One thing which I have noticed whilst thinking about and exploring my chosen research topic and researching different research approaches is that often no ultimate correct answer can be achieved because the knowledge gained through research is relative to the individual perspective of the researcher. It is important therefore that the researcher is always aware of this and is self-critical in their work.
I remind myself that I am undergoing the project not to reach any correct answer but to uncover a range of possibilities and deepen not only my own understanding of the given subject but also to provide other practitioners in my field of work with the knowledge gained from completing such a project.
Sunday 2 January 2011
Saturday 1 January 2011
A LITTLE OUT OF ORDER...
This is a little out of order but I have found a couple of old diary entries concerning my research proposal:
1. I am very eager to embark upon the module as it will equip me with the necessary skills and knowledge of research methods vital for a research project which I hope will enable me in turn, to become much more effective in my own working practice. Furthermore, I aim for my findings to assist other practictioners in my field.
I do, admittedly so, feel slightly daunted by some of the tasks ahead of me but I remind myself that at this stage my apprehension is probablybdue to my current lack of understanding about the module.
1. I am very eager to embark upon the module as it will equip me with the necessary skills and knowledge of research methods vital for a research project which I hope will enable me in turn, to become much more effective in my own working practice. Furthermore, I aim for my findings to assist other practictioners in my field.
I do, admittedly so, feel slightly daunted by some of the tasks ahead of me but I remind myself that at this stage my apprehension is probablybdue to my current lack of understanding about the module.
Saturday 27 November 2010
FINALLY GETTING MY HEAD AROUND IT...
Wheelchair users, and people with disabilities and special needs are constantly faced with barriers. As much as we may try to include people with disabilities in situations such as mainstream education, sports etc, we may wonder: is it really possible to achieve full inclusion?
People tend to have very strong viewpoints, quite understandably so, about the issue of inclusion generally. On one hand it may be considered unfair to treat people with physical disabilities and Serial Educational Needs any differently to any body else (although in practise, it doesn’t always appear this straightforward); on the other hand, it could be seen as more beneficial to the individual to be provided with a more specialised and specific education in an environment with other people in similar circumstances (such as in a special school). It is also important to consider though, that not all disabilities and conditions are the same or even of the same severity.
People may also be concerned that by including people with disabilities and SEN in mainstream schools, for example, that their own child’s learning practice will be interfered with or “slowed down”. There is the possibility however, that this concern can be overcome with the provision of a teaching assistant such as myself, to provide extra classroom support.
I have been considering for a while, the ways in which these ideas can be applied to the inclusion of people with SEN and disabilities into art forms such as dance. For me, one of the main debates occurring internally in my mind is: would having a separate dance class for people with disabilities be considered exclusion from learning with able bodied people, or a way of inclusion into the art form generally?
Having considered my mind map on the subject, I would have to also think about whether it would even be possible to teach an effective dance class at the same time to both able bodied and disabled people without the standard of teaching and learning being disrupted? Is there any one locally already providing this? Are the premises that I currently teach at suitable and accessible for wheelchair and crutch users? What provisions would have to make to transport disabled dancers to/from performances for example? Would I need any more of or a different type of liability insurance? What funding is available for this type of activity? All of these factors would have to be considered before even thinking about the actual content of a lesson and how I might make it effective for a range of disabilities.
People tend to have very strong viewpoints, quite understandably so, about the issue of inclusion generally. On one hand it may be considered unfair to treat people with physical disabilities and Serial Educational Needs any differently to any body else (although in practise, it doesn’t always appear this straightforward); on the other hand, it could be seen as more beneficial to the individual to be provided with a more specialised and specific education in an environment with other people in similar circumstances (such as in a special school). It is also important to consider though, that not all disabilities and conditions are the same or even of the same severity.
People may also be concerned that by including people with disabilities and SEN in mainstream schools, for example, that their own child’s learning practice will be interfered with or “slowed down”. There is the possibility however, that this concern can be overcome with the provision of a teaching assistant such as myself, to provide extra classroom support.
