ST. MARY’S COLLEGE OF BAGANGA, INC.
Conception Street, Baganga
Davao Oriental
RESEARCH REPORT
YOUNG PEOPLE, SOCIAL MEDIA, AND IMPACTS ON WELL-BEING
A Performance Task in
ENGLISH
Submitted by:
KRISTEL MAE A. PERDEZO
GRADE 10- SERVICE
Submitted to:
MARIO M. ABLAS JR. LPT
Page 1
TABLE OF CONTENTS
Abstract…………………………………………………………………………………………3
Introduction…………………………………………………………………………………..4
General Introduction…………………………………………………………………...4
Statement of the problem…………………………………………………………….5
Significance of the problem………………………………………………………....5
Purpose of the study…………………………………………………………………...6
Statement of hypothesis………………………………………………………………6
Definition of important terms………………………………………………………..7
Results and discussion…………………………………………………………………….8
Method and instrument of data gathering………………………………………8
Finding and implications……………………………………………………………….8
Analysis of Findings……………………………………………………………………..9
Major findings……………………………………………………………………………..9
Summary and conclusions……………………………………………………………….10
Conclusions……………………………………………………..............................10
Recommendations for further investigation…………………………………….11
Page 2
Abstract
Millennials and Generation Z were born into a world where social media and digital technology
were pervasive in almost every area of their life. While social media has shown to be a useful
communication tool for interacting with others and sharing information, the long-term
psychosocial repercussions of social media are beginning to emerge as the platform grows.
This study investigates what these consequences are and how they affect communication for
these young people. It raises the question of how young people might use social media to
avoid harm. Its goal is to consolidate current studies on social media well-being and how it
impacts young people, particularly Millennials and Generation Z, so that solutions for optimizing
well-being in the digital age can be offered.
Page 3
Introduction
General Introduction
Social media became popular after blogging in the late 1990s, Facebook, LinkedIn, Twitter, and
other early platforms saw exponential growth in participation. Social media is a basic technology
that connects regular people. Everyone can use these technologies in their daily lives if they are
made as accessible as feasible.
Oral communication preceded print communication, electrical communication, and finally digital
communication in the history of communication. Communication in the oral age was limited to
sender and receiver being present at the same time and typically within a close group.
Information was less accurate and required confidence between the sender and receiver
because oral communication relied on hearing and memory. Written communication resulted in
more well-organized, concise, and abstract ideas. Those with the ability to write had more
power. The power of gatekeepers like news outlets and huge organizations to control where
messages went was given to them as a result of print communication. Electronic communication
allowed bulk messages to be transmitted to a larger audience, giving more power to individuals
who could make personal connections with their audience through emotional appeal, such as
politicians and celebrities. This eventually evolved into today’s digital communication.
Digital communication has allowed for a greater diversity of thoughts and ideas without the
need for persons in power to regulate what messages flow where. People of all ages, races,
sexual orientations, and religions can now communicate without the old limitations of mass
communication. It also gives users asynchronous access to timely and accurate information.
Digital communication allows people to rely on each other for information rather of depending
on specialists. People trust information from people they know more than information from
major organizations, so these institutions must change their strategy when it comes to targeting
their customers and creating customized connections. Word of mouth is more potent than ever
for communication, just as it was in the oral past. The rise of people-powered technology has
shifted the power balance from established institutions to people. Many institutions that try to
control specific messaging face a challenge since anyone can say anything at any time, and
information can no longer be held in the same way it used to. These organizations are learning
how to impact their customers through digital communication and social media. The effects of
shifts in power relations are proven to have unanticipated implications for social media users as
the communication landscape has transformed, giving voice to the people and offering a
platform for constant interchange of information.
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Statement of the problem
This project is a review of the literature on the effects of social media communication on the
well-being of young people, notably Millennials (born between 1980 and 1994), Generation Z
(born between 1995 and 2015), and cuspers (born between 1990 and 2000). What are the
psychosocial effects of social media communication on the well-being of young people? That is
the main question for this paper. The following sub-questions can be answered: (1) How do
Millennials and Generation Z communicate differently than previous generations? (2) What are
the advantages and disadvantages of social media use? (3) How may social media and digital
technology be used to improve the well-being of young people through communication
processes? The researcher hopes to learn more about the effects of digital media on this group
and how communication may be enhanced to be more effective through this study. The key
hypothesis of this study is that social media has a negative impact on happiness.
