Wednesday, 25 September 2013
Macbeth REsearch
Macbeth Research.
Macbeth was a king of the Scots whose rule was marked by efficient government and the promotion of Christianity, but who is best known as the murderer and usurper in William Shakespeare's tragedy.
Shakespeare's Macbeth bears little resemblance to the real 11th century Scottish king.
Mac Bethad mac Findláich, known in English as Macbeth, was born in around 1005. His father was Finlay, Mormaer of Moray, and his mother may have been Donada, second daughter of Malcolm II. A 'mormaer' was literally a high steward of one of the ancient Celtic provinces of Scotland, but in Latin documents the word is usually translated as 'comes', which means earl.
Macbeth - Macbeth is a Scottish general and the thane of Glamis who is led to wicked thoughts by the prophecies of the three witches, especially after their prophecy that he will be made thane of Cawdor comes true. Macbeth is a brave soldier and a powerful man, but he is not a virtuous one. He is easily tempted into murder to fulfill his ambitions to the throne, and once he commits his first crime and is crowned King of Scotland, he embarks on further atrocities with increasing ease. Ultimately, Macbeth proves himself better suited to the battlefield than to political intrigue, because he lacks the skills necessary to rule without being a tyrant. His response to every problem is violence and murder. Unlike Shakespeare’s great villains, such as Iago in Othello and Richard III in Richard III, Macbeth is never comfortable in his role as a criminal. He is unable to bear the psychological consequences of his atrocities.
Lady Macbeth - Macbeth’s wife, a deeply ambitious woman who lusts for power and position. Early in the play she seems to be the stronger and more ruthless of the two, as she urges her husband to kill Duncan and seize the crown. After the bloodshed begins, however, Lady Macbeth falls victim to guilt and madness to an even greater degree than her husband. Her conscience affects her to such an extent that she eventually commits suicide. Interestingly, she and Macbeth are presented as being deeply in love, and many of Lady Macbeth’s speeches imply that her influence over her husband is primarily sexual. Their joint alienation from the world, occasioned by their partnership in crime, seems to strengthen the attachment that they feel to each another.
all of my research has come from books I have at home and through asking people around the college. I in no way have copied this.
Tuesday, 30 April 2013
Bertolt Brecht!
Bio Of Brecht!Playwright Eugene Berthold Brecht (also known as Bertolt Brecht) was deeply influenced by Charlie Chaplin and Karl Marx. This strange combination of inspiration produced Brecht’s twisted sense of humor as well as the political beliefs within his plays.
He was raised in a middle class family in Germany, although he often fabricated stories of an impoverished childhood. As a young man, he was attracted to fellow artists, actors, cabaret musicians, and clowns. As he began to write plays of his own, he discovered that the Theatre was the perfect forum to express social and political criticism.
Brecht developed a style known as “Epic Theatre.” In this medium, actors did not strive to make their characters realistic. Instead, each character represented a different side of an argument. Brecht’s “Epic Theatre” presented multiple viewpoints and then let the audience decide for themselves.
Does this mean Brecht didn’t play favorites? Certainly not. His dramatic works blatantly condemn fascism, but they also endorse communism as an acceptable form of government. His political views developed from his life experiences. Brecht fled Nazi Germany before the onset of World WarII. After the war, he willingly moved to Soviet-occupied East Germany and became a proponent of the communist regime.
Brecht's Major Play!
His most acclaimed work is Mother Courage and Her Children. Although set in the 1600s, the play is relevant to contemporary society. It is often regarded as one of the finest anti-war plays.
Not surprisingly, Mother Courage and Her Children has frequently been revived in recent years. Many colleges and professional theaters have produced the show, perhaps to express their views on modern day warfare.
The one the play’s most renowned lines is: "Who is the bigger criminal: he who robs a bank or he who founds one?"
