These are examples of targets I have set for myself for before the final showcase that include skills that are achievable throughout the three areas of Musical theatre
The document outlines four long-term SMART targets for a student in acting, dancing, singing, and practical lessons. Each target is defined using the SMART framework - making the targets specific, measurable, achievable, realistic, and time-bound.
The first target is to improve characterisation skills in an ensemble piece. The second is to better remember choreography. The third is to develop breath control for singing higher notes. The fourth is to start wearing practical clothing to lessons. All four targets are aimed at improving skills for a showcase on June 23rd.
The document outlines four long-term SMART targets for the individual to improve their acting, dancing, singing, and personal management skills. For acting, the target is to improve physical characterization and dialect to fully embody the character of Burr from Hamilton by June. For dancing, the goal is to improve spatial awareness and use of space to not bump others by June. For singing, the target is to improve tempo and timing within Non-Stop for the performance. The final target is to improve rehearsal attire and hair to avoid injury and be comfortable for all rehearsals and the performance.
The document outlines three long-term SMART targets to improve acting, dancing, and singing skills. The first target is to improve characterization when acting through better facial expressions and physicality. Progress will be measured through self-evaluation of recordings. The second target is to improve projection and use of characterization when dancing. Small sections will be practiced with feedback. The third target is to improve vocal projection when singing, through breathing exercises and recordings for feedback. All targets aim to be completed by the next performance showcase.
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.
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.
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 is a skills audit for a musical theatre student. It contains a list of skills across various areas like movement, vocals, dance, acting, and personal management. It then provides examples of long term SMART targets the student has set for themselves across acting, dance, singing and professionalism skills. The targets are Specific, Measurable, Achievable, Realistic and Time-bound. The student aims to improve skills like characterisation across acting, singing and dance by a showcase in February, which will allow enough time for development. They will track progress through self-and teacher-evaluation on a bi-weekly basis.
The document outlines four long-term SMART targets for a student in acting, dancing, singing, and practical lessons. Each target is defined using the SMART framework - making the targets specific, measurable, achievable, realistic, and time-bound.
The first target is to improve characterisation skills in an ensemble piece. The second is to better remember choreography. The third is to develop breath control for singing higher notes. The fourth is to start wearing practical clothing to lessons. All four targets are aimed at improving skills for a showcase on June 23rd.
The document outlines four long-term SMART targets for the individual to improve their acting, dancing, singing, and personal management skills. For acting, the target is to improve physical characterization and dialect to fully embody the character of Burr from Hamilton by June. For dancing, the goal is to improve spatial awareness and use of space to not bump others by June. For singing, the target is to improve tempo and timing within Non-Stop for the performance. The final target is to improve rehearsal attire and hair to avoid injury and be comfortable for all rehearsals and the performance.
The document outlines three long-term SMART targets to improve acting, dancing, and singing skills. The first target is to improve characterization when acting through better facial expressions and physicality. Progress will be measured through self-evaluation of recordings. The second target is to improve projection and use of characterization when dancing. Small sections will be practiced with feedback. The third target is to improve vocal projection when singing, through breathing exercises and recordings for feedback. All targets aim to be completed by the next performance showcase.
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.
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.
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 is a skills audit for a musical theatre student. It contains a list of skills across various areas like movement, vocals, dance, acting, and personal management. It then provides examples of long term SMART targets the student has set for themselves across acting, dance, singing and professionalism skills. The targets are Specific, Measurable, Achievable, Realistic and Time-bound. The student aims to improve skills like characterisation across acting, singing and dance by a showcase in February, which will allow enough time for development. They will track progress through self-and teacher-evaluation on a bi-weekly basis.
The document outlines long term SMART targets for the individual in acting, dancing, singing, and professionalism. For acting, the targets are to improve characterization, facial expressions, and energy level. For dancing, the targets are to improve posture, movement style, alignment, and maintaining characterization while dancing. For singing, the targets are to improve sustaining higher notes and accuracy of backing vocals. For professionalism, the target is to improve empathy and allowing others to contribute ideas. The targets are meant to be achieved by February for a showcase performance.
