SECOND WEEK OF MATILDA
SINGING LESSON: In this lesson we learnt the rest of the song in our groups independently as well as working on the pronunciation of the fast section. we started the lesson by warming up , with a pulse raisor, which i achieved by jumping in parallel, first, second as well as running on the spot to increase blood circulation. i followed this by stretching my body to prepare it for singing, as warming up your body is just as important as warming up your voice, without this you can suffer regular voice breaks while singing. the whole class then gathered round the piano to do some vocal warmups, this lesson we started by singing la's, fa's ,ga's in William tales overture as a quick warm up that concentrated on diction and breathing as we had to take a little breath in order to go up a scale in time. we then did some tongue twister in scale to further help with diction and enunciation. I independently worked on my breathing before singing breathing in for 7 then out for 7 i did this up to 10 counts a couple times, this helped me prepare for singing the song as the fast parts required me to control my breathes in order to sing it loud and clear.
We then split off into our two groups and began practicing. Our group started by singing what we had already learnt, once we had did this we decided to take the time to practice the fast bit specifically to make sure we actually said all the words clearly so it didn't get lost with the speed in which we were singing them.We then sang it as a group again noticing that our diction and enunciation had improved but we lacked in projection so that was another thing we focused on in the group which also helped me portray character in the voice. We decided to sound mean and aggressive by singing louder which helped remind us of both projection and characterization. We worked hard on focusing on singing from our diaphragm with the music on louder so it challenged us to sing louder than the music itself.
To learn the rest of the song we used the call and response method which helped us finish the song, one thing we all struggled with towards the end of the song when there is a sudden tempo change on the line "just you wait for phys ed". Luckily for us Lottie in our group already knew the song and taught us how the change went. We began to practice the song multiple time so we were all comfortable with it. My strength for this lesson was being confident in singing all the words correctly.
My target for this lesson is to work on keeping my projection consistent throughout the whole song especially when the pitch changes towards end.
DANCE LESSON:
The focus for this dance lesson was to work on our characterisation as the whole class had wanted to work on this further.We also added on some more choreography. We started the lesson of by doing a warm up which focused on our vocals a little bit as well as warming up our bodies. We started the warmup off by doing as singing exercises known as 1 2 1 in this exercise we sing 121 increasing the numbers by one and returning to the number 1 each time until we get to 8. This is all done in scale to exercise our vocal chords and work on range. We then did the same thing in reverse starting from 8 and a higher pitch. We the repeated this activity and jumped every time we had to say 1, this helped us with co-ordination and concentration. Once we had done this we done a few tongue twisters in scale also to get us used to the amount of words we will have to fit in at a small time. after our vocal warm up we moved on to warming up our bodies by playing a game where our teacher would say a position out of four for us to get into in pairs for example, lawn more required us someone to go on their knees lifting their arms up while their partner held our hand behind us, another one was there were 3 other position that require to lean on our partners, crawl on the floor and so on which just helped us get active.
After being warmed up we got into our groups and did a quick run through of what we had done and learnt in the previous lesson, so Nadine could see where we were at with everything. Nadine then set us the task of getting into our groups and working on characterisation by devising a little scene between the big kids and the little kids, representing how they get treated in this song.Our group decided on taking the more Brechtian approach making it more non naturalistic. i played the little kid who sat on a chair hugging her knees whit a very happy face. The others played big kids who came to make me sad: Bonnie started this off by grabbing my hands and putting them by my side from behind so i was no longer hugging my knees, but i carried on smiling, then Emily came and nudged my legs so they were on the floor and i was sat in a more mature fashion, again i kept smiling, Until Sophie came and tapped the bottom of my chin which caused my face to change into a very sad one, showing they were successful in making me scared and upset. Tome then came and pushed my head down and the big kids crowded round me for 4 seconds before slowly walking away. I then got back into the position i was in at the start but my face was sad. once we had performed this to the class we received feedback form our peers: they said that it was a good and dramatic way of showing how big kids could make small kids feel, but if you didn't know that big and small kids was the subject it could be harder to make that correlation without words, which we completely understood.
We then watched the other group who devised a more naturalistic approach of kids wanting to play with the big kids, but the big kids said know and were quite mean. It was clear who were the big kids as they were much louder and used bigger movements than the little kid, whereas the small kid where smaller in terms of level and much quieter showing they were inferior.
after this exercise we were asked to incorporate what we had just did into our performance making little tweaks to perform an intimidating and intimidated character, so we walked through choreography in our group and concentrated on our facial expressions so we as big kids looked scary. and little kids looked more scared. i took the place of a little kid as we were missing some of our group members but the big kids as they performed made sure that they loomed over use making us feel small. We used levels to help make this clear to the audience, we as little kids would be confined and on the ground while the big kids stood tall over us. IN this lesson i definitely see that our characterisation has improved.
