The day started with our initial idea of having stage blocks in the corners of the space with boxes on them as well as having a few stray boxes here and there. From initial feelings and how it looked we felt it needed more colour and more life added to it. As at this moment in time it seemed very bare and plain. Which is not good for children's theatre as they would get very bored and not be interested in the space whatsoever and would probably wonder off/have negative vibes towards the performance as a whole.
From this we decided that we needed more boxes and for them to be more exciting possibly patterned. As we didn't have a lot of time to paint them a few of our class members got some wrapping paper of different colours and designs in order to wrap the boxes instead. This would also make some of the boxes smooth and glossy creating a different texture which the children may find interesting to touch. Once this had been completed we still felt as though the space was a little bare. Therefore, we started experimenting and hung fairy lights, coloured circles and lanterns from the lighting rig. This would be engaging and exciting for children as it meant there were things above them the entire performance which would feel surreal and multi-dimensional. Taking them out of reality and transporting them to another world (which was our goal). We also had coloured spots on the floor meaning that it didn't look normal and mundane it also had a special element to it transforming it into 'Story Box Land. There were also feather bowers, lanterns and ivy around the sides and on the set. I felt this really creating the atmosphere of another world and added another splash of colour to our stage space. I felt as though by adding all these little elements to our piece it would immerse the children and gain their attention far better than if we just had a few stage blocks and some boxes. As this is more colourful, there are multiple things on stage as well as having stage and normal lights (fairy lights and lanterns).
After we had finished sorting out our staging we did runs of each performance individually in order to sort out cue lines and figure out what part of the staging we would use for certain parts and what exits/entrances we were going to use. I felt that this also helped us visually structure our performance as we now had everything we would have in the actual performances and therefore we would solidly know how much space we would have.
We then did a full tech/dress run from beginning to end. This was to sort out our transitions between each story and make it as smooth and natural as possible. The transitions would be aided by the laser machine which opened up portals to different stories. Whilst this would be happening two or three characters would come outside the space and the curtains to the stage space would be closed. This was to aid the lasers so you could see but to all let the next group pre-set their scene/performance ready for the children to come back into the area and into a new/another story.
~After our full run~ FEEDBACK
- We needed to have even more energy when performing to ensure that the children would be fully engaged and immersed. Otherwise, they might wonder and end up hurting themselves or damaging set without meaning to.
- We need to talk slower and clearer in order for the children to understand what we are saying and instructing them to do. As if we talk to quick they may get confused and refuse to take part any further/might miss a clear instruction and get a little upset if they feel they have done something wrong or have missed out on something.
- When performing in our peers performances we need to ensure that we cover each other in order to progress narratives and keep pace. As well as to help engage the children and keep them involved with each story to make sure they enjoy every aspect.
- Be more precise when giving directorial advice to people. i.e. telling them exactly where to go and what they should do. This is to ensure that they know exactly what they are doing and not wondering aimlessly waiting or getting upset if they don't do something correctly.
- Have specific areas we want people to go in rather than a general direction otherwise they may take up a lot of the stage space which we may need to use.
Overall, I believe doing our first performance to adults and a few children let us get our bearings of our performance and how it would run. Ready for the children the next day. By doing this performance it also made me feel more confident in myself of what I was doing and what I was going to say during our piece. I also feel as though this helped hype our class up and energise us ready for the proper children's performances to come.
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