1. By Loredana

2.  Freedom of speech (Based on Malala story)  Popularity in high schools ( based on mean girls)  Rich vs. poor  Bullies vs. people getting bullied

3. Influenced by the mean girls movies

7.  Popularity, to some, is the glittering, sought-after prize of high school. To some, it draws the line between accepted and rejected. It is the entrance ticket into the best parties and the quality needed to win a date with that hot guy in math class. To some, it is everything  “The popular kids are the athletes who have lots of people go to their games, the jocks are popular.”  Researchers recently claimed that 'cool kids' are just as likely to get bullied as unpopular children  They also found becoming more popular both increases the risk of getting bullied, and worsens the negative consequences of being victimised  Being unpopular can also get you bullied for not being like them

9.  A proscenium theatre is what we usually think of as a "theatre". Its primary feature is the Proscenium, a "picture frame" placed around the front of the playing area of an end stage. The frame is the Proscenium; the wings are spaces on either side, extending off- stage. Scenery can surround the acting area on all sides except side towards audience, who watch the play through picture frame opening. "Backstage" is any space around the acting area which is out of sight of the audience.  A stage where the audience sits on one side only is called a proscenium stage (you might know this as end-on staging). The audience faces one side of the stage directly, and normally sits at a lower height.  Also known as End-ON

10.  An in-the-round stage is positioned at the centre of the audience – i.e. there is audience around the whole stage. This type of stage creates quite an intimate atmosphere, and is good for drama that needs audience involvement.

11.  Traverse stage= A stage where the audience sits on two sides is called a traverse stage. Again, this type of stage is good for creating an intimate atmosphere.

12.  A thrust theatre stage is known by its arrangement which consists of being surrounded by audience on three sides. The Fourth side serves as the background. Often the playing area is of square or rectangular shape, usually raised and surrounded by raked seating.

14.  Lysistrata  Head/Captain of Geeks  Chorus  Cheerleaders and jocks vs. geeks and nerds  Leaders  The plastics  Head/Captain of computer club  Cheerleaders and jocks supporting the Plastics  Geeks and Nerds supporting unpopular kids

15. Who is playing who:  Lysistrata-(Daniel)  Calonice-(Zac)  Myrrhine-(Ryan)  Lampito(Myself)  Cinesias(Rochade)  Magistrate -(Paris)  Chorus of old men- (Paris, Rochade and Myself)  Chorus of women- (Zac, Ryan and Daniel)

19. Ideas of what they can with-hold Technology Some who is going out with someone who is not popular could with-hold sex until there is no popular kids and they are all equal. Sex Doing work Taking apart of the school As the popular kids never do there work and always want good grades they always ask the nerds to do it. If they refuse they wont get any work and will have to do it them self's. Popular kid always try to take new spaces in the school which can course arguments with people who do sit there so with-holding seats for people no one can sit there Geeks could take away technology so no one could use it

21. Set Design - Ict suite/Drama studio Computer Pr oj ec te r Tables All the nerds are at the computer trying to disable all technologies Cheerleaders and jocks are just sitting talking and laughing/waitting for their work

22. Summary: Popular kids could be sitting at the tables laughing and joking around while the geeks and nerds who are considered to be the hackers of the school are at the computers. Sound: Sounds of typing on the computers Kids laughing and chatting Lighting: If in the ict suite (the lights are limited) normal lighting and blackouts would be used. Props: Laptops/computers Tables Staging: Thrush stage

24. Set design-Hall (canteen Area) Seating plan STAGDE/DJSTAGDE/DJ

25. Summary: Could be set on prom night and the popular kid bully the nerds and Greeks and one of the prom dates who is not popular doesn’t like what is happen and takes a stand Sound: Music for a prom Lighting: Spot lights Blue Gel Red Gel Props: Tables Laptop (to make it look like the dj area) Staging: In the round-stage