I have been considering for a while, the ways in which these ideas can be applied to the inclusion of people with SEN and disabilities into art forms such as dance. For me, one of the main debates occurring internally in my mind is: would having a separate dance class for people with disabilities be considered exclusion from learning with able bodied people, or a way of inclusion into the art form generally?
Having considered my mind map on the subject, I would have to also think about whether it would even be possible to teach an effective dance class at the same time to both able bodied and disabled people without the standard of teaching and learning being disrupted? Is there any one locally already providing this? Are the premises that I currently teach at suitable and accessible for wheelchair and crutch users? What provisions would have to make to transport disabled dancers to/from performances for example? Would I need any more of or a different type of liability insurance? What funding is available for this type of activity? All of these factors would have to be considered before even thinking about the actual content of a lesson and how I might make it effective for a range of disabilities.
Sunday 19 September 2010
AN ABSOLUTE NIGHTMARE- HELP!
First of all, I'd like to apologise for not posting for so long!
I've had an absolute nightmare with the Project Planning and Development unit, resulting in me having to start it afresh this semester.
As a last minute decision I decided to take a long break in the summer and did some bar work in Zante, during my time there, I reflected on the last year of my degree work, but more specifically about this unit.
I am a big believer that everything happens for a reason, and took what positives I could from my failure to complete the project last semester. Looking back, I didnt seem to be able to stick to a strong idea, and have also since then, changed my employment.
I am now a teaching assistant working specifically with secondary school aged children with physical disabilities, chronic diseases and learning difficulties. At the school that I am working at, they run a wheelchair basket ball club, where a significant of able bodied children join in with the disabled ones.
I thought about the after school dance club, attended exclusively by able bodied children and considered what I would do if for example, a wheelchair bound child came along to the club. I concluded that I would admittedly struggle on an inclusion basis to cater for everybodys needs and am considering setting up a dance club for wheelchair users and children with other disabilities or difficulties.
Im still not really sure where I am going with this idea and am finding it hard to home in on a more specific angle/ research question. At the moment I just know that with working in an environment where I am constantly surrounded by children with disabilites and learning difficulties, and my passion for teaching dance, my research should perhaps be based on inclusive dance. This would not only give me a better insight to inclusive teaching methods, but would also benefit a number of young children. I am currently unaware of any other dance classes offered to disabled pupils in Staffordshire, and would therefore perhaps be one of the first to offer this.
Your thoughts and ideas would be much appreciated!
Hope you have all had a lovely summer!
I've had an absolute nightmare with the Project Planning and Development unit, resulting in me having to start it afresh this semester.
As a last minute decision I decided to take a long break in the summer and did some bar work in Zante, during my time there, I reflected on the last year of my degree work, but more specifically about this unit.
I am a big believer that everything happens for a reason, and took what positives I could from my failure to complete the project last semester. Looking back, I didnt seem to be able to stick to a strong idea, and have also since then, changed my employment.
I am now a teaching assistant working specifically with secondary school aged children with physical disabilities, chronic diseases and learning difficulties. At the school that I am working at, they run a wheelchair basket ball club, where a significant of able bodied children join in with the disabled ones.
I thought about the after school dance club, attended exclusively by able bodied children and considered what I would do if for example, a wheelchair bound child came along to the club. I concluded that I would admittedly struggle on an inclusion basis to cater for everybodys needs and am considering setting up a dance club for wheelchair users and children with other disabilities or difficulties.
Im still not really sure where I am going with this idea and am finding it hard to home in on a more specific angle/ research question. At the moment I just know that with working in an environment where I am constantly surrounded by children with disabilites and learning difficulties, and my passion for teaching dance, my research should perhaps be based on inclusive dance. This would not only give me a better insight to inclusive teaching methods, but would also benefit a number of young children. I am currently unaware of any other dance classes offered to disabled pupils in Staffordshire, and would therefore perhaps be one of the first to offer this.
Your thoughts and ideas would be much appreciated!
Hope you have all had a lovely summer!
