Level 3 Diploma Unit 8 Project Proposal pro forma

Level 3 Extended Diploma Unit 12 Project Proposal Proforma

Name Arthur Price

Pathway Level 3 Diploma Unit 8 Project Proposal pro forma
Project A Midsummer Night's Dream
title
Section 1: Rationale (Yr 1 approx. 100 words) Yr 2- 150 words

• What have I learnt from the projects I've done so far?

From our Lemons Lemons Lemons Lemons Lemons project, I learnt that learning your lines
early is a very good thing to do, as it makes rehearsing easier and means you have longer to
experiment with the staging.

• What does all the work I have completed/ learnt so far on the course mean to me?
I have done my first performances in front of big audiences, which means a lot as it prepares me
for my career and future. I have learnt a lot more about different types of theatre. this makes my
repetoire more varied and suited to more performances.

• How has this helped me to think about my skills as a creative/performer?

This has put into perspective how much i know and how much I have yet to learn. for example,
although i have done a unit on surrealism, I still think i have a lot to learn and work on.
• What are my strengths and weaknesses from my last project?
I think in the last project I was very strong in terms of being a part of an ensemble, as i was good
at imagining things we could do asa group. However, I think i need to work on being an individual
in a performance. I need to work on my personal characterisation and ideas about my character.

Section 2: Project concept (Yr 1 approx. 200 Yr 2- 200 words

words)
• What are my interests and ideas that I want to explore in my final project
I want to explore a lot into folklore and classic ideas of the characters, as well as modern
interpretations. I want to combine these ideas and present my character as a combination of
both.
• What will I research?
I will reserach both the classical and modern representations of the character. I will also research
70s culture and different elements of that, and how I can represent my character as if they are
from the 70s.
• Why do I want to explore this?
I want to show a rounded and clearly researched character, and i will only be able to do that via
research.
• How will you use this research to help you shape your practical work?
The different elements of culture and behearviours that i have reserached will help me know how
to act in practical work and rehearsals.
Section 3: Evaluating the Process (Yr 1 Yr 2- 150 words
approx. 50 words)
• How will I check that I have achieved my personal aims within the project?
I will go over my list of aims and check i have completed them all.
• How will I know when all this has been achieved?
I will keep checking through the unit and checking them off my list
• How will I measure my own progress?
With my list of aims.
• How will record high and low points of the process?
Through my practical skills logs, I will Represent all of my days and how they go.
• How can I best evidence and show my skills in decision making?
I can write down all my ideas and how they are discussed and incorporated into the
performance.
• How can I best evidence and show my skills in collaboration?
I will write down what the other people and I talked about and how we can put our ideas to the
rest of the group, then write down what we did in my Practical skills

Proposed research sources and bibliography (Harvard format)

• What sources of material will I look into?
Articles, websites, podcasts, books, music and films
• Why do I think these will be helpful?
They will give me a wide base of knowledge to take research from, and they will offer a lot of
opinions and experiences from different people during our chosen time period.

Project action plan and timetable

Week Date week Activity/what you intend to Resources / what you will need to
beginning do - including independent do - including access to resources
study
26/02 · Monday: Character discussions and Research- to research our characters, we will
3 analysis (Act 1, Scene 1) Research: need access to the internet, to plays and
Encourage actors to independently books.
research the historical context of the To rehearse, we will need our scripts.
play and its characters, providing
insights during character discussions.
· Tuesday: Blocking Act 1, Scene 1
· Wednesday: Blocking Act 1, Scene 2
· Friday session: UAL Level 3 Diploma
grading criteria Reflection: Discuss
the importance of professional
communication and perceptive
analysis during rehearsals. Encourage
actors to reflect on their character
interpretations and decision-making
processes. Students can write notes
for reflection videos.
04/03 · Monday: Blocking Act 2, Scene 1 · We will need to research via the internet,
Tuesday: Blocking Act 2, Scene 2 books, articles and media.
4 Practical Skills: Encourage actors to we will need scripts to rehearse
apply imaginative skills extensively
while blocking scenes, exploring
various movement choices and stage
dynamics. · Wednesday: Blocking Act
3, Scene 1 · Friday session:
Understanding performance
assessment criteria for acting,
directing, and production roles
Research: Provide resources and
 guidance for actors to conduct
research on acting techniques and
methods, encouraging insightful
interpretation and application in
rehearsals.
11/03 · Monday: Blocking Act 3, Scene 2 · We will need scripts to rehearse our scenes
5 Tuesday: Blocking Act 4, Scene 1 and study our characters
Practical Skills: Conduct exercises
focusing on developing imaginative
solutions to scene challenges,
encouraging actors to think critically
and creatively. · Wednesday: Blocking
Act 4, Scene 2 Friday session:
Reflection: Facilitate discussions
where actors can engage in
perceptive analysis of their character
motivations and interactions,
fostering mature decision-making to
progress scenes effectively.
6 18/03 · Monday: Blocking Act 4, Scene 3 We will need internet access to research, as
Research: Encourage actors to well as
independently identify and research
themes present in their scenes, using
the information to develop nuanced
character interpretations.
· Tuesday: Blocking Act 5, Scene 1 ·
Wednesday: Blocking Act 5, Scene 2 ·
Friday session: Individual feedback
sessions based on rehearsal

observations and alignment with UAL

criteria Reflection: Provide structured
feedback sessions where actors can
engage in professional
communication, offering perceptive
analysis of their own performances
and receiving constructive criticism
from peers and instructors.
7 25/03 · Monday: Blocking Act 5, Scene 3 ·
Tuesday: Run-through of Acts 1-3
Practical Skills: During run-throughs,
emphasize the application of in-
depth understanding and imaginative
skills to address any performance
challenges and refine character
portrayals. · Wednesday: Run-
through of Acts 4-5 · Friday session:
Group workshop on performance
techniques and strategies for
achieving higher grades Research:
Conduct a workshop exploring
different performance techniques
and methods, encouraging actors to
 apply insights gained from research
to enhance their performances.
8 15/04 Running scenes that need work all
week. Theory sessions: students to
ensure that they are completely up to
date with Portfolios.
9 22/04 · Monday: Rehearsal focusing on
refining scenes and character
motivations Reflection: Encourage
actors to engage in reflective
discussions, demonstrating
professional communication skills as
they analyze their progress and make
mature decisions to further develop
their characterizations. · Tuesday:
Dress rehearsals with a focus on
technical elements (lights, sound,
costumes, props, etc.) · Wednesday:
Final review and reflection on
progress, addressing any remaining
areas for improvement in relation to
UAL Level 3 Diploma criteria Practical
Skills: During the final review session,
emphasize the application of
imaginative skills in addressing
technical challenges and refining
performances to meet professional
standards.
10 29/04 Dress rehearsals and performance. We will need cotumes, props, lights and
Show nights: 01/05/24 02/05/24 sound. f