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Happy SUNSCREEN Birthday | TRADITIONAL - Duration: 0:48.
Happy birthday to you
Happy birthday to you
Happy Birthday
Happy Birthday
Happy Birthday to you
Happy Birthday to you
Happy Birthday to you
make a wish
in three
in two
in one
(party horn, laughter, applause)
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Happy SUNSCREEN Birthday | TRADITIONAL - Duration: 0:48.Happy birthday to you
Happy birthday to you
Happy Birthday
Happy Birthday
Happy Birthday to you
Happy Birthday to you
Happy Birthday to you
make a wish
in three
in two
in one
(party horn, laughter, applause)
-------------------------------------------
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Update Review 9.20 - Duration: 11:18.
Update 9.20 is just around the corner!
And with it, dozens of rebalanced vehicles,
30 vs 30 battles, Chinese TD branch,
improvements to the stun mechanic,
and another batch of vehicles in HD quality.
Get the details right here.
U.S. vehicles
There was a time, when only three nations were represented in the game,
and Tier X medium tanks were yet to come.
Those were the good times for the M46 Patton.
A robust turret and a fine gun with excellent depression
were the hallmarks of the tank and the branch on the whole.
Much time has passed.
M48 came out, the M46 got an HD-model.
The branch still remains very player-friendly in terms of progression,
but higher-tier vehicles have lost much of their appeal.
Now, with the release of 9.20, this will all change.
The Pattons will reclaim their "Tanking" glory—and that's with a capital "T".
Both tanks had their turret armor improved.
The commander's cupola of the M48 is now smaller,
and opponents will have a harder time aiming at it.
The vehicle has undergone a comprehensive restyling
and now looks even better and more solid.
And the main thing—this flagship inherited the features of the tank
much loved by many players back in the day.
French vehicles
French tank destroyers have undergone noteworthy changes.
Tier VIII and IX vehicles got a new 120 mm gun,
and with it 3- and 4-round magazines respectively.
This will not only make these vehicles more enjoyable in battle,
but also better prepare players for the beast at Tier X.
The Foch (155), now a "special vehicle", was removed from the Tech Tree,
and replaced by the AMX 50 Foch B.
All players who had the original tank destroyer in their Garages
before the release of Update 9.20 will keep the vehicle.
Moreover, these players will get the new vehicle for free as well.
At first glance, both TDs are almost identical.
But this impression is misleading. Just look at the guns!
The new vehicle got the gun from the АМХ 50 B.
However, compared to the French heavy,
this gun has better aiming time and accuracy.
But wait for the punchline…
The icing on the cake is a 6-round magazine! In just 10 seconds,
the new Foch can reduce enemy hit points by almost 2,500!
Sounds wicked. Looks equally wicked!
Medium tanks. AMX 30 and AMX 30 B.
The vehicles had excessively high gun accuracy and excessively thin armor.
As such, they did not spur players into action,
rather inciting them to hide behind the backs of their allies.
This had to change,
and the characteristics of these vehicles were adjusted.
Their guns lost some of their accuracy and penetrating power,
but now have the highest damage per minute among all medium tanks.
The two tanks now enjoy much more durable turrets,
which promotes a more aggressive
and safe "hull-down" gameplay at medium ranges.
As for the Bat.Chat., after extensive tests and tons of feedback from players,
it was decided to leave the tank's parameters as they are.
However, the vehicle has undergone a change after all—
it received an HD model. Now it finally looks like a true French dandy.
Soviet vehicles
The update brought changes to nine Soviet vehicles.
The T-44 medium tank has become far too medium in recent years.
The vehicle received improved gun parameters
and reinforced frontal turret armor.
Now the effective armor of the gun mantlet is about 200 mm,
and turret cheeks are almost 300 mm!
The same changes were made to the turrets
of the Premium T-54 first prototype and T-44-100.
Turret armor of the T-54 and Object 140 was improved as well.
Sad news for all those ISU-152 lovers. The vehicle
will no longer have its BL-10 gun. It was replaced with the D-4S.
But if you leave emotions out of the equation, it's not that bad at all!
The new gun has the same parameters as the legendary gun
except its armor penetration capacity.
But hey, 260 mm is a fair number for a Tier VIII vehicle.
Besides this, the vehicle now has more hit points,
while a number of guns on the way to the top were removed
to facilitate players' progression with the vehicle.
Another Soviet TD, the Object 268.
It now enjoys a significantly increased projectile velocity for the base shell.
Horizontal gun traverse limits were increased almost twofold,
making it easier to engage long-range targets.
Especially, fast long-range targets.
The IS-7. One of the iconic vehicles in the game.
With the introduction of new Tier X vehicles,
"the seven" lost much of its former glory.
That's why veteran has got more hit points,
greater specific engine power, and better gun aiming.
