Well, for the first time ever, I left a ses­sion open too long, and it ate my cookie.  WHO STOLE THE COOKIE FROM THE COOKIE JAR?!?!!?

I want my cookie back :(  It’s kind of funny.  I type up stuff, and give up car­ing as soon as I type it.  I don’t really think that this is a great out­let, because I’m care­ful about what I type (pub­licly acces­si­ble web­sites are a lit­tle like that), but try­ing to make myself type what I’d lost requires con­cious effort.  More a reflec­tion of my lazi­ness than any­thing else, per­haps?  Ah well.

I’m com­bat­ting my lazi­ness for a bit.

Three assess­ments hap­pened today, most of which I was happy with.  Well, all of which I was happy with, at an indi­vid­ual level.  Eng­lish, Busi­ness and a Cisco final exam.

Eng­lish?  It was a group per­for­mance task, and we all per­formed pretty well, and had pre­pared… enough.  But the plot was some­what lost in the space between our scripts and the audi­ence.  Or so I think… Tori would have me believe oth­er­wise, but hey.  I think we’ll do okay, so no major gripes there.

I’m not so happy about that assess­ment in gen­eral, though, due to the con­tent of a cer­tain other per­for­mance.  At risk of mak­ing it worse, I won’t elab­o­rate here.  Bul­ly­ing, or at least defama­tion, which of course passed unde­tected by the teacher for var­i­ous rea­sons.  Some­what angry about that one, in fact.  I’ll stop talk­ing now.

Busi­ness was a report on Syd­ney Tower Restau­rants, which I had done very lit­tle prepa­ra­tion for (save a quick Google the night before), for var­i­ous rea­sons — I both­ered to write a report scaf­fold on the bus on my way in to school this morn­ing, though, which was mildly invalu­able.  I’m happy with the assess­ment, although I didn’t get time to fin­ish com­pletely.  I used two book­lets, and the last two pages are scrawled dot-point notes, because I realised I had a lit­tle too much to cover with five min­utes to go ;)

The Cisco Semes­ter 1 Final Exam, I man­aged to scrape in with a beau­ti­ful 73.9 — a pass is 70 — which was immensely cool.  I was meant to sit that one last Fri­day, but due to “prepar­ing for Eng­lish” (mean­ing, that is what I was doing, but it was highly unpro­duc­tive… had fun draw­ing dyslexic flut­ter­byes, though) I didn’t.  Which, in ret­ro­spect, is almost def­i­nitely a Good Thing™ — I sat it this after­noon in the com­pany of Year 12, who are infi­nitely more quiet than the year 11 cohort ever are ;)  Hehe, the funny thing is, they thought they were mak­ing too much noise.  You guys rock.

As promised to var­i­ous peo­ple, my eng­lish script:

Eng­lish script

Cos­tume: School uni­forms
Set­ting: SACS class­room
Time of day: Nor­mal school times
Props + aids: Table, three chairs, paper + books, signs — “The Next Day”, “The Day Before Per­for­mance”, “Per­for­mance Day”

Kim:
Can we start, sir?

*teacher response*
Josh:
Hmm… so, what are we going to do for this thing?
K:
I dunno.
Tori:
Can we NOT do some dodgy love tri­an­gle soap opera?
K:
Just ’cause you’re inse­cure about your love life.
J:
How about we satirise the whole “school lead­er­ship” thing?
T:
Yeah… but would we get marked down for humour?
*Tori is stab­bing table with pen mind­lessly*
J:
What are the cri­te­ria?
*checks sheet*
It doesn’t say you can’t.
To Tori: What did the table ever do to you?
K:
To Tori: Could you please not? I’m try­ing to write!
T:
*Tori moves book onto lap, con­tin­ues mind­less stab­bing*
Any bet­ter?
K:
*glares at Tori*
J:
To Kim: Hey, you should write short­hand.
To all: Hmm… but if we did the lead­er­ship thing, we’d have to make sure we didn’t attack any­one per­son­ally.
T:
Just because we say “school cap­tain” doesn’t mean we mean OUR school cap­tains!
J:
Yeah, okay.
*looks at Kim, who is writ­ing con­stantly on her notepad*
Hey Kim, writ­ing all this down?
K:
Most of it.
T:
Sooo… Do you think we can do this with­out being bitchy?
J:
Prob­a­bly… not.
Oh! We could do a whole play where we are jeal­ous of each oth­ers roles in the play!  Like, we think other peo­ple have bet­ter parts than our­selves… and stuff…
T:
THAT’S SO COOL!!! We could be all arty!
K:
What — just be our­selves and have mono­logues?
J:
Yeah, kinda.  It’d be about us writ­ing this play– so crazily recur­sive stuff!
T:
It’d be cool…
*hes­i­tates slightly*
…if we can get it to work.
J:
Yeah, it’d suck if we got up and every­one just gave us blank looks when we fin­ished.
K:
But if we do it well — hey, this could work!

