"I have no special talent. I am only passionately curious" - Albert Einstein

English 9 Humour Unit Reflection

In the English 9 Humour unit, I learnt that writers may create a humorous effect by using irony or taking relatable situations from real life. In the poem, Why We Oppose Pockets for Women, Alice Duer Miller, while having the speaker be men, creates a formal, dramatic, and ignorant tone that contrasts with the childish content, therefore making a humorous effect. For example, she states that women having pockets “would make dissension between husband and wife as to whose pockets were to be filled” (Miller, Line 5). The word “dissension” indicates a formal tone but contrasts with the childish content, which is that men and women would fight over who gets to fill whose pockets. Therefore, Miller achieves a humorous effect through contrasts between the tone and the content of her poem. Furthermore, Alan Ayckbourn takes relatable situations for British people and brings out the chaos in them, effectively creating a humorous effect. An example of having humour in chaos is the play, Gosforth’s Fete, where Mrs. Pearce is saying her monologue and the other characters are in the background making a lot of noise. This is humorous because the audience is able to actually see and hear the chaos onstage, with Gosforth, Milly, and the Vicar desperately trying to fix the tap on the tea urn, while Stewart is in the background drunkenly shouting out random phrases such as “Right-wing fascist propaganda” (Ayckbourn, Page 15, Line 3). Some things that I would like to learn is how writers find a starting point to make their work. I learnt that when devising theatre, actors or directors may start with an improvisation game or picture and that a lot of the humour comes from improvising with the starting point. I wonder how this could be applied to other genres and forms of media.

My SMART goal for this unit was to improve my time management skills. I did not achieve my goal, and this can be shown through the work that I have submitted late, including this blog post. Handling my time management skills was challenging, but I think if I were to overcome this challenge I should ask my parents or friends to put pressure on me to do my work at the start of trying a new method for completing my work so that I can gradually get used to using the method independently. Therefore, because my time management skills were lacking, my attitude towards work was poor, meaning that my responsibility and attitude needs improvement.

Something I learnt from this experience is that I always need to stay on top of my work, because if I start to fall behind, it is very easy for the amount of unfinished work to grow, therefore to avoid this I should complete my work the day it is assigned. I could use a checklist or a timer to make sure I complete at least most of the work. Therefore, to prepare for English 10, or 10th grade in general, I could start the year off by staying on top of my time management skills. Another goal I have for English 10 is to strive for higher quality work, which I could do by aiming for Mastering. However, to do this I need to improve my time management skills.

“One Man, Two Guvnors” – online/live theatre experience

Link: https://youtu.be/XzqcRwWVv8k

Summary: One Man, Two Guvnors is a farce where a man named Francis Henshall ends up having two guvnors, named Stanley Stubbers and “Roscoe” Crabbe, who is actually Rachel Crabbe in disguise; they are twins, and Roscoe was killed by Rachel’s boyfriend, Stanley. Rachel came to Brighton to receive money from a man named Charlie Clench, who is the father of Pauline Clench, who was Roscoe’s fianceé, even though she wants to marry an actor named Alan Dangle. Stanley wants to be back with Rachel but is hiding from the police. However, they do not know that they are both in Brighton, and Francis does not know that they are connected in any way. Therefore, in order to be paid, Francis does not want his guvnors knowing that he is working for two people, so he tries to prevent them from meeting. To help his journey, Francis calls some audience members occasionally to come on stage to help him.

Something that stood out to me in the play is when Christine Patterson, an audience member, came on stage to help Francis hold a pot. However, it ended with her being splashed with water and being sprayed by a fire extinguisher, which is rememberable because it was so shocking, and a stage manager helping her off stage made it seem even more realistic. She later then came back on stage for bows. Another part that stood out to me was Alfie constantly being pushed down the stairs or being smacked by a door by Stanley, because it was so repetitive and funny.

I enjoyed watching this play online because I could watch it alone with my own snacks and drinks; also, it’s free! However, something I do not want to keep from this experience was watching it at the last minute.

What is Devised Theatre?