Improved maneuverability will make reaching key points easier.
More hit points, coupled with strong frontal armor,
will result in better survivability.
Better aiming will guarantee that the gun will hurt the opponent more reliably.
The IS-7 reclaims its title of an excellent assault vehicle.
Japanese vehicles
Balance tweaks were made to several heavy tanks
from the Land of the Rising Sun.
The O-I Exp. lost its 105 mm gun. It was too effective for Tier V.
The vehicle is now a bit slower, but for a good reason—
it had its frontal armor improved.
The O-I lost some weight.
Previously, low-tier vehicles couldn't penetrate its armor even from the rear.
Now the aft of the tank is thinner, with vulnerable spots.
The Tier VIII O-Ho had its arsenal expanded with a new Premium shell,
which penetrates 253 mm of armor.
Now this gun is far more than a regular howitzer.
Tier IX and X tanks became a bit more sluggish,
with turret and hull traverse speed reduced.
It will now be a bit easier to outmaneuver them in close combat.
Their front armor pattern has also undergone some changes.
It now has vulnerable areas. Armor thickness is now
250-260 mm for the Tier X and 230-240 mm for the Tier IX vehicle.
Now other vehicles will have good chances
of penetrating their glacis plates without using Premium ammunition.
German vehicles
The Maus. With the release of the 9.17.1 update,
the vehicle started to outperform others by a significant margin.
With time, it became evident that we had gone a bit too far
in our aspiration to improve the tank. That's why some pinpoint adjustments
were made to the characteristics of the tank.
The developers did their best
to keep the feel of playing on this tank unchanged.
It will keep bouncing enemy shells off, like the real Maus.
Only its hit points and reload time changed slightly.
The JagdTiger 8.8 and Mauschen. Another two revised German vehicles.
The tank destroyer had its hull traverse speed increased,
while the heavy tank received base suspension
with increased crossing capacity.
This will make the path to the Maus easier.
SPGs
Minor but very important changes to SPGs.
Increased splash radius lead to unpleasant situations.
For example, you were behind cover, thought you were safe,
but still received damage and got stunned.
This hardly made the game any more enjoyable.
Thus, it was decided to improve the damage calculation mechanism.
A set of additional variables was introduced
to properly calculate damage through obstacles.
In brief, if cover is more than 2 meters thick and the vehicle
is completely hidden behind it, there will be no damage and no stun.
If it is less than 2 meters thick, the vehicle will get damaged and stunned,
as if it were in an open field.
The third case is when the cover is more than 2 meters thick,
but the vehicle is only partially hidden behind it.
In this situation, stun duration and damage
will depend on the area of the vehicle hit by fragments.
Based on the fragment coverage area,
the vehicle will receive 25% to 100% of the total damage and stun duration.
Grand Battle
Rumors about it have been in the air for a long time.
Many players asked for action-packed armor clashes on an even larger scale.
Now, after many internal tests,
the new Random Battle mode enters the open testing stage.
Meet Grand Battles!
The rules are very simple.
Two teams, 30 players each. Tier X vehicles only.
15 minutes to either capture the enemy base or destroy all opposing vehicles.
A new map was created exclusively for the mode—Nebelburg,
1,400 by 1,400 meters in size. For now, it's the only one
of its kind, but more massive maps will follow in the future.
Important note.
You can earn medals and complete Personal Missions in the new mode.
The path to the Object 260 will become much easier.
Getting into a Grand Battle is just as easy
as getting into an Assault or Encounter Battle—
go to game settings and check the respective box. Then click Battle!,
and there's a probability that you'll get into an epic battle.
The new mode will help reduce the number
of Tier X tanks in 15 vs 15 Random Battles.
Playing in higher-tier vehicles will become more enjoyable.
In addition, Grand Battle is yet another mode for earning bonds.
The currency will be granted based on experience earned in battle.
The developers didn't forget about the players
who don't fancy 30 vs. 30 battles.
Bonds can now be earned in regular Random Battles.
The mechanic is very similar—
get into a Tier X only battle and perform well in it.
Check the game portal for details.
Chinese tank destroyers
Several months ago,
Chinese tank destroyers were introduced on Chinese servers.
Players in other regions also wanted to see them in the game,
and now we are adding these vehicles to other regions as well.
It's a full-scale tech branch comprised of 9 vehicles.
Some of them are very similar to Soviet tank destroyers,
both in visuals and gameplay. Higher-tier vehicles in the branch
can boast solid armor and powerful guns.
They are equally good at sniping long- range targets and spearheading assaults.
HD models
In this update, eleven vehicles were re-modelled in HD quality.
Besides the Bat.Chat., there are three German vehicles,
three SPGs, the American T69, the Soviet Churchill Three,
the Chinese M5A1 Stuart, and the British Matilda Black Prince.