Significance of the problem
Despite being a part of most people’s daily lives, social media is a relatively new phenomenon,
and people are only now beginning to realize its long-term consequences—specifically, the
negative consequences, which include lower self-esteem, time mismanagement, exposure to
inappropriate content, and more. Cal Newport’s book, Digital Minimalism, was the source of
inspiration for this study effort. In today’s attention-based economy, many people do not know
how to be intentional with their social media usage, according to Newport, and businesses have
learnt to take advantage of this. “The source of our unease […] is this feeling of losing control—
a feeling that manifests itself in a dozen different ways each day, such as when we tune out
with our phone during our child’s bath time, or lose our ability to enjoy a nice moment without
a frantic urge to document it for a virtual audience,” writes the author. Examining the effects of
social media as a communication medium that can be used—especially by younger people who
are more vulnerable to negative consequences—is crucial. Both social media and well-being are
multifaceted ideas that affect every aspect of life. Social media has altered the way everyone,
particularly young people, communicates and shapes their worldview.
Page 5
This study’s primary target group is Millennials. They’re a fascinating demographic because they
were born before social media became widely used, but they’re also one of the most active
users. Generation Z is a younger generation that grew up in the digital age. While they use
technology at a similar rate to Millennials, they have been more profoundly integrated since a
younger age. According to the PH, a young person is either an adolescent (13-19 years old) or
a young adult (ages 18-32). Because this age group includes both Millennials and Generation Z
at the time of this research project, the study will concentrate on both, with a focus on
Millennials, who have been the most examined in the current literature on social media.
Between Millennials and Generation Z, there is a distinct population that does not fit easily into
either generation. Cuspers are those who fall between generations and exchange experiences
from their early years with both the previous and subsequent generations. While these
generations are diverse, they all have a shared experience as early digital media users.
Purpose of the study
The major goal of this study is to examine the influence of social media on young people,
especially teenagers and young adults aged 13 to 32, as the use of social media becomes more
common. It also aims to determine how young people utilize social media in their daily lives, as
well as the influence it has on them in terms of educational learning, entertainment, career
chances, communication, skill enhancement, and online purchasing.
Statement of hypothesis
The original hypothesis of this paper predicted that social media does have a negative impact
on well-being. While the findings suggest that there is a link between social media and poor
mental health, there is no solid evidence to back up the idea. According to the literature, this
subject is more complicated because intentions and context influence how harmful social media
might be to one’s well-being. The findings of this research project contradict the premise. Social
media and well-being are two concepts with very broad definitions and no clear operational
definitions. As a result, the literature on this subject does not provide a unified response to the
question. The studies agree that people have internal concerns that are amplified by social
media, rather than that social media causes these effects. Some of these consequences may be
prevented or mitigated by support networks such as family and educators.
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Definition of important terms
Algorithm: a set of rules or calculations used to solve problems and deliver a result.
Algorithms are used in social media to deliver to content to the user.
Digital Minimalism: a philosophy of technology use in which you focus your online time on a
small number of carefully selected and optimized activities that strongly support things you
value, and then happily miss out on everything else.
Internalization: the extent to which an individual cognitively adopts a socially defined ideal as
a person. This means that one will no longer perceive an ideal as imposed by others but will
instead perceive it as a personal goal they should strive to obtain.
Platform Intimacy: the degree to which a platform affords its users feelings of closeness or
connection of others.
Social Cognition Theory: one can learn which social norms are socially accepted by
observing the behavior of role models.
Social Media: user- or consumer-generated content including blogs, micro-blogging, podcasts,
RSS, search engine marketing/results, social networking sites, video-sharing, and wikis.
Social Presence: the experience of being with another in a networked environment or the
ability to perceive others in an online encounter.
Well-being: the experience of health, happiness, and prosperity including having good mental
health, high life satisfaction, a sense of meaning or purpose, and ability to manage stress.
