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Project Proposal Form 2023

The document outlines Ben Glasspool's project proposal for his Diploma in Performing & Production Arts. He will direct a production about the Bronte siblings and their fictional world of Glasstown. It details his research plan, including learning about the Brontes' lives and historical context. It also includes a timeline of rehearsals spanning March to May, focusing on character development, blocking, incorporating music, and technical elements. The evaluation section notes he will take rehearsal notes, film weekly reflections, and receive feedback to refine his direction and performance.

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43 views

Project Proposal Form 2023

The document outlines Ben Glasspool's project proposal for his Diploma in Performing & Production Arts. He will direct a production about the Bronte siblings and their fictional world of Glasstown. It details his research plan, including learning about the Brontes' lives and historical context. It also includes a timeline of rehearsals spanning March to May, focusing on character development, blocking, incorporating music, and technical elements. The evaluation section notes he will take rehearsal notes, film weekly reflections, and receive feedback to refine his direction and performance.

Uploaded by

api-613890079
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Diploma in Perfor

Performing &
Production Arts
Unit 12 Project Proposal

Candidate Ben Glasspool


Name
Candidate 301839
Number
Pathway Actor

Project Title Glasstown

Section 1: Review

This year, our theater program gave us a range of exciting units and workshops that helped our
understanding of the craft. The first unit, Shakeslam, built upon the previous year's work and
aimed to improve our monologue skills for a Shakespeare event. Under our director, Alice
Barkley. For my performance, I chose one of Hamlets first monologues from Shakespeare's
Hamlet. This performance provided valuable insights into delivering Shakespearean
monologues, deepening my appreciation for Shakespeare's work

The second unit was an audio project that spanned four weeks. Collaborating in small groups,
we embarked on creating a 10-minute audio piece. Our group, consisting of six students,
crafted a thrilling murder mystery entitled "The Walker Tapes," centered around the illicit
dealings of corrupt businessmen. Through this project, we also discovered various microphone
techniques and a lot about the world of audio drama

In addition to these units, we participated in a series of diverse workshops. Each week, a


different expert joined us in the rehearsal space, enriching our theatrical knowledge. One week,
we engaged in intimacy workshops led by the Greedy Pig Theatre company. These sessions
offered valuable lessons on establishing boundaries when engaging in intimate scenes with
fellow actors.

Another workshop, guided by Alice Lamb, focused on breathing life into scenes from scripts.
We explored the art of creating distinct environments within a performance, adding depth to the
storytelling process. These workshops served as a catalyst for expanding my theatrical
knowledge, equipping me with valuable skills and insights for future projects.

Overall, this year's theater program offered a lot of experiences. Through engaging units and
workshops, we deepened our understanding of theater and cultivated skills that will
undoubtedly serve us well in future endeavors.
Section 2: Project Concept

In our upcoming performance, we aim to show the real-life stories of the Bronte siblings with the
captivating characters they created in their writings of Glasstown (a collection of stories they wrote when
they were children. To deliver a truly authentic and believable portrayal, thorough research into the
historical background of the period is important. This means delving into the lives of the Bronte family,
gaining insight into the realities of life in their place of living during that time, understanding the
dynamics and challenges faced by women and men in that era, and comprehending the political climate

As a group, we have never before performed in the round, making it crucial for us to collectively learn
how to effectively utilize the rehearsal space. One approach we will adopt involves seating our creative
team and cast members not involved in the scene around the perimeter of the room. This arrangement
allows us to gain a comprehensive understanding of the performance space and enables us to view the
production from various angles, ensuring that no part of the audience is overlooked or excluded.
Furthermore, to effectively convey the dichotomy between the siblings' real world and the imaginative
realm of Glass town, we plan to employ diverse artistic elements, such as thoughtfully designed
costumes and lighting, as well as distinct acting styles and language. It will be imperative for us to
explore and experiment with different approaches, soliciting and providing feedback to continuously
enhance and refine our performance as we progress.

Section 3: Evaluation
In my evaluation of this process, I will be using multiple resources to keep track of myself and my peers
throughout this process,

I will be taking a notebook with me to all of my sessions so that I can note my key character points and
developments, and will be leaving my script for more ensemble type notes. I think its really important to
keep a healthy environment in the rehearsal spaces so that everyone is in the best frame of mind to
improve on them selves and construct and build on their character.

I will also be making weekly reflection videos to have a more general perspective on the whole process,
this will help me review not only what we will do in the following weeks, but also help me look at what
worked and what didn’t

Proposed Research Sources and Bibliography (Harvard Format)


Project Action Plan and Timetable

Week Date Week Activity / What you are intending to do - Resources / What you will need to do it -
Beginning including independent study including access to workshops

First R&D week: script, pen


22nd feb
 Met writer Tom and shared
childhood stories.
 Explored Bronte characterisation
and the world of Glass Town.
 Familiarised ourselves with the
Glass Town characters and
created a family tree.
 Met Lizzie, our music director.

 Continued learning about the Bronte Script, pen


1st march siblings' lives.
 Devised improvised scenes based
on significant moments in their lives.
 Created a timeline of the real and
fictional worlds.
 Wrote and read letters as Glass
Town characters.

 Held a snow day on Zoom. Script, pen,
8th march  Explored the relationships
between different characters.
 Discussed the defining elements
of each sibling.
 Created scenes based on
important moments in their lives.
 Worked on songs with Lizzie.

 Received the first synopsis of the Script, pen


15th march play.
 Improvised scenes in the play,
taking turns around the circle.
 Created a scene with Gabe about
zamorna and nothanagaland

 Read the first draft of the script. Script, pen


22nd march  Dedicated the whole day to
bringing the opening scene to
life.
 Continued working with the
music director.

 Discussed the characteristics of Notebook, pen


29th March each character.
 first draft read-through of the
script.
 Collaborated with Henry on a
scene between Zamorna and
Barnwell during Barnwell’s final
moments.
 Created another scene where the
characters converse while
Barnwell experiences the effects
of opium.

 Worked with movement teacher Notebook pen


17th April Deeps on soldier and Bronte
movement.
 Collaborated with music teacher
Lizzie on the War Song.
 Created a war scene and
incorporated music.
 Conducted a full read-through of
the script.
 Explored the Creation of Glass
Town song and incorporated it
into the blocking.
 Rehearsed scenes 1-3 and
incorporated movement.

24th April Notebook, pen

 Rehearsed pages 47-55.


2nd May  Incorporated the War Song into the Script, pen
Warriors' attack scene.
 Worked on pages 59-63, blocking the
entire Act 1 with the assistance of
cardboard cutouts.
 Conducted a staggered run-through of
Act 1, adding music, transitions, and
plotting the blocks.
 Started blocking pages 67-76 and 76-
79, combining all the pages.
 Attended a music call to learn new
songs and refresh on existing ones.

tech week
9th may

Show week
2nd may

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