That's it for Update 9.20.
Meanwhile, a new season of Ranked Battles is fast approaching.
Stay tuned! Good luck in battle!
-------------------------------------------
Texas Sheriff Warns Looters Of Exactly What Will Happen To Them If They Are Caught – Brilliant Texas - Duration: 13:59.
Texas Sheriff Warns Looters Of Exactly What Will Happen To Them If They Are Caught – Brilliant
Texas Style Justice
Fort Bend County Sheriff, Troy Nehls, stated how his residents are very friendly with the
2nd Amendment, giving a warning to potential looters to stay away.
What might happen to looters who try ransacking Fort Bend?
Well, they just might end up in a body bag and quite frankly there's nothing wrong with
that.
Nehls basically cautions the people not to prey on Fort Bend residents unless they want
to be shot.
"My caution to the looters out there, those that want to rob our people that are suffering:
You may want to stay out of Fort Bend County, because there's a possibility you could leave
this county in a bag" and reminds viewers that many residents are armed.
Fox News was interviewing Sheriff Nehls when they asked him what his county was doing about
looters.
The sheriff responded with strong words for any would-be looters trying to come into Fort
Bend County.
It's technically stealing, but stealing items of survival during the time of a natural disaster
crisis is much different than stealing televisions during Hurricane Harvey.
Another video shows two men each looting a flat screen TV in Hurricane Harvey.
Here's the Hurricane Harvey looting video for you to watch and make your own decision.
What's your opinion?
What was the point of stealing televisions during a storm?
What were they doing?
Using the TVs as umbrellas?
How is that different from stealing food to feed a family of five?
Stealing food and electronics are both theft, but one of the crimes can be overlooked in
a time where thousands of people are suffering from a major loss.
When Sheriff Nehls issued his warning, it was to keep people like the TV looters out
of his jurisdiction.
Nehls and the residents of Fort Bend have enough issues to worry about with Hurricane
Harvey, so if any looters want to prey on his people, then they should bring their own
body bag.
Nehls isn't playing around and wants every potential looter to understand one thing - people
are armed and not afraid
to shoot.
-------------------------------------------
Auto Transmission Comparison | motoring.com.au - Duration: 3:17.
A world war of words has broken out, which is the best automatic transmission and why,
dual clutch, torque converter or continuously variable.
We've headed to the Haunted Hills race track to find the answer.
Each of the three cars we've brought together comes with an automatic transmission but only
one, the Holden Astra, features a conventional torque converter.
The Hyundai Elantra has a dual clutch gearbox and the Nissan Duke drives through a CVT,
a continuously variable transmission.
They all function in different ways but the goal is the same, deliver torque to the drive
wheels without the need for manual clutch and gear changes.
Each car is powered by a turbocharged 4-cylinder petrol engine.
We'll be judging fuel economy, performance and subjective driving preferences in motoring's
first comparison of this type.
See if you can keep up.
The Astra offers the best performance and its epicyclical transmission is a 6 speed
and that should at least match the Elantra's dual clutch transmission for smoothness but
will it change gear as crisply as the Elantra.
And what about the CVT in the Duke, it's a transmission enthusiasts love to hate.
But is it as bad as they'll have you believe?
Prior to the test we weighed each of the three vehicles in road going trim with ballast used
to even out the weights.
The Duke was the heaviest of the three cars so we paired back the weight by removing the
spare tyre and pretty much anything else that wasn't bolted down.
Each vehicle had been filled with 95 RON [?] fuel to get a baseline fuel consumption number
on the drive from Melbourne to Yallourn.
Then we convoyed to the track, an opportunity to rack up some clicks and get a feel for
the way the three units operate.
Drivers and support staff are under strict instructions, all three must run under the
same conditions, so if one vehicle is stationary with the engine off, the others must be as
well.
After taking notes at the fuel consumption, trip computers are reset and we went three
sessions of five fuel economy laps.
Each driver taking turns in each car to even things out.
We're also undertaking performance testing to measure acceleration times to 100 kilometres
an hour, and to assess the responsiveness of the different transmissions.
So that's the hard work done, now to check trip computers, refill the tanks and
get to the complex business of manual calculations based on distances and fuel consumption.
And it's the tale of the tape; best overall fuel consumption was posted by the Elantra,
its dual clutch delivering on its efficiency promise.
And performance testing revealed there was just a hair's breadth between these three,
but the car that really delivered on its promise was once again the Elantra.
As for the transmission that satisfied the need for the driver in all of this, it was
the Hyundai Elantra dual clutch transmission that delivered both the driveability and performance.
Special mention however must go to the CVT in the Nissan Duke which surprises all by
being a lot more likeable that we had expected.
-------------------------------------------
I thought I wanted to be a drama teacher - Duration: 33:59.