The document contains a skills audit for a musical theatre student. It evaluates the student's skills across various areas including movement, vocals, character interpretation, dance, singing, and personal management. The student sets 4 long term SMART targets to improve their acting, dance, singing abilities and professionalism. The targets aim to be achieved by February and involve practices like researching roles, improving breath control during singing, and dedicating more time outside of class to rehearse. The targets are meant to take the student's skills to the next level and better prepare them for a career in musical theatre.
This document contains a skills audit that assesses the author's skills in various areas related to musical theatre performance. It evaluates their skills in movement, vocals, musical theatre interpretation, character interpretation, physical skills, dance, singing, personal management, and other specialist skills. For each area, it rates their level of understanding and skill from no understanding/skill to excellent understanding/skill. It then has the author set long term SMART goals in acting, dancing, singing and another area to work on improving over time, with targets to be reviewed periodically. The goals focus on fully committing to characters, improving dance ability and focus, and expanding vocal range and breath control. Regular self-recording and feedback from teachers will help track progress.
This document contains a skills audit that assesses the document subject's skills in various areas related to musical theatre performance. It evaluates their skills in movement, vocal performance, musical theatre interpretation, character interpretation, physical skills, dance skills, musical theatre/singing skills, personal management skills, and sets long term targets. The targets focus on improving acting skills through fully embodying characters, improving dance skills by increasing focus and coordination, and expanding vocal range and breath control through exploring different song genres and styles. Progress will be measured through feedback, self-recordings, and noticing gradual improvements over time.
The document outlines long term SMART targets in performing arts skills including acting, dancing, singing, and stamina. For each target, the individual discusses what they want to achieve, how they will measure achieving the target, how they will ensure it is achievable, why the target is realistic, and a timeframe. The targets aim to improve skills and confidence in acting, learn new dance styles and techniques, improve singing ability, and increase stamina for longer dance routines. Progress will be measured through demonstration of skills learned, self-assessment, and performance feedback and reviews.
The document outlines long term SMART targets for improving acting, dancing, singing and another skill for a musical theatre showcase in June.
For acting, the target is to improve characterization and relationships between characters by focusing on facial expressions and movements. Progress will be measured through self-videos.
For dancing, the target is to improve timing, stylistic movement quality and maintaining characterization in a dance from Matilda. Progress will be measured through peer feedback on self-videos.
For singing, the target is to improve vocal range and projection in songs from Dear Evan Hansen and Seasons of Love. Progress will be measured through peer feedback on audibility in self-videos.
All targets aim to be achieved by
This document contains a skills audit for a musical theatre student. It evaluates the student's skills across various areas including movement, vocals, dance, acting, and professionalism. It identifies areas where the student has some or good skills as well as areas that need improvement. The student sets 4 long term SMART targets focusing on improving their acting skills through character development, dance skills through confidence, singing skills through projection and characterisation, and professionalism through focus. The targets are aimed to be achieved by the end of the holidays in order to improve their performance in the upcoming musical.
The document outlines a skills audit for musical theatre skills. It lists and defines skills across movement, vocal, interpretive, character, physical, dance, singing, personal management, and specialist areas. It then prompts the user to set long-term SMART targets in 4 areas - acting, dancing, singing and another category. Sample targets are provided around improving character analysis skills, physical characterization in dance, vocal skills, and overcoming problems professionally. Reviews indicate progress was made towards the targets in preparation for an upcoming showcase.
This document contains a skills audit for a student in a musical theatre program. It evaluates the student's skills across various areas related to musical theatre, including movement, vocal, character interpretation, dance, and personal management skills. The student sets long-term SMART targets in acting, dancing, and singing to improve their skills in time for an upcoming showcase in February. Their targets include strengthening their characterization of a character from Grease, enhancing their ability to represent choreographed dance styles from the musical, and improving their singing phrasing and ability to hold long notes. They plan to work towards these goals through practice, taking coaching, and self-evaluating progress with recordings.