27. Set design- A Classroom/Drama Studio Geeks and nerds Cheerleaders and Jocks Front of the class is where the geeks and nerds sit and popular kids sit at the back because they can mess around

28. Sound: School bell ringing Noise from the corridors Summery: Unpopular kids are getting fed up of doing other peoples work ( popular kids) as they promised to not bully them if they did but they still get bullied even if they do their work so the unpopular kids take a stand Lighting: Normal lighting Blackouts Props: Whiteboard Staging: Proscenium stage

30. Set Design - Playground Cheerleaders and jocks All the grass area and half of the playground Nerds and geeks Asian nerds Cool Asians Girls who eat there feeling Girls who don’t eat Sexually active band geeks Burn outs Desprest wanabes Preps

31. Summery: As the popular kids thing they rule the school they think they can sit anywhere they want. Sound: Lots of talking between people Lots of noise as its outside. Lighting: Natural lighting as we would be outside Props: Chairs/benches Staging: Traverse stage

33.  Outline of activity:  Trust Circle - One student stands in the centre of the circle and stands firm. The other students provide support by putting two hands on this centre student. When the centre student is ready and has eyes closed and body rigid like a plank of wood, that student gently leans backwards and is then passed around and across the circle.  Mousetrap- Objects and traps are scattered in a room. In pairs, one person verbally guides his/her partner, a blindfolded person, through the traps to get to the objects needed.  Why are you using this technique  What will the impact will be on the understanding/development of the actors in the role/staging the given extract?

34.  Outline of activity: characterisation of a cheerleader, jock, and nerd  Why are you using this technique  What will the impact will be on the understanding/development of the actors in the role/staging the given extract?

35.  Outline of activity:  Master Master, Who Am I- Choose one participant to be Master and to be blindfolded. Tell the Master they are to listen carefully and try to identify the owner of the mysterious voice.  Choose another member to say the words "Master, Master, Who am I?" in a different voice. The blindfolded Master has to guess who is speaking.  Why are you using this technique  What will the impact will be on the understanding/development of the actors in the role/staging the given extract?

36. My Aim is to explore and develop characterisation in cross gender roles.

37. DatesWeek How many lessons that week How many times we will Rehearsal In that week What we will be doing in them rehearsals 2 nd -6 th Mar (Week2) 24 lessons 3 lessons- 3 after school Intro into the play and ideas into my concept (Focus on characterisation) 9 Th -13 th Mar16 lessons 4 lesson- 2 after schools Developing (focusing on voice) 16 th -20 th Mar24 lessons 3 lessons- 3 after school Scene 1 (Each lesson create something new for scene 1) 23 rd -27 th Mar16 lessons 4 lesson- 2 after schools Developing 30 th Mar-3 rd Apr24 lessons 3 lessons- 3 after school Scene 2 6 th -9 th Apr16 lessons 4 lesson- 2 after schools Developing 13 th -17 th Apr24 lessons 3 lessons- 3 after school Scene 3 20 th -24 th Apr16 lessons 4 lesson- 2 after schools Developing/Polishing scene 27 th -1 st May24 lessons 3 lessons- 3 after school Scene 4 4 th -8 th may16 lessons 4 lesson- 2 after schools Developing /Run though of what we have 11 th -15 th May24 lessons 3 lessons- 3 after school Scene 5 18 th -22 nd May16 lessons 4 lesson- 2 after schools Developing/Polishing scenes 25 th -29 th May24 lessons 3 lessons- 3 after school Scene 6/Polishing any other scenes 1 st -5 th Jun16 lessons4 lesson- 2 after schools Run though of what we have a

38. Date Period 2 nd MarchWhat will be done in that period / Time 4 th MarchWhat will be done in that period / Time 5 th MarchWhat will be done in that period / Time P1 P2 Brake P3LessonLook into my Concept more Characterisation work shop P4LessonStart to develop the beginning of the piece (intro) Lesson-Develop what we have/Voice activity Lunch P5LessonDevelop/create a new scene After School Example of a week…