Welcome to the Drama Teacher Podcast brought to you by Theatrefolk – the Drama Teacher
Resource Company.
I'm Lindsay Price.
Hello!
I hope you're well.
Thanks for listening!
This is Episode 190 and you can find any links to this episode in the show notes which are
at Theatrefolk.com/episode190 – otherwise known as 190.
Oh, my goodness!
What was that, eh?
190.
Anyway, I know some of you out there knew you wanted to be a teacher from an early age.
And then, you became a teacher and you loved being a teacher, right?
And I know some of you didn't know you wanted to be a teacher but you found a passion for
teaching and you can't think of doing anything else.
But I know there were some of you who thought teaching was your dream job until it wasn't,
right?
That's what happened to our guests today – that's right, I said "guests" – plural,
because we've got a two-for-one special.
Our guests have had an interesting journey with drama and education and it's a good
one to share.
What do you do when the classroom just isn't for you but you still know you're an educator
and you still want to find a way to combine drama and education?
What a great question!
Let's find out, shall we?
LINDSAY: Hello everybody!
We have speciality – specialty?
We have specialness – that's not a word either – on the podcast today because we
have two guests.
We have two guests for the price of one.
Let me just say hello to who we have.
We have Ashley.
Hello, Ashley!
ASHLEY: Hey there!
LINDSAY: And we have Anastasia.
Hello, Anastasia!
ANASTASIA: Hello!
LINDSAY: And so, this one's really fascinating because this one could have been done in person
because we're in the same area which is why this podcast came about.
One of you is in Fort Erie.
ANASTASIA: Yes, that's Anastasia.
LINDSAY: Ah, I had a 50 percent chance!
ANASTASIA: Yeah.
LINDSAY: She's in Fort Erie which is the town – well, not the town, the biggish town
– that is close to where I am in Crystal Beach.
Can you see Buffalo from your window?
ANASTASIA: I actually can from our bedroom window.
LINDSAY: There we go.
And Ashley is in Saint Catharines which is a biggish city just a little way down the
ways.
So, thank you very much for coming on the podcast today!
ANASTASIA: Yeah!
ASHLEY: Absolutely.
We're very excited.
ANASTASIA: Yeah, our pleasure.
LINDSAY: What is really interesting to me – and I think that is going to be interesting
to our listeners – is that both of you seem to have had a starting point with your careers
in educational theatre which is not where you are now.
You sort of have had an interesting journey.
ASHLEY: Yeah, right!
It is that way, yeah!
LINDSAY: Both of you have degrees in drama and education.
ANASTASIA: We both do, yes.
LINDSAY: Cool.
So, what I'd like to start off with is what made you want to take that path?
Why did drama and education speak to both of you?
ANASTASIA: Absolutely.
Okay, I will start.
I'm Anastasia and, since I was at a young age, I was always introduced to different
elements of theatre by my family.
My family's big theatre advocates.
I fell in love with musicals early on and I performed in a lot of community theatre
productions, local productions, as well as the school.
So, I got involved very heavily at an early age.
And then, I went through to university – focusing in the teaching world, actually, and not in
drama and education specifically, but in child and new studies – and I did two years at
Brock University.
And then, I was in the middle of university and I thought, "What am I doing?
I need to be in theatre!
This is not right for me!" and I actually switched midway through university and still
pursued teaching but followed in the path of drama and education.
I completed my five-year program at Brock and then went on to work at the Catholic School
Board in our town and had a lot of experience working with kids at the School Board.
I mean, that kind of brings me to where we began.
Before I go any further, I'll pass it over to Ashley.
LINDSAY: Yeah, actually, I have a couple of questions for you.
ANASTASIA: Sure!
LINDSAY: Ashley, we will not forget about you.
ASHLEY: Yeah, no worries!
I'm here!
LINDSAY: That's the very traditional path, right?
"I'm going to go to school and I'm going to work in something that I love.
Love theatre.
I want to do in an educational setting."
What was it about the traditional setting?
Because you taught for about six years.
What was it that made you want to go away?
ANASTASIA: It sounds kind of harsh but it is and it isn't.
LINDSAY: You know what?
I think it's important.
I think it's important because there's lots of people who take the traditional.
I am a product of that, too.
You take the traditional path and you think that it's the only path and you think it's
the path that's going to work for you and how awful it feels sometimes when it doesn't
work.
ANASTASIA: Absolutely.
LINDSAY: As if you're wrong.
ANASTASIA: In the school system now, there is only so much time allotted for the arts
and I say that as the arts, I was in elementary so I wasn't in a high school setting and
we did only have so much time to do that and that was obviously my passion from day one,
right?
So, the more I could do that, the better.