Devised theatre: Devised theatre is when a theatrical piece is made by having a story, which is based on an idea or a piece of literature, as the piece’s base, and everybody participates and collaborates with each other by sharing their interpretations of the story and builds onto those interpretations.

How does devised theatre differ from interpretive theatre and how is it the same?

Interpretive theatre is when the actors are given a fully structured story in a script, and they make a performance following the script. However, devised theatre initially does not have a structure and is more open to different ideas. Also, everybody contributes to the making of the actual story, which means the final piece will represent everybody’s views. Some similarities that devised and interpretive theatre has is that in the end, a structured story will be made. Also, while figuring out how an actor is going to act, the actor may experiment with different types of tones or actions before sticking with a final version.

What are some steps that were discussed in devised or devising theatre? 

According to Devising a multimedia production and Devising ‘A Monster Calls,’ devising theatre starts with condensing a novel or another form of literature to make a basic structure, which is then shown to the actors who improvise and try to visually represent the story, one scene at a time. Suggestions or ideas that come from the actors will be written down and used in the script.

What are some big ideas that stuck with you from the videos knowing that this is something we are going to explore? 

Something that stuck with me is that at first, devising theatre is mainly improvising and experimenting with different methods of representing a story. Also, devising theatre requires working with other people most of the time, therefore people should hopefully not be afraid of exploring different interpretations.

Videos used:

Devising a multimedia production: https://www.youtube.com/watch?v=XqJxI3SNFlc

Devising ‘A Monster Calls’: https://www.youtube.com/watch?v=m_BOhmdaKUc

Devised Theatre — TDF’s Theatre Dictionary – Defining Theatre Terms: https://www.youtube.com/watch?v=f8t9xn__CXY

Physical Theatre Analysis – The Crucible

  1. Describe the movement in the clips you chose. What story are they telling?
  2. What information do we get about the characters and the community and the day-to-day life as seen through the physical action?
  3. Watch the clip once without sound and once with sound. Can you tell what is going on without the words and music?
  4. Highlight one “aha!” or cool moment that stood out to you in the clip.

Clip #1 – Act I: show from the start through 6:08

The movement in this clip seems grave and desperate, probably for the sake of the girl, who could be sick. All the actors look solemn and are walking slowly, which adds to the somber atmosphere. The woman at the beginning that entered walking on stage could be the girl’s mother because she is carrying a bowl of hot water or soup to her, is breathing heavily, and looks worried for the girl’s sake. Furthermore, all the other women who could be nurses or servants all looked at her as she walked by, indicating that they are wondering how the mother is feeling. The man who held his head in his hands and looked worried while sitting at his desk could be the girl’s father, which shows that during that time, men may have done the work for money while women took care of the children and house.

I first watched the clip with sound, so when I watched it without sound, I had an idea of what was happening. However, I think without sound effects it would be harder to identify some actions. For instance, it may be hard to tell that the woman at the beginning was breathing heavily, and that is why she was moving her shoulders up and down. In addition, the music made the atmosphere feel more grave and serious, which also makes the storyline more clear to the audience. However, one thing I am still unsure about is why the woman made the girl arch her back until her mother came.

Clip #3 – Act III: show from the start through 1:09

I first watched this clip without sound, and I thought that the scene had a serious atmosphere because the women were walking slowly, but simultaneously, while the men moved chairs; they could have been preparing for something.

After watching the clip with sound, I still thought it had a serious atmosphere, but I now think that the word, “tense” would be a better way to describe the atmosphere because it seems like something important or dangerous is about to happen; the music became louder and faster towards the end. After watching the clip a second time, I also noticed that the woman leading the others was carrying a rope which could be for a witch execution.

Clip #5 – Act III: show from 40:00 – the end of Act III

I first watched the clip without sound, and I thought it was tough to determine what was happening because a lot of the scene was talking. However, by knowing that the Crucible is about the Salem witch trials and accusations of witchcraft, I am going to guess that this scene was during a witch trial where the woman who was the last person to take off her headscarf was accused of being a witch. Also, perhaps the other women were actually witches and they saw something above them which hurt them or made them act differently.

