Stacy and Lucy's Character Information- All an Actor would Need for Scene Work

Blog Post 5-

We're working on scenes in class. Everyone has two scenes with two characters. The scenes that we're doing leave room for making your own ideas about the characters and dialogues.
   My first scene is about a senior (Lexi) confronting a freshman (me) about the freshman's senior 'boyfriend,' Bobby, with a reputation for disrespecting his 'girlfriends'.
My character is named Lucy. She's 13. Lucy is bubbly, popular, and kind. She started dating Bobby a week ago. She knows about Bobby's reputation, but doesn't believe it at first. Lucy behaves shyly and keeps to herself around strangers. She behaves secretively about how she's dating Bobby, because she's a private person.
I made Lucy experience many emotions at different times during the scene to make it  realistic. I delivered Lucy's lines as curious in the beginning of the confrontation. This makes the scene realistic, because someone would want to know more about the person they're dating and the person who knows about them. I delivered my lines in the scene's beginning as confused, since they'd never talked before, despite being familiar with each other, which is a realistic relation between upperclassmen and underclassmen. During the conversation, I express how shocked and upset she is about the senior talking to her about her relationship. It's realistic, because it's unusual to talk about it with a stranger and the fact that Bobby is a jerk would be upsetting. When the senior asks Lucy about how far the relationship has gone, I express feeling angry, embarrassed, uncomfortable, and mad in my next lines. It makes the scene realistic, because someone would feel these emotions when confronted about your relationship by a stranger. I say my lines at the end seriously, because Lucy is going to confront Bobby, which needs her to be serious, making it more realistic. I chose to make the lines after the first mention of Bobby dating freshmen and after the senior's story about the girl who attempted suicide as more naive, since this information changes a lot about what she already knows about Bobby and it increases the realism.
Lucy has two motivations in the scene. During the whole scene, she wants to learn the truth about Bobby, making her keep asking questions, and confront Bobby. The other is she's trying to help other girls who are dating Bobby, as she plans to confront him while he's with another girl.
My other scene is about the relationship between Bruce (Linsey), who's in a box, and Stacy (me), his friend.
Stacy is 15. She's nice, confident, accepting, and friendly. She has known Bruce since she was 7, after befriending Laverne. She behaves as a shy person. She behaves like herself around Bruce as they're very close and serves as a support system for Bruce.
I made Stacy have different emotions and qualities during the scene to make it more realistic. I made Stacy honest when she talks about Bruce in the box, which increases the scene's realism because people usually tell the truth to their friends. I made Stacy surprised and curious when she finds Bruce in the box, which makes it realistic, because it's unusual for someone to be in a box and people would wonder about it.
Stacy has several motivations. She wants to comfort Bruce about being in the box throughout the scene. She also wants to share her feelings about Bruce. She also wants to help comfort him about his life.
My characters are Stacy and Lucy, which you should remember them, because they'll be part of my next blog post when I reflect on scene work. Bye!
     

http://www.instructables.com/files/deriv/FA2/DFG3/FOVX12KE/FA2DFG3FOVX12KE.LARGE.jpg

Working on Silent Movies is Hard Work!

Blog Post 4- Silent Movie

Over the past weeks, my class has been working on a silent movie.  Our movie is about Drake (played by Lexi), who cheats on his wife (played by Linsey) with his mistress (played by Sam) and what happens when they find out. I played the Flower Girl who knows that Drake is cheating on the girls after I see him take both girls on dates, and tries to help them when they fight about it. We all worked on different areas of our skills during this project, which is helpful for other areas of performing.
My friends were amazing actors and director (Jeminah), and they all were engaging and effective in different ways. Lexi is very talented at making big, exaggerated, clear facial expressions. This was effective and engaging because they were important in expressing Drake's feelings and kept the audience get to know who Drake was. Linsey was amazing at having marvelous bod movements, which made her performance worked well and keep the audience interested, because it showed her a lot about her character and built into the story. Sam had incredible pacing, as her movements and expressions were slow enough to be understood, but not unrealistically  slow. This ability was important to make her performance work well and keep the audience interested because she kept the storyline moving and intriguing, since she had to show important parts in the movie, like that she was also in a relationship with Drake and had the first reaction to finding out that he was cheating on them. Jeminah did great as a director and her work made our performances be more interesting and successful. My classmates' work was terrific, engaging, and worked well.
 This performance taught me the importance of exaggerating movements and body language. These techniques are important in silent movies because everything must be communicated through actions, without talking.  These techniques can be used in other performances like dancing and other acting styles to make performances be more alive and vibrant. The importance of exaggerating body language and movements was shown to me in the making of the silent movie.
While I was working on the silent movie, I realized that I was good at a new skill; making large, exaggerated facial expressions. They let me convey my feelings without words.  It also helped me express my feelings because for most of the movie I was sitting in a chair and I had to use only my face to portray my feelings. My skill at making facial expressions was shown during the silent movie's filming.  
During the silent movie project, my skills in this class improved in several areas.  I got better at creating simple storylines, because in silent movies, the audience must know what's going on without the use of words.  Another area that I improved in was staying in character.  At first, it was hard for me not to laugh at funny situations that occurred during filming, but over time, I learned to focus on my character, which let me stay in character during the more funny parts while making the movie.  I also improved my skills regarding acting in silent comedy, which involved displaying random, unexpected actions.  There were many skills I improved in while filming the silent movie.
My classmates and I learned a lot through the experience of working on our silent movie project. The link at the bottom of this post is to the movie that we made through hard work done by my friends, my teacher and myself. Well, I'll write back soon, next time about our scene work.
 Link-
https://www.youtube.com/watch?v=QvUeNQ2Qve0&list=UUbCJV8mXtp0EZWEf9vqmnaQ