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Research and discussion
Method and instrument of data gathering
Despite its youth, social media has changed the way young people and the rest of the world
communicate. Social media, which transcends geography and time, enables access to
knowledge, opportunities, and connections that were previously unavailable. Although it is
widely assumed that social media is linked to poor mental health, a large literature analysis
revealed that no such association exists. Rather, the analysis discovered that a lack of
moderation among individuals, as well as underlying problems like low self-esteem, contributed
to a lower level of happiness. Despite the fact that they are linked, social media does not
contribute to poor health.
Finding and implications
Although social media is frequently chastised for its negative impacts, research shows that it is
not hazardous to the well-being of young people. According to a study on Cluster Analysis of
Youth Media Consumption, “there is no straightforward relationship between overall media use
and outcomes.” Another study predicted that “the link between social media use and poor
mental well-being may develop through the internalization of media ideals”.
They concluded, however, that “only measuring usage oversimplifies the possible effects of
social media on an adolescent’s well-being.” They also found that binge-watching “could
increase viewers’ enjoyment, recovery experiences, and vitality through an increase in
perceived autonomy,” and that having self-control could help “moderate the effects on well-
being.” The data suggest that social media interaction is not the only factor that influences
happiness. Instead, there are more intricate and fundamental reasons that have yet to be
discovered or thoroughly investigated. When examining social media’s effect, context and
intersection with other elements that impact well-being, such as environment, mental health,
and ability to self-regulate, can lead to overgeneralization.
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Analysis of Findings
When the entire globe is experiencing its effects for the first time and the long-term
ramifications are unknown, it might be difficult for a young person to navigate the digital world
safely. Young people are the most vulnerable to any possible harm because to faster adoption
and usage rates. As older generations grow more technologically aware, they can assist young
people in managing their social media interactions. This includes teaching kids how to boost
their self-esteem so they’re less prone to compare themselves to individuals they follow online,
as well as creating interests that can help them avoid spending too much time in front of the
screen. Adults do not require the same level of social media knowledge as teenagers. Educating
young people on how to reduce well-being depletion necessitates identifying the dangers and
developing personal and social skills that mitigate the negative consequences.
Major findings
Given that young people make up the bulk of social media users, it’s not unexpected that
individuals who neglect the benefits of social media and heavily condemn it are not also young.
Focusing on the negative features of uncharted territory provides excuse for not adopting and
embracing the new normal. In actuality, social media is how young people communicate, and it
should be used to our advantage rather than against us. Institutions that abuse young people
through social media are the source of the complexities, which young people must learn to
recognize and control in order to defend themselves. The findings suggest that social media has
a lot of potential because there is so much information available. Young people, on the other
hand, do not use social media for this purpose. Future research should focus on how young
people utilize social media and how it gives meaning for them.
Page 9
Summary and conclusions
Conclusions
Overall, the literature analysis revealed that, while social media poses several risks to one’s
well-being, these risks are exaggerated by older generations who do not recognize social
media’s ability to positively develop all aspects of life. Because these negative consequences of
utilizing social media are only now becoming apparent, there is a dearth of knowledge and
coping methods for dealing with them. Young people, although being the largest group that
uses these platforms, do not have the capacity to handle the effects of social media on their
own, according to the research. Adults must recognize that social media is strongly established
in today’s society and that they must learn to assist young people in navigating digital
citizenship in order to avoid potential harm. Rather than criticizing social media, society should
learn to capitalize on its advantages, as it is unlikely to go away very soon. Many businesses
have recognized this and have seized this opportunity, which has the potential to exploit
consumers. Not the use of social media but how a young person interprets the material offered
has an impact on their experience. The initial literature review was critical in defining the
ultimate study project for this project. While well-being is often a psychiatric topic,
concentrating on it via the lens of communications makes it easier to locate relevant research.