I got more involved by running the school musicals and things like that at the schools
I was working at, but I still saw a direct reflection on the kids of how important the
arts were and I wanted to pursue this further – beyond the 30 minutes we were allowed
to try to do dance and drama and art and everything else once a week.
I wanted to pursue this further and give children an outlet where they could come weekly and
a few hours weekly and pursue this even further.
LINDSAY: I love that!
I love that answer because, well, we automatically assume – wrongly, I think – that, if somebody
leaves teaching after six years, it's because they hate teaching.
ANASTASIA: Correct.
Right!
LINDSAY: I just think, well done!
Nice answer!
Ashley, first of all, I have to say – only because I am a Disney freak – that the fact
that you have performed on the Disney Wonder and the Disney Dream, you get points.
ASHLEY: Yes!
LINDSAY: You started exactly in the same way.
You have a drama and ed.
Talk about why that and then why not that.
ASHLEY: Sure.
Kind of like Anastasia, I kind of grew up in the theatre as well.
I kind of grew up onstage.
Anastasia and I actually met in community theatre when we were like, I think, 11 years
old.
We kind of grew up in the theatre and it kind of really changed me.
Definitely, after spending so much time doing something that obviously was a positive thing
for me, I felt that I have to do this and teach.
Well, actually.
I really always wanted to teach as well.
It was kind of like a combination of my two loves when I went and found this drama and
education program and thought it was absolutely perfect for me.
From there, obviously, I went on to take the programming and I loved it.
I really loved it; I loved the aspects of using drama in different ways, in different
subjects.
And so, I went on obviously to get my master's in teaching but I actually went to Australia
to get my master's from there because I actually didn't spend any time teaching
in the school boards.
From there, I got my master's and I kind of just changed my mind about things a little
bit.
I kind of traveled and saw the world and saw different ways, different cultures, used the
arts in drama, and I thought that, you know, just like Ana, you don't really get enough
time in schooling to really explore a lot of those things.
Well, actually, I came back and then I went to the Disney Dream and the Disney Wonder.
I kind of got to explore my performance side a little bit more which was kind of where
I thought I wanted to go.
And then, life flip flops and changes.
I came back here to the Niagara region.
Ana and I are obviously still in touch.
We actually used to talk about opening our own theatre company when we were maybe in
our teens.
We just decided to make it a reality.
We were both kind of at that point in our life where we didn't really know where we
wanted to go and kind of just started and made it happen.
LINDSAY: Yeah, why not?
Now, your company is called Down the Rabbit Hole.
ASHLEY: Yeah, Down the Rabbit Hole.
LINDSAY: Correct me if I'm wrong but it's sort of a teaching company?
ANASTASIA: Yeah!
LINDSAY: Instead of the performance focus, there's kind of a class setting focus.
ASHLEY: Yeah, exactly.
ANASTASIA: How we've kind of arranged the classes is we wanted to give not just the
extremely talented children in our community a chance to come and audition – like other
communities do which there's nothing wrong with that but we wanted to make it an opportunity
for any child to come, be a part of our class – and do a performance aspect with our class.
How we structure classes are we run for ten weeks and then we do performances at the end
of our ten weeks but our classes are all different in the sense that they're divided by age
and we also have something called a soloist class where children can come and audition
for the strong ones that really want to pursue this.
ASHLEY: Right.
It's a little bit more traditional.
ANASTASIA: A little bit more traditional.
We introduce different elements of theatre through those classes every single session.
I mean, we've touched on Commedia dell'arte, we've touched on clown, we've touched
on black lights.
We're trying to incorporate all the different elements of theatre that we've learned in
school and give the kids a good sense of what theatre is about and maybe find their own
little niche in it because everyone is different.
LINDSAY: Yeah, for sure!
It's almost like the best of both worlds because you get to involve yourself in the
teaching aspect but then you're teaching kids who actually choose to – hopefully
choose to – be in your programs.
ANASTASIA: Absolutely!
ASHLEY: Yeah, and that actually is what's really cool about it as well.
You know, the thing too about our region was there just wasn't anything that was being
offered like it.
Actually, going further into the entire Niagara region, we're actually finding that it's
pretty unique in the sense that it is inclusive and you don't have to audition.
There is other companies that do this – of course – but just where we are, it's really
special.
LINDSAY: Well, it hits home what you want for those who attend and it sounds like it's
process-driven rather than performance-driven.
ASHLEY: Yes, entirely, yeah.
ANASTASIA: And every child takes away something different – whether it be the fact that
they do get to perform and they love the arts and they love theatre or in the sense that
their mum put them in here because they have been suggested to come to our program to develop
their speech or their confidence.
All the kids get something very different out of our program – whether or not they're
there because they love theatre or not – and I think that's what makes it so amazing.
LINDSAY: I think it's very interesting.
You started in traditional drama and education roles, went in some different directions – travel
and some performance.