Monday 24 May 2010
Tuesday 4 May 2010
CRITICAL COMMENTARY ON LEARNING IN THIS MODULE
The aim of this module (WSB 3835 Project Planning and Development) was to learn, and gain a sufficient understanding of the various research techniques, methodologies and terminology that will be essential in the next module- the project. Having little to no initial knowledge of the research techniques, I have had to work very hard to gain a suitable understanding but can now see the progress that I have made. I am now competent in the knowledge of a substantial amount of research terminology which has in turn helped me when reading about techniques and methodologies.
Admittedly I have had a somewhat love-hate with this module. Having a full-time job as well as embarking upon the development of my own business in the form of a dance school, I have found difficulties in regards to time management, which has in turn, proved a huge disadvantage to me, despite my interest and passion in the chosen topic.
Work commitments have also prevented me from attending campus sessions and I have therefore almost entirely had to rely on written feedback from the campus sessions from fellow students and academic advisors. As I learn best when discussing ideas and interacting with others, this has been a particular problem to me and I have found it hard to get my head around the tasks required of me for this module.
In hindsight, I spent far too much time getting bogged down trying to decide on a title for my project, rather than becomming familiar with research methodologies and found myself getting very panicky at the last minute having finally decided on a title because I did not fully understand what was expected of me in the research proposal.
I have, however, on a positive note, found the guidance notes provided by the university extremely useful in that they break down the module in to smaller and less daunting sections to work through. Admittedly, at first I found the wording of Judith Bell's book difficult to understand, but after re-reading several times, her writings became very beneficial to me in guiding me through the project planning.
Admittedly I have had a somewhat love-hate with this module. Having a full-time job as well as embarking upon the development of my own business in the form of a dance school, I have found difficulties in regards to time management, which has in turn, proved a huge disadvantage to me, despite my interest and passion in the chosen topic.
Work commitments have also prevented me from attending campus sessions and I have therefore almost entirely had to rely on written feedback from the campus sessions from fellow students and academic advisors. As I learn best when discussing ideas and interacting with others, this has been a particular problem to me and I have found it hard to get my head around the tasks required of me for this module.
In hindsight, I spent far too much time getting bogged down trying to decide on a title for my project, rather than becomming familiar with research methodologies and found myself getting very panicky at the last minute having finally decided on a title because I did not fully understand what was expected of me in the research proposal.
I have, however, on a positive note, found the guidance notes provided by the university extremely useful in that they break down the module in to smaller and less daunting sections to work through. Admittedly, at first I found the wording of Judith Bell's book difficult to understand, but after re-reading several times, her writings became very beneficial to me in guiding me through the project planning.
LEARNING DIARY 4: AND THEN THERE WAS LIGHT!
At the secondary school that I work at, the entire of year 11 have PE, for both lessons on a Friday afternoon. Every term they choose an activity option for each of the one hour sessions. Since I have been employed at the school, dance has been an option offered for both of the sessions along with activities such as yard football, basketball, boxercise, fitness, badminton and aerobics and one offsite option such as squash or swimming. My dance option took in a large number of female pupils, particularly those uninterested in or not so competetent in other sporting activities offered. Many of the girls even chose to do double dance. My sessions sparked quite a lot of interest in dance and it was requested by many that I start up my own dance classes outside of school too.
Last Friday, year 11 pupils were asked to choose new options for the summer term which included: rounders, softball, kickboxing, athletics, tennis and cricket. Many of the girls complained at the absebce of dance as an option and that they didn't like or weren't good at any of ther other sports, to which I positively replied that it would be a good opportunity to improve in other sports. I overheard a number of pupils discussing with each other that they simply would not participate in PE lessons or choose options which they felt they could get away with not doing very much such as those activities not consisting of team games or simply choosing an option based on how much they like the teacher leading that activity.
