Friday, 13 June 2014

Curriculum Vitae


CV

DOB: 22/03/1997
Address: Farr House, 7 Farr Close, Chapelfields, Cuckfield, West Sussex, RH17 5HS
Mobile: 07909 647975

Education:
2013- Present- Central Sussex College, Haywards Heath
2008-2013- Warden Park Academy, Cuckfield
2005-2008- Holy Trinity CE School, Cuckfield
2004-2005- Chalfont St Peter Middle School
2001-2004- St Marys Independent School, Gerrads Cross

GCSE and other examinations:
English Language- A                    Drama- A*                                               
English Literature- A                    French- B                                              
Maths- C                                     Spanish- C                                          
Science (Additional)- C                History- B                                         
Science (Core)- B                        Citizenship- C                                                                    
Music- B
LAMDA Drama- Grade 5
LAMDA Singing- Grade 5

Work Experience:
September 2011- Present- Babysitting
June 25th-29th 2012- Lambent Production Company, Brighton
October Half Term 2013- Borde Hill Gardens

Plays:
2006- Summer Holiday- Barbara Winters
2007-Wind in the Willows- Badger
2009-Wizard of Oz- Dorothy Gale
2010- Annie- Annie
2011- Fame- Goody
2012- Les Miserables- Eponine
2012- Arabian Nights- Dinizard
2013- Darlings, you were Wonderful- Irene
2013- Honk!- Drake

Ensemble in:
Les Miserables (Street Urchin), Hairspray (Dynamo), We Will Rock You (Bohemian), West Side Story (Jet/Dance Captain), Joseph (School Girl).

Other:
Performed at the Garrick Theatre alongside Peter Polycarpou

The script and my notes- ROMEO AND JULIET


ROMEO AND JULIET- JULIET

ROMEO AND JULIET by Shakespeare


Overview:
A boy (Romeo) and a girl (Juliet) fall in love. But they come from families which hate each other, and know they will not be allowed to marry. They are so much in love they marry in secret instead. However, before their wedding night Romeo kills Juliet's cousin in a duel, and in the morning he is forced to leave her. If he ever returns to the city, he will be put to death.
Juliet is then told she must marry Paris, who has been chosen by her parents, who do not know she is already married. She refuses - then agrees because she plans to fake her death and escape to be with Romeo.
She takes a sleeping potion and appears to be dead, so her parents lay her in a tomb. However, Romeo does not know about the plan, visits her grave, finds her 'dead', and kills himself. Juliet finally wakes up, finds Romeo dead, and then kills herself.

Shakespeare:

William Shakespeare was an English poetplaywright and actor, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist. He is often called England's national poet and his extant works, including some collaborations, consist of about 38 plays, 154 sonnets, two long narrative poems, and a few other verses. His plays have been translated into every major living language and are performed more often than those of any other playwright. 

Juliet:

The daughter of Capulet and Lady Capulet. A beautiful thirteen-year-old girl, Juliet begins the play as a naïve child who has thought little about love and marriage, but she grows up quickly upon falling in love with Romeo, the son of her family’s great enemy. Because she is a girl in an aristocratic family, she has none of the freedom Romeo has to roam around the city, climb over walls in the middle of the night, or get into swordfights. Nevertheless, she shows amazing courage in trusting her entire life and future to Romeo, even refusing to believe the worst reports about him after he gets involved in a fight with her cousin. Juliet’s closest friend and confidant is her nurse, though she’s willing to shut the Nurse out of her life the moment the Nurse turns against Romeo.

Why did I choose this monologue?


Q1. - Playing Age.
Juliet is meant to be a young, sweet and innocent 13 year old girl. Therefore, after performing the older, mature role of Stella, this playing age created a perfect contrast. As I have a fresh, young looking face this part related well to my type casting and is the type of character people expect me to play when they look at me. 