The document outlines four long-term SMART targets for an acting student to improve their skills in acting, dancing, singing, and professionalism for an upcoming performance of Grease. The first target is to improve facial expressions and characterizations to portray different relationships. The second is to improve posture and sharpness of dance movements. The third target is to work on sustaining higher notes and backing vocals. The fourth target focuses on developing empathy and allowing others to contribute ideas during rehearsals. All four targets are meant to be achieved by the February showcase performance.
SESSION 3: FREE TO BELIEVE, YOUR BELIEF WILL SET YOU FREEJude Surita
This document provides a lesson guide on developing empowering beliefs and positive self-image. It discusses the impact of empowering versus disempowering beliefs. It then provides practical steps on how to increase positive self-image through replacing self-limiting habits with empowering ones. The lesson guide demonstrates how to do a visualization exercise to help internalize positive self-beliefs and apply them to daily habits. It also discusses setting goals and declaring beliefs about oneself.
Jessie Bourke conducted an evaluation of their work on an animation project. Some strengths included focusing research on understanding concepts rather than just examples, planning mentally to stay on track, and getting ahead on timing to focus on animation skills. Weaknesses were not explaining research findings fully, not writing down planning thoughts for reference, and spending too much time on timing fits instead of documentation. Technical strengths were adapting to filming limitations through animation. Aesthetic qualities made the style simple yet funny to watch, and using upbeat music kept audiences engaged. The audience appeal was designed for teenagers to help with important life decisions.
1) The student reflected on improving their ability to try new styles and techniques in dance from level 4 to level 5 of their training, feeling it will help them develop a more adaptable individual style.
2) They recognized the need to focus more on maintaining concentration and motivation levels consistently across different classes and weeks.
3) Feedback from teachers emphasized the student's potential but noted areas for improvement including alignment, use of breath, and pushing outside their comfort zone.
The student reflects on their growth and areas for improvement from level 4 to level 5 dance. They feel they have become more open to trying new styles and techniques. While their concentration and motivation varied, they recognize the need to focus on staying motivated next year. They also reflect on self-assessments after specific dance classes, noting both improvements and areas still needing work, such as pushing boundaries and technical skills. Feedback from instructors confirms the student's assessment and encourages continuing to work on alignment, strength, and going beyond their comfort zone.
Here is a suggested schedule for your production:
Week 1:
Monday: Location scout and permissions
Tuesday: Filming interviews (2 hours)
Wednesday: Filming b-roll footage (2 hours)
Thursday: Additional filming if needed (2 hours)
Friday: Review footage and start editing
Week 2:
Monday-Wednesday: Editing (6 hours total)
Thursday: Get feedback on first cut
Friday: Additional editing based on feedback
Week 3:
Monday-Tuesday: Fine editing, color grading, audio mix (4 hours)
Wednesday: Render and export final project
Thursday: Evaluation and revisions if needed
Friday: Submit final project
This allows adequate
This document contains a skills audit completed by a student assessing their skills and abilities across various areas relevant to musical theatre. It evaluates their understanding and skill level for movement, vocal, interpretive, character, physical, dance, singing, personal management and other specialist skills. It then provides long term SMART targets set by the student to improve in acting, dancing, singing and professionalism. The targets are specific, measurable, achievable, realistic and time-bound. The student reviews whether they achieved each target, how they did so, and what difference it has made to their skills and abilities.
This document contains a skills audit completed by a student assessing their skills and abilities across various areas relevant to musical theatre. It evaluates their understanding and skill level for movement, vocal, interpretive, character, physical, dance, singing, and personal management skills on a scale from no understanding to excellent skill. It then provides long term SMART targets set by the student to improve in acting, dancing, singing and professionalism. The targets are specific, measurable, achievable, realistic and time-bound and include strategies for achieving the goals and reviews on progress.
The document summarizes a dance rehearsal where new choreography was added to a routine. The author set a SMART target to accurately memorize all new choreography. During rehearsal, the group warmed up and then worked on choreographing new sections. The author found most moves not too challenging but struggled with some fast parts, practicing those sections slowly. Their strength was maintaining character during full run-throughs due to past acting experience. At the end, the author met their target by remembering all new sections and performing them correctly for feedback.