Despite the widespread criticism of social media, the studies were not overwhelmingly
unfavorable. According to the studies, social media is portrayed as harmful because of the
numerous unknown consequences. The findings indicate that it either has little harmful impact
or that distinct causes are at play. Teaching young people how to control their social media
intake and reduce possible harm requires the assistance of role models such as parents,
teachers, and other direct influencers. While Millennials and Generation Z are the most active
users of social media, older generations must improve their social media literacy in order to
communicate effectively with young people. Incorporating modern technology into traditional
non-tech surroundings helps teach young people how to use these mediums in a healthy,
manageable, and meaningful way from an early age. The introduction of circumstances and
activities that promote positive well-being and self-regulation can help to prevent detrimental
internalization of social media messages. Resistance to change and a lack of information about
these technologies are two challenges to implementation. Understanding and utilizing the
benefits of social media and other digital mediums can help these support networks improve
their ability to assist young people in navigating the digital world. A literature review gives an
Page 10
overview of the current state of knowledge on a particular topic. The literature review’s goal is
to provide context and material to back up the study premise. However, because the data was
not designed for that purpose, incorporating outside studies can lead to findings that do not
adequately answer the study issue. Furthermore, because the target group, Millennials and
Generation Z, is a young generation, there may not be as much evidence and research to back
up the premise as there would be if investigating an older generation. However, because social
media is a newer technology, the long-term impacts, regardless of the age investigated, may
not be understood. The components of social media and the concept of well-being are
exceedingly complicated, as illustrated in the literature and throughout the paper, and
generalizing the relationship between the two overlooks the wide range of elements that
influence their relationship. Because social media has not been around long enough, there are
few research that look at the long-term implications of this phenomena.
Recommendations for further investigation
Education, whether formal or informal, plays an important part in the development of young
people. With a surge in virtual learning at the time of this study, investigating the effects of
distance education on well-being can assist suggest strategies for using digital mediums to
enhance learning. Future research can look into the underlying causes of many of the typical
consequences that are likely tied to psychosocial theories. Many of the research gaps in this
area are due to a lack of time spent studying long-term impacts. Some of these consequences
become increasingly obvious as social media, Millennials, and Generation Z grow, providing
direction for future longitudinal research.
Page 11
ST. MARY’S COLLEGE OF BAGANGA, INC.
Conception Street, Baganga
Davao Oriental
A MINI-RESEARCH IN MATH
A Performance Task in
Math
Submitted by:
KRISTEL MAE A. PERDEZO
GRADE 10- SERVICE
Submitted to:
JUDY ANN J. MONDAY
THE NUMBER OF GLASSES OF WATER CONSUMED IN A DAY BY 15
SELECTED PERSONS
I selected 15 persons in our neighborhood and asked them how many glasses of water can they
consumed in a day. And here is the data I gathered.
Joffer- 3
Kyle- 6
Najed- 10
Norma- 4
Trixie- 8
Marydale- 2
Elijah- 15
Jillary- 5
Vilma- 2
Romnick- 8
Eleonhor- 11
Trixie- 7
Trisha- 5
Jennifer- 8
Patrick- 13
GROUPED FREQUENCY DISTRIBUTED
1. Determine the range
Range= Highest score – Lowest score
= 15- 2
= 13
2. Determine the number of class interval (I)
Sturges formula: k= 1+3.322log N
k= 1+3.322log (15)
k= 4.91 or 5
3. Determine the size of the interval
Length C.I = range / number of class interval
= 13 / 5
= 2.6 or 3
4. Table
Glasses of Tally Frequency
Water
13-15 III 3
10-12 IIII 4
7-9 IIII 4
4-6 II 2
1-3 II 2
Find the value!
Using the given data, determine the 20th, 35th, and 75th percentile.