Epic vs Dramatic Theatre!
| Dramatic Theatre | Epic Theatre |
| Plot | Narrative |
| Implicates the spectator in a stage situation | Turns the spectator into an observer |
| Wears down his capacity for action | Arouses his capacity for action |
| Provides him with sensations | Forces him to take decisions |
| Experience | Picture of the world |
| The spectator is involved in something | He is made to face something |
| Suggestion | Argument |
| Instinctive feelings are preserved | Brought to the point of recognition |
| The spectator is in the thick of it, shares the experience | The spectator stands outside, studies |
| The human being is taken for granted | The human being is the object of the enquiry |
| He is unalterable | He is alterable and able to alter |
| Eyes on the finish | Eyes on the course |
| One scene makes another | Each scene for itself |
| Growth | Montage |
| Linear development | In curves |
| Evolutionary determinism | Jumps |
| Man as a fixed point | Man as a process |
| Thought determines being | Social being determines thought |
| Feeling | Reason |
Above i have found a table giving the differences between dramatic and epic theatre i found this table on: http://www.usq.edu.au/artsworx/schoolresources/3pennynotes/drama
Verfremdungseffekt
Often translated as the ‘alienation effect’, verfremdungseffekt is better explained as the ‘making strange effect’, or the ‘defamiliarisation effect’. ‘Alienation’ implies that the audience is disconnected completely from the performance, which is not quite correct. While they are disconnected from empathizing with the characters and their plight, as in naturalistic theatre, they are still completely involved in critically-analysing the play and its broader social significance. The ‘V-effekt’ is a technique of taking human social incidents and labelling them as something striking, something that calls for explanation, something not to be taken for granted, not just natural.
Gestus
Gestus, Brecht said, was the base building block of Epic Theatre. It is both gist and gesture; an attitude expressible in words and actions (Chalk). A basic equation for gestus is: a gesture of the body (gest) + a message (gist) = gestus (Chalk). The message is an essential part of this equation, because without a broader social context, the gesture is redundant. The most famous example of this particular element is from the original production of Mother Courage and Her Children. In the scene where Mother Courage’s son is killed, she lifts her head back, stretches her mouth wide, and holds this grotesque position in a “silent scream”. This showed her devastation at the loss of her son, but her inability to show that feeling. So the physicality of the scream + her contradictory feelings = the gestus of the ‘silent scream’.
Music
The “V-effekt” was also made possible in Epic Theatre with help from the music. In many of Brecht’s plays where music was used, the musicians were set up where they could be seen. In the original Berlin production of The Threepenny Opera, the titles of the songs were projected on placards on stage, the orchestra was lit up, and the actors changed position in order to sing their songs. This is just another way of showing that it is just a theatre show, that the actors are simply actors and that the musicians were just that, musicians.
Brecht Unit - Mother Courage.
The play we have been given is Mother Courage.
The play is set in the 17th century in Europe during the Thirty Years' War. The Recruiting Officer and Sergeant are introduced, both complaining about the difficulty of recruiting soldiers to the war. A canteen woman named Anna Fierling (Mother Courage) enters pulling a cart that she uses to trade with soldiers and make profits from the war. She has three children, Eilif, Kattrin, and Swiss Cheese. The sergeant negotiates a deal with Mother Courage while Eilif is led off by the recruiting officer. One of her children is now gone.
Two years from then, Mother Courage argues with a Protestant General's cook over a capon, or chicken. At the same time, Eilif is congratulated by the General for killing peasants and slaughtering their cattle. Eilif and his mother sing "The Fishwife and the Soldier". Mother Courage scolds her son for taking risks that could have got him killed and slaps him across the face.
Three years later, Swiss Cheese works as an army paymaster. The camp prostitute Yvette Pottier, sings "The Fraternization Song". Mother Courage uses this song to warn Kattrin about involving herself with soldiers. Before the Catholic troops arrive, the Cook and Chaplain bring a message from Eilif. Swiss Cheese hides the regiment's paybox from invading soldiers. Mother Courage & co. hurriedly switch their insignia from Protestant to Catholic. Swiss Cheese is captured by the Catholics while attempting to return the paybox to his General. Mother Courage deals her cart to get money to try and barter with the soldiers to free her son. She takes too long trying negotiate small amount of money for herself, the Chaplin, and Kattrin to live from and Swiss Cheese is shot dead with 11 bullets. To acknowledge the body could be fatal, so Mother Courage does not acknowledge it and it is thrown into a pit.
Later, Mother Courage waits outside the General's tent in order to register a complaint and sings the "Song of Great Capitulation" to a young soldier waiting for the General as well. The soldier is angry that he has not been paid and also wishes to complain. The song persuades the soldier that complaining would be unwise, and Mother Courage (reaching the same conclusion) decides she also does not want to complain.
When Catholic General Tilly's funeral approaches, Mother Courage discusses with the Chaplain about whether the war will continue. The Chaplain then suggests to Mother Courage that she marry him, but she rejects his proposal. Mother Courage curses the war because she finds Kattrin disfigured after being raped by the clerk while collecting more merchandise.
