Diploma in Perfor

Performing &
Production Arts
Unit 8 Project Proposal

Candidate Mai Donovan

Name
Candidate
Number
Pathway Performing and Production Arts
Level 3: Acting
Project Title Final Major Project:
The sad Club

Section 1: Review
Since the start of this course, I have gained knowledge on creating a wider understanding of catering for
all ages when devising a piece, understanding what goes on behind the scenes when performing and
how to achieve a performance open to the public with little time and little resources. From being at BTA
my social skills have improved immensely from having an incredible year to work with and I am now
able to contribute all my ideas in the rehearsal space. When I first joined BTA I was expecting an action-
packed course and always being able to perform to an audience as well as always being able to share
my creative ideas, which is exactly what has been offered. I was nervous to work with unfamiliar faces
at the start and how all our personalities would come together as one when creating a show. I realized
soon after joining how wrong I was. We all seem to work so well together and having so many different
personalities help us produce the most mesmerizing performances. I have never done so much theatre
within six months and I have taken on everything I have learned. I now know how to work and move as
an ensemble and how to involve everyone in the rehearsal space, I have learned how to create sets
from scratch and what that might look like, whether it is a diorama or a presentation, and I am able to
produce a piece of theatre from the concept of one word into a performance for the public. I am
impressed by how much knowledge I have about what works best when approaching a performance
and whose skills lie where and I hope to take these abilities into my future in theatre. In the future I
aspire to perform on stage, specializing in musicals so i can share my dancing abilities as well as my
acting. Aside from that I would love to get involved in short films. The concept of creating a mini film
from an idea you had once and being able to film this wherever you may desire amazes me. I also like
the idea of directing as we had a few sessions where we were able to direct a scene with our class,
which I really enjoyed. I loved seeing my ideas come to life in front of me. I am not sure exactly what
path I want to go down just yet, but I know in the next year all the information I learn will lead me down
the right route for me.
Section 2: Project Concept
I am taking part in a play called ‘The Sad Club’ written by Luke Barnes. It is a concept musical based
around the struggles young people face in secondary school years. To many of us the topics shown,
such as comparing ourselves to others, expectations of us and an aspiration to fit in, we resonate with,
which helps us gain a better understanding of The Sad Club. We aim to create an ensemble piece of
theatre including songs, where we are having lessons to harmonize within these songs and sets of
movement choreography during a character's monologue. I enjoy how we have hardly any scenes of the
main characters interacting together and how they have their own monologues highlighting how their
brains work and what their life is like. Since most of this concept musical is monologues, we can really
let our brains run free when producing ideas for what occurs during the monologue and how as a cohort,
we execute this. We have ideas such as during the ‘Younger you and you scene’ we will have baby
photos of the character playing You to put the audience in awe and highlight the comparison of growing
up. We also thought of having a child from the young company at the egg theatre to play younger you
which helps us have a range of ages for this production. I aspire to choreograph a spy scene for ‘The
Internet’ as we want The Sad Club to be other – worldly and I like the idea of going down a Wes
Anderson route which is seen in our Pinterest board. Using a spy scene for lines such as “I'm
devastated” enhances comedy for the audience as the monologues can become quite upsetting. I like
the idea of adding light entertainment in and out during our piece so the audience can feel a wide range
of emotions. Instead of backing tracks when we sing, we have cast a band within our group which
includes guitar, bass, and drums. From the start of intensives, we will have these instruments in the
space with us so we can start getting used to a live band whilst performing. I aspire to write down all the
feedback I am given from our directors and any people taking part in this production. I will either look at
it during my breaks or take it home with me and explore how I can bring this feedback into my acting
and devising. I am excited to build these characters into our perceptions of them and see our work come
to life on stage.
Section 3: Evaluation
In order to reflect and evaluate my work I will keep notes of what I did during each day and what I will
improve for days to come. I will make a schedule of everything I need to achieve once I am home after a
day of intense rehearsals which will include running over lines, so they are finalized in my head and
reflecting on how I worked that day and if I need to refine how I presented myself in a professional
setting. I will make sure to complete weekly reflection videos of mine and the group’s process of
creating our stage production as well as taking time to think about why I made the decisions I made and
how I can develop my work. This will help me keep track of how I operate during intensives and take my
work to the next level by always reflecting. When given feedback from my peers, I can sometimes take it
as unnerving due to feeling unheard, but I will use it as a learning curve to enhance my performance. I
will try different techniques my peers give me whilst remembering it is a lot of trial and error to get to the
stage where everyone is comfortable with how a character or scene is presented. We have many bold
personalities in our group which can clash when creating a play, however I always make sure to take on
board everyone's ideas even if it is not what I initially agreed with. A few people take over in the
rehearsal space when we start to share scenes which I see as useful for them to take initiative. However
sometimes it is best to take a step back to see how everything is going along. In the rehearsal space I
will take moments to observe so I can give ideas with a fresh mind instead of not being able to watch
our play from an outsider's point of view. Working with so many people is so important as we have many
different perspectives and minds to take this play to the next level. I find it useful to see someone else's
perspective and figure out how we can cater for their ideas and how I can add to it, which creates a
pleasurable mix of approaches to our play.

