Devising: Day 33
Today was the scheduled date of our performance, however, after spending the day setting up and sorting out last minute sound and lighting cues, we only managed to get one group performed. The decision to delay our performance was mainly due to the fact that the end of the day would start a lot of noise and our audience would want to leave to go home. Personally, I had no problem performing after school, but I would rather us not be interrupted. One benefit of this is that we have more time to prepare, although we were ready to go today. During run throughs, transitions were still messy but a lot better than previous attempts. I think the choice to keep the same base costume was a wise one as we took long enough moving our desks and chairs out of the way so to just throw on and off a blazer made things a lot easier. I think the piece should be fine, our practice run allowed us to get everything in place and just how we wanted, from songs, sound effects and lighting. We just need to perform it.
Below is my teacher characters costume. I chose this blazer for him as I imagine him to fit nicely into a wool, almost tweed like. It emphasises the fact that he is like a granddad for his age. The 25 year old that shops in M&S, drinks cup-a-soup for lunch, organises his aftershaves, someone who should really be 60.
Monday, 14 December 2015
Devising: Day 32
Today was our last day of rehearsing before we actually performed our piece on Monday. We decided to use this time running through our whole piece. Whilst working on trying to remember our transitions and lines again. There wasn't really much we could do other than keep practicing today, making sure we knew our lines and scene changes.
We discussed costume again and decided that we didn't need to change our previous ideas, also we worked out what props we needed for Monday and where we would get them from. We experienced the same problem with our meeting scenes again in the fact that they were still very static. Hence, we all picked a time in the performance where we would get up from the meeting table and go to the coffee table in the far end of the stage. Other than that we didn't really have much to do. I put all our tracks and sounds we needed onto a media player and that what is it.
Today was our last day of rehearsing before we actually performed our piece on Monday. We decided to use this time running through our whole piece. Whilst working on trying to remember our transitions and lines again. There wasn't really much we could do other than keep practicing today, making sure we knew our lines and scene changes.
We discussed costume again and decided that we didn't need to change our previous ideas, also we worked out what props we needed for Monday and where we would get them from. We experienced the same problem with our meeting scenes again in the fact that they were still very static. Hence, we all picked a time in the performance where we would get up from the meeting table and go to the coffee table in the far end of the stage. Other than that we didn't really have much to do. I put all our tracks and sounds we needed onto a media player and that what is it.
Tuesday, 8 December 2015
Devising: Day 31
We managed to get into the main hall for the first time in a couple of weeks today, which was a great help as it allowed us to set out our stage on the floor and finally use the exam desks that we wanted, hence, we could plan our transitions and set out our scenes from paper to real life. This was fantastic as it made the piece seem like it was no longer in our heads. Transitioning from the end of every other piece back into the meeting scene was fine, all we had to do was arrange our tables in a circle. Originally we joined all the tables together, however, this blocked some of the audience out and made is seem very small in comparison to the rest of the stage, almost as if we were excluding some audience members. This sparked the idea to move into a circle. We also had the idea of rotating where we sat each time, however, for some reason this became far too complicated so we decided to stay in the same places.
The main problem was trying to clear the performing space for movement scenes. The Victorian scene was relatively easy as all we had to do was face two desks out either side and leave one in the middle with another desk shifted a few feet in front of us. The only change we made was that instead of those sitting on the desks facing the audience nearest to them, they would face the side furthest away. This way the audience wouldn't feel intimidated by the performers being so close and we could all see the small book routine that the teacher character leads. For our second movement piece, we needed to clear the desks of the stage but leave the chairs on to shift them to the back of the stage in an arc. This was a little harder to conduct. In the end, we settled for each of us just taking our own desks to the side we were nearest to and the coming back for our chairs, it looked a little messy and is something we need to work on getting the timing right.
The final part of the lesson involved us working on the final part of the script. One of our members suggested that, as the final scene, it needed more substance. Hence, we tried to add to it. The main point in this scene was to have everyone's tempers boil over and for the scene to develop into chaos, whilst remaining rather comical. This part, we improvised and picked out lines we liked to add in. We also added a small argument scene in the middle of the piece to give another group members late entrance more of an impact as we all fall silent and glare at him. We work shopped certain ideas of lines we wanted to say but ultimately came to the conclusion that we were going off on a tangent too much and our scene had peaked a long time before, hence, cut it back down a little to make sure the climax built as we wanted it to. This lesson really helped us in the fact that our ideas were made tangible and made me realise how much we already knew, allowed us to make minor changes according to our surroundings and highlighted areas of work, namely lighting and transitions.