At some point about here Mother Courage is again following the Protestant army.
Two peasants wake Mother Courage up and try to sell merchandise to her while they find out that peace has broken out. The Cook appears and creates an argument between Mother Courage and the Chaplain. Mother Courage departs for the town while Eilif enters, dragged in by soldiers. Eilif is executed for killing peasants but his mother never finds out. When the war begins again, the Cook and Mother Courage start their own business.
The seventeenth year of the war marks a point where there is no food and no supplies. The Cook inherits an inn in Utrecht and suggests to Mother Courage that she operate it with him, but he refuses to harbour Kattrin. It is a very small inn. Mother Courage will not leave her daughter and they part ways with the Cook. Mother Courage and Kattrin pull the wagon by themselves.
The Catholic army attacks the small Protestant town of Halle while Mother Courage is away from town, trading. Kattrin is woken up by a search party that is taking peasants as guides. Kattrin fetches a drum from the cart, climbs onto the roof, and beats it in an attempt to awake the townspeople. Though the soldiers shoot Kattrin, she succeeds in waking up the town.
Early in the morning, Mother Courage sings to her daughter's corpse, has the peasants bury her and hitches herself to the cart. The cart rolls lighter now because there are no more children and very little merchandise left.
Roles:
Mother Courage - Tiffany
Kattrin - Yvonne
Swiss Cheese - Shabill
Sergeant - Crystal
Cook - Pierce
Chaplain - Bicton
Yvette Pottier - Claudia
Man with the Bandage - Charles
Old Colonel - Charles
My first thoughts of the script was me thinking, what?! I dont get it! but when i done some more research in to the play i began to think that this script is more dark compared to the short brecht piece that we worked on. when we first read through the script i could really understand what was going on and why Mother Courage loots dead bodies on the battle field, and i also understood why wherever she goes she pulls along a cart full of all th merchandise that she loots from the dead.
Pictures From Mother Courage And Her Children at The National Theatre.
The play is set in the 17th century in Europe during the Thirty Years' War. The Recruiting Officer and Sergeant are introduced, both complaining about the difficulty of recruiting soldiers to the war. A canteen woman named Anna Fierling (Mother Courage) enters pulling a cart that she uses to trade with soldiers and make profits from the war. She has three children, Eilif, Kattrin, and Swiss Cheese. The sergeant negotiates a deal with Mother Courage while Eilif is led off by the recruiting officer. One of her children is now gone.
Two years from then, Mother Courage argues with a Protestant General's cook over a capon, or chicken. At the same time, Eilif is congratulated by the General for killing peasants and slaughtering their cattle. Eilif and his mother sing "The Fishwife and the Soldier". Mother Courage scolds her son for taking risks that could have got him killed and slaps him across the face.
Three years later, Swiss Cheese works as an army paymaster. The camp prostitute Yvette Pottier, sings "The Fraternization Song". Mother Courage uses this song to warn Kattrin about involving herself with soldiers. Before the Catholic troops arrive, the Cook and Chaplain bring a message from Eilif. Swiss Cheese hides the regiment's paybox from invading soldiers. Mother Courage & co. hurriedly switch their insignia from Protestant to Catholic. Swiss Cheese is captured by the Catholics while attempting to return the paybox to his General. Mother Courage deals her cart to get money to try and barter with the soldiers to free her son. She takes too long trying negotiate small amount of money for herself, the Chaplin, and Kattrin to live from and Swiss Cheese is shot dead with 11 bullets. To acknowledge the body could be fatal, so Mother Courage does not acknowledge it and it is thrown into a pit.
Later, Mother Courage waits outside the General's tent in order to register a complaint and sings the "Song of Great Capitulation" to a young soldier waiting for the General as well. The soldier is angry that he has not been paid and also wishes to complain. The song persuades the soldier that complaining would be unwise, and Mother Courage (reaching the same conclusion) decides she also does not want to complain.
When Catholic General Tilly's funeral approaches, Mother Courage discusses with the Chaplain about whether the war will continue. The Chaplain then suggests to Mother Courage that she marry him, but she rejects his proposal. Mother Courage curses the war because she finds Kattrin disfigured after being raped by the clerk while collecting more merchandise.
At some point about here Mother Courage is again following the Protestant army.
