Progress on devising

We came up with the idea to include rolling dice into our piece
After Max' monologue, me and Jade will come out of the
side room in our performance room, and Max will roll
the dice and the "game of life" will begin....

My group and I have made massive progress for our devised piece. We performed the first 5 minutes we have put together on Wednesday to our class mates and recieved postive feedback.

We have found 2-3 pieces of music we are going to use for our performance. We are still staying with the "game of life" idea, and are also incorporating the "abadoned school" theme to it as well, we want to create an eerie, circus feel to our performance, we have together founmd 3 very creepy and edgy pieces of music..

This video below, is the piece we are using for our movement piece at the beginning when we begin with a movement piece we have devised from flocking, grid work and mime. And we also use the bamboo stick exercise we have learned, the movements are very flowing when beginning the mime, we want the audience to be able to see that all 3 of us are stuck inside a box, the mime is showing how we are trying to break free. All 3 of us push off the invisible wall and move into the middle. This is when we start our flocking and grid work exercise, we use very sudden and almost robotic movement, so the movement varies a lot which will keep it interesting for the audience. We want to create the feeling that we are trapped vessels inside a box, and we cannot escape, whilst at the same time using the school theme. This first song contains speech from a young girl, which sounds very creepy and effective, she talks about playing tag and hide and seek. Myself and Jade begin to chase each other, using the cue from the song, so we are included "le jeu" the game into our piece as well. When the little girl in the song says "tag your IT" Jade physically tags me and we both go running into the side room in our performance space, showing the audience that we have broken out of the box, whilst Max remains to begin his monologue, about life and how it is a game and everyone is welcome to play.

The second piece of music is a creepy version of " Pop goes the weasel" which we all really like and were going to use for Max' monologue, but we ran through this and the music did  not match the pace of his monologue, so we have decided to use the last video for this monologue. We will however use this piece as it is an effective piece of music which matches the theme of "abadoned school" we might use it to open our piece as the audience are arriving , or maybe towards the ending. We are going to have the audience in the round, and we have made a rectangular shape which will act as our stage in the middle of the audience.