No. of Glasses Frequency Lower Less than
of Water Cumulative
Boundary Frequency
13-15 3 12.5 15
10-12 4 9.5 12
7-9 4 6.5 8
4-6 2 3.5 4
1-3 2 0.5 2
i= 3 N= 15
Percentile of Grouped Data
For P20
P20 class: row 5
KN/100 = 20(15)/100 LB = 3.5 P k = LB + (KN/100 – CFb) i
= 300/100 CFb = 2 Fpk
=3 FP20 = 2 = 3.5 + ( 3-2) 3
N = 15 2
I=3 = 3.5 + ( 1 ) 3
2
= 3.5 + (0.5) 3
= 0.43
For P35
P35 class: row 3
KN/100 = 35(15)/100 LB = 6.5 P k = LB + (KN/100- CFb) i
= 525/100 CFb = 4 Fpk
= 5.25 FP35 = 4 = 6.5 + (5.25-4) 3
N = 15 4
I=3 = 6.5 + (1.25) 3
4
= 6.5 + (0.31) 3
= 7.43
For P75
P75 class: row 2
KN/100 = 75(15)/100 LB = 9.5 P k = LB + (KN/100- CFb) i
= 1,125/100 CFb = 8 Fpk
= 11.25 FP75 = 4 = 9.5 + (11.25-8) 3
N = 15 4
I=3 = 9.5 + (3.25) 3
4
= 9.5 + (0.81) 3
= 11.93
Conclusions:
Therefore, I conclude that 20% of the students are drinking glasses of water less than or equal
to 0.43. 35% the students are drinking glasses of water less than or equal to 7.43. And 75% of
the students are drinking glasses of water less than or equal to 11.23.
A Proposed Program for
The Musical Play
Presentation
Proposed by:
Kristel Mae A. Perdezo
Grade 10-Service
Submitted to:
Ms. Mary Grace L. Limcatson, LPT
SCRIPT OF THE PLAY
CHARACTERS:NARRATOR
ALBERT – (FATHER)
MONNA
BELL
BEAUTY
BEAST
NARRATOR: Once upon a time there was a merchant named Albert, who had three daughters.
The oldest daughter was named Monna, the Middle daughter was named Bell, and the
youngest daughter was named Beauty. One day he thought.
ALBERT: My business is not going very well. I almost have no money. How are we going to
survive?. And the girls don’t even know that our situation is getting worse every day!. I have
no other choice but to do what Joseph said. I definitely have to go on that business trip. It’s my
only hope. Oh, well I have to tell the girls about my decision, I just hope they understand.
NARRATOR: Next day he talked to his daughters about his trip.
ALBERT: I am leaving tomorrow.
MONNA: Will you bring me something?.
ALBERT: What would you like?.
MONNA: I have always wanted a brocade dress. I know I would look so beautiful in it!.
ALBERT: I´ll bring it to you. What about you, Bell?.
BELL: I want a genuine pearl necklace, please, father!.
ALBERT: Very well, and you, Beauty?.
BEAUTY: I don´t want anything, father. I just don´t want you to leave. I will miss you.
ALBERT: Com on, Beauty, you know I have to go. We may loose everything we have.
BEAUTY: You know that I don´t care about money.
ALBERT: I know that, but it´s my responsibility to take care of you. I promise it to your mother
before she died. Now tell me, what would you like me to bring you?.
BEAUTY: Just bring me a rose.
ALBERT: A rose?.
MONNA AND BELL: A rose?
BEAUTY: Yes, a simple rose. Just pick the most beautiful rose you see.
ALBERT: It will be a very special rose, just for you, my sweet daughter. It´s late, I´ll see you in
the morning.
MONNA, BELL, AND BEAUTY: Good night, father.
BEAUTY: Good-bye, father, and be careful.
ALBERT: I will. Good-bye.
NARRATOR: Albert got on his horse and rode away. A few days after, he finished his business,
so he set off for home. When he was riding through the woods, a sudden storm blew up.
ALBERT: Oh no!. I have to find a safe place to stay, or the horse and I could die!.
NARRATOR: The he noticed a bright light shining in the middle of the forest.
ALBERT: I see a light! I have to go there!.
ALBERT: Hello, hello!. I need help, is anyone here?.
NARRATOR: He decided to enter. He saw a table in the main hall, and a splendid dinner lay
already served.
ALBERT: Oh, I´m starving. I´ll sit down and eat this delicious meal.
NARRATOR: When he finished eating he decided to go upstairs, and he said.
ALBERT: This is strange. There’s nobody here!. Oh, what magnificent rooms and halls!. And
that bed looks inviting. I’ll just rest for a little while.
NARRATOR: And he fell fast asleep. When he woke next morning, an unknown hand had placed
a mug of steaming coffee and some fruit by his bedside.