Personality Development is very important and if students are motivated, early in life, they would be better able to acquire the required life skills and become a better success. As a University Teacher, as a former Director of an Institute of Management, as a Trainer and Motivator, I am convinced that the best thing the educational institutions, at various levels, can do is to initiate the process of self-development, provide the required minimum initial support, and then leave the rest to the students to work out on their own. Some of my ideas are presented under the caption, Personality Development and Small Group Activity. This is a set of 4 presentations. I request the interested friends, whether representing Managements, Faculty or the Students, to kindly go through all the four parts in order to obtain a total view and then make up their mind to begin the exercise.
Rehearsal with Choreographer, matilda write up - Google Docs.pdfEvieCarrington
This document provides a summary of a rehearsal with a choreographer for a dance piece called "Revolting Children" from the musical Matilda. The writer's goals were to remember movements and focus on spatial awareness. The piece depicts children rebelling against the cruel headmistress Miss Trunchbull. It requires strong characterization as the dancers must portray children through facial expressions and movement. Blending the choreography with characterization is challenging. Relationships between the characters should mimic children arguing and having fun. Overall the writer achieved movement memory but needs to speak up more about ideas to improve the piece.
Rehearsal with Choreographer, matilda write up - Google Docs.pdfEvieCarrington
This document provides a summary of a rehearsal with a choreographer for a dance piece called "Revolting Children" from the musical Matilda. The writer's goals were to remember movements and focus on spatial awareness. The piece depicts children rebelling against the cruel headmistress Miss Trunchbull. It requires strong characterization as the dancers must portray children through facial expressions and movement. Blending the choreography with characterization is challenging. Relationships between the characters should mimic how children interact through arguing, having fun, and competing. Overall the writer achieved their physical goals but needs to work on being more vocal with feedback.
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Similar to Updated smart targets - Google Docs.pdf
The document outlines long term SMART targets for the individual in acting, dancing, singing, and professionalism. For acting, the targets are to improve characterization, facial expressions, and energy level. For dancing, the targets are to improve posture, movement style, alignment, and maintaining characterization while dancing. For singing, the targets are to improve sustaining higher notes and accuracy of backing vocals. For professionalism, the target is to improve empathy and allowing others to contribute ideas. The targets are meant to be achieved by February for a showcase performance.
The document contains a skills audit for a musical theatre student. It evaluates the student's skills across various areas including movement, vocals, character interpretation, dance, singing, and personal management. The student sets 4 long term SMART targets to improve their acting, dance, singing abilities and professionalism. The targets aim to be achieved by February and involve practices like researching roles, improving breath control during singing, and dedicating more time outside of class to rehearse. The targets are meant to take the student's skills to the next level and better prepare them for a career in musical theatre.
This document contains a skills audit that assesses the author's skills in various areas related to musical theatre performance. It evaluates their skills in movement, vocals, musical theatre interpretation, character interpretation, physical skills, dance, singing, personal management, and other specialist skills. For each area, it rates their level of understanding and skill from no understanding/skill to excellent understanding/skill. It then has the author set long term SMART goals in acting, dancing, singing and another area to work on improving over time, with targets to be reviewed periodically. The goals focus on fully committing to characters, improving dance ability and focus, and expanding vocal range and breath control. Regular self-recording and feedback from teachers will help track progress.
This document contains a skills audit that assesses the document subject's skills in various areas related to musical theatre performance. It evaluates their skills in movement, vocal performance, musical theatre interpretation, character interpretation, physical skills, dance skills, musical theatre/singing skills, personal management skills, and sets long term targets. The targets focus on improving acting skills through fully embodying characters, improving dance skills by increasing focus and coordination, and expanding vocal range and breath control through exploring different song genres and styles. Progress will be measured through feedback, self-recordings, and noticing gradual improvements over time.