Q2.- The piece.
I related well to the piece because of my age and look. The innocence of it came naturally to me as it is a monologue of Juliet expressing her love to Romeo and by having a boyfriend, I do this often and instinctively. Therefore, I knew that I needed to use a high tone of voice and a slow pace and that I needed to be wide-eyed and smiling. The piece interested me because I've always loved the play. We performed it as part of the Bronze Arts Awards at Secondary School and although I didn't get to play the role of Juliet, this monologue has always interested me because of how sweet but truthful it is. 

Q3.- Emotional Journey.
 The monologue starts with emotions of love and Juliet wanting to know if her love is reciprocated. It then changes to worry and a feeling of regret for expressing her emotions too quickly and too strongly- "Or if thou think'st I am too quickly won, I'll frown and be perverse and say thee nay. In truth, fair Montague, I am too fond." And then she tries to convince him that what she feels for him isn't just anything small or a immature 2 week romance because she is worried that he will laugh, think she is too young or won't fully understand the undying love she feels for him- "Therefore, thou mayst think my 'haviour light:" She agrees to have fallen in love with him too quickly and regrets showing him that when she says "I should have been more strange, I must confess", but then goes on to say that she can't hold in her "true love passion" and that neither of them should just over look or forget about this amazing love and bond they have found- "And not impute this yielding to light love, which the dark night hath so discovered." 
There is a feeling of need and want in this monologue, that I expressed through moving forward closer to the audience and reaching my arms out as though I was reaching for Romeo to show him just how much I wanted to hold him and be in his arms. The monologue has two very different sides to it- One side is expressing her love for him and how she thinks of him as her soul mate and how she doesn't want to be without him, yet the other side is her trying to hold it all back, she agrees many times in the monologue how she should have been less eager and should have not fallen so quickly but that she couldn't help it. I wanted to convey her love and passion for Romeo and their romance, but I also wanted to portray her regret for loving him too much and how she was slightly embarrassed in the way she reacted. 

Q4.- Acting Skills.
I started my monologue in the middle of the stage, standing, to show another contrast from when I was sitting in Bodies Unfinished. Hand movements to my heart and reaching out where used to show my love and passion for Romeo. I faced the audience and imagined them as Romeo, to again, engage and involve them more in my piece. After- "I shall frown and be perverse and say thee nay." I pause and have a thought process and emotion change. This line was said hurriedly and in regret, as though she is saying that if Romeo doesn't feel the same way about her, she will act as though she doesn't care. When I carry onto "In truth, fair Montague, I am too fond." I lower my head and my voice softens. This is to show Romeo just how much I care for him, how silly and foolish I think it is, but no matter how hard I try, I cant forget the feelings I have for him. On the line- "I should have been more strange, I must confess" I walk stage right, to make it seem like I am walking away from Romeo, trying to sort out my head because I know that I have been too forward and this embarrasses me. The immaturity and my age of 13 comes out here as her head doesn't know how to cope with all the emotions she is feeling and the walk I do, is a sort of head clearer, moving away from Romeo and trying to get her own space to understand what she is truly feeling and she has never felt like this before. I raised my arms in frustration when I walked too, to keep from the static, simple 'love' movements. 

Q5.- Research.
After having done the play in Year 11, I read over the script from then and this helped me to remember the story line and the emotions Juliet feels throughout the play. Compared to my other monologue, I wanted to make this one very straight forward and full of emotion, I wanted the audience to know exactly how I was feeling with every word I said. I did this by filming myself. This helped me see what facial expression I was pulling, my tone of voice and my movements and from there I could watch them back and pick my favorite parts from each one and use these to create my performance. I went through the script extremely carefully, making sure I understood what every line was conveying and what every word meant, meaning I was then able to produce a clear, accurate and realistic performance, proving that I had done my research and knew the character well. 