1st Mono­logue starts here.  T. stands, K. and J. freeze in back­ground.  T. walks to front of per­for­mance area, and sits on a chair.

I don’t think this could work. It’s so com­pli­cated!  We barely under­stand it, how are we going to make other peo­ple get it?  We won’t do well if no-one under­stands what we’re going on about.  I wish I had their con­fi­dence. They’re so sure that it’s a good idea.  This all comes so easy for them.

T. walks back to K. and J., and sits down again.  She freezes, and then all unfreeze.  Dia­log recommences.

T:
Yeah, okay.
*sounds enthu­si­as­tic, a slight edge to voice — passes un-noticed by K. and J., but clear to audi­ence (i.e. follow-on from solil­o­quy)*
K:
We should prob­a­bly fin­ish up, Mr. San­don wants us to pay atten­tion.
J:
Kim, are you going to type up those notes?  We actu­ally have a prac­ti­cal USE for them now!
K:
See, I knew we would!
T:
Cool.  Give us copies of the notes, okay?
K:
Sure, I’ll give you copies tomor­row.
All “exit“
The next day – in Eng­lish.
Some­one to hold up card, announc­ing this. (i.e. says “The Next Day”)
K:
Hey every­body, here’s the thing from yes­ter­day
*dis­trib­utes sheet with note writ­ten on*
*Tori stabs her­self in the eye with a pen– okay, per­haps that wasn’t meant to be scripted*
J:
You have waay too much spare time!
*all read script for about 10 – 20 sec­onds*
T:
Hey, this is good.  Thanks for writ­ing this up.
K:
Yeah, there were some good ideas in there

2nd Mono­logue starts here.  K. stands, T. and J. freeze in back­ground.  K. walks to front of per­for­mance area, and sits on a chair.

Why does he always have the good ideas?
Wasn’t it my idea to write all this down anyway?

I can’t believe I’m get­ting jeal­ous over ideas about jealousy.

I don’t want to admit it, but there are some great ideas in there that we should really look at using: like satiris­ing the whole school lead­er­ship thing and being jeal­ous of other peo­ples parts in a play.

I wish I could come up with ideas like that.

K. walks back to T. and J., and sits down again.  She freezes, and then all unfreeze.  Dia­log recom­mences.
T:
So, we should prob­a­bly start writ­ing our script, hey?
K :
*some­what grudg­ingly – not noticed by T or J, evi­dent to audi­ence*
Yeah, there are some good ideas we could use in there.
J:
Okay, let’s get to work.
All “exit”

Day before per­for­mance.
Some­one to hold up card, announc­ing this. (i.e. says “The Day Before Per­for­mance.”)
T:
Did every­one prac­tice their parts?
J:
*kind of reluc­tant* Yes…
K:
C’mon guys! I know we can make this work heaps well!! Show some enthu­si­asm. It’ll be heaps of fun!!

3rd and final Mono­logue starts here.  J. stands, K. and T. freeze in back­ground.  J. walks to front of per­for­mance area, and sits on a chair.

*Looks at Kim* How can she be so… enthusiastic?

It’s kind of ironic, actu­ally.  In prepar­ing for a play about a play about jeal­ousy, I wind up being all inse­cure about it… inse­cu­rity was meant to be an attribute behind jeal­ousy, wasn’t it?  See, we don’t even under­stand what we’re meant to be per­form­ing!  Her confidence…

And Tori– she seemed a lit­tle reluc­tant at first, maybe I’m just para­noid about accep­tance of ideas; but she is really good at just get­ting things done — I wish that I were able to do that.  She’s a good leader.

J. walks back to T. and K., and sits down again.  He freezes, and then all unfreeze.  Dia­log recom­mences.
J:
So… umm… how about we prac­tice our scripts again?
K:
Yeah, good idea!
All “exit“
Per­for­mance Day..
Some­one to hold up card, announc­ing this. (i.e. says “Per­for­mance Day”)
K:
Can we start, sir?

*ALL FREEZE*

Char­ac­ters:
K: secure/apparently con­fi­dent in idea
J: exhibits an abil­ity to come up with ideas + make good sug­ges­tions
T: down to earth, imple­ments ideas prop­erly, and seem to be leaders.

Jeal­ousies:
T. Jeal­ous of K. + J.:
Inse­cu­rity (don’t think idea will work — the audi­ence already knows this one, it was the sub­ject of the solil­o­quy in scene 1) about whether the idea will work, jeal­ous of con­fi­dence of other char­ac­ters
K. Jeal­ous of J.
Jeal­ous of ideas/ imag­i­na­tion — (to be solil­o­quy in scene 2).
J. Jeal­ous of K. + T.
Jeal­ous of abil­ity to accept these ideas (i.e. the lead­er­ship of some char­ac­ter, con­vinc­ing oth­ers of what to do, etc.)