Two peasants wake Mother Courage up and try to sell merchandise to her while they find out that peace has broken out. The Cook appears and creates an argument between Mother Courage and the Chaplain. Mother Courage departs for the town while Eilif enters, dragged in by soldiers. Eilif is executed for killing peasants but his mother never finds out. When the war begins again, the Cook and Mother Courage start their own business.
The seventeenth year of the war marks a point where there is no food and no supplies. The Cook inherits an inn in Utrecht and suggests to Mother Courage that she operate it with him, but he refuses to harbour Kattrin. It is a very small inn. Mother Courage will not leave her daughter and they part ways with the Cook. Mother Courage and Kattrin pull the wagon by themselves.
The Catholic army attacks the small Protestant town of Halle while Mother Courage is away from town, trading. Kattrin is woken up by a search party that is taking peasants as guides. Kattrin fetches a drum from the cart, climbs onto the roof, and beats it in an attempt to awake the townspeople. Though the soldiers shoot Kattrin, she succeeds in waking up the town.
Early in the morning, Mother Courage sings to her daughter's corpse, has the peasants bury her and hitches herself to the cart. The cart rolls lighter now because there are no more children and very little merchandise left.
Roles:
My first thoughts of the script was me thinking, what?! I dont get it! but when i done some more research in to the play i began to think that this script is more dark compared to the short brecht piece that we worked on. when we first read through the script i could really understand what was going on and why Mother Courage loots dead bodies on the battle field, and i also understood why wherever she goes she pulls along a cart full of all th merchandise that she loots from the dead.
Pictures From Mother Courage And Her Children at The National Theatre.
Tuesday, 26 March 2013
Jackie's Work! :)
TARGET AUDIENCE.
Our target audience is year 10 students and the age ranges from 14 - 16. Because our target audience are teenagers we had to come up and devise a piece that was suitable for their age, and we had to make the piece interesting so that they wouldn't sit and just ignore the whole piece. unlike the primary school performance were the children would happily sit there and listen to us tell them a story in costume and having fun with them, we had to get the teenagers attention in a different way. I strongly believe that performing a piece about domestic violence and Internet safety, we would be able to attract the attention because most teenagers today use the Internet and are not aware of the dangers that are on the Internet. And i also know that most teenagers of today are not aware of domestic violence, because most teenagers think, " oh he is beating her, what can we do". So i think it was good t show them that just by simply talking to someone about it, you will get support, people will try and help when your in that situation.
DEVELOPING IDEAS.
When we began developing ideas in groups of 4. i was with Crystal, Shabill and Cameron, and we decided that our little part of the scene can be done in the style of Jeremy Kyle. So when we began to devise the piece i decided to go ahead and create the characters names, and come up with a reason to why each character was on the "so called show". Anyway Crystal, became Claire, and the reason why she is there is because she was being abused by her boyfriend. Then i made Shabill Claire's best friend, and he is basically there for moral support for Claire. then i made myself the doctor who explains what injuries Clair's has taken on, and we made Cameron the very hyperactive TV show host.
But, unfortunately our piece was not used, and we became one big massive group and nick came up with an idea of putting the performers which is us, in a horse shoe shape around the edge of the performance space. then after that group 1 and group 2 we came together and we used some scene from groups and added a few monologues from people. And that is how it stayed for the performance.
PERFORMANCE IN REHEARSAL.
during the rehearsal period everything was very consistent and repetitive. but because we merged with the other group we wouldn't always rehearse everything with them. but because i had a bit of time off due to family circumstances i was taken of the performance and i just worked the camera. so whatever happened in rehearsals when i wasn't there, happened.
MY POSITIVE CONTRIBUTION.
my positive contribution to the group was helping everyone with their work, and giving as many ideas as i could.
Monday, 18 March 2013
Theatre In Education - Secondary School Performance 5th - 8th March
Monday 5th March
Yesterday was really cool. we began the first part of blocking our scenes for the secondary school performance.
and we changed the whole thing into a horseshoe because before we were just performing our pieces one by one. but now we have joined with the other group, so the piece will be more powerful.
it starts off with a people leaving a voicemail message to the person the are trying to call and at the end of that part someone will say all message deleted "BEEEP". then one by one we set up eachothers scenes so like if charle's piece is first then me esther mahine rebecca and prince, we will have a short conversation describing the character what her home looks like and then the piece will satart and the other groups in the piece are doing the same, so it is very repetitive.