The Script and my notes- BODIES UNFINISHED




BODIES UNFINISHED- STELLA


BODIES UNFINISHED by Lewis Hetherington

Overview:
Alan loves his work. He doesn't love his wife, his mother or his only child, so he aims to break free and live for himself. Carol, his wife, is lost too. Stella, a girl he's just met, lives day to day and he arranges a date to meet her. And his mother refuses to speak. As Alan makes a start to his new life will his decision mean that they can all finally know who they are meant to be? Bodies Unfinished investigates the moment when you decide to stop doing what you know, and step out of your comfort zone.


Lewis Hetherington:
Lewis Hetherington is a Glasgow based playwright and theatre maker.  As an associate of the award winning Analogue he co-wrote Mile End and Beachy Head, and wrote 2401 Objects which was a co production with Oldenburg Staatstheater. He was an Associate Artist of Imaginate from 2010 to 2012 where he undertook at research project on the creative possibilities of making work for and with young deaf/blind people.


Katerina Stearman (Stella):


     
playing age
27
Height
5' 4" (1.63 m)
Weight
8st. 6lb. (54kg)
hair color
Brown
eye color
Blue
Build
Slim




An interesting review:
Hetherington’s achievement is to make all that noise without ever really shouting. His Alan is far from eloquent, he bumbles around and he stammers. There’s a brilliant scene where he fumbles through a description of his job, as a geneticist decapitating chicken embryos, to the sultry Stella with pathetic schoolboy innocence. But while he’s frustratingly meek, he’s also compulsive, and however painful it may be, everything is tinged with the darkest of humour.
Williams’ minimal set, complemented by Katherine Lowry’s ghost-like lighting, creates that atmosphere perfectly. The clean, clinical wooden panelling, the uncomfortable looking chairs and the leather bag that keeps returning, it works for every location and it fits. And even if the stage is empty, Francis Adams portrays Alan’s contradictions with delicate brio, attentive to all the quirky nuances of a mid life crisis. Jean Apps is haunting as Joyce: as she describes the birth of her son in all its bloody detail her eyes seem to emit a hypnotic beam. Katerina Stearman is powerful as the used-up Stella and Jane Dodd’s irate wife-in-denial Carol completes an astonishing ensemble, in a production that should get the blood flowing for any aspiring theatre-maker



Why did I choose this monologue?


Q1. - Playing Age.
This character, Stella and her monologue was clearly not created for a 17 year old girl considering she is a ‘call girl’, however, I feel that I will be able to bring a vulnerability and naivety to the character that probably hasn’t been portrayed before. To fit the context of the monologue, I am going to have to perform maturely. Even though I am adding a younger ‘side’ to Stella, it doesn’t mean that I want to portray her younger- this would ruin the power of the monologue as we see someone, who is clearly used to her ‘job’ and numb to everything, break down. When I first read the monologue, I was left feeling shocked. The opening line ‘I’ve had so many men in me it’s like my insides have been fucked out’ is so strong and powerful and left me completely engaged with the script and left me wanting to know more about the character.



Q2.- The piece.
 During my first read of the text, I was already starting to create a scene in my head and started to engage in the emotions felt at particular points, where I would add pauses and silences and how I would set it out blocking wise. The piece captivated me straight away, with the opening line being so strong, and powerful yet ‘emotionless’- This made it feel like a challenge, to portray someone who is so numb and empty but to have a chance to really dig deep into their inner emotions of anger, embarrassment, disgust, isolation, loneliness and the idea of being worthless.


Q3.- Emotional Journey.
 I spent a whole double lesson on just working out the emotional journey of the piece in detail to make sure I was clear on the character and the emotions I wanted to portray. The start is angry, with the word ‘fuck’ being repeated in a manner of disgust and frustration. For the first 2 paragraphs, the emotions felt are hate, bitterness and anger. After the line “Wrap my arms round my body as though I’m holding myself together”, I decided to leave a silence after this line to have time to show a thought process and an emotion change as the next line shows a different side to Stella- “I can never bare to look at them afterwards”. In this 2nd part, I want to convey Stella as naive, worthless, ashamed, lonely, embarrassed, dirty and numb. As the first part is fast paced to portray anger and frustration, I wanted to slow the second part down with more pauses and silences to insinuate thought processes, reminiscing and emotion changes. Therefore, this shows a huge emotional range and is the reason why it engaged me and will hopefully engage the audition panel, which is why I chose it.