Upon discussion with another collegue of the PE Department, I discovered that she agreed that it was enough of a battle to begin with, getting year eleven girls to participate in physical education lessons and by not offering an option which they enjoy was only going to make the situation worse. We decided to go to the head of department and explained that there was a significant amount of girls requesting to do dance so could we make it an option to which she flatly refused much to my own and a large number of pupils' disappointment.
This led me to a more refined statement for the title of my research project:
"Dance is an effective way, with a number of health and social benefits, of encouraging young people to participate in physical activity. Particularly those that are not so interested or competent in other sporting activities"
Last Friday, year 11 pupils were asked to choose new options for the summer term which included: rounders, softball, kickboxing, athletics, tennis and cricket. Many of the girls complained at the absebce of dance as an option and that they didn't like or weren't good at any of ther other sports, to which I positively replied that it would be a good opportunity to improve in other sports. I overheard a number of pupils discussing with each other that they simply would not participate in PE lessons or choose options which they felt they could get away with not doing very much such as those activities not consisting of team games or simply choosing an option based on how much they like the teacher leading that activity.
Upon discussion with another collegue of the PE Department, I discovered that she agreed that it was enough of a battle to begin with, getting year eleven girls to participate in physical education lessons and by not offering an option which they enjoy was only going to make the situation worse. We decided to go to the head of department and explained that there was a significant amount of girls requesting to do dance so could we make it an option to which she flatly refused much to my own and a large number of pupils' disappointment.
This led me to a more refined statement for the title of my research project:
"Dance is an effective way, with a number of health and social benefits, of encouraging young people to participate in physical activity. Particularly those that are not so interested or competent in other sporting activities"
LEARNING DIARY 3: AN INTERESTING WEBPAGE ABOUT BREAKING DOWN THE RESEARCH PROJECT, POINTERS AND GUIDANCE AND SOME OTHER USEFUL RESOURCES
Whilst browsing the internet for more information on research planning and development, I came across a page with some useful basic guidance on planning a project. I have listed some of the pointers from the page which some of you may find useful as I have:
1. Select a general topic which interests you in some way.
For me this would be dance within secondary education
2. List the key words to help you look up information for your project.
For example "dance" "national curriculum" "dance in secondary education" "dance in PE"
3. Go to an encyclopedia or other reference source to get an overview for the topic.
4. Make source cards for whatever sources and information you will use.
5. Using the general overview, begin to focus the topic into something you can cover well.
6. Write a statement of purpose about the chosen topic.
7. Brainstorm Questions about the chosen topic.
8. Group questions under similar headings.
9. Add any new questions you can think of under those headings.
10. Identify the sources that can best help you to answer those questions.
11. Begin making note cards. Use your brainstormed questions to guide your notetaking.
12. Change your statement of purpose into a draft thesis statement.
13. Make an outline of your headings.
14. Re-focus the thesis statement if necessary.
15. Write the body of the paper from your notes.
16. Cite any necessary information.
17. Write your introduction and conclusion.
18. Write your works cited/bibliography.
19. Create a title page.
20. Evaluate your work.
I am aware that maybe these pointers are not useful to everyone or maybe just a selection of them are useful and you have your own step by step plan which you like to follow but I have found that this guidance has helped me to visualize some structure to the module rather than being daunted by the mass bulk that I have previously seen it as. I will definately be using some of the ideas such as using source cards and note cards.
Some of the sources which I have found useful specifically to me are:
www.publications.dcsf.gov.uk- MAIN RESOURCE, Tony Hall's Dance Review
www.culture.gov.uk/images/publications/dcsfd Government Response to Tony Hall's Dance Review
www.dance.about.com
www.pbm.com/nlindah/lad/vol1/teach.html Article on Teaching Dance to "Non- Dancers"
www.gtce.org.uk General Teaching Council for England
www.eric.ed.gov Article about researching as a practicioner in education
www.statpac.com/surveys Information on Survey and Questionnaire Design
1. Select a general topic which interests you in some way.
For me this would be dance within secondary education
2. List the key words to help you look up information for your project.
For example "dance" "national curriculum" "dance in secondary education" "dance in PE"