SINGING LESSON: In this lesson we learnt the rest of the song in our groups independently as well as working on the pronunciation of the fast section. we started the lesson by warming up , with a pulse raisor, which i achieved by jumping in parallel, first, second as well as running on the spot to increase blood circulation. i followed this by stretching my body to prepare it for singing, as warming up your body is just as important as warming up your voice, without this you can suffer regular voice breaks while singing. the whole class then gathered round the piano to do some vocal warmups, this lesson we started by singing la's, fa's ,ga's in William tales overture as a quick warm up that concentrated on diction and breathing as we had to take a little breath in order to go up a scale in time. we then did some tongue twister in scale to further help with diction and enunciation. I independently worked on my breathing before singing breathing in for 7 then out for 7 i did this up to 10 counts a couple times, this helped me prepare for singing the song as the fast parts required me to control my breathes in order to sing it loud and clear.
We then split off into our two groups and began practicing. Our group started by singing what we had already learnt, once we had did this we decided to take the time to practice the fast bit specifically to make sure we actually said all the words clearly so it didn't get lost with the speed in which we were singing them.We then sang it as a group again noticing that our diction and enunciation had improved but we lacked in projection so that was another thing we focused on in the group which also helped me portray character in the voice. We decided to sound mean and aggressive by singing louder which helped remind us of both projection and characterization. We worked hard on focusing on singing from our diaphragm with the music on louder so it challenged us to sing louder than the music itself.
To learn the rest of the song we used the call and response method which helped us finish the song, one thing we all struggled with towards the end of the song when there is a sudden tempo change on the line "just you wait for phys ed". Luckily for us Lottie in our group already knew the song and taught us how the change went. We began to practice the song multiple time so we were all comfortable with it. My strength for this lesson was being confident in singing all the words correctly.
My target for this lesson is to work on keeping my projection consistent throughout the whole song especially when the pitch changes towards end.
DANCE LESSON:
The focus for this dance lesson was to work on our characterisation as the whole class had wanted to work on this further.We also added on some more choreography. We started the lesson of by doing a warm up which focused on our vocals a little bit as well as warming up our bodies. We started the warmup off by doing as singing exercises known as 1 2 1 in this exercise we sing 121 increasing the numbers by one and returning to the number 1 each time until we get to 8. This is all done in scale to exercise our vocal chords and work on range. We then did the same thing in reverse starting from 8 and a higher pitch. We the repeated this activity and jumped every time we had to say 1, this helped us with co-ordination and concentration. Once we had done this we done a few tongue twisters in scale also to get us used to the amount of words we will have to fit in at a small time. after our vocal warm up we moved on to warming up our bodies by playing a game where our teacher would say a position out of four for us to get into in pairs for example, lawn more required us someone to go on their knees lifting their arms up while their partner held our hand behind us, another one was there were 3 other position that require to lean on our partners, crawl on the floor and so on which just helped us get active.
After being warmed up we got into our groups and did a quick run through of what we had done and learnt in the previous lesson, so Nadine could see where we were at with everything. Nadine then set us the task of getting into our groups and working on characterisation by devising a little scene between the big kids and the little kids, representing how they get treated in this song.Our group decided on taking the more Brechtian approach making it more non naturalistic. i played the little kid who sat on a chair hugging her knees whit a very happy face. The others played big kids who came to make me sad: Bonnie started this off by grabbing my hands and putting them by my side from behind so i was no longer hugging my knees, but i carried on smiling, then Emily came and nudged my legs so they were on the floor and i was sat in a more mature fashion, again i kept smiling, Until Sophie came and tapped the bottom of my chin which caused my face to change into a very sad one, showing they were successful in making me scared and upset. Tome then came and pushed my head down and the big kids crowded round me for 4 seconds before slowly walking away. I then got back into the position i was in at the start but my face was sad. once we had performed this to the class we received feedback form our peers: they said that it was a good and dramatic way of showing how big kids could make small kids feel, but if you didn't know that big and small kids was the subject it could be harder to make that correlation without words, which we completely understood.
We then watched the other group who devised a more naturalistic approach of kids wanting to play with the big kids, but the big kids said know and were quite mean. It was clear who were the big kids as they were much louder and used bigger movements than the little kid, whereas the small kid where smaller in terms of level and much quieter showing they were inferior.
after this exercise we were asked to incorporate what we had just did into our performance making little tweaks to perform an intimidating and intimidated character, so we walked through choreography in our group and concentrated on our facial expressions so we as big kids looked scary. and little kids looked more scared. i took the place of a little kid as we were missing some of our group members but the big kids as they performed made sure that they loomed over use making us feel small. We used levels to help make this clear to the audience, we as little kids would be confined and on the ground while the big kids stood tall over us. IN this lesson i definitely see that our characterisation has improved.
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