The document outlines long term SMART targets in performing arts skills including acting, dancing, singing, and stamina. For each target, the individual discusses what they want to achieve, how they will measure achieving the target, how they will ensure it is achievable, why the target is realistic, and a timeframe. The targets aim to improve skills and confidence in acting, learn new dance styles and techniques, improve singing ability, and increase stamina for longer dance routines. Progress will be measured through demonstration of skills learned, self-assessment, and performance feedback and reviews.
The document outlines long term SMART targets for improving acting, dancing, singing and another skill for a musical theatre showcase in June.
For acting, the target is to improve characterization and relationships between characters by focusing on facial expressions and movements. Progress will be measured through self-videos.
For dancing, the target is to improve timing, stylistic movement quality and maintaining characterization in a dance from Matilda. Progress will be measured through peer feedback on self-videos.
For singing, the target is to improve vocal range and projection in songs from Dear Evan Hansen and Seasons of Love. Progress will be measured through peer feedback on audibility in self-videos.
All targets aim to be achieved by
This document contains a skills audit for a musical theatre student. It evaluates the student's skills across various areas including movement, vocals, dance, acting, and professionalism. It identifies areas where the student has some or good skills as well as areas that need improvement. The student sets 4 long term SMART targets focusing on improving their acting skills through character development, dance skills through confidence, singing skills through projection and characterisation, and professionalism through focus. The targets are aimed to be achieved by the end of the holidays in order to improve their performance in the upcoming musical.
The document outlines a skills audit for musical theatre skills. It lists and defines skills across movement, vocal, interpretive, character, physical, dance, singing, personal management, and specialist areas. It then prompts the user to set long-term SMART targets in 4 areas - acting, dancing, singing and another category. Sample targets are provided around improving character analysis skills, physical characterization in dance, vocal skills, and overcoming problems professionally. Reviews indicate progress was made towards the targets in preparation for an upcoming showcase.
This document contains a skills audit for a student in a musical theatre program. It evaluates the student's skills across various areas related to musical theatre, including movement, vocal, character interpretation, dance, and personal management skills. The student sets long-term SMART targets in acting, dancing, and singing to improve their skills in time for an upcoming showcase in February. Their targets include strengthening their characterization of a character from Grease, enhancing their ability to represent choreographed dance styles from the musical, and improving their singing phrasing and ability to hold long notes. They plan to work towards these goals through practice, taking coaching, and self-evaluating progress with recordings.
The document outlines four long-term SMART targets for an acting student to improve their skills in acting, dancing, singing, and professionalism for an upcoming performance of Grease. The first target is to improve facial expressions and characterizations to portray different relationships. The second is to improve posture and sharpness of dance movements. The third target is to work on sustaining higher notes and backing vocals. The fourth target focuses on developing empathy and allowing others to contribute ideas during rehearsals. All four targets are meant to be achieved by the February showcase performance.
SESSION 3: FREE TO BELIEVE, YOUR BELIEF WILL SET YOU FREEJude Surita
This document provides a lesson guide on developing empowering beliefs and positive self-image. It discusses the impact of empowering versus disempowering beliefs. It then provides practical steps on how to increase positive self-image through replacing self-limiting habits with empowering ones. The lesson guide demonstrates how to do a visualization exercise to help internalize positive self-beliefs and apply them to daily habits. It also discusses setting goals and declaring beliefs about oneself.
Jessie Bourke conducted an evaluation of their work on an animation project. Some strengths included focusing research on understanding concepts rather than just examples, planning mentally to stay on track, and getting ahead on timing to focus on animation skills. Weaknesses were not explaining research findings fully, not writing down planning thoughts for reference, and spending too much time on timing fits instead of documentation. Technical strengths were adapting to filming limitations through animation. Aesthetic qualities made the style simple yet funny to watch, and using upbeat music kept audiences engaged. The audience appeal was designed for teenagers to help with important life decisions.
1) The student reflected on improving their ability to try new styles and techniques in dance from level 4 to level 5 of their training, feeling it will help them develop a more adaptable individual style.
2) They recognized the need to focus more on maintaining concentration and motivation levels consistently across different classes and weeks.
