through the agency.
This document provides an organizational chart for an advertising agency. The chart shows that the agency is led by a Chairman and General Manager. It then breaks down the main departments and roles within the agency, including Account Service, Account Planning, Creative, Media, Production, and Finance & Accounts. The chart lists specific positions within each department at different levels, from executive roles down to support staff.
A community event is taking place on Saturday the 11th of July at Cranford Community College on High Street in Cranford. Tickets for adults are £1 and children's tickets are 50p and can be purchased at the door. For more information contact Julie Prunty via email or phone.
This document announces auditions for a school talent show seeking musicians, group acts, singers, dancers, actors and acts with international themes or unusual talents. Interested parties should sign up in the school shop, with auditions to take place on Monday June 13th from 3:30-5:00pm in the Concert Hall.
The document contains feedback from various teachers and staff members who attended student performances on February 22nd and 23rd. The feedback universally praises the students' professionalism, talent, passion and hard work in writing, directing and performing in an imaginative, funny, touching and thought-provoking production. Staff comments highlight how impressed and proud they were of the students' accomplishments.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Year 11 C&M: Performance Unit 2011-12
Week Lesson Teacher Lesson Content HWK/DEADLINES
Weds 5th Oct P3 - SSA Create Production Schedule and research into successful
musicals
Thurs 6th Oct P4 - SSA Research Target Audience – quantitative/qualitative
Fri 7th Oct P4 - SSA Analysis of results and Read some musicals (3)
P5 - DBH Read some musicals (3)
6 Tues 11th Oct P2 - MWQ Finish reading and feedback to rest of team what we
like/don’t like/ What we want to use
P3 - MWQ Research Roles/ Create a CV/ Group Decision on role
Weds 12th Oct P3 - SSA Devising Workshop with YMT 1
Thurs 13th Oct P4 - SSA Brainstorming Storylines
Fri 14th Oct P4 - SSA Character developing - profiles
P5 - DBH Practical Improvisations – based on characters and storyline
7 Tues 18th Oct P2 - MWQ ANIMATION UNIT
P3 - MWQ ANIMATION UNIT
Weds 19th Oct P3 - SSA Evaluate ‘Britain’s Got Bhangra’ – Write a review
Thurs 20th Oct ALL DAY Devising Workshop with YMT 2
Fri 21st Oct ALL DAY Devising Workshop with YMT 3
Sat 22nd/ Sun 9-6pm Devising/Performing Workshop with YMT 4
23rd Oct
HALF TERM WEEK
st
Tues 1 Nov P2 - MWQ Evaluate YMT Performance and workshops/ Write a Scene by
scene breakdown
8 P3 - MWQ Write a scene for the Script
Weds 2nd Nov P3 - SSA Write a scene for the Script Complete for HOMEWORK
Thurs 3rd Nov P4 - SSA INDIVIDUAL ROLES BEGIN – Editing of overall script
Fri 4th Nov P4 - SSA INDIVIDUAL ROLES BEGIN – Editing of overall script
P5 - DBH INDIVIDUAL ROLES BEGIN – Editing of overall script Complete Editing Script
th
Tues 8 Nov P2 - MWQ SCRIPT SHOULD BE COMPLETE – Production team to read
2. P3 - MWQ Make any editing decisions as a team
th
9 Weds 9 Nov Targeted Intervention Day
Thurs 10th Nov P4 - SSA Individual roles
Fri 11th Nov P4 - SSA Individual roles
P5 - DBH Individual roles
Monday 14th SSA 3.15 Eng functional skills and read through whole script
Tues 15th Nov P2 - MWQ Compose songs/ edit lyrics/organize auditions/ individual roles
P3 - MWQ Compose songs/ edit lyrics/organize auditions/ individual roles
10 Weds 16th Nov P3 - SSA Rehearse for Auditions and send out school audition promotional Auditions – FOR Creative MEDIA
material
Thurs 17th Nov P4 - SSA Prepare for audition Auditions for Whole School
Fri 18th Nov P4 - SSA Make casting decisions
P5 - DBH Rehearsal - Performance
Mon 21st Whole school auditions
Tues 22nd Nov P2 - MWQ Rehearsal - Singing
P3 - MWQ Rehearsal - Singing
11 Weds 23rd Nov P3 - SSA Individual roles
Thurs 24th Nov P4 - SSA Individual roles
Fri 25th Nov P4 - SSA Rehearsal - Performance
P5 - DBH Rehearsal - Performance
Tues 29th Nov P2 - MWQ Rehearsal - Singing
P3 - MWQ Rehearsal - Singing
12 Weds 30th Nov P3 - SSA Individual roles
Thurs 1st Dec P4 - SSA Individual roles
Fri 2nd Dec P4 - SSA Rehearsal - Performance
P5 - DBH Rehearsal - Performance
Tues 6th Dec P2 - MWQ Rehearsal - Singing
P3 - MWQ Rehearsal - Singing
13 Weds 7th Dec P3 - SSA Individual roles
Thurs 8th Dec P4 - SSA Individual roles
Fri 9th Dec P4 - SSA Rehearsal - Performance
3. P5 - DBH Rehearsal - Performance
th
Tues 13 Dec P2 - MWQ Rehearsal - Singing
P3 - MWQ Rehearsal - Singing
14 Weds 14th Dec P3 - SSA Individual roles
Thurs 15th Dec P4 - SSA Individual roles
Fri 16th Dec P4 - SSA Rehearsal - Performance
P5 - DBH Rehearsal - Performance
CHRISTMAS BREAK
5 weeks of rehearsal after Christmas
Performance Dates –W/B 20th February (First week back after half term)
1. Set Designer (assistant props designer)
2. Props Designer (assistant set designer)
3. Costume Designer
4. Music Composer
5. Director/Script Editor
6. Assistant Director/Script Editor
7. Choreographer
8. Assistant Music Composer – to direct a sound technician
9. Marketing Manager
10. Lighting Designer
11. Production Manager – budgets, decisions, meetings, deadlines etc
12. Casting Director