After watching the clip with sound, it did seem like it was during a witch trial, but a girl, Abigail, sees something in the sky that all the girls are afraid of and it is making them act differently. The actors show this by shaking themselves violently. After that, they started repeating what Mary was saying which causes people to think she is a witch, and the actors did this by falling to the ground while still shaking or acting inhuman which caused Mary to be taller than all of them; this could show that she is controlling them. However, she then says that a different man is against God and then he is arrested.

LeCoq’s 9 Attitudes

Video with neutral expressions: https://flipgrid.com/3ba1e803

Video with the story: https://flipgrid.com/534fd4a8

First of all, I’m really sorry that I only found the work just now. Anyway, today I followed the actor’s warm-up video once, and then tried to memorise the text from Menelaus’s Trojan Women. I practised that multiple times until I could say it easily, then moved on to LeCoq’s nine attitudes. I didn’t take too long rehearsing the nine attitudes because I remembered a lot of it from class.

IDU Reflection

I assessed myself using the team and self-assessment tool for collaboration and I think that I did well in providing insight on certain topics. I would often try to see any problem with our design and try to propose better designs or solutions. However, I noticed that I may become too controlling at times, which I did not really notice until this project. There were also some disagreements that our group had which caused me to be less tolerant, so in order to improve I need to be more open-minded and remember to presume positive intentions. I also focused too much on the presenting part of our presentation, which took up too much time; I should have gone straight to the point so that we would have enough time to finish our presentation.

Team and Self-Assessment Tool:


If I were to rank the seven norms of collaboration, the list would look like this:

  1. Paying Attention to Self and Others

Paying attention is the most important skill because it allows people to change their own habits, receive feedback and refine their thoughts and ideas. Our group was able to work with each other because we actively listened to each other, even if we disagreed on certain topics. If we disagreed on something, we would respectfully give each other feedback.

  1. Presuming Positive Intentions

If people only assumed that people were attacking them, they would not be able to improve their work because they would be denying helpful feedback. Furthermore, assuming that people only want to do harm creates a negative atmosphere that causes tension, which could prevent teammates from feeling safe to share information. Sometimes there was tension in our group which caused people to not trust each other, but we were able to resolve it.

  1. Putting Ideas on the Table
  2. Posing Questions

Sharing ideas and asking questions both cause people to think deeper and share their different perspectives and opinions. In addition, in our group, asking questions and sharing ideas not only makes us think about things we have not thought of before, but also helps us identify problems and refine our designs.

  1. Pausing

Pausing before asking a question or responding is important because it allows others to share ideas that might not have been shared if someone went straight into saying their own thoughts and opinions. I think my group did a decent job letting everyone speak, but there were a few moments where some people were staying quiet for a while, so we could still improve on not getting too carried away with our own ideas.

  1. Paraphrasing

Paraphrasing is useful because it allows people to respectfully give constructive criticism to their teammates. If my group did not do this, it would have been difficult to presume positive intentions which could lead to arguments, and even though we only had small arguments, it still placed a dent in our trust.

  1. Providing Data

Providing data comes later in the design process, and people could still take turns sharing their data. Although it is important, I feel that the other six skills are more important because they come first; they are the first skills that anyone uses when starting to research about something.

Based on the team and self-assessment tool for collaboration, I think that my team did well in putting ideas on the table; we all were able to identify flaws in our designs and we also did well in paying attention to each other. However, an area we could all improve in is staying on task, especially if it is at the start or end of a day. Furthermore, our group should be more careful when deciding who is presenting which slides. We could have alternated the speakers so that everyone definitely had a chance to speak if we ran out of time, and we should have focused more on timing.