NARRATOR: He went towards the garden where he had left his horse, tethered to a tree, when
suddenly he saw a large rose bush.
ALBERT: Those roses are so beautiful. They remind me of my daughter Beauty. I´ll pick one for
her.
NARRATOR: But when bent down to pick a rose. Instantly, out of the rose garden, sprang a
horrible beast, wearing splendid clothes. Two bloodshot eyes, gleaming angrily, glared at him
and a deep, terrifying voice growled.
BEAST: Ungrateful man!. I gave you shelter, you ate at my table and slept in my own bed, but
now all the thanks I get is the theft of my favorite flowers!. You deserve to die!.
NARRATOR: Trembling with fear, Albert fell on his knees, and said.
ALBERT: Forgive me, forgive me!. Don’t kill me. I’ll do anything you say. The rose wasn’t for me,
it was for my daughter Beauty. I promised to bring her back a rose from my journey.
BEAST: I´ll forgive you, but on one condition.
ALBERT: What condition?.
BEAST: That you bring me your daughter!.
ALBERT: My daughter? No, not her!.
BEAST: Yes!. Promise that you will bring her, or would you rather to die?.
ALBERT: No. I’ll bring you my daughter, I promise.
BEAUTY: Dear father, I’d do anything for you. Don’t worry, you’ll be able to keep your promise
and save your life. Take me to the castle. I’ll stay there in your place.
ALBERT: Oh, beauty, I am so sorry. Thank you for saving my life.
BEAUTY: I’ll pack my things right away.
NARRATOR: That night Beauty’s father took her to the castle. Once again the door was already
open. The Beast was waiting for them.
BEAST: Good evening. I see that you kept your promise.
ALBERT: I told you I would.
BEAST: Is she your daughter?. The one that asked you for a rose?
ALBERT: Yes, she is.
BEAST: Welcome to my castle, Beauty.
BEAUTY: How do you know my name?
BEAST: You father told me your name.
NARRATOR: As soon as she met the Beast, she noticed that he was surprisingly pleasant, and
she thought.
BEAUTY: I´m so afraid of the Beast, I have to stay away from him, even though he is being nice
to me.
NARRATOR: Then the Beast told Albert.
BEAST: It’s time for you to go.
ALBERT: But..
BEAST: I said go!.
NARRATOR: Albert kissed her daughter and left. Then the Beast said.
BEAST: Don`t be afraid, Beauty, you will be very comfortable here. I have assigned you the
finest room. Please, follow me.
NARRATOR: The Beast took Beauty to her room, and she said.
BEAUTY: Thank you, it’s magnificent, but if you don’t mind, I would like to be alone.
BEAST: Sure, you need some rest. Good night.
BEAUTY: Good night.
NARRATOR: Next day and the following days, they hardly spoke to each other. Beauty only sat
for hours, embroidering in front of the fire. And the Beast would sit, for hours silently looking at
her. The days passed, and Beauty and the Beast became good friends. Then one day, the Beast
said.
BEAST: We have spent so many days together, and have had wonderful conversations, I enjoy
being with you. Now, it is time for me to ask you to marry me.
NARRATOR: Taken by surprise, Beauty did not know what to say.
BEAUTY: This is a surprise for me, I really don´t know what to say.
NARRATOR: But beauty didn´t want to marry such an ugly monster. She would rather die. But
she did not want to hurt the feelings of one who, after all, had been kind to her. And she
remembered too that she owed it her own life as well as her father’s.
BEAUTY: I am sorry, but I can’t say yes. I´d like to but…
BEAST: I quite understand. And I’m not offended by your refusal.
NARRATOR: Life went on as usual. Then one day, the Beast gave Beauty a magic mirror.
BEAUTY: Oh, thank you for this present. When I look in the mirror I can see my family, far
away.
BEAST: You won’t feel so lonely now.
NARRATOR: Beauty stared for hours at her distant family. Then she began to feel worried. One
day, the Beast found her crying beside the magic mirror.
BEAST: What’s wrong?.
BEAUTY: My father is very sick. Oh, how I wish I could see him again, before it’s too late.
