Worksheet 2.2.6
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The production meeting minutes document the discussions and decisions made at a meeting for the production titled "Sssh...". Key points include: - Rehearsals will take place every Thursday after school from 3:20pm to 4:30pm and biweekly on other Thursdays. - Groups and pairs should provide a list of needed sound effects to the sound managers. - Cast should provide a list of needed props to the props managers. - A specific group will have lunchtime rehearsals from 1:00pm to the end of lunch.
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2.2.3 - Resources & equipment
The document provides a list of resources and equipment needed for an upcoming performance, including their source and notes. It lists lighting equipment from the music department to be professionally operated, 4 chairs from classrooms to be returned after, a sound system also from the music department with contact info if help is needed, and a notepad and pen from the student for a classroom scene.
Smart Life Solutions Trainings
The document is a course listing for the 2nd semester of 2011 from a training organization. It lists various language courses, business seminars, and administration trainings being offered along with their durations. It notes that tailor-made in-house trainings are available and group discounts can be applied. Contact information is provided at the bottom.
31b
The student describes their role in an upcoming performance project. They are playing a man and are responsible for obtaining costumes and attending rehearsals and group meetings. The other group members are Rubina, Humaira, and each is responsible for obtaining their own costumes and sounds for the performance. The student will be obtaining props of a table and two chairs for the final stages of preparation. The group will be using props, lighting, and sound equipment, with the lighting ready but the sound still needing setup.
final
The student describes their role in an upcoming performance project. They are playing a man and are responsible for obtaining costumes for their character and attending rehearsals and group meetings. The other group members - Rubina, Humaira - are responsible for obtaining their own costumes and sounds for the performance. In the final stages of preparation, the student will obtain props of a table and two chairs for the group. The group will use props, lighting, and sound equipment. The lighting is ready but the sound needs to be configured.
2.3.1b Final Preparation
The student describes their role as an actor playing the character of Caroline in a performance project. Their responsibility is assistant director where they organize rehearsals, take attendance, and find rehearsal spaces. They will be working with other creative media students, ensuring everyone understands their roles. Final preparation tasks include technical rehearsals for lighting and sound by the June 2nd deadline. Contingency plans are in place to meet deadlines. The performance requires few resources like chairs and benches which are readily available on the school grounds and will be efficiently managed for the scenes.
Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
2.2.5
The document summarizes the aims of a devised mime performance piece chosen by students. The theme is mime, which was chosen because it is original and interesting. The performance is aimed at teenagers to amuse and entertain them with dancing, acting, and sound effects without words. The piece will use different dramatic characters throughout to tell a story through movement and gestures alone.
6.2.2 identifying your resources
This document discusses the planning and resources needed for a festival being held at Central Foundation Girls School College Terrance. It identifies that sound equipment will be needed for musical performances on the stage, and tables and chairs for different parts of the festival in the main hall. Materials like student art projects and clay pots will also be needed, as well as posters and leaflets to promote the event. Volunteers from the school as well as teachers and technicians will need to contribute, and the author will supervise the performance stage.
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2.2.3 - Resources & equipment
The document provides a list of resources and equipment needed for an upcoming performance, including their source and notes. It lists lighting equipment from the music department to be professionally operated, 4 chairs from classrooms to be returned after, a sound system also from the music department with contact info if help is needed, and a notepad and pen from the student for a classroom scene.
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The document is a course listing for the 2nd semester of 2011 from a training organization. It lists various language courses, business seminars, and administration trainings being offered along with their durations. It notes that tailor-made in-house trainings are available and group discounts can be applied. Contact information is provided at the bottom.
31b
The student describes their role in an upcoming performance project. They are playing a man and are responsible for obtaining costumes and attending rehearsals and group meetings. The other group members are Rubina, Humaira, and each is responsible for obtaining their own costumes and sounds for the performance. The student will be obtaining props of a table and two chairs for the final stages of preparation. The group will be using props, lighting, and sound equipment, with the lighting ready but the sound still needing setup.
final
The student describes their role in an upcoming performance project. They are playing a man and are responsible for obtaining costumes for their character and attending rehearsals and group meetings. The other group members - Rubina, Humaira - are responsible for obtaining their own costumes and sounds for the performance. In the final stages of preparation, the student will obtain props of a table and two chairs for the group. The group will use props, lighting, and sound equipment. The lighting is ready but the sound needs to be configured.
2.3.1b Final Preparation
The student describes their role as an actor playing the character of Caroline in a performance project. Their responsibility is assistant director where they organize rehearsals, take attendance, and find rehearsal spaces. They will be working with other creative media students, ensuring everyone understands their roles. Final preparation tasks include technical rehearsals for lighting and sound by the June 2nd deadline. Contingency plans are in place to meet deadlines. The performance requires few resources like chairs and benches which are readily available on the school grounds and will be efficiently managed for the scenes.
Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
2.2.5
The document summarizes the aims of a devised mime performance piece chosen by students. The theme is mime, which was chosen because it is original and interesting. The performance is aimed at teenagers to amuse and entertain them with dancing, acting, and sound effects without words. The piece will use different dramatic characters throughout to tell a story through movement and gestures alone.
6.2.2 identifying your resources
This document discusses the planning and resources needed for a festival being held at Central Foundation Girls School College Terrance. It identifies that sound equipment will be needed for musical performances on the stage, and tables and chairs for different parts of the festival in the main hall. Materials like student art projects and clay pots will also be needed, as well as posters and leaflets to promote the event. Volunteers from the school as well as teachers and technicians will need to contribute, and the author will supervise the performance stage.
Performance b
This document describes roles and responsibilities for a performance project. It discusses the roles of the director, actors, makeup artist, and publicity manager. It outlines tasks for the final preparation stages and performance, including a final rehearsal to refine lighting, sound, and closing scene. It also notes that the technical equipment was checked by the lighting and sound technicians to ensure it was in working order for the performance.
Aims of a performance
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities lie in the different characters that each aim to amuse the audience in their own way.
Littl
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities come from the different characters that each amuse the audience in their own way.
Little
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities lie in the different characters that each aim to amuse the audience in their own way.
Little
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is meant to be everyone through scenes that teenagers, fans, restaurants, and buses. The dramatic possibilities come from the different characters that each amuse the audience in their own way.
Worksheet 2.2.4
This document provides instructions for students to draw up a rehearsal schedule for an upcoming production, including the date, time, performers needed, scenes or items to be rehearsed, and location for each rehearsal session during the specified week. The schedule is part of a unit on performance for a Level 2 Higher Diploma in Creative and Media studies.
6 2-4deployingyourresources-101228081011-phpapp02
The document discusses planning resources for a festival. It recommends drawing up a festival timetable showing when and where each event will take place. A list of resources needed for each event should be made and crosschecked against the timetable to ensure all resources are available when needed. Students are instructed to divide into pairs or groups and produce a detailed plan for setting up and running a single festival event.
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This document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. It also advises making a list of the resources needed for each event and cross-checking the resources against the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
6.2.4 deploying your resources
This document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. It also advises making a list of the resources needed for each event and cross-checking the resources against the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
6 2-4deployingyourresources-101228081011-phpapp02
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Ws4.1.5
This document is a skills audit for a student to assess what skills they need to improve on or learn when creating a music video record as part of a creative media course. The student identifies that they will need to learn how to use a high-tech camera, take dancing and acting lessons, learn how to use animation and other editing software, and improve their technical skills. They note skills they already have like recognizing production equipment, designing costumes and storyboards, basic camera and editing skills. The student also lists experience watching and analyzing different music video genres.
Ws4.1.2
This document discusses recording resources for journalistic purposes. It provides a table for students to note different types of recording, such as using a notebook, dictaphone, or shorthand, and the methods used, such as interviews or observations. The goal is for students to understand the various tools and techniques that can be employed for journalistic recording.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
Worksheet 2.2.5
The document discusses the aims of a devised performance piece about how different people in society are treated. It aims to entertain audiences of all ages with a humorous and interesting piece featuring exaggerated real-life scenes. The style used is realism, with plot and character development coming from exaggerating real-life situations to create comedy and clarity. The goal is simply to entertain audiences with the performers' creative minds and enjoyment of the process.
6.2.4
The document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. Students are asked to make a list of the resources needed for each event and crosscheck the list against the timetable to ensure resources are available when needed. Students are then divided into groups to produce a detailed plan for setting up and running a single event from the festival program.
Worksheet 2.3.1a
The document discusses the roles and responsibilities of a student in an upcoming performance project. As both an actress and choreographer, the student's main tasks are to help devise scenes, act in their role, teach and ensure safety of a dance routine, and attend all rehearsals. Leading up to the performance, the student must ensure the cast has learned the dance well and is comfortable performing. They must also review their scenes. Resources needed include props, costumes, lighting, and a venue. Safety will be ensured during final preparations and the performance.
2.2.5 Aims of the performence
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
Worksheet 2.2.5
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
Worksheet 2.2.5
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
Exhibition poster
This document contains a series of numbers without any other context or information provided. It is unclear what these numbers represent or what they are referring to based on the limited information given.
Ws8.4.3
This document provides templates for students to evaluate their role and performance in a group project. It includes an example response from a student who worked with a partner to complete a photography project. The student's responsibilities included designing storyboards, handling budgets and promotions. Their partner was responsible for permissions, posters and interviews. The student did well by meeting deadlines and developing photography skills. They struggled with uploading photos but learned about teamwork and personal skills like directing, managing and communication.