3. Go to an encyclopedia or other reference source to get an overview for the topic.
4. Make source cards for whatever sources and information you will use.
5. Using the general overview, begin to focus the topic into something you can cover well.
6. Write a statement of purpose about the chosen topic.
7. Brainstorm Questions about the chosen topic.
8. Group questions under similar headings.
9. Add any new questions you can think of under those headings.
10. Identify the sources that can best help you to answer those questions.
11. Begin making note cards. Use your brainstormed questions to guide your notetaking.
12. Change your statement of purpose into a draft thesis statement.
13. Make an outline of your headings.
14. Re-focus the thesis statement if necessary.
15. Write the body of the paper from your notes.
16. Cite any necessary information.
17. Write your introduction and conclusion.
18. Write your works cited/bibliography.
19. Create a title page.
20. Evaluate your work.
I am aware that maybe these pointers are not useful to everyone or maybe just a selection of them are useful and you have your own step by step plan which you like to follow but I have found that this guidance has helped me to visualize some structure to the module rather than being daunted by the mass bulk that I have previously seen it as. I will definately be using some of the ideas such as using source cards and note cards.
Some of the sources which I have found useful specifically to me are:
www.publications.dcsf.gov.uk- MAIN RESOURCE, Tony Hall's Dance Review
www.culture.gov.uk/images/publications/dcsfd Government Response to Tony Hall's Dance Review
www.dance.about.com
www.pbm.com/nlindah/lad/vol1/teach.html Article on Teaching Dance to "Non- Dancers"
www.gtce.org.uk General Teaching Council for England
www.eric.ed.gov Article about researching as a practicioner in education
www.statpac.com/surveys Information on Survey and Questionnaire Design
LEARNING DIARY 2: RESPONSE TO MICHELLE WALLBANKS' COMMENT ON INVOLVING MINORS IN RESEARCH
I noticed, when catching up on other students blogs, a very interesting point made by Michelle Wallbanks on the issue of involving children in the research project. She suggested that by informing her pupils of the research that she would be carrying out, she may not gain fair results because the children may act differently if made aware that they were being observed in some way.
My recent experience of my first OFSTED inspection as a teacher rather than a pupil, in my opinion, very much relates to Michelle's point. I observed that, during OFSTED's presence in the school, the usual daily routine and practice of the secondary school changed in terms of both pupil and staff behaviour under the pressure of insepction and awareness of observation. For example, lesson plans were provided for Teaching Assistants such as myself before lessons began, wheras often they are not and lessons were far more structured in general. Pupils behaviour improved under the pressure of their teachers, who had for this time, imposed even stricter sanctions for misbehaviour in an attempt to discourage it.
It is arguable, however, that dependant on the nature of the research and topic, this viewpoint could be much more relevant and applicable to younger children. For example, by the age of fifteen to sixteen, one might expect children to be mature enough to be honest and open in their behaviour or answers to survey questions, interviews etc and behave in a way which would provide me with fair observation, not letting the knowledge of my research interfere with routine practice.
Hopefully by this age, pupils will be willing to co-operate and may even engage in the research on a personal interest level and assist me where possible in the collection of fair and accurate data.
My recent experience of my first OFSTED inspection as a teacher rather than a pupil, in my opinion, very much relates to Michelle's point. I observed that, during OFSTED's presence in the school, the usual daily routine and practice of the secondary school changed in terms of both pupil and staff behaviour under the pressure of insepction and awareness of observation. For example, lesson plans were provided for Teaching Assistants such as myself before lessons began, wheras often they are not and lessons were far more structured in general. Pupils behaviour improved under the pressure of their teachers, who had for this time, imposed even stricter sanctions for misbehaviour in an attempt to discourage it.
It is arguable, however, that dependant on the nature of the research and topic, this viewpoint could be much more relevant and applicable to younger children. For example, by the age of fifteen to sixteen, one might expect children to be mature enough to be honest and open in their behaviour or answers to survey questions, interviews etc and behave in a way which would provide me with fair observation, not letting the knowledge of my research interfere with routine practice.