BEAST: No, You will never leave this castle!.
BEAUTY: Oh, please. I need to see him!.
BEAST: Well, If you promise that you will return here in seven days time, I’ll let you go and visit
your father.
BEAUTY: I swear I will. You are so kind. I am so happy!.
BEAST: The carriage is ready, you can leave right away.
BEAUTY: I will be back in seven days.
BEAST: And I will be waiting for you.
NARRATOR: Beauty stayed there for a few days, until his father was able to leave his bed. But
she didn’t notice that seven days had gone by. Then one night she woke from a terrible
nightmare.
BEAUTY: Oh, I had this terrible nightmare. I dreamt that the Beast was dying and he was calling
me. Come back!. Come back to me!. I have to go back immediately!.
NARRATOR: She packed her clothes, and said good-bye to his father.
BEAUTY: Hurry, hurry, good horse!.
NARRATOR: She hurried up towards the castle.
BEAUTY: I hope I am not too late!.
NARRATOR: When she arrived to the castle, she rushed up the stairs, calling, but there was no
reply. Then she went to the garden, where she found the beast lying on the ground, with his
eyes closed.
BEAUTY: Don’t die!. Don’t die!. I’ll marry you!.
NARRATOR: At these words, a miracle took place. The Beast’s ugly face turned magically into
the face of a handsome young man.
BEAST: How I’ve been longing for this moment!. I was suffering in silence, and couldn’t tell my
frightful secret. An evil witch turned me into a monster and only the love of a maiden willing to
accept me as I was, could transform me back into my real self. My dearest!. I’ll be so happy if
you’ll marry me.
BEAUTY: Yes! I’ll marry you!.
NARRATOR: The wedding took place shortly after and, from that day on, the young Prince
would have nothing but roses in his gardens. And that’s why, to this day, the castle is known as
the Castle of the Rose.
THE END
Style and tone of the whole production
Musical Theatre Play
The budget, props, work assignment, schedules, venues, etc.
Costumes and Make ups: 700
Trainee: (20 pesos each good for 46 students) 920
Props: 1,300
Sound and lights: 500
For Everyday Snacks while in practice Left: 580
Budget: 4,000
Props: Book, basket, rose, magic mirror, scarf, carts, wall clock, candelabra, tea
cup, castle, chairs, tables, chandelier, tree, bench
Costumes: (Pantaloons, ball gown, wardrobe, beast mask, prince suit)
Scenery: (curtains and remaining props mentioned)
Electrical equipment: ( lights, sounds)
Headset microphone
Schedule of the play
April 30- May,18,2022 Practice (play)
May 19-20,2022 2 days Rehearsal
May 21,2021 Blocking
May 22,2021 Rehearsal with costumes and props
May 23,2021 Stage decoration
May 24,2021 Another Rehearsal and blocking for the last preparation
May 25,2021 The day of presentation
Venue: SMC Covered Court
Work assignment:
Kianne will play the role of Beauty
Jomar will play the role of Beast
Rica will play the role of Monna
Cyra will play the role of Bell
Sam will play the role of Albert
Others will set up the court for the play
The specific time and place of the action
Time: Exactly at 1pm
Venue: SMC Covered Court
The movement and grouping of the actors
Narrator reads
The Scene will take first at the house of their Father Albert,
There, will curtain down and Belle, Beauty, Momma and Albert will enter and tell
their lines.
Narrator again will read
Next will take place at the woods, and there will Albert enter
And after, The next will take place at the Beast Castle, there will enter Albert, And
the Beast, with the castle set ups.
Next at the castle Albert will out, and Beauty enter still with The Beast inside and
the set ups of the castle
Narrator will read again,
And next will take place at their Father’s House and there will enter Albert and
Beauty.
Last the scene will take place at the Castle with the Beast and beauty, at last
happy ending will happen.
PROGRAM CONTENT
The script of the play -----------------------------------------------------------------page 1-5
The style and tone of the whole production------------------------------------page 6
The budget, props, work assignment, schedules, venues, etc.-------------page 6-7
The specific time and place of the action----------------------------------------page 7
The movement and grouping of the actors-------------------------------------page 7
