Thursday, 2 January 2014
Interpretation: Beautiful Burnout
I think that some of the language that some of the
characters speak could tell us about their background or just their life in
general. For example, I think we can tell that life for Dina is very difficult
when she does her monologue. In her
monologue, Dina uses an awful lot of swear words in showing her frustration to
the audience about being the only female boxer out of all of them. She is frustrated
about being the only female because she feels that Bobby won’t give her a
chance at trying to turn professional because he is worried that she will get
hurt. Dina shows in her monologue and also in other parts of the play that she
is a lot tougher than Bobby makes her out to be, which I think is what makes
her even more annoyed at him, because I think that in a way she thinks that
Bobby is implying that she isn’t strong enough to be professional which is why
he decides not to include her along with the other lads to think of turning
professional by saying “I just don’t want to see you hurt”.
Language: Beautiful Burnout
With Beautiful Burnout being set in Scotland, the characters in the play all spoke with a Scottish accent. The script was also written in Scottish dialect, so it had words such as 'aye' and 'oot', which were actually 'yes' and 'out', but were just written differently to make them sound Scottish when they were spoken. I think that the script was written in Scottish dialect to make it more realistic for the actors when it came to reading the script and playing a Scottish character. This was the same for the script of Gotcha, as the story is set in a London comprehensive school, so it was written in a different dialect to make the words sound different when they were spoken to make the person speaking the dialogue sound like a Londoner. This included words like 'innit'.
Vocal Awareness/Characterisation: Beautiful Burnout
Performance with Bubu, Jorge, Shane, and Chandler
Link: http://www.youtube.com/watch?v=wiD9h3fF_h8&feature=youtu.be
In one of our lessons, we looked at a short piece of text which came from the script of Beautiful Burnout. We looked at the which characters were in it and also what was going on in the part of the script we were looking at. We performed Scene 14 'Three Favourite Sons', which is the part in the story where Bobby is talking to all of the boxers about turning professional, everyone except for Dina the only female boxer in the gym.
We had to perform this in groups. For this performance, I played the character of Bobby Burgess (the coach); Shane played Ainsley Binney; Bubu played Dina Massie; Jorge played Cameron Burns; and Chandler played Ajay Chopra. With the play being set in Scotland within the play, I decided to put on a Scottish accent to make my character more realistic. In terms of my vocals while on stage, I said a lot of my dialogue in quite a serious tone because these were the points where Bobby was talking to the other boxers about becoming professional. I also spoke some of my dialogue in quite a harsh/angry tone, which at this point was when Bobby was losing his patience with the other boxers. All of my dialogue was said in a low pitch. In terms of pace, I found that the dialogue which was more serious e.g. becoming professional, was spoken at a more fast pace; and the less serious dialogue e.g. I think in terms of volume, it is similar to what happens with the pace (how serious the dialogue is).
In terms of physicality, the way I stood on stage was quite tall and broad which I thought showed superiority over everyone else in the gym. I thought that in terms of my emotions, I had to be quite strict and tough when talking to the other boxers so I got across to them how serious turning professional is. In terms of my vocals, I thought that my voice had to be well projected throughout the performance to once again show in my emotions the seriousness of turning professional.
Link: http://www.youtube.com/watch?v=wiD9h3fF_h8&feature=youtu.be
In one of our lessons, we looked at a short piece of text which came from the script of Beautiful Burnout. We looked at the which characters were in it and also what was going on in the part of the script we were looking at. We performed Scene 14 'Three Favourite Sons', which is the part in the story where Bobby is talking to all of the boxers about turning professional, everyone except for Dina the only female boxer in the gym.
We had to perform this in groups. For this performance, I played the character of Bobby Burgess (the coach); Shane played Ainsley Binney; Bubu played Dina Massie; Jorge played Cameron Burns; and Chandler played Ajay Chopra. With the play being set in Scotland within the play, I decided to put on a Scottish accent to make my character more realistic. In terms of my vocals while on stage, I said a lot of my dialogue in quite a serious tone because these were the points where Bobby was talking to the other boxers about becoming professional. I also spoke some of my dialogue in quite a harsh/angry tone, which at this point was when Bobby was losing his patience with the other boxers. All of my dialogue was said in a low pitch. In terms of pace, I found that the dialogue which was more serious e.g. becoming professional, was spoken at a more fast pace; and the less serious dialogue e.g. I think in terms of volume, it is similar to what happens with the pace (how serious the dialogue is).