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Similar to Worksheet 2.2.6
Performance b
This document describes roles and responsibilities for a performance project. It discusses the roles of the director, actors, makeup artist, and publicity manager. It outlines tasks for the final preparation stages and performance, including a final rehearsal to refine lighting, sound, and closing scene. It also notes that the technical equipment was checked by the lighting and sound technicians to ensure it was in working order for the performance.
Aims of a performance
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities lie in the different characters that each aim to amuse the audience in their own way.
Littl
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities come from the different characters that each amuse the audience in their own way.
Little
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is everyone through scenes set in a school, with fans, a restaurant, and a bus. The dramatic possibilities lie in the different characters that each aim to amuse the audience in their own way.
Little
The devised performance piece aims to amuse the audience through a musical style. The theme of "Shhh" was chosen to intrigue audiences and get them interested in the show. The target audience is meant to be everyone through scenes that teenagers, fans, restaurants, and buses. The dramatic possibilities come from the different characters that each amuse the audience in their own way.
Worksheet 2.2.4
This document provides instructions for students to draw up a rehearsal schedule for an upcoming production, including the date, time, performers needed, scenes or items to be rehearsed, and location for each rehearsal session during the specified week. The schedule is part of a unit on performance for a Level 2 Higher Diploma in Creative and Media studies.
6 2-4deployingyourresources-101228081011-phpapp02
The document discusses planning resources for a festival. It recommends drawing up a festival timetable showing when and where each event will take place. A list of resources needed for each event should be made and crosschecked against the timetable to ensure all resources are available when needed. Students are instructed to divide into pairs or groups and produce a detailed plan for setting up and running a single festival event.
6 2-4deployingyourresources-101228081011-phpapp02
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6.2.4 deploying your resources
This document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. It also advises making a list of the resources needed for each event and cross-checking the resources against the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
6 2-4deployingyourresources-101228081011-phpapp02
This document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. It also advises making a list of the resources needed for each event and cross-checking the resources against the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
Ws4.1.5
This document is a skills audit for a student to assess what skills they need to improve on or learn when creating a music video record as part of a creative media course. The student identifies that they will need to learn how to use a high-tech camera, take dancing and acting lessons, learn how to use animation and other editing software, and improve their technical skills. They note skills they already have like recognizing production equipment, designing costumes and storyboards, basic camera and editing skills. The student also lists experience watching and analyzing different music video genres.
Ws4.1.2
This document discusses recording resources for journalistic purposes. It provides a table for students to note different types of recording, such as using a notebook, dictaphone, or shorthand, and the methods used, such as interviews or observations. The goal is for students to understand the various tools and techniques that can be employed for journalistic recording.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
Worksheet 2.2.5
The document discusses the aims of a devised performance piece about how different people in society are treated. It aims to entertain audiences of all ages with a humorous and interesting piece featuring exaggerated real-life scenes. The style used is realism, with plot and character development coming from exaggerating real-life situations to create comedy and clarity. The goal is simply to entertain audiences with the performers' creative minds and enjoyment of the process.
6.2.4
The document provides guidance for planning a festival event. It instructs students to create a festival timetable showing when and where each event will take place. Students are asked to make a list of the resources needed for each event and crosscheck the list against the timetable to ensure resources are available when needed. Students are then divided into groups to produce a detailed plan for setting up and running a single event from the festival program.
Worksheet 2.3.1a
The document discusses the roles and responsibilities of a student in an upcoming performance project. As both an actress and choreographer, the student's main tasks are to help devise scenes, act in their role, teach and ensure safety of a dance routine, and attend all rehearsals. Leading up to the performance, the student must ensure the cast has learned the dance well and is comfortable performing. They must also review their scenes. Resources needed include props, costumes, lighting, and a venue. Safety will be ensured during final preparations and the performance.
2.2.5 Aims of the performence
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
Worksheet 2.2.5
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
Worksheet 2.2.5
The document discusses the aims and elements of a devised performance piece focused on comedy and mime. The theme is friendship, laughter, and emotions presented through comedy. The performance aims to amuse the family and teenager audience through mime, using musical theatre styles without dialogue. Dramatic possibilities include using music and lighting to develop plot and characters, and creating shocking atmospheres through mimed actions.
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Exhibition poster
This document contains a series of numbers without any other context or information provided. It is unclear what these numbers represent or what they are referring to based on the limited information given.
Ws8.4.3
This document provides templates for students to evaluate their role and performance in a group project. It includes an example response from a student who worked with a partner to complete a photography project. The student's responsibilities included designing storyboards, handling budgets and promotions. Their partner was responsible for permissions, posters and interviews. The student did well by meeting deadlines and developing photography skills. They struggled with uploading photos but learned about teamwork and personal skills like directing, managing and communication.
Ws8.4.3
The document provides templates and questions for students to evaluate their role and performance in a group project. It includes:
1) An explanation of the roles and responsibilities split between the student and their partner for the project, including tasks like designing storyboards, handling budgets, organizing auditions.