Hopefully by this age, pupils will be willing to co-operate and may even engage in the research on a personal interest level and assist me where possible in the collection of fair and accurate data.
LEARNING DIARY 1: PROJECT SUBJECT (Initial Thought and Brainstorm)
Upon much research and personal debate, I have decided that, in order for my research project to keep me interested and engaged throughout, it needs to be based upon something that I am am passionate about and that particularly interests me. I would also need the research findings to benefit me and possibly other colleagues, pupils etc. to make it worthwhile me doing. Finally, I would like it to be a topic which I am faced with on a day to day basis so that I can constantly be working on, thinking about, and developing my research, without it interferring with my daily routine practice or preventing me from gaining valuable concrete experience in my chosen field.
Considering all of these factors, I should think it wise to base my research on some element of dance within a secondary education environment when considering my history in performing arts and my current role as Teaching Assistant and Dance Specialist at Sir Thomas Boughey Hig School, Staffordshire.
Considering all of these factors, I should think it wise to base my research on some element of dance within a secondary education environment when considering my history in performing arts and my current role as Teaching Assistant and Dance Specialist at Sir Thomas Boughey Hig School, Staffordshire.
Monday 19 April 2010
ANYONE GOING TO THE CAMPUS SESSION TOMORROW!!
Hi Guys
I havent been to a campus session since the induction due to work commitments and distance, however I am going tomorrow as I am finding I just simply cant do this project at the moment. I dont suppose anyone fancies meeting me? x
I havent been to a campus session since the induction due to work commitments and distance, however I am going tomorrow as I am finding I just simply cant do this project at the moment. I dont suppose anyone fancies meeting me? x
Tuesday 2 March 2010
FEELING RATHER CLUELESS
Okay so having spent all night reading everyone's latest blog posts and the handbooks I am feeling rather clueless and particularly panicky!
Unfortunately due to heavy work comittments and distance, I have been unable to attend a campus session since the induction! To make matters worse, my email account seems to have gone into protest and I haven't received any of my mail since the beginning of February, consequently leading to me still not having my results from the last module and pushing me further out of the know about the current module. I have finally received the module hand book and the reflecting on learning handbook but having read them I am still pretty clueless about what is needed from me in this part of the course.
I have gathered that I need to begin thinking about a topic to base my research on and having watched a video on Peter's blog I have decided that I need to base it not only on something that I am interested or passionate about but also something that is present in my life on a daily basis. My initial thoughts are very very vague and all I have come up with so far is that I should perhaps base the project on some aspect of my current job. I have, since November, been working in a secondary school as a full time teaching assistant. My role includes: assisting the general delivery of National Curriculum PE and English; providing 1:1 and small group support to children with Special Educational Needs and learning difficulties; teaching dance in both curriculum lessons and extra-curriculum clubs and organising various dance projects/performances. In the last few weeks I have also been working on developing my own dance classes outside of schools after numerous requests from the children at the school. I love my job and find working in secondary education incredibly interesting so this is a starting point for me.
Hopefully the penny will drop and all will become clear with help and guidance from fellow students and mentors. I have a copy of Julia Bell's book on the way to me in the post and am very hopeful that this will answer all of my questions.
Any help/guidance would be much appreciated because as I said, I am completely clueless about what I am supposed to be doing in this task.
Unfortunately due to heavy work comittments and distance, I have been unable to attend a campus session since the induction! To make matters worse, my email account seems to have gone into protest and I haven't received any of my mail since the beginning of February, consequently leading to me still not having my results from the last module and pushing me further out of the know about the current module. I have finally received the module hand book and the reflecting on learning handbook but having read them I am still pretty clueless about what is needed from me in this part of the course.