Yesterday was really cool. we began the first part of blocking our scenes for the secondary school performance.
and we changed the whole thing into a horseshoe because before we were just performing our pieces one by one. but now we have joined with the other group, so the piece will be more powerful.
it starts off with a people leaving a voicemail message to the person the are trying to call and at the end of that part someone will say all message deleted "BEEEP". then one by one we set up eachothers scenes so like if charle's piece is first then me esther mahine rebecca and prince, we will have a short conversation describing the character what her home looks like and then the piece will satart and the other groups in the piece are doing the same, so it is very repetitive.
Tuesday, 5 March 2013
Storytelling Performance! EVALUATION
Today We Performed Our Story-Telling Piece To Gwyn Jones Primary School.
in my opinion everything went ok, i wouldnt exactly say it was amazing. the kids enjoyed it but some certain parts were not working for me.
costume for me and mrs hedgehog were a basic monkey onsie but we just tucked the head so it then looked like a headgehog, cameron also wore a onesie which was a bunny rabbit style so that worked and yvonne was dressed as an old room and she added this cough to add to her character which was really good.
there was a part when mrs hedgehog shouts and mr hedgehog and i changed something at the last minute and i should not of done that, we changed the line to going to pick some flowers for mrs hedgehog instead of making dinner. and i thought it would be a good idea to get some of the children up to help. and all they were doing was standing picking some fake flowers out of this make shift flower pot and then they just stood there not knowing what to do, because i had to do part of a scene with cameron.
then after that was the part with the race and that was a little messed up because were supposed to say a few lines but we all completely forgot, and just went straight into the race and some of the kids just looked at us and i could tell that they were thinking, "what the hell just happened". then it finished and we gave them some fake flowers as a thank you for watching our little story, and some of them started to fight over them, and that was a bad mistake.
but all together i was pleased with the outcome, and it was really enjoyable to work with Cameron, Yvonne and Simone.
in my opinion everything went ok, i wouldnt exactly say it was amazing. the kids enjoyed it but some certain parts were not working for me.
costume for me and mrs hedgehog were a basic monkey onsie but we just tucked the head so it then looked like a headgehog, cameron also wore a onesie which was a bunny rabbit style so that worked and yvonne was dressed as an old room and she added this cough to add to her character which was really good.
there was a part when mrs hedgehog shouts and mr hedgehog and i changed something at the last minute and i should not of done that, we changed the line to going to pick some flowers for mrs hedgehog instead of making dinner. and i thought it would be a good idea to get some of the children up to help. and all they were doing was standing picking some fake flowers out of this make shift flower pot and then they just stood there not knowing what to do, because i had to do part of a scene with cameron.
then after that was the part with the race and that was a little messed up because were supposed to say a few lines but we all completely forgot, and just went straight into the race and some of the kids just looked at us and i could tell that they were thinking, "what the hell just happened". then it finished and we gave them some fake flowers as a thank you for watching our little story, and some of them started to fight over them, and that was a bad mistake.
but all together i was pleased with the outcome, and it was really enjoyable to work with Cameron, Yvonne and Simone.
Tuesday, 29 January 2013
Weekly Log Book - Storytelling Performance - 23rd - 25th Jan
Wednesday 23rd jan -
today in drama my group decided that we would change a few things, like we need to add a song and have more interaction with the audience. and yvonne didnt realy agree with this, all she thought her character shoud do is sit there, far away from the audience, not introduce herself to the kids as the narrator, and refused to the narrator as an old lady. so the rest of us we had enough because it was getting beyond a joke, so she stormed off. so that left me cameron and simone to work by oursleves.
today we didnt get much done, because of the problems we encountered.
Thursday 24th jan -
today in drama was much better, in my opinion. yesterday was all forgotten about and we moved on and made way with the changes that we wanted to make. so to begin with we began work on the narrator and at first yvonne was a little aprehensive, bu she reluctantly moved on. then it came o the end of lesson and i asked the group what song are we going to use. we had a little discussion about it and we al decided that we should the goodbye song from bear in the big blue house. but, it needed to be rewritten because, some of the lyrics were not relevant to our story so. i rewrote it. this is now our song:
(highlighted text is to be spoken)
today in drama my group decided that we would change a few things, like we need to add a song and have more interaction with the audience. and yvonne didnt realy agree with this, all she thought her character shoud do is sit there, far away from the audience, not introduce herself to the kids as the narrator, and refused to the narrator as an old lady. so the rest of us we had enough because it was getting beyond a joke, so she stormed off. so that left me cameron and simone to work by oursleves.
today we didnt get much done, because of the problems we encountered.