But, even in forming this company and deciding what it was going to be, still, the teaching
bug did not leave you – whether you're doing it in a traditional format or not.
What is it about teaching that speaks to you?
ASHLEY: I feel like it's just the sense of sharing.
I think that, growing up, just because of the such extreme impact it had on my life,
I just wanted to always be able to share that – I don't know – with future generations.
As cheesy as it sounds, it just really helped me grow as a person and I feel like it's
just really important to have drama and to use drama to teach not only drama and theatre
and things like that but other subjects.
I know that Anastasia has kids growing up and she uses drama all the time to teach everyday
things.
Teaching is just kind of instilled in us.
ANASTASIA: Yeah, it's not something that ever leaves you.
Same with drama, right?
At a young age, I loved performing and I wanted it to be all about me.
That's not going to leave me.
It's just going to kind of go through me in a different way now.
So, now, yes, teaching hasn't left me and our classes are structured very much so because
our classes are big so we need to have a strict schedule like teachers do, but it's the
subject that's a bit different and how we're doing that is a bit different, but it's
still with us and it's still equally as important.
We've just both found a really healthy balance between our passions and our loves and teaching
as well.
LINDSAY: You know, there's lots of folks out there who run as far away from the teaching
aspect as possible.
Drama is really interesting because there's that notion of it's all performing or nothing.
And then, sometimes – and I'm sure you both have met these folks where – they go
into the professional world and they don't make it so they choose teaching as their default
which is never a great idea.
I think that having that impetus to teach drama is something that's – I don't
know, I just think it's really unique.
ANASTASIA: Yeah.
I definitely tried it.
I tried working at the school board and I did love it.
I did love it but I didn't feel like, for me, it wasn't where I was meant to be.
I was meant to do things differently in a different sense.
Now, I feel like I am where I'm meant to be and that's the balance.
For some teachers I know, yes, I have a lot of friends who were in the drama department
that have pursued to be teachers.
I mean, they're doing really well.
They're incorporating drama as much as they can in their classrooms in different senses,
but this is where I'm meant to be – and I think Ashley, too.
ASHLEY: Oh, yeah, and we have a lot of creative freedom ourselves as well – you know, being
the owners and not having to adhere to a curriculum or whatever.
We are free to teach maybe something that is new and has just come up – and not that
teachers are not – but, sometimes, they do have restrictions and things like that.
We just feel like just the allowance that having our company has been given to us, it's
pretty awesome.
LINDSAY: How long have you guys been working on this company?
ASHLEY: I know we started about February 2013-ish.
About four years.
LINDSAY: In the past four years, what would you say has been the biggest learning curve?
Instead of teaching in a traditional format, you're in this own world where you basically
get to design the curriculum, if you want to use those terms.
What's been the biggest learning curve?
ASHLEY: Actually, I'm going to go here because, when I went to school to get my master's
in teaching, I was kind of learning how to be a teacher.
When I did come into the normal classroom, I did have a bit of a problem letting go of
quite the structured kind of lesson.
I feel like Anastasia has a little bit more of a flowy attitude and I was very structured.
I wanted to do it just like a classroom and that kind of got me in a little bit of trouble.
That was my kind of struggle – getting over that.
Of course, now, four years down the road, it's a little bit easier.
But, yeah, I definitely had that kind of teacher mindset in me and I had to let go of that
just a tad in the different environment that we were in, of course.
ANASTASIA: I feel, also, when we initially began, we just began with having theatre classes.
And so, many years ago, I said, "Okay, well, we need to put together something at the end
of these ten weeks because theatre is about being able to perform in front of a live audience
and the children get something out of that that they don't just from class."
So, our biggest challenge I think from day one to now is, "Okay, we have ten weeks
with these kids and, essentially, ten to twenty hours with them.
We've got to put a whole show together in ten to twenty hours," and we do.
That says a lot about the kids as well because here are these kids – ages 4 to 16 – that
take what we're giving them, go home, learn it, practice, and come back and can do a performance.
I think that's the biggest learning curve for me every single time – putting together
the show in ten weeks.
LINDSAY: The kids change every time.
ANASTASIA: Absolutely!
LINDSAY: So, you can't actually go, "Okay!
This is the structure that's going to work!"
ANASTASIA: Yeah, and the cool thing is we are getting repeat people.
I mean, it is getting easier – finally, after four years!
But it's cool to see the kids coming back as well.
LINDSAY: Again, as you get to plan everything, what do you think are the most important skills
that you want your kids to take away?
What are the things that you think are the things that you really want to try to teach
them?
ANASTASIA: Well, I think the things we try to teach them, we do so in a way that they're
not realizing they're learning and I think we do that on purpose.
We want the kids to have fun and we want them to learn things on their own too because it's
about development in my mind.