In terms of physicality, the way I stood on stage was quite tall and broad which I thought showed superiority over everyone else in the gym. I thought that in terms of my emotions, I had to be quite strict and tough when talking to the other boxers so I got across to them how serious turning professional is. In terms of my vocals, I thought that my voice had to be well projected throughout the performance to once again show in my emotions the seriousness of turning professional.
Sunday, 15 December 2013
Visual, Aural & Spatial: Beautiful Burnout
Staging
I have decided to have my staging in proscenium arch because this allows the audience to see the performance from the same point of view. Another reason why I have decided to stage my version of the play like this is because the audience wouldn't be able to see everything on the stage, as if it was staged any other way you would really struggle to see everything on the stage in terms of props and actors. My boxing ring will be staged on wheels. I got this idea from when we went to see Henry the V at the Unicorn Theatre in London, because the setting of France was shown on a wheeled sandbox.
Props
I have decided to have four speakers mounted on tripods in each corner of the boxing ring because this will make the Underworld song loud enough so that all of the audience can hear it. I have also decided to use speakers because they are also equipment that are within a boxing arena which are used for things like music, and also the sound coming from the microphone of a ring announcer. Another prop I will use is a projector, which will be mounted on wheels. I have decided to use a projector for the change in settings within the play, e.g. changing from Cameron's house to the gym. The projector will project backgrounds of each of the settings within in the play.
Lighting
The lighting in my version of the play will be low key lighting for the more emotional scenes; and then it will be high key lighting for the scene of the boxing match between Ajay and Cameron, and also the scenes which aren't so emotional.
Sound
The sound in my version of the performance will be the Underworld song 'Beautiful Burnout' playing in the background throughout the performance.
Friday, 13 December 2013
Response to Practitioner - Frantic Assembly: Beautiful Burnout
Exercises
The School Of Fish
We did another exercise during the lesson called 'The School of Fish'. This exercise was where we had to stand close together as a group, and what ever way we were facing, the person nearest the front would be the leader, and every time the group changed direction, then person nearest the front in that part of the shape would be the leader. The leader's responsibility was to lead the rest of the group in the direction they were facing using a movement such as a jump for example, and the group would also have to copy what the leader was doing.
'Three Points on the Stage performance using 'The School of Fish' exercise with Alex, Kitty, and Charley.
Link: http://worthingacademyofperformingarts.blogspot.co.uk/#!/2013/12/adrian-as-3-points-video.html
We later used the 'School of Fish' exercise again, but this time we would be in smaller groups, and we would have to make a sequence using different movements related to Boxing. I was in a group with Alex Mockler, Kitty Smith and Charley Bennett. We would have a home position which we would start from, and we would also have three other points on the stage of which we would have to go to during our sequence before reaching our home point again. We decided to lay our group out in a particular way, and it was Alex as the leader, then Kitty and Charley would be standing next to each other behind Alex, and finally I would be at the back because it made sense with what movements each of us were doing and also who was leading the group at a particular time. In our performance, we would have to use one jump, one turn, and one down which means we have to fall on the floor.
Our sequence started with us jumping sideways in the stance of a Boxer, and then we would fall on the floor at our first point and spread out like a starfish; our next movement was to use a skipping rope in mime to get to our next point; when we were at point two, we held our hands up in the stance of a boxer and we would then do a 180 degree jump and turn, and we would then stay in this stance and shuffle forwards to our next point; we would then once again stay in the boxing stance and we would do a slow turn towards our next point which was returning back to our home point, we would then wipe sweat off of our face and in mime, throw a towel over our shoulder and walk to our home point. After this, our drama teacher read out a very short extract of Beautiful Burnout to us.
On the first occasion, we would perform it with just the movements. But on the second occasion, we would have to use three bits of dialogue from the extract our teacher read out to us to use in each movement before we reached each point in the sequence. Our first one was 'your jaw is connected to your legs'; our second one was 'hold your guard', because this movement was when we were in the stance of a Boxer holding their guard; and finally the third one was 'relax', because this movement was us wiping the sweat off of our faces and throwing a towel over our shoulder, and after being defeated we needed to be relaxed. I think dialogue which shows words of encouragement and advice would work well with this approach because quite a lot of the dialogue we were saying in our piece like "hold your guard" would be something a coach would say when they are training with their boxer. The point in this activity was to look at what sort of movements that boxers tend to show during a match, and also what sort of dialogue would best be suited to this approach.
