After School Session (23rd Novemeber)

We finalised our structure of the performance and created two categories 'bullies' and 'victims'

We worked on our scene changes;
- we have decided to use a bell sound effect and a mime of a school corridor. Characters from different scenes will continue to be the characters in their scenes, for example - bullies will still be bullies, victims will still be victims.

Both the bullies and the victims need to write monologues for the beginning and end scenes, all groups have decided on their music choices and as a group we are able to almost run it fully :D

5th Lesson (23rd Novemeber)

Began the lesson by reading the assessment criteria.
We then ran through our scene and polished it and then watched Sarah, Rachel and Abbie's performance.

4th Lesson (16th Novemeber)

Began to develop our scene (verbel abuse) 

Joe and myself (boyfriend, girlfriend relationship)
James and Abbie (Bullies, bitchy and stuck up)



Abbie fancies Joe and that's why her and James bully me.
Not really much more to say really :)
we began to block the scene.

3rd Lesson (9th Novemeber)

Firstly we recapped in the work from last weeks lesson and evaluated the ideas given from both groups.
We then discussed possible ideas for the performance;

Opening scene with the victim
Cyber bullying
Paranoia - Vocal collage
Massive variation
Side effects
Deppression
Self harm - Symbolic - Physical Theatre
Suicide
Singling out 

Facts (dates)
Tension
Victim played by different characters
Ending scene with the bully

Structure ideas;

Each scene
Open with a diary entry
 

Scene 1
Verbal abuse - Me, James, Abbie and Joe

Scene 2
Cyber - Leanne, Grace and Lauren

Scene 3
Paranoia - Chloe, Leah, Taz and Hayley

Scene 4
Physical - Becky, Alys, April and Autumn

Scene 5
Deppression/exclusion - Rachel, Sarah and Abbie

2nd Lesson :) (3rd November)

The performance date was decided for the 7th December. In this lesson we spoke about possible ideas for the drama, and explored the use of narration and it would allow us to show that time has past while telling the story. 
We then split the group into two and each group had eirther the bully or the victim to focus on, we had the bully to focus on.


We came up with the idea of writing letters to apologise for the victims death. We decided to do this to show that the bully was guilty, originally we were all going to be seperate people that have bullied different people, but we then decided to be a group of bullies bullying one person.This idea was effective, but the letters didn't really flow as each bully was talking about killing themselves. We chose to use the song 'No One But You (only the good dye young)' by Queen. This was effective

Bullied to death:

To begin with Sarah gave us an introduction to the stimuli. These included:

• Video clips
• Poem
•  Newspaper story 

Video;

http://www.youtube.com/watch?v=gE5yINOn4N4

• Simple - Not a lot of info (Dates / name)
• Makes you think of the family
• Children why they die
• Unbelievable
• Song was happy but the words were dark
• Some were same age as us

Poem:

'I am'
I am the person you bullied in school
I am the one who didn't know how to be cool
I am the person you alienated
I am the person you ridiculed and hated

I am the person who sat on their own
I am the person who walked home alone
I am the person you scared every day
I am the person who had nothing to say

I am the person with hurt in their eyes
I am the person you never saw cry
I am the person living alone with their fears
I am the person destroyed by their peers

I am the person who drowned in your scorn
I am the person who wished they hadn't been born
I am the person whose name you don't know
I am the person who just can't let go

I am the person destroyed for 'fun'
I am the person, but not the only one
I am the person who had feelings too
..and I am a person, JUST LIKE YOU!!!

• Strong words - not to be taken lightly
• Bullied over and over - showed by repeating the 'I am the person…' Bit
• Swapping levels during the poem
• Metaphorical - "drown in your scorn"
• Being treated as an object - "Destroyed for fun"
• Suffering in silence
• The feelings leading up to suicide
• Courage to fight back

we then read an article and discussed our thoughts on the article:

Newspaper story

• Pushing the blame her - draw attention to her
• She bullied herself
• She died and they are still taking a stab at her
• Annoying how they say it was her fault- she brought it on herself
• Possible she had a disability - Partly her fault and partly the schools
• Friends say he is doing it for attention when they really don’t know - "Cry for attention"