Confidence is definitely a major thing.
ASHLEY: Yeah, I would definitely say confidence as well.
If we're talking about theatre elements, like Ana says, we are all over the board with
that one.
But, I think, basically, what we want them to get out of it, maybe better communication
skills.
We want them to up their creativity and things like that – problem-solving skills, working
together as an ensemble, collaboration – those are the most important things I would say.
It's not really about the final product of how well they danced in the number we taught
them or how well they remembered all their lines.
It's about friendship, too.
you can see the bond that really kids have made because we've become who we are because
we had that friendship which developed in theatre and those are life things that are
so important and I think you can really see those happening in class.
LINDSAY: I think that the friendships that happen when you're working on something
together, that's something that will stay with them.
ANASTASIA: Yeah, 100 percent.
ASHLEY: Absolutely.
LINDSAY: I love the idea.
It's quite true.
It's not a classroom situation so it actually has to be fun.
ANASTASIA: Yeah, I know!
ASHLEY: Definitely!
ANASTASIA: I'm like, "Oh, teacher!
LINDSAY: Well, the balance, and I guess the thing that you could do, are you guys always
sort of looking for and identifying those moments then, like, "Oh, nope!
Gotta change that for next time!"
ASHLEY: Oh, absolutely, yeah!
We are literally always changing our lesson in the middle of the lesson – of course,
as teachers do as well – but, sometimes, when we think, "Oh, this structured activity
is going to work great because it worked great in the classroom," it doesn't necessarily
work in the space that we're currently in or the situation or the environment.
ANASTASIA: Or the mood of how the kids are acting.
Like, we try to do a guided imagery with them and they're all giggling and they're all
really silly and we need to change that right away – which, of course, still happens in
teaching as well.
ASHLEY: Yeah.
ANASTASIA: Yeah, it's just a different situation.
ASHLEY: Often, they've just spent all day in school so they come there to have fun and
we have to realize that as well.
Sometimes, they don't always want to learn about Commedia dell'arte and things like
that.
So, we kind of have to have that balance.
LINDSAY: Being in this environment and working in this way, what do you think is your best
attribute?
ANASTASIA: Oh, this is a good question!
LINDSAY: Your whole life has led to you being in this… the words are not coming!
Doing your classes.
Everything has led up to doing your classes.
What has served you well?
ASHLEY: Maybe I can answer for Anastasia.
ANASTASIA: And I'll answer for Ashley.
ASHLEY: That would be a good thing!
LINDSAY: Love it!
ASHLEY: I think Anastasia's best asset is definitely her ability to be adaptive and
flexible.
Like I was saying before, I am a little bit more structured and organized – well, organized,
yeah.
ANASTASIA: Yes.
ASHLEY: So, I do believe that Anastasia has brought that and definitely, I mean, the ability
to adapt to different situations, different children, different age groups is a huge asset,
especially in what we're doing because things are always changing.
We don't have a lot of time with these kids like you would in a classroom and I have a
little bit more trouble with that.
I need to be organized, like I said in previous, but definitely her ability to be flexible
and creative and all of that, for sure.
ANASTASIA: And then, I'll answer for Ashley!
On that side, she keeps us in check and she keeps the program running smoothly and efficiently.
She's really great at seeing the kids and realizing their needs and putting that into
our programing and kind of assessing the children and seeing what they can do and developing
our lessons and our programs based on those kids.
I think we, together as a team, work really well because we both are very different but
then come together to create a fun, organized, balanced class.
ASHLEY: Ah, so nice!
LINDSAY: Well, actually, you answered my next question which would be about teamwork and
about how doing something like this, I think, as you're trying to get the kids to work
together – maybe not as a team but as an ensemble – that's something when you guys
are running a program like this, it must be teamwork all the way.
ASHLEY: Yeah, you know what?
It definitely has.
ANASTASIA: To be honest, I know that Ashley is really good with the older kids.
It could be because I have young children myself but the four, five, and six-year-olds,
you need me to get their attention, you need me to do that, I can do that.
And so, Ashley kind of steps back with the little ones.
With the older ones, she takes the stand.
I mean, that also works well too for us.
ASHLEY: Yeah, it's definitely different than being on your own and being a teacher
in the classroom to having that partnership and having the ability to bounce off of them
during your lesson.
Sometimes, I just get a loss for words and I forget completely what I'm even talking
about.
I know I have a partner that I can just look at and she picks up right where I left off.
Definitely, in a sense, it's definitely different than a classroom.
In a way, I believe it's better.
I mean, you've got double trouble and somebody there always to kind of pick up.
LINDSAY: Yes, that goes on a t-shirt, right?
It's double trouble.
Teamwork all the way!
ASHLEY: Oh, gosh!