Proposed Research Sources and Bibliography (Harvard Format)

- Bredava, A. (2020) A year in review: What happened on social media in 2019 [infographic],
Awario Blog. Available at: https://awario.com/blog/social-media-overview-2019/
(Accessed: 31 March 2024).
- Harter, E. (2019) High school trends of 2019, Medium. Available at:
https://medium.com/@829esh02/high-school-trends-of-2019-d9dc82a52533 (Accessed:
31 March 2024).
- Greenspan, J. (2023) Why did the Vikings disappear from Greenland?, History.com. Available at:
https://www.history.com/news/why-did-the-viking-disappear-from-greenland (Accessed:
31 March 2024).
- Spiteri, G. et al. (2020) First cases of coronavirus disease 2019 (covid-19) in the WHO European
region, 24 January to 21 February 2020, Euro surveillance : bulletin Europeen sur les maladies
transmissibles = European communicable disease bulletin. Available at:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7068164/ (Accessed: 31 March 2024).
 - Department for Exiting the European Union (2018) Draft withdrawal agreement - 19 march
2018, GOV.UK. Available at: https://www.gov.uk/government/publications/draft-
withdrawal-agreement-19-march-2018 (Accessed: 31 March 2024).
- Carrington, D. (2019) School climate strikes: 1.4 million people took part, say campaigners, The
Guardian. Available at: https://www.theguardian.com/environment/2019/mar/19/school-
climate-strikes-more-than-1-million-took-part-say-campaigners-greta-thunberg (Accessed:
31 March 2024).
- Grierson, J. and Mason, R. (2024) Theresa May to step down as MP at general election, The
Guardian. Available at: https://www.theguardian.com/politics/2024/mar/08/theresa-
may-to-step-down-as-mp-at-next-general-election (Accessed: 31 March 2024).
- Scotland, P.H. (2023) Child and adolescent mental health services (CAMHS) waiting
Timesquarter ending September 2023, Child and Adolescent Mental Health Services (CAMHS)
waiting times - Quarter ending September 2023 - Child and Adolescent Mental Health Services
(CAMHS) waiting times - Publications - Public Health Scotland. Available at:
https://publichealthscotland.scot/publications/child-and-adolescent-mental-health-
services-camhs-waiting-times/child-and-adolescent-mental-health-services-camhs-
waiting-times-quarter-ending-september-
2023/#:~:text=5%2C344%20children%20and%20young%20people,same%20quarter%2
0ending%20September%202022. (Accessed: 31 March 2024).
- Report shows gaps in early mental health support (no date) YoungMinds. Available at:
https://www.youngminds.org.uk/about-us/media-centre/press-releases/gp-report-
reveals-gaps-in-early-mental-health-support-for-young-people/ (Accessed: 31 March 2024).
-