3) Feedback from teachers emphasized the student's potential but noted areas for improvement including alignment, use of breath, and pushing outside their comfort zone.
The student reflects on their growth and areas for improvement from level 4 to level 5 dance. They feel they have become more open to trying new styles and techniques. While their concentration and motivation varied, they recognize the need to focus on staying motivated next year. They also reflect on self-assessments after specific dance classes, noting both improvements and areas still needing work, such as pushing boundaries and technical skills. Feedback from instructors confirms the student's assessment and encourages continuing to work on alignment, strength, and going beyond their comfort zone.
Here is a suggested schedule for your production:
Week 1:
Monday: Location scout and permissions
Tuesday: Filming interviews (2 hours)
Wednesday: Filming b-roll footage (2 hours)
Thursday: Additional filming if needed (2 hours)
Friday: Review footage and start editing
Week 2:
Monday-Wednesday: Editing (6 hours total)
Thursday: Get feedback on first cut
Friday: Additional editing based on feedback
Week 3:
Monday-Tuesday: Fine editing, color grading, audio mix (4 hours)
Wednesday: Render and export final project
Thursday: Evaluation and revisions if needed
Friday: Submit final project
This allows adequate
This document contains a skills audit completed by a student assessing their skills and abilities across various areas relevant to musical theatre. It evaluates their understanding and skill level for movement, vocal, interpretive, character, physical, dance, singing, personal management and other specialist skills. It then provides long term SMART targets set by the student to improve in acting, dancing, singing and professionalism. The targets are specific, measurable, achievable, realistic and time-bound. The student reviews whether they achieved each target, how they did so, and what difference it has made to their skills and abilities.
This document contains a skills audit completed by a student assessing their skills and abilities across various areas relevant to musical theatre. It evaluates their understanding and skill level for movement, vocal, interpretive, character, physical, dance, singing, and personal management skills on a scale from no understanding to excellent skill. It then provides long term SMART targets set by the student to improve in acting, dancing, singing and professionalism. The targets are specific, measurable, achievable, realistic and time-bound and include strategies for achieving the goals and reviews on progress.
The document summarizes a dance rehearsal where new choreography was added to a routine. The author set a SMART target to accurately memorize all new choreography. During rehearsal, the group warmed up and then worked on choreographing new sections. The author found most moves not too challenging but struggled with some fast parts, practicing those sections slowly. Their strength was maintaining character during full run-throughs due to past acting experience. At the end, the author met their target by remembering all new sections and performing them correctly for feedback.
Personality Development is very important and if students are motivated, early in life, they would be better able to acquire the required life skills and become a better success. As a University Teacher, as a former Director of an Institute of Management, as a Trainer and Motivator, I am convinced that the best thing the educational institutions, at various levels, can do is to initiate the process of self-development, provide the required minimum initial support, and then leave the rest to the students to work out on their own. Some of my ideas are presented under the caption, Personality Development and Small Group Activity. This is a set of 4 presentations. I request the interested friends, whether representing Managements, Faculty or the Students, to kindly go through all the four parts in order to obtain a total view and then make up their mind to begin the exercise.
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Rehearsal with Choreographer, matilda write up - Google Docs.pdfEvieCarrington
This document provides a summary of a rehearsal with a choreographer for a dance piece called "Revolting Children" from the musical Matilda. The writer's goals were to remember movements and focus on spatial awareness. The piece depicts children rebelling against the cruel headmistress Miss Trunchbull. It requires strong characterization as the dancers must portray children through facial expressions and movement. Blending the choreography with characterization is challenging. Relationships between the characters should mimic children arguing and having fun. Overall the writer achieved movement memory but needs to speak up more about ideas to improve the piece.
Rehearsal with Choreographer, matilda write up - Google Docs.pdfEvieCarrington
This document provides a summary of a rehearsal with a choreographer for a dance piece called "Revolting Children" from the musical Matilda. The writer's goals were to remember movements and focus on spatial awareness. The piece depicts children rebelling against the cruel headmistress Miss Trunchbull. It requires strong characterization as the dancers must portray children through facial expressions and movement. Blending the choreography with characterization is challenging. Relationships between the characters should mimic how children interact through arguing, having fun, and competing. Overall the writer achieved their physical goals but needs to work on being more vocal with feedback.