LINDSAY: So, where do you guys see yourselves in five years?
You have it established.
You've been here four years.
You still clearly love doing it.
What is the future for you guys?
ANASTASIA: I mean, we've gone from 16 kids to 70 and there is a big new theatre actually
being built in Fort Erie at the high school and, obviously, our dream is to pursue it
further.
We would love to branch out and do shows – audition for shows, those kinds of things – but we
also want to maintain our kind of theatre school-ish that we've established.
We are trying to do some more outreach to different community events like the Taste
of Fort Erie.
Our children have performed there.
They've performed at the Hollywood North Party.
We're kind of trying to branch out our kids – giving them different performance aspects
as well and opportunities for them.
ASHLEY: Yeah, we hope to grow more, of course, and keep offering different things.
I mean, right now, we currently offer a few specialty classes like an improv class and
things like that, but we would love to offer more variety – maybe a larger age group,
older teenagers.
Right now, we currently only really go up to about 14 years old.
Then, obviously, if there is still a need, then we hope to expand and grow and keep teaching
the kids of our community because there's a lot of them and they need this.
ANASTASIA: Yeah, they do and there's a lot of talent – a lot of talent.
LINDSAY: Okay!
Last question…
You guys are doing great.
It's all good.
I think that this is something that I think particularly educators and drama educators
should keep in the back of their heads because, you know, when you're performing, it's
more about, as you said, it's you, me, it's all about me, I'm onstage, it's me.
With education, there's them and what you're doing is really focusing on the kids and what
they achieve.
What is your mission for both of you?
What's your theatre mission for now, for the future?
What is your theatre belief?
Is that a way to put it?
ASHLEY: Sure.
Well, I feel like we have a lovely little mission statement all written out very nice
on my website and I completely forget anything about it at the moment but I feel like it
just has something to do with keeping a safe kind of inclusive space for children where
they can be creative, be themselves, build their confidence and communication and collaboration
– all of those things.
Just continue to do what we're doing and it's working.
ANASTASIA: And really give kids an outlet where they can show us their talents because,
you know, theatre is just not about performing and what someone coming into our class may
have as a talent might be something we've never seen before but we're providing that
outlet for them to pursue their passions, for them to pursue whatever talents are inside
their little bodies – believe me, some of the four-year-olds blow us out of the water
– they can pursue that there.
For me, it's being an outlet for that.
ASHLEY: Yeah.
LINDSAY: Yeah, see?
Safety builds creativity.
ANASTASIA: It does.
LINDSAY: It's amazing.
It seems like they're contradictory and yet that's the way it works.
When they feel safe, they will blow your mind.
ANASTASIA: Yes.
ASHLEY: Yes, and we've seen it.
You have kids coming in shy and, by the end, wow!
LINDSAY: Those are my favorites.
Confidence – I think that's my favorite attribute and skill to see in a student.
ANASTASIA: Absolutely, because it will continue with them their whole lives – whether they
are in job interviews or building relationships with people.
It's going to just follow them so it's one of the most important things, obviously.
LINDSAY: It can change their life!
ANASTASIA: Yeah.
LINDSAY: People say, "Oh, you know, I went to see a show and it changed my life," and
I'm like, "I have never had that experience."
But I've seen it in the classroom or just having these experiences, I think these experiences,
we are in the position to change someone's life and that's pretty powerful.
ANASTASIA: Yes, it is.
LINDSAY: Cool!
All right, Ashley and Anastasia, thank you so much for talking to me today!
ASHLEY: Thank you!
ANASTASIA: Thank you so much for having us!
LINDSAY: Thank you, Ashley and Anastasia!
Before we go, let's do some THEATREFOLK NEWS!
Any links to today's episode can be found in the show notes at Theatrefolk.com/episode190.
Listen, listen, if you are producing one of our plays, we really want to hear from you.
We want to see a picture, maybe some rehearsal footage, maybe you want to share a struggle
or a success, maybe this is the first time your school has ever put on a play, or you've
had a student who had a remarkable transformation, or maybe you just had a really fun time with
one of our plays.
We want to hear about it and we want to brag about you.
We're doing production features that showcase you and what you are doing and what your students
are doing.
We want to share your story so that others can see how a show might be done but, also,
we just want to celebrate.
We want to celebrate what you're doing.
All you have to do is send the info to us at tfolk@theatrefolk.com.
We want to hear about your experience and we want to share your experience.
Finally, where, oh, where can you find this podcast?
We post new episodes every second Tuesday at theatrefolk.com and on our Facebook page
and Twitter.
You can find us on youtube.com/theatrefolk and on the Stitcher app.
You can also subscribe to The Drama Teacher Podcast on iTunes.
All you've got to do is search for the word "Theatrefolk."
And that's where we're going to end.
Take care, my friends.
Take care.
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