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

This week we introduced our final major
19th project, The Sad Club. We were given the
February script and read it out between people in
2024 our class, sharing a few lines each. This
was useful as I now have an acceptable
knowledge of the play. We did an
exercise to make sure we were all
comfortable with each other where we
had a couple pieces of paper that
everyone had to work together with to all
fit on these pieces of paper. I was able to
produce the idea of a couple people
going on someone's back to minimize
space so we could all fit. We then chose
a part of the script we liked and
performed it to the rest of the class in
pairs to start feeling secure on
performing in front of our cohort.
I struggled with understanding the
script at first due to there being so
much going on withing the story
including many setting and time
changes. However, I will keep reading
over the script until I am familiar
enough with it. I have started to look at
characters I might want to play by
reading out their monologues in my
own time and starting to become
familiar with the characters.
 On Wednesday we had our first
movement session with Lindsey where
we created simple movements led by our
partner. I was chosen to present it but
instead of performing led down like how
she instructed at the start I did it against
the wall as we were exploring levels and
dimensions.

We had our first weekly reflection video

for our FMP assigned which was useful
to reflect on our first time in this
rehearsal space.
On Tuesday I was unable to attend the This week I am going to put a lot of
26th lesson, so I asked my cohort to fill me in work into my presentation as I am one
February on all the details I have missed. They of the first ones to present. I need to
2024 looked at a couple of scenes and catch up on all the work I have missed
examined who would suit playing each over the past couple of days.
character. I was a bit disappointed that I
was not able to be there as I missed an
opportunity to show Krista my acting
ability. However, I was sure I would catch
up. I asked my friends how everyone
portrayed each character and if it suited
them so I could gain a wider
understanding of familiarity.

They also met our music director, Alex,

who split them into groups of Sopranos,
alto ones, alto twos, and tenors. I
managed to listen to each group and
position myself where my vocal
strengths are for when I go in next week.
They learnt the first song which I was
told was very difficult to learn as the
harmony was not something we are used
to. Due to this I made sure to listen and
gain familiarity with the song at home.

On Wednesday they experimented with

travelling sequences and speech for the
play. They videoed the sequences so I
could then watch them on our google
drive, so I am prepared for next week.
On Tuesday we did a lot of ensembles My confidence wasn’t very high in
4th building exercises. For example, a game singing as I wasn’t there the week
March where everyone takes three steps each before, so I felt a bit behind even though
2024 at a time. If two people stood forward at I made sure to catch up on all the work
the same time we had to restart the that was given within last week's
game. This exercise helped us session. Next week I would like to be
coordinate and trust each other more, more confident in singing by practicing
making sure that when we were on stage at home and asking for advice from
for our play we could “read each other's Alex. Hopefully this should help create
minds” as Krista says. After this we some great songs.
created noticeably short scenes that
could be played at the start or end of The
Sad Club. My group each chose a
character and had a line or a movement
that represented the character. Once we
presented our movement or dialogue,
 we’d move around the circle like it was a
montage of multiple characters. This
created an effect of time passing.

Later that day we had our singing lesson

with Alex Heane where we refined the
song Here we are, were so happy and
started learning the harmonies for
Things I do when I'm upset. I really
enjoyed working as a team within all our
ensemble building exercises as it builds
trust for the people you’re working with.
At the start of the session, we played I am going to make sure to explore
11th some games to wake up our brains and other characters I would be happy
March work as an ensemble effectively. We playing as I might not get the character i
2024 danced across the stage to music in wanted.
pairs and as time went on, we added
more people until it was the whole of our
ensemble. When it was all of us, we had
to make sure to do a dance move at the
exact same time as everyone else to
interlock our brains to their speed. After
we had done a few games, we shared
parts of the script with Krista so she
could start casting us. We had 15
minutes to prepare before performing,
which I didn't find difficult as I had
prepared over the weekend.

Later, while singing, we went through

here we are so happy, swim, dance, and
things I do when I'm upset. We learned
our harmonies for each section of the
songs and the notes we should be
singing depending on if you're an alto
one, alto two, soprano or tenor. I really
enjoyed learning the songs this week as I
felt way more confident due to practicing
at home. We all managed to harmonize
well with each other, and I love how
much our performance is starting to take
form.