Updated hamilton characters and context - Google Docs.pdfEvieCarrington
This document provides context and summaries for scenes from the musical Hamilton. It discusses the characters of Burr, Hamilton, Angelica, Eliza and Washington that are featured in the song "Non-Stop". It summarizes the plot points covered in the first segment of the song regarding Hamilton and Burr's law careers and Hamilton's role in the Constitutional Convention. It also discusses the student's goals for their performance, including improving characterization of Angelica and voice projection.
Evie Carrington - SKILLS AUDIT - Google Docs.pdfEvieCarrington
This skills audit includes my understanding of the skills it intakes to be able to successfully perform in musical theatre, throughout this unit my skills will develop as well as highlight my progression.
Hamilton an introduction to characters and context - Google Docs.pdfEvieCarrington
This document provides context and analysis of key scenes and characters in the musical Hamilton. It summarizes the plot of the song "Non-Stop" which focuses on Hamilton and Burr's law careers and Hamilton's role in the Constitutional Convention. It then analyzes the student's goals for their roles in portraying characters like Angelica and participating in ensemble parts, including goals around vocal projection, characterization, and dance choreography. The student reflects on meeting some goals around projection but needing improvement on maintaining consistent projection and adding more emotion to their portrayal of Angelica.
Evie Carrington - SKILLS AUDIT - Google Docs.pdfEvieCarrington
This document contains a skills audit for performing arts that assesses an individual's understanding and skills in various areas related to performance. It evaluates movement skills, vocal skills, musical theatre interpretive skills, character interpretation, physical skills, dance physical skills, and musical theatre and singing skills. It also includes an assessment of personal management skills and space to list any specialist skills. The individual indicated they can belt during most songs depending on the tone and feel confident learning new lyrics and acting upon them.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. LONG TERM TARGETS
Look at your initial skills audit and set yourself a long term SMART target for acting, dancing,
singing and one other from the initial skills audit subheadings.
SMART TARGETS – Long Term Target No. 1 – ACTING SKILLS
Specific EXACTLY what is it you want
to achieve (state: which,
who, what, where, when
and why)
I feel in my acting skills I
need to focus on my
characterisation within our
hamilton non stop piece,
as at the moment i am
more focused on the
choreography when being
part of the ensemble at
first. I need to help tell the
story with characterisation
and facial expression
changes to ensure the
emotions are conveyed.
Measurable How will you demonstrate
that your target has been
met?
I will measure this by
asking my peers to watch
videos of the group piece
and focus on me to see if
I look the part or if I am
just straight faced. I want
to be seen portraying
emotion and
characterisation therefore
i need to see the videos
of rehearsals to see my
progression when
characterising.
Achievable How will you ensure this is
in your ability? Are there
specific resources that can
assist you? Can it be done at
all?
This will be achievable by
looking into how they
characterise the
ensemble in Hamilton on
Broadway with their facial
expressions and portray
emotions throughout the
number. And how much
energy they use whilst
performing to ensure I do
not look tired or worn out,
I want to be able to stay in
character th4e whole
2. piece to help with the flow
of the story.
Realistic It should be challenging but
realistic. Why/how is it
realistic?
This target is realistic as I
will be able to carry out
characterisation with
plenty of practice and
keeping track of my
progression within my
rehearsals.
Time Frame Clearly specifies target
dates, review dates. It will
give a feasible deadline and
a reason.
I will ensure that this
target is met by the
showcase on 23rd june,
therefore i will be able to
perform to the best of my
ability, and have a grade
that will show it.
Review of this SMART target
Have you achieved it? How did you achieve it? When did you achieve it? What difference
has it made to you as an actor?