The School Of Fish
We did another exercise during the lesson called 'The School of Fish'. This exercise was where we had to stand close together as a group, and what ever way we were facing, the person nearest the front would be the leader, and every time the group changed direction, then person nearest the front in that part of the shape would be the leader. The leader's responsibility was to lead the rest of the group in the direction they were facing using a movement such as a jump for example, and the group would also have to copy what the leader was doing.
'Three Points on the Stage performance using 'The School of Fish' exercise with Alex, Kitty, and Charley.
Link: http://worthingacademyofperformingarts.blogspot.co.uk/#!/2013/12/adrian-as-3-points-video.html
We later used the 'School of Fish' exercise again, but this time we would be in smaller groups, and we would have to make a sequence using different movements related to Boxing. I was in a group with Alex Mockler, Kitty Smith and Charley Bennett. We would have a home position which we would start from, and we would also have three other points on the stage of which we would have to go to during our sequence before reaching our home point again. We decided to lay our group out in a particular way, and it was Alex as the leader, then Kitty and Charley would be standing next to each other behind Alex, and finally I would be at the back because it made sense with what movements each of us were doing and also who was leading the group at a particular time. In our performance, we would have to use one jump, one turn, and one down which means we have to fall on the floor.
Our sequence started with us jumping sideways in the stance of a Boxer, and then we would fall on the floor at our first point and spread out like a starfish; our next movement was to use a skipping rope in mime to get to our next point; when we were at point two, we held our hands up in the stance of a boxer and we would then do a 180 degree jump and turn, and we would then stay in this stance and shuffle forwards to our next point; we would then once again stay in the boxing stance and we would do a slow turn towards our next point which was returning back to our home point, we would then wipe sweat off of our face and in mime, throw a towel over our shoulder and walk to our home point. After this, our drama teacher read out a very short extract of Beautiful Burnout to us.
On the first occasion, we would perform it with just the movements. But on the second occasion, we would have to use three bits of dialogue from the extract our teacher read out to us to use in each movement before we reached each point in the sequence. Our first one was 'your jaw is connected to your legs'; our second one was 'hold your guard', because this movement was when we were in the stance of a Boxer holding their guard; and finally the third one was 'relax', because this movement was us wiping the sweat off of our faces and throwing a towel over our shoulder, and after being defeated we needed to be relaxed. I think dialogue which shows words of encouragement and advice would work well with this approach because quite a lot of the dialogue we were saying in our piece like "hold your guard" would be something a coach would say when they are training with their boxer. The point in this activity was to look at what sort of movements that boxers tend to show during a match, and also what sort of dialogue would best be suited to this approach.
Thursday, 5 December 2013
Live Theatre Review of Henry V
Introduction
On Friday 15th November, we went to watch the play of Henry V at the Unicorn Theatre in Southwark, London. The play was written by Ignace Cornellisson and directed by Ellen McDougall. The story goes back to the time where Henry V of England tries to claim that he is heir to the throne of France after the death of Charles the VI of France in 1328.
I thought that the audience for this play was for kids in key stage 2, so kids aged 7-11. The reason for this is because the producer included several things that would appeal to kids at this age. One of these things was that they used balloons to represent the soldiers, so when the balloons were popped, that would represent the soldiers being killed. This is much more suitable because kids do not want to see violence and blood representing the death of the soldiers, so this is not only more suitable for kids, it also doesn't scare them with all the bloody references and violence. Another one of these things was that they used colours for both of the respective countries, with France being coloured in blue, and England in red. This made it better for kids because kids absolutely love colours. Another thing that they used to make it suitable for kids was that they used a sandbox on wheels to represent France. This made it suitable for kids, because kids absolutely love sand and they like to play and build sandcastles with it.