Jacques LeCoq

  • “Toute bouche” – everything moves
  • Interested in theatre from PE – interested in how body moves
  • Thought physical movement was lacking on stage (actors only said lines)
  • Combined theatre and sports
  • Made his own school in Paris – Ecole Internationale de Theatre de Jacques LeCoq (still exists)
  • Offers a physical discipline that makes you aware of your body’s own expressive physical potential in theatre and life
  • Calls devising – “geo dramatics”
  • You are asked to go with the environment/landscape and not against it

Physical Theatre

Physical theatre definition:

  • “The theatrical story is told primarily through the body or through physicalization” (from the slides)
  • “There may be dialogue, but it’s the physical imagery that becomes the primary communicator” (from the slides)
  • “‘Physical theatre’ is a general ‘catch-all’ term that may be applied differently depending on the place” (from the slides)
  • Other forms of theatre may emphasize lines

Stagecraft – Costume Design Challenge PJ Entry

I have recently completed designing costumes for two characters from the play, Cheque Please: Take 3. One character is named Garrett, and the other is a girl whose name is unknown. They are both on a date, however, during the date, Garrett is constantly talking about how he has lost 300 pounds and the girl has to put up with it.

Designer’s intent

Character: Garrett

Garrett is a character who does not care about his appearance and only cares about the fact that he lost 300 pounds. This indicates that he may go to the gym a lot but does not have the proper date etiquette. Therefore, I put him in red gym shorts that are slightly dirty and baggy, and I also drew a white tank-top that is no longer white; it has smudges of dirt on it and a lot of crinkles. I chose the colour red for the shorts because it would bring attention to his pants, which is what he wants in the scene; he constantly shows how big his pants used to be, and how much weight he has lost. I also put him in grey trainers and socks that look as if they were white but are so dirty, they are no longer white. In addition, his clothing indicates what type of weather is in the location; it could be spring or summer. Although the season was not actually mentioned, I think it would be spring or summer because later on in the scene, a wedding occurs, and weddings are usually taken place in the spring or summer.

Character: Girl

The girl in the scene, unlike Garrett, does have proper date etiquette, therefore I decided to make her wear a short dirty pink sundress with sandals after deciding what type of weather it was. I wanted the dress to be dirty pink because it would show that she went to the date in hopes of being in a relationship. In addition, I wanted the dress to be modern or trendy because the scene seems to be set in the present day; I feel that going on diets to lose weight is a modern thing. I also wanted half of her hair to be tied up but also half of her hair to be tied down to add to the dating atmosphere but also to make sure her hair does not fall on her face, perhaps making it difficult to move around the stage. Furthermore, her clothing adds to her personality, because she is a neat, classy young adult. This contrasts with Garrett’s personality and clothing, which is messy, unclean and not appealing.

I think I did a somewhat good job of choosing colours for my costumes, however, I think I should have drawn the over-sized pants and underwear as well to add more detail about the scene. I also think that the girl’s costume may be too formal for a blind date, but I do like how it contrasts with Garrett’s costume.

Something I learnt about how costume design helps build theatre is that the costume designers need to constantly communicate with the director and lighting crew to make sure their clothing matches the characters’ personalities and to make sure that the lights do not affect the clothing.

Intro to Costume Design

10 factors of costume design:


  • Clothing has to match the age
  • For example, it would be unusual if a young person wore khakis and a button-up shirt


  • In the olden days, women couldn’t wear pants
  • Common for women to wear dresses or skirts
  • Common for men to wear pants and shirts
  • More common for women to wear men’s clothing rather than men wearing women’s clothing
  • Should be able to tell if the costumes are for men or women

Social Status

  • If someone is poor, they need to wear inexpensive colours and clothing


  • Costume may give a clear idea on occupation
  • Sometimes occupation does not have specific clothing

Geographic Locations

  • Clothing should match the place
  • The area should be able to be interpreted

Occasion or Activity

  • Clothing should match the situation
  • If clothing doesn’t match, it needs to be justified in the play

Time of Day

  • Pajamas are for sleeping, etc.

Season or Weather

  • Clothing should match season or weather
  • By looking at the clothing, the season or weather could be interpreted

Historical Period

  • Every historical period has a style of clothing
  • The corset would be used in the Elizabethan period

Psychological Factors/Personality/Emotion

  • If clothing doesn’t match the occasion, it may be because of psychological factors
  • Emotions determine the choice of clothing
  • Clothing should match the personality
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