Thursday 24th jan -
today in drama was much better, in my opinion. yesterday was all forgotten about and we moved on and made way with the changes that we wanted to make. so to begin with we began work on the narrator and at first yvonne was a little aprehensive, bu she reluctantly moved on. then it came o the end of lesson and i asked the group what song are we going to use. we had a little discussion about it and we al decided that we should the goodbye song from bear in the big blue house. but, it needed to be rewritten because, some of the lyrics were not relevant to our story so. i rewrote it. this is now our song:
(highlighted text is to be spoken)
Mr/H: Hey,
this was really fun
MS/H: We hope you liked it too
The Hare: Seems like we've just begun
Old Woman: When suddenly we're through
Together: Goodbye, goodbye, good friends, goodbye
Together: Cause now it's time to go
Old woman: But, hey, I say, well, that's OK
MS/H: Cause we'll see you very soon, I know
The Hare: Very soon, I know
Together: Goodbye, goodbye, good friends, goodbye
Mr/H: And tomorrow, just like today
Together:
The hare, the hedgehogs and narrator too,
We'll be waiting for you to come and play
To come and play, to come and play
Together: Bye now!
and we were told by nick, that the hedgehogs to do some cornish accents but because simone can't do one, we had to drop it because it would just be really silly, if one of us were doing it and the other weren't. its not like it would be silly it was silly enough which it was supposed to be its just felt like it was too out of contrast. just because were doing childrens theatre and we can be silly for the children but it still needs that sense of reality, because it is all about indulging the children into a make belief world.
Friday 25th Jan -
Today in drama we carried on with the rehearsels for our T I E project, and today my group for the hare and the hedgehog decided to try and work the song into the piece, and at first we were having a bit of trouble with it, because our ending was, supposed to be me and mrs hedgehog walk of and the hare runs away. but we had to change a lot of the dialogue, so now the ending is, the hedgehogs win and offer mr hare a peace-offering, the we all freeze then i unfreeze and say my line then simone then cameron then yvonne then we all stamp our feet on the ground and that is our cue to start the song. the we begin, and whilst are singing we go down the side of the kids and hand out flowers which we made, and then we say by, then we walk off leaving yvonne on stage and she does the moral of the story and and finishes and we also decided that the song is going to be done in our characters, so the hedgehogs will sound very silly the hare will sound posh, and the narrator will sound old and cough every now and then during the song.
MS/H: We hope you liked it too
The Hare: Seems like we've just begun
Old Woman: When suddenly we're through
Together: Goodbye, goodbye, good friends, goodbye
Together: Cause now it's time to go
Old woman: But, hey, I say, well, that's OK
MS/H: Cause we'll see you very soon, I know
The Hare: Very soon, I know
Together: Goodbye, goodbye, good friends, goodbye
Mr/H: And tomorrow, just like today
Together:
The hare, the hedgehogs and narrator too,
We'll be waiting for you to come and play
To come and play, to come and play
Together: Bye now!
and we were told by nick, that the hedgehogs to do some cornish accents but because simone can't do one, we had to drop it because it would just be really silly, if one of us were doing it and the other weren't. its not like it would be silly it was silly enough which it was supposed to be its just felt like it was too out of contrast. just because were doing childrens theatre and we can be silly for the children but it still needs that sense of reality, because it is all about indulging the children into a make belief world.
Friday 25th Jan -
Today in drama we carried on with the rehearsels for our T I E project, and today my group for the hare and the hedgehog decided to try and work the song into the piece, and at first we were having a bit of trouble with it, because our ending was, supposed to be me and mrs hedgehog walk of and the hare runs away. but we had to change a lot of the dialogue, so now the ending is, the hedgehogs win and offer mr hare a peace-offering, the we all freeze then i unfreeze and say my line then simone then cameron then yvonne then we all stamp our feet on the ground and that is our cue to start the song. the we begin, and whilst are singing we go down the side of the kids and hand out flowers which we made, and then we say by, then we walk off leaving yvonne on stage and she does the moral of the story and and finishes and we also decided that the song is going to be done in our characters, so the hedgehogs will sound very silly the hare will sound posh, and the narrator will sound old and cough every now and then during the song.
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