I thought that the setting of the play was one very effective aspect of the performance, for example the setting of France was presented on a sandbox on top of a snooker table painted blue on wheels. I thought this was very effective because it is not only different from other settings, but it is also very unique and creatively done by both the producer and director. I think the fact that France was staged on a sandbox and England was just on the stage floor made it more shown to the audience that France was the bigger priority and the more important country in the eyes of Henry V, as he was doing all he could to claim the throne of France after the death of Charles the V. During a part of the play, sandcastles are knocked down and then rebuilt again. The sandcastles being built represented the castles in
I thought the way that the actors in Henry V were all interacting with the audience was very effective, especially the narrator as most of the lines he said were all amusing to the audience. I think the fact the interaction from the actors to the audience was included in the play suited the target audience as well, because a large percentage of the audience were kids in key stage 2. I think the facial expressions the narrator was adding to the amusement of the audience. So the facial expressions and dialogue were combined together to create amusement in the audience. I think the interaction also created an emotional connection between the actors and the audience, in particularly the narrator as he was telling the audience most of what was happening in the story.
Conclusion
I think overall, these parts of the play were very effectively performed and presented. I thought that the interaction between the actors and the audience was very effective because it developed an emotional connection between the actors and the audience. I also thought that the setting was effective because I think that it showed the audience that France was the more important country in the eyes of Henry V. I also thought that the things that were used to show who the target audience was, like the balloons were very effective in showing who the play was aimed at, because children that age absolutely love balloons.
On Friday 15th November, we went to watch the play of Henry V at the Unicorn Theatre in Southwark, London. The play was written by Ignace Cornellisson and directed by Ellen McDougall. The story goes back to the time where Henry V of England tries to claim that he is heir to the throne of France after the death of Charles the VI of France in 1328.
I thought that the audience for this play was for kids in key stage 2, so kids aged 7-11. The reason for this is because the producer included several things that would appeal to kids at this age. One of these things was that they used balloons to represent the soldiers, so when the balloons were popped, that would represent the soldiers being killed. This is much more suitable because kids do not want to see violence and blood representing the death of the soldiers, so this is not only more suitable for kids, it also doesn't scare them with all the bloody references and violence. Another one of these things was that they used colours for both of the respective countries, with France being coloured in blue, and England in red. This made it better for kids because kids absolutely love colours. Another thing that they used to make it suitable for kids was that they used a sandbox on wheels to represent France. This made it suitable for kids, because kids absolutely love sand and they like to play and build sandcastles with it.
I thought that the setting of the play was one very effective aspect of the performance, for example the setting of France was presented on a sandbox on top of a snooker table painted blue on wheels. I thought this was very effective because it is not only different from other settings, but it is also very unique and creatively done by both the producer and director. I think the fact that France was staged on a sandbox and England was just on the stage floor made it more shown to the audience that France was the bigger priority and the more important country in the eyes of Henry V, as he was doing all he could to claim the throne of France after the death of Charles the V. During a part of the play, sandcastles are knocked down and then rebuilt again. The sandcastles being built represented the castles in
I thought the way that the actors in Henry V were all interacting with the audience was very effective, especially the narrator as most of the lines he said were all amusing to the audience. I think the fact the interaction from the actors to the audience was included in the play suited the target audience as well, because a large percentage of the audience were kids in key stage 2. I think the facial expressions the narrator was adding to the amusement of the audience. So the facial expressions and dialogue were combined together to create amusement in the audience. I think the interaction also created an emotional connection between the actors and the audience, in particularly the narrator as he was telling the audience most of what was happening in the story.
Conclusion
I think overall, these parts of the play were very effectively performed and presented. I thought that the interaction between the actors and the audience was very effective because it developed an emotional connection between the actors and the audience. I also thought that the setting was effective because I think that it showed the audience that France was the more important country in the eyes of Henry V. I also thought that the things that were used to show who the target audience was, like the balloons were very effective in showing who the play was aimed at, because children that age absolutely love balloons.
Thursday, 28 November 2013
Non verbal communication - Chair Duets, Pedestrian Movement & Exercise-related performances: Beautiful Burnout
In two different lessons, we looked at exercises using non-verbal communication and linked it to the movement of Boxers and how they would move around during a match.
Chair Duet Performance
Link: http://www.youtube.com/watch?v=qcTS7LV2utI&feature=youtu.be
On Thursday 7th November 2013, we looked at non-verbal communication using just chairs. We had to devise a short sequence in partners of movements that you would normally see someone do if they were sitting down, and we would have to interlink them together. For this activity, I worked with Georgie Cloke. I think overall, the whole performance worked very well, I think that when Georgie pushed me off of my chair and pushed my leg off of my knee was very effective because it showed the audience that she had a problem with the way in which I was sitting. I also think that the part when Georgie stood up on her chair after being hit with my chair, and then me standing up on my chair was very effective because I think that it gave the audience a feeling that me and Georgie were about to square up to each other because of the height difference between the two of us. I think this could relate to boxing because it could show a height difference between two boxers that are squaring up to each other before a fight.