I have gathered that I need to begin thinking about a topic to base my research on and having watched a video on Peter's blog I have decided that I need to base it not only on something that I am interested or passionate about but also something that is present in my life on a daily basis. My initial thoughts are very very vague and all I have come up with so far is that I should perhaps base the project on some aspect of my current job. I have, since November, been working in a secondary school as a full time teaching assistant. My role includes: assisting the general delivery of National Curriculum PE and English; providing 1:1 and small group support to children with Special Educational Needs and learning difficulties; teaching dance in both curriculum lessons and extra-curriculum clubs and organising various dance projects/performances. In the last few weeks I have also been working on developing my own dance classes outside of schools after numerous requests from the children at the school. I love my job and find working in secondary education incredibly interesting so this is a starting point for me.
Hopefully the penny will drop and all will become clear with help and guidance from fellow students and mentors. I have a copy of Julia Bell's book on the way to me in the post and am very hopeful that this will answer all of my questions.
Any help/guidance would be much appreciated because as I said, I am completely clueless about what I am supposed to be doing in this task.
Monday 4 January 2010
WRITING STYLE 3
****** GIVE SOMEONE THE PERFECT GIFT THIS CHRISTMAS******
TICKETS TO SEE MULTI- AWARD WINNING STAGE ADAPTATION, “THE LION KING” AT LONDON’S WEST END LYCEUM THEATRE
Make someone’s Christmas this year with the priceless experience of Disney’s landmark musical event. Set against the majestic plains of Africa and with spectacular sets, dazzling costumes, and not to mention the powerful songs of the soundtrack which we are all familiar with; the award-winning show is sure to make someone’s Christmas extra magical this year.
Following the young Simba through turmoil on his emotional and unsteady journey from lion cub to his destined role as King of the Pride Lands, the audience is immersed into an astonishing world of glorious colour and brilliant set designs. Featuring even more songs than the film, spectators can sit back and allow themselves to be moved by the beauty and utter power of the musical performances. The ingenious costume designs and sheer puppetry mastery, transform all of the animated animal species from the beloved, 1994, movie into enchanting stage characters and grantee bedazzlement.
It is impossible not to be captured by the wild and energetic rhythms of the African beats and explosive, powerful dance sections. All staying in true style to the setting of this touching tale.
Having smashed its own Broadway box office records on several occasions, the show was produced here in London’s West End in 1999, where it has continued to run ever since at the beautiful Lyceum Theatre. To add to the beautiful songs created by Tim Rice and Elton John in the film, even more vocal numbers have been included in the stage musical version. The sheer volume of awards which include: Best Musical, Theatrical Event of the Year 1999, Best Costume and many more, and the long time which the musical has been running for, only demonstrate the quality and popularity of the family musical.
So give the priceless gift this Christmas of tickets to see this stunning stage adaptation of a beloved family favourite as it promises never to disappoint!
TICKETS TO SEE MULTI- AWARD WINNING STAGE ADAPTATION, “THE LION KING” AT LONDON’S WEST END LYCEUM THEATRE
Make someone’s Christmas this year with the priceless experience of Disney’s landmark musical event. Set against the majestic plains of Africa and with spectacular sets, dazzling costumes, and not to mention the powerful songs of the soundtrack which we are all familiar with; the award-winning show is sure to make someone’s Christmas extra magical this year.
Following the young Simba through turmoil on his emotional and unsteady journey from lion cub to his destined role as King of the Pride Lands, the audience is immersed into an astonishing world of glorious colour and brilliant set designs. Featuring even more songs than the film, spectators can sit back and allow themselves to be moved by the beauty and utter power of the musical performances. The ingenious costume designs and sheer puppetry mastery, transform all of the animated animal species from the beloved, 1994, movie into enchanting stage characters and grantee bedazzlement.
It is impossible not to be captured by the wild and energetic rhythms of the African beats and explosive, powerful dance sections. All staying in true style to the setting of this touching tale.
Having smashed its own Broadway box office records on several occasions, the show was produced here in London’s West End in 1999, where it has continued to run ever since at the beautiful Lyceum Theatre. To add to the beautiful songs created by Tim Rice and Elton John in the film, even more vocal numbers have been included in the stage musical version. The sheer volume of awards which include: Best Musical, Theatrical Event of the Year 1999, Best Costume and many more, and the long time which the musical has been running for, only demonstrate the quality and popularity of the family musical.