Q4.- Acting Skills.
 I have chosen to face straight on and to the panel throughout my monologue to involve and engage them more. This helps me create the feeling that I am talking to someone (Alan) and that helps my imagination, meaning my performance is more realistic and believable. I am using stillness in my piece to convey Stella’s emptiness and her feeling numb to everything. I want to use one or two big movements to portray Stella’s’ frustration or disgust but when showing a softer side of Stella, I want to include small, minimal movements to make her seem small and vulnerable.  I want the monologue to come across as conversational, so I wanted Stella to seem relaxed and laid back in her seat. I portray this by sitting with my leg crossed and slouched back into the chair. The pauses and silences I use are to show my thought processes, but also to shock the audience, for example, I paused after the first line “I’ve had so many men in me it’s like my insides have been fucked out” for a dramatic effect. The powerful line with the long pause afterwards make the audience sit there, trying to work out the story behind this empty, lonely girl. It makes the audience sympathise with Stella and makes them sit there, shocked and interested in what she has to say next. During the lines, “I can never bare to look at them afterwards, so I cower a little, let them believe I’m terrified to look into your eyes” and “I feel your taste in my mouth. I want to spit you, your taste out of my mouth” I articulate every word, to show an inner disgust and that I’m spitting the words out at Alan.



Q5.- Research.
 I tried to research my part through watching other people perform it and seeing how they portrayed the character and how they delivered the monologue, but there are no videos or individual reviews on people that have performed this monologue. However, I think this was a good thing as I was trying to create a new side to Stella anyway. This gave me a blank canvas to start working on. As I said in Question 2, I already started visualising Stella, her emotions, her characteristics and surroundings after just one read of the monologue. Reading reviews of the play helped me see how Stella fit into the other characters lives and this made realise how insignificant she was and this helped when creating the emotion for the monologue- used, empty, worthless, dirty etc.

Thursday, 17 April 2014

GUT GIRLS BY SARAH DANIELS

Sarah Daniels:
Born in 1957, Sarah Daniels is a British Dramatist and a popular and acclaimed writer. Her first ever performed play was given a production at the Royal Court in 1981-
Her plays have been performed in places such as the National Theatre and Battersea Arts Center.
Her plays include:
  • Masterpieces (1983)
  • The Devil's Gateway (1983)
  • Neaptide (1984)
  • Byrthrite (1986)
  • The Gut Girls (1988)
  • Beside Herself (1990)
  • Head Rot Holiday (1991)
  • The Madness of Esme and Shaz (1994)
  • Dust (2003)
  • Flying Under Bridges (2005)
  • God Blind Me (radio play 2007)
  • But If You Try Sometimes (radio play 2011)

Her play writing career took off after she spent a year as the writer-in-residence of Sheffield's University English Department. 
She also has written episodes of Soap Operas such as Eastenders and Holby City.

Blackheath:
An area in the South East of London. An urban myth states that Blackheath was assossiated with the Plague in the mid 14th Century. Built over in the 18th and 19th Century, it contains many fine Victorian and Georgian houses. The biggest change to Blackheath was in the mid 18th-19th century when there was extensive mineral extraction.

Deptford:
'Gut Girls' was set in Deptford, an area along the South Bank of the River Thames in the South East of London. From the mid 16th Century to the late 19th, it was home to Deptford Dockyard, the first of the Royal Dockyards. Deptford began as two communities- one at the ford and the other the fishing village on the Thames, the 2 communities then grew together, flourished and became the main administrative centre of the Royal Navy.

Gut Girls:
Set in the slaughter houses in Deptford in 1912, Gut Girls follows Annie, a young girl with a troubled past. In this monologue- Act 1, Scene 5, she is confiding in a new friend she had made in the slaughterhouse, Emma.