Pedestrian Movement Performance
Link: http://www.youtube.com/watch?v=4-GjYPlJIzY&feature=youtu.be
In one of our lessons, we looked at something called a pedestrian movement. This was where we had to choose to be someone of a particular profession, and we had to make a sequence of movements in mime which the person of that profession would typically do in their day-to-day to routine. For this activity we had to be in pairs, and I was working with Tom Doughty, and we decided to make our profession window cleaners. Our sequence started with us picking up a bucket with our left hand and running about 10 yards to a ladder; we would then run up the ladder holding the bucket, before place in on the corner of the ladder; we would then wipe the window from left to right three times; we would then throw the bucket of water at the window and then wipe it from left to right three times again; we then came back down the ladder very fast, jogged backwards, before looking up at the window to see what it was like after it had been cleaned. We then had to join another pair and we would have to combine the two pieces together into one sequence. Me and Tom decided to join up with Lucy Parke and Megan Williams, who were both acting as a pair of spies. We then had to use some of our movements and some of Lucy and Megan's movements, and then combine them into one full sequence. I found it quite difficult when we were adapting our movements and Lucy and Megan's movements into one whole sequence, because we had to remember our movements as well as their movements too. I thought that the whole sequence worked very well, I thought that each pair performing their own sequence as a pair first, and then both pairs performing the sequences as one sequence in a one group worked quite well. I found it easy trying things in discussion and physically as well, because I found that some things were easier to discuss where as some things were easier to show physically.
Performance using Boxing techniques with Chandler Goddard
Before we used the 'School of Fish' method for the second time, we did another exercise which meant we had to get into pairs, and we then watched a video of a Boxing trainer showing a man the different punches used in Boxing. He showed the man 'the jab', 'the hook', 'the upper cut', and finally the 'cross'. Once we had looked at how to perform these punches, we had to devise out a little sequence of a boxing match. For this exercise I was with Chandler Goddard.
Beautiful Performance with Charley Bennett, Jamie Campion and Megan Williams
Link: http://www.youtube.com/watch?v=spffKCFylWw&feature=youtu.be
In our last two lessons of the year we had to choose a scene from the script of Beautiful Burnout and perform it in groups. I was in a group with Megan who played Neil Neil; Charley who played Cameron Burns; Jamie who played Bobby Burgess (the coach); and finally I played Ajay Chopra. We chose to perform scene 4 which is the scene where Bobby is motivating the young boxers in a training session and also introducing Cameron Burns to the others in the gym. Everyone apart from Bobby and Cameron were training and practicing their punches with each other to make them look like more realistic boxers who are training.
Exercises
Walk Around & Stop
We started off the lesson by doing an exercise which involved walking around the room in a straight line, and if it looked like we were about to collide with someone, we would have to make a sharp turn to avoid it. We did this exercise when we were studying the non-verbal communication of Rudolf Laban during the time we were looking at the play of 'Gotcha' by Barrie Keefe. Our teacher would tell us a number from one to five, one being extremely slow and five is practically speed-walking. This is linked to Laban's 'Seven states of tension' method, which is moving around at a particular pace. The whole class would be spread out around the room, and our teacher would just say a number and we would have to walk at the pace that number was. We would then do it together as a class. Our teacher would get us up to level 5, and we would have to work together as a class using non-verbal communication to get us back down through the levels to zero, which would be standing still, or in the term of the seven states of tension, 'dead'.
The School Of Fish
We did another exercise during the lesson called 'The School of Fish'. This exercise was where we had to stand close together as a group, and what ever way we were facing, the person nearest the front would be the leader, and every time the group changed direction, then person nearest the front in that part of the shape would be the leader. The leader's responsibility was to lead the rest of the group in the direction they were facing using a movement such as a jump for example, and the group would also have to copy what the leader was doing.