So give the priceless gift this Christmas of tickets to see this stunning stage adaptation of a beloved family favourite as it promises never to disappoint!
Friday 1 January 2010
Writing Style 2: Draft 1 (unfinished)
A buzz of excited anticipation filled the chaotic theatre foyer. Eager children mithered their parents, tugging frenziedly at their sleeves, while the sweet, sickly aroma of confectionary drifted and danced through the air around me. Middle aged, theatre knowledgables huddled together in academic communion, sporting champagne flutes and fine beverages.
This was going to be my third experience of, "The Lion King", yet the fiery sensation running to the very tips of my nerve endings has never diminished or even lessened. Finally. The call we had all been waiting in anticipation for as a well-spoken voice burst through the tannoy, requesting politely for us to take our seats in the auditorium as the show was about to begin. As one, the entire mass of audience began to flock towards the doors. Frantic hole-punching of tickets, followed by the creaking and banging of people finding and pulling down their red, velvet covered seats sounded all around me as I shuffled through the oak double doors, and down the aisle to find the seat that I would take residence in for the remainder of my evening.
I tore open the bag of Minstrels on my lap and absentmindedly began shovelling them into my mouth, barely even tasting them. Wafting the smell of fresh paper, I opened my programme straight to the credentials pages at the back, striving to find people who had previously attended the same professional performing arts institute as myself.
Whispered apologies could be heard as the remaining dregs of spectators scuffled and squeezed down the rows of already seated people. I twisted my legs to the side of my chair as a large, wealthy-looking man and his wife, clad in fine fur bustled past me. A blanket of darkness covered the theatre as the lights dimmed, followed by the gradual diminuendo of excited chatter. After a moment of complete silence, I was immersed into a pool of powerful emotion. The infamous first line of “The Circle of Life”, sent an indescribable sensation gushing through my veins as a shiver rippled down my spine.
A spectrum of vibrant shades of red, orange and yellow twirled and danced across the stage. Despite having seen them twice before, I was amazed by the ingenious puppet costumes. Performing high, energetic stag leaps, the antelopes bounded around the stage, while the giraffes entered the stage with a sophisticated strut. I was utterly bedazzled.
This was going to be my third experience of, "The Lion King", yet the fiery sensation running to the very tips of my nerve endings has never diminished or even lessened. Finally. The call we had all been waiting in anticipation for as a well-spoken voice burst through the tannoy, requesting politely for us to take our seats in the auditorium as the show was about to begin. As one, the entire mass of audience began to flock towards the doors. Frantic hole-punching of tickets, followed by the creaking and banging of people finding and pulling down their red, velvet covered seats sounded all around me as I shuffled through the oak double doors, and down the aisle to find the seat that I would take residence in for the remainder of my evening.
I tore open the bag of Minstrels on my lap and absentmindedly began shovelling them into my mouth, barely even tasting them. Wafting the smell of fresh paper, I opened my programme straight to the credentials pages at the back, striving to find people who had previously attended the same professional performing arts institute as myself.
Whispered apologies could be heard as the remaining dregs of spectators scuffled and squeezed down the rows of already seated people. I twisted my legs to the side of my chair as a large, wealthy-looking man and his wife, clad in fine fur bustled past me. A blanket of darkness covered the theatre as the lights dimmed, followed by the gradual diminuendo of excited chatter. After a moment of complete silence, I was immersed into a pool of powerful emotion. The infamous first line of “The Circle of Life”, sent an indescribable sensation gushing through my veins as a shiver rippled down my spine.
A spectrum of vibrant shades of red, orange and yellow twirled and danced across the stage. Despite having seen them twice before, I was amazed by the ingenious puppet costumes. Performing high, energetic stag leaps, the antelopes bounded around the stage, while the giraffes entered the stage with a sophisticated strut. I was utterly bedazzled.
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