2) Questions to reflect on what went well and not so well, with the student noting they met deadlines and improved photography skills but had trouble uploading photos.
3) Learning that teamwork is vital for production success, and that the student worked well with their partner while developing skills in areas like directing, managing and camera work.
Ws8.4.2
The student evaluated their creative process for a photography exhibition project on fashion and diversity in London. They generated initial ideas through research and meetings, deciding to combine photography of London sites with a fashion show to present different cultures. Research with a model and photographer helped improve their skills. Production went well with a variety of models at auditions and on-time deadlines, though the exhibition setup was rushed. The student would prepare the exhibition room earlier in future.
8.4.1
This document provides an evaluation of a student's photography and exhibition project focused on representing diversity in London through different fashion cultures. The student worked in a group with a partner to combine ideas. Strengths included effectively directing volunteer models and managing the production team by scheduling meetings and setting dates and deadlines. A weakness was initially feeling uncomfortable working in a group as an independent worker, but this was overcome by participating fully and respecting teammates' ideas.
Photography
The document discusses traditional fashion from different cultures including Western/British, Arabian, African, Chinese, and Indian. For each culture, it provides a brief history of people from that culture living in Britain and then describes traditional clothing. The document contains photographs from photo shoots portraying women wearing traditional clothing from these different cultures with information on the photographer, model, and hair/make-up artist for each shoot.
8.3.1
This document contains a skill development record for a student named Moushomi Hanif. It describes their final project of a diversity fashion photography exhibition in London. It lists three skills the student used: directing models for photographs, managing discussions to make decisions, and photography. For each skill, it explains how the student used the skill and the resulting outcome, such as the photographs looking great or decisions being made successfully.
8.2.2m
This document provides information on secondary research sources for fashion among different ethnic groups in Britain. It includes websites on black British fashion trends such as colorful headscarves and maxi dresses. It also discusses the evolution of western fashion from trailing skirts to mini dresses. Another source is a book about changing clothes in China and traditional Chinese hanfu clothing, including variations for women like lotus shoes. The document aims to gather research on fashion trends among ethnic groups to inform a project.
Exhibition
This document discusses a diversity fashion exhibition that took place in London on May 4th, 2011. It shows two photos, one of a person on the right explaining the theme of the photography to visitors, and another of a person on the left answering questions from visitors.
8.2.1
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras. The research methods will help with understanding modeling and gaining photography skills for a higher project on scenes.
8.2.1
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras. The research methods will help with understanding modeling and gaining photography skills for a higher project on scenes.
8.2.1
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras.
8.1.6
The document provides a record of progress for a diversity fashion photography and exhibition project. It lists objectives that have been started or are still to be completed, including auditioning models, purchasing clothes and accessories, designing promotion posters, and booking an exhibition venue. The record indicates that auditions have been held and a budget set for clothes, but models still need to be selected and items purchased. A computer has been booked to design posters, which still need to be created and distributed. A meeting also remains to arrange the exhibition space.
8.1.3
Higher project activities include generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. Generating ideas and action planning will take 1-2 weeks. Research such as learning about photography history and interviewing professionals will take 2 weeks. Pre-production like booking equipment, costumes, and an exhibition space will take 2 weeks. Production scheduling and shooting will take 2-3 weeks. Post-production like printing and laminating photographs and holding an exhibition will take 1 week. Evaluation and communication will each take 1 day.
8.1.4
This document lists the types of resources a student will need to complete a higher project on creative media. It includes equipment like a digital camera, printer, and laminator which the student plans to borrow from the school. Software is not needed as photos will not be edited. Clothes and accessories for a photo shoot will be purchased within a £33 budget provided by the school. Volunteers will be recruited through an audition to pose for photos representing a culture. As the project is a partnership, no additional help is required beyond the partner's assistance. Transportation may need to be arranged through a family member with a valid license if traveling to a venue is required.
8.1.3
The document outlines the key activities that a student will need to complete for their creative media project, including generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. For each activity, the student is instructed to consider how they will approach it for their specific project and estimate how long it will take to complete. Completing this worksheet will help the student fill out section 4 of their project proposal form.
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Festivals
Spanish Festivals
- Spain is known for its many festivals held in cities, towns and villages throughout the year. Some of the most famous include the Running of the Bulls in Pamplona, the fireworks festival of Las Fallas in Valencia, and mock battles in Alcoy.
Underage Festival
- The Underage Festival is for youth ages 14 to 18 and strictly prohibits those over 18. Confirmed musical acts include M.I.A, Tinchy Stryder, Ellie Goulding, Crystal Castles, and more. Soft drinks and food will be provided. Tickets cost £29.50.
Chinese Lantern Festivals
- In Chinese tradition,
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