Chair Duet Performance
Link: http://www.youtube.com/watch?v=qcTS7LV2utI&feature=youtu.be
On Thursday 7th November 2013, we looked at non-verbal communication using just chairs. We had to devise a short sequence in partners of movements that you would normally see someone do if they were sitting down, and we would have to interlink them together. For this activity, I worked with Georgie Cloke. I think overall, the whole performance worked very well, I think that when Georgie pushed me off of my chair and pushed my leg off of my knee was very effective because it showed the audience that she had a problem with the way in which I was sitting. I also think that the part when Georgie stood up on her chair after being hit with my chair, and then me standing up on my chair was very effective because I think that it gave the audience a feeling that me and Georgie were about to square up to each other because of the height difference between the two of us. I think this could relate to boxing because it could show a height difference between two boxers that are squaring up to each other before a fight.
Pedestrian Movement Performance
Link: http://www.youtube.com/watch?v=4-GjYPlJIzY&feature=youtu.be
In one of our lessons, we looked at something called a pedestrian movement. This was where we had to choose to be someone of a particular profession, and we had to make a sequence of movements in mime which the person of that profession would typically do in their day-to-day to routine. For this activity we had to be in pairs, and I was working with Tom Doughty, and we decided to make our profession window cleaners. Our sequence started with us picking up a bucket with our left hand and running about 10 yards to a ladder; we would then run up the ladder holding the bucket, before place in on the corner of the ladder; we would then wipe the window from left to right three times; we would then throw the bucket of water at the window and then wipe it from left to right three times again; we then came back down the ladder very fast, jogged backwards, before looking up at the window to see what it was like after it had been cleaned. We then had to join another pair and we would have to combine the two pieces together into one sequence. Me and Tom decided to join up with Lucy Parke and Megan Williams, who were both acting as a pair of spies. We then had to use some of our movements and some of Lucy and Megan's movements, and then combine them into one full sequence. I found it quite difficult when we were adapting our movements and Lucy and Megan's movements into one whole sequence, because we had to remember our movements as well as their movements too. I thought that the whole sequence worked very well, I thought that each pair performing their own sequence as a pair first, and then both pairs performing the sequences as one sequence in a one group worked quite well. I found it easy trying things in discussion and physically as well, because I found that some things were easier to discuss where as some things were easier to show physically.
Performance using Boxing techniques with Chandler Goddard
Before we used the 'School of Fish' method for the second time, we did another exercise which meant we had to get into pairs, and we then watched a video of a Boxing trainer showing a man the different punches used in Boxing. He showed the man 'the jab', 'the hook', 'the upper cut', and finally the 'cross'. Once we had looked at how to perform these punches, we had to devise out a little sequence of a boxing match. For this exercise I was with Chandler Goddard.
Beautiful Performance with Charley Bennett, Jamie Campion and Megan Williams
Link: http://www.youtube.com/watch?v=spffKCFylWw&feature=youtu.be
In our last two lessons of the year we had to choose a scene from the script of Beautiful Burnout and perform it in groups. I was in a group with Megan who played Neil Neil; Charley who played Cameron Burns; Jamie who played Bobby Burgess (the coach); and finally I played Ajay Chopra. We chose to perform scene 4 which is the scene where Bobby is motivating the young boxers in a training session and also introducing Cameron Burns to the others in the gym. Everyone apart from Bobby and Cameron were training and practicing their punches with each other to make them look like more realistic boxers who are training.
Exercises
Walk Around & Stop
We started off the lesson by doing an exercise which involved walking around the room in a straight line, and if it looked like we were about to collide with someone, we would have to make a sharp turn to avoid it. We did this exercise when we were studying the non-verbal communication of Rudolf Laban during the time we were looking at the play of 'Gotcha' by Barrie Keefe. Our teacher would tell us a number from one to five, one being extremely slow and five is practically speed-walking. This is linked to Laban's 'Seven states of tension' method, which is moving around at a particular pace. The whole class would be spread out around the room, and our teacher would just say a number and we would have to walk at the pace that number was. We would then do it together as a class. Our teacher would get us up to level 5, and we would have to work together as a class using non-verbal communication to get us back down through the levels to zero, which would be standing still, or in the term of the seven states of tension, 'dead'.
The School Of Fish
We did another exercise during the lesson called 'The School of Fish'. This exercise was where we had to stand close together as a group, and what ever way we were facing, the person nearest the front would be the leader, and every time the group changed direction, then person nearest the front in that part of the shape would be the leader. The leader's responsibility was to lead the rest of the group in the direction they were facing using a movement such as a jump for example, and the group would also have to copy what the leader was doing.
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