SMART TARGETS – Long Term Target No. 2 – DANCING SKILLS
Specific EXACTLY what is it you
want to achieve (state:
which, who, what, where,
when and why)
I need to improve on
movement memory, as
this is obviously a key
part of each performance
even if it is just a
sequence to move around
the space. It develops the
story and also shows that
I can be versatile in each
element in musical
3. theatre, not just in the
singing part.
Measurable How will you demonstrate
that your target has been
met?
I will demonstrate that my
target has been met by
watching back the videos
of each rehearsal to help
me to gain confidence
when it comes to
movement memory and to
also watch my progress to
see which pieces I need
to learn better than the
others and which steps I
need to almost master in
order to look the part.
Achievable How will you ensure this is
in your ability? Are there
specific resources that can
assist you? Can it be done
at all?
I can ask my peers who
dance outside of sixth
form to help me learn the
dances better and to walk
me through each
sequence slowly so I can
see how it is done and
whether I need to go
away and learn it by
myself.
Realistic It should be challenging
but realistic. Why/how is it
realistic?
The reason this is
challenging is because I
struggle to remember
sequences of movements
especially when the music
is quick like in Revolting
Children from Matilda,
therefore I need to go
away and practice in my
own time so I can perform
in unison with other cast
members and so that it
looks clean.
Time Frame Clearly specifies target
dates, review dates. It will
give a feasible deadline
and a reason.
I will achieve this target
by the showcase in order
to perform to the best of
my abilities.
4. SMART TARGETS – Long Term Target No.3 – SINGING SKILLS
Specific EXACTLY what is it you
want to achieve (state:
which, who, what, where,
when and why)
Throughout the showcase
I need to be able to
sustain my breath,
therefore I am going to
work on my breath control
in order to hit the higher
and longer notes,
comfortably and
controlled.
Measurable How will you demonstrate
that your target has been
met?
I will measure this by
doing breath control warm
ups, like blowing bubbles
into a bottle through a
straw, and going up the
note scale in order to be
able to comfortably get up
to the higher notes and to
be able to do it easily with
a properly warmed up
voice.
Achievable How will you ensure this
is in your ability? Are
there specific resources
that can assist you? Can
it be done at all?
I will ensure this is in my
ability because I know
that my voice sounds
better when properly
warmed up, I will also
listen to the feedback
from our musical director
and my peers.
Realistic It should be challenging
but realistic. Why/how is it
realistic?
This is realistic as it will
encourage me to continue
to warm up when I sing so
that I do not strain my
vocal cords or damage
them.
Time Frame Clearly specifies target
dates, review dates. It will
give a feasible deadline
and a reason.
I will have this achieved
by at least three weeks
before the showcase to
ensure that I am able to
warm up correctly and
sing to the best of my
ability.
Review of this SMART target
5. Have you achieved it? How did you achieve it? When did you achieve it? What
difference has it made to you as an actor?
SMART TARGETS – Long Term Target No. 4 – practical lessons
Specific EXACTLY what is it you
want to achieve (state:
which, who, what, where,
when and why)
I need to start wearing
practical wear to these
lessons, so it's easy to
move in clothes and no
jewellery, with my hair tied
up and comfortable shoes
on.
Measurable How will you demonstrate
that your target has been
met?
I will measure this by
looking back on videos
from lessons and seeing if
I came in the correct
clothing and could take
part throughout the
lessons.
Achievable How will you ensure this
is in your ability? Are
there specific resources
that can assist you? Can
it be done at all?
This will be achievable as
I will be able to move
comfortably and easily
and will be able to get
right in when learning
routines, which will help
me to remember them.
Realistic It should be challenging
but realistic. Why/how is it
realistic?
This will be challenging as
when it gets hotter I will
not want to be wearing
leggings in summer, and I
can't wear shorts as they
will be too revealing at
sixth form, so I will more
than likely have to bring a
change of clothes in with
me.
Time Frame Clearly specifies target
dates, review dates. It will
give a feasible deadline
and a reason.
This will be completed by
the big showcase on 23rd
june so that i will be able
to perform to the best of
my ability.
6. Review of this SMART target
Have you achieved it? How did you achieve it? When did you achieve it? What
difference has it made to you as an actor?