Right, so this is a tribute post to the organisation that birthed the first concepts of the I.B. (I would like to apologise to the Cedar ELDDS Drama people who read this and don't agree. Please leave your extremely raging comments on my LJ, where I shall unscreen them and read them and hopefully improve this list. Also to the Debaters because I don't address you lot of awesome people in this post. I'd rather be a fool than a fool at the top of my lungs.) I discussed this yesterday with Prisia, and afterward I collated the points and added some of my own.
Basically for quite a while now, Cedar's ELDDS (Drama) has the same level of recognition in school as New Directions in William McKinley High School in the first episode of Glee. (They've enlarged, expanded, evolved. We haven't.) We've got the awesome dedicated teacher-in-charge, that's brilliant, but without relevant support and action it won't work.
The extremely disturbing downward spiral that Drama has taken needs to be cited, before I give the game plan. Begin this anywhere you please, but it goes like this...
A lack of quality in performance leads to a lack of funding which leads to a lack of ability to improve the production which leads to a lack of quality in performance.
Rinse. Repeat. The worst thing about spirals? They have no end. (This is not a cycle. We do not respawn after every decrease.)
So, this context given, I shall not hesitate to raise controversy. The ten points that I believe will lead Cedar ELDDS (Drama) to higher ground.
1) Slowly discuss with Mr Sng (or whoever's around at the time. I personally like Mr Sng though).
1a) Best. Ally. Ever.
1b) Make it clear from the get-go, that while drama's fun, it's not completely fun and games. We're not here to screw around.
1c) Get the Lit teachers. Hell, get all the humans teachers, who said lit and drama have to be the only subjects married to each other?
2) Get the parents in on this. They'll know what's going on then, and it's better to have them with the organisation instead of against it.
3) Sewing lessons. Cedar ELDDS (Drama) needs costumes. Very badly.
3a) Borrowing is a possibility. But ELDDS doesn't have funds for that. Yet.
3b) Failing that, (2) may provide a good save on this.
3c) Hair/makeup also, after that. Perhaps. But clothes first.
4) Make it harder. Step up the game. It attracts actual enthusiasts and weeds out the slackers and other people who aren't serious.
4a) If this means less members, let it mean that. Better to have three diamonds than a mound of dirt. Don't compromise quality for numbers, it's just wrong.
4b) To further define stepping things up, make meetings more frequent and/or longer. Make warm-ups essential and possibly more intense. Running may be beneficial to the respiratory system, for example.
5) Break down the Berlin Walls. If Drama is continuously married only to Literature, then it will become a source of very epic segregation. Count the numbers of Lit people in the ex-co in our year, if you want proof. (It was three Lit students and a prefect. It seems like the ideal combination by the Lit-Drama theory, but they didn't do very much logistically for Drama in the end.) Energy is most important, not the class they come from.
5a) As compatible as Literature is to Drama, it's not the only combination. Continuously marrying Literature to Drama, much like systematic whitewashing of Hollywood films, will very cause two main things to happen.
5ai) The Literature students may begin to have a superiority complex that causes them to believe they are the singular group of people who know what's going on at any given time, as well as that no one else does.
5aii) The rest of the students may begin to have an inferiority complex that causes them to believe that only Literature students know what's going on at any given time, as well as that they very possibly never will.
5aiii) The small population of non-Literature students who do believe that they may understand what should happen, will most likely be swiftly crushed by both of the main parties.
5b) In fact, screw that. It's not a humanities matter any longer, it's simply about the will to work on Drama. Forceful personalities --> advancement in Drama. Establish this as early as possible. Energy is paramount.
6) Suggest a change in direction. Cedar ELDDS (Drama) currently works on the premise that students can understand interpretative drama, but typically they cannot/will not. Appreciation will rise if we can relate to the people whom we make sit down to watch our work. (If in doubt, conduct a school-wide referendum. Chances are good the results will say the same.)
6a) Much as I liked the Langston Hughes anthology from 2006, it was seen as "scary" or "a gothic ritual" to most of the other people I asked about it.
6b) Appeal to their common senses first before delving deeper. Walk before you run, run before you fly.
6bi) Interpretative drama = difficulty in audience vision as well, especially when live photography is condoned. (Remember the Langston Hughes anthology.)
6c) Possibly depth is needed in SYF, as is good meaning, but build the Drama members up easy first. The best SYF performances are the ones where the cast and crew know exactly what's going on, and how to put it out there.
6d) Performance is in the end not about presentation, important as that is, but about reception. Drama is done by people, who can miscommunicate, and watched by people, who can misconstrue.
7) Participate, participate, participate. It's nothing honing our skills only for SYF. We've to find out where we stand. Get into drama competitions, independent and collaborative productions, and external productions. Either watching them or getting involved, both are fine.
7a) It'll be possibly demoralising at first, but watching other people will give us an idea of what we should and shouldn't do, for both performance and production.
7b) For Cedar, at least one major production a year. Two at most, but if they do any more then they'll just be making crap.
8) Collaborate. Cedar's an all-girl school, trouser roles are cool, but having the real deal is more awesome.
8a) Collaboration on said major production will lead to epic win.
8b) Basically, find a school nearby enough, and also intent on improving their drama division. It should exist. Mutual growth should ensue. Alternate rehearsal spaces, perhaps, might foster stage adaptability.
8bi) Travel will be a bit of an issue though. Somewhere near is ideal. This point will need a lot of thinking, due to the possible lack of communication with the brother.
9) Not just external collaboration, but internal collaboration. Wouldn't hurt picking up things from the other performing arts CCAs around them…Tamil Drama had good stage presence, last I saw.
9a) Dance could teach movement, choir could teach breath control and singing technique. Et cetera.
9b) Never. Let. Maid In Singapore. Reign. Again. That was the biggest insult ever seen directed at ELDDS, and it will not happen again, so help us all. (If you're from another performing arts CCA in Cedar, I offer my apologies. It is simply perplexing that a musical would involve every single other CCA, sports and uniformed groups included, and consign English Drama strictly to stagehand duty.)
10) Remember, after all this, that the students are still people with school lives. As dedicated as they can be, the grades need to show. It's a delicate balance, but it should be able to work; after all, most sport CCAs work just fine given the time they put in.
10a) Suggest group study sessions. Stronger students can teach weaker students. Weaker students directly gain information, stronger students fortify their knowledge base. It wins all around.
10b) Especially nearing the end of secondary school life.
Now, please arise, detractors. I need to refine this. The comments are below, please use and abuse them.