2A


For Unit 2, my episodes were far more straightforward and chronological in terms of the criteria than in Unit/Season 1.
Nevertheless, I've included a few time codes below the video to help skip to the most important sections.




The last bullet point's segment (leadership skills) is transcribed here:

Perceiving the leadership role as a selfless one, my goal was to create a production intended for those involved: the cast, some of which had never performed before. I had 3 main targets to help achieve this aim of an enjoyable production.
  1. Being a reliable leader - Some of the younger performers had never been onstage before, so it was important to offer an accessible and inviting introduction to this expansive area of the arts, without unneeded pressures from disorganisation. If I could keep on top of a rehearsal schedule, continuously adapting to the needs of the cast and crew with good communication, the cast could enjoy themselves in a reliable and effective learning environment.
  2. Offer effective help - As a firm believer in learning my doing, simply relaying instructions was not how I planned to carry out rehearsals. I'd get involved and give examples (showing, not telling), becoming a role model by acting on my own instructions and singing/acting with the cast members. As for the soloists, I didn't want them to be alone (until show-night of course), and would make sure they were accompanied throughout rehearsals.
  3. Inspire them! - Those who signed up clearly had some interest in performing, whether just musically or in all aspects of performing. I wanted to have built on this intrigue by the end of the project and have 'lit a passion for the industry', as it were. To do this, the sessions would need to be enjoyable and I'd have to deliver a range of theatrical elements for them to explore.

My planned rehearsal schedule going into the project.
Coming up with solutions to problems during the project.

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