On Wednesday we looked at lifts we

could use in our play. We were taught by
Lindsey that to lift someone effectively
the flyer must push down with the limbs
of their body being lifted whilst the lifters
push up. I enjoyed being lifted and
experimenting with what movements you
could do in the air. At the end of the
session, we shared these lifts with the
rest of the group whilst travelling around
the room.

This week some of us presented our

presentations. This helped me have a
better understanding of the characters in
the play and why they feel the way they
 do. For example, Mia taught us that the
characters have a loss of dopamine
which is what u get from doing activities
you enjoy.

On Tuesday morning Krista assigned us I was cast as Lady Homerton and Terri,
18th to create a scene for Sarah’s monologue. which I am excited about. I was a bit
March We split into two groups for this so we disappointed that I did not get Chloe,
2024 could have a wide range of ideas and but I will make sure to put as much
take ideas from each group. It was effort into these characters. I now need
interesting seeing how we interpret this to start learning lines for my characters.
scene and how both groups decided to I also am focusing on completing a lot
have Stacey stand out when Sarah talks of the theory work as the deadline isn’t
about her. Later, we were given a sheet that far away and i don’t want to rush.
of paper to draw the set of any scene in
the play. I chose Chloe’s bedroom as I
already had a lot of ideas for her
character. I thought about having used
tissues hanging from the ceiling to
create the visual that being unwell is
what surrounds her. I also liked the idea
of having short skirts and tops scattered
over her floor and bed as if she tried
them on but knows she can’t wear them
out anywhere, e.g. a party. I enjoyed
hearing everyone's visual ideas of the
play as Krista can take this into account
when deciding on the set.

We then had a session with Alex where

we went over the songs we had already
learnt and started learning “Things this
feeling feels like”. My group, altos, don’t
sing a lot in this so we listened to the
others and cheered them on.

In our movement session we looked at

Michaels scene and how we as an
ensemble can fill the stage. We had
people as desks and the rest of us sat on
these desks. I enjoyed how unusual this
was for us and am excited to see the
audience's reaction to us using people
as set for this scene.

On Friday we had an extra singing

lesson with Alex to make sure we perfect
all our songs in time. We started with a
vocal warm up like usual, singing “Hey
Jude” whilst harmonizing. This song
really seems to warm up my voice due to
having to hold onto notes for a while.
After we went over all the songs we had
learned and made sure we remembered
our harmonies for each song.
 On Tuesday, we started with a warmup to Learn lines for both characters I'm
25th start our brains as it was quite early in playing, learn songs and harmonies and
March the morning. Once we had accomplished make sure all my assignments are
2024 our warmups Krista decided she wanted handed in on time but not rushed.
to take another look at Michaels scene
but interpret a different way than we did
with Lindsey. She split us into two
groups, and we had Georgia who is
playing Michael which I was happy about
as we could get a proper view of this
scene being portrayed on stage. We
stood in a diamond format with Michael
at the front, facing the stage. We created
a few movements to go with words that
he says. When he talks about GSCE
results we pretend to bring our results to
our face, pull them back in horror, and
storm away to show the stress and
anxiety tests bring to young people.

We then had singing where we went over

the songs we are not as comfortable with
so we can practice over the Easter
holidays. On Wednesday we did not have
Lindsey as she could not make it, so we
had our director for our movement
session. Krista likes the idea of involving
the music video “hit me baby one more
time” by Britney Spears so we
choreographed a scene incorporating
this. She wants this to occur during
Cassie’s scene which I find very
interesting and hysterical. She then
challenged us to set this scene in a
school dining room, so we added chairs
to give that effect.

Now we’re off for a couple weeks I'm

going to finish off the rest of the
assignments and make sure they're at
the standard I want them at by editing
them once finished. I’m very excited
about the intensive’s and can’t wait to
see how our play turns out.