Soundscape (top picture)
Victorian scene (bottom picture)
We managed to get into the main hall for the first time in a couple of weeks today, which was a great help as it allowed us to set out our stage on the floor and finally use the exam desks that we wanted, hence, we could plan our transitions and set out our scenes from paper to real life. This was fantastic as it made the piece seem like it was no longer in our heads. Transitioning from the end of every other piece back into the meeting scene was fine, all we had to do was arrange our tables in a circle. Originally we joined all the tables together, however, this blocked some of the audience out and made is seem very small in comparison to the rest of the stage, almost as if we were excluding some audience members. This sparked the idea to move into a circle. We also had the idea of rotating where we sat each time, however, for some reason this became far too complicated so we decided to stay in the same places.
The main problem was trying to clear the performing space for movement scenes. The Victorian scene was relatively easy as all we had to do was face two desks out either side and leave one in the middle with another desk shifted a few feet in front of us. The only change we made was that instead of those sitting on the desks facing the audience nearest to them, they would face the side furthest away. This way the audience wouldn't feel intimidated by the performers being so close and we could all see the small book routine that the teacher character leads. For our second movement piece, we needed to clear the desks of the stage but leave the chairs on to shift them to the back of the stage in an arc. This was a little harder to conduct. In the end, we settled for each of us just taking our own desks to the side we were nearest to and the coming back for our chairs, it looked a little messy and is something we need to work on getting the timing right.
The final part of the lesson involved us working on the final part of the script. One of our members suggested that, as the final scene, it needed more substance. Hence, we tried to add to it. The main point in this scene was to have everyone's tempers boil over and for the scene to develop into chaos, whilst remaining rather comical. This part, we improvised and picked out lines we liked to add in. We also added a small argument scene in the middle of the piece to give another group members late entrance more of an impact as we all fall silent and glare at him. We work shopped certain ideas of lines we wanted to say but ultimately came to the conclusion that we were going off on a tangent too much and our scene had peaked a long time before, hence, cut it back down a little to make sure the climax built as we wanted it to. This lesson really helped us in the fact that our ideas were made tangible and made me realise how much we already knew, allowed us to make minor changes according to our surroundings and highlighted areas of work, namely lighting and transitions.
Soundscape (top picture)
Victorian scene (bottom picture)
Devising: Day 30
We began our last full week of rehearsals with a run through of what we had to the class and our teacher so that we could make or he offered any small adjustments to our piece before the performance. One of the main weaknesses in our run through was the transitions from scene to scene. We hadn't really focused on transitions before not really knew what we were doing, so the change over from each scene looked messy.
However, the core of the performance was there, and seeing as we had been without one group member for the last two weeks, we were in a decent place ready for him to come back. All that was really required was to learn our lines, and make sure that our conversation scenes flowed fluently, as a normal meeting would. I think that aspect would come into play any more prominently once we know our lines, which are beginning to take shape, occasionally we go a little off script which works rather nicely.
After an hour or so, we switched and were sake I watch the other group run through theirs as they watched ours. However, I saw this as an opportunity to get more planning done. Whilst watching (and I promise that I was) I conjured up a small lighting plan for our missing group member to plot seeing as he loves lights so much. I think the piece is slowly starting to get there. Although I am a little nervous and worried about it not being ready. I think we took a little too long with the scripts, but I suppose the main focus on our piece was to create quality dialogue. It's different from what I'm used to. We've created movement pieces so many times in the past that creating actual dialogue that is sophisticated is rather hard. I hope the quality of our writing is shown.
lighting plan
However, the core of the performance was there, and seeing as we had been without one group member for the last two weeks, we were in a decent place ready for him to come back. All that was really required was to learn our lines, and make sure that our conversation scenes flowed fluently, as a normal meeting would. I think that aspect would come into play any more prominently once we know our lines, which are beginning to take shape, occasionally we go a little off script which works rather nicely.
After an hour or so, we switched and were sake I watch the other group run through theirs as they watched ours. However, I saw this as an opportunity to get more planning done. Whilst watching (and I promise that I was) I conjured up a small lighting plan for our missing group member to plot seeing as he loves lights so much. I think the piece is slowly starting to get there. Although I am a little nervous and worried about it not being ready. I think we took a little too long with the scripts, but I suppose the main focus on our piece was to create quality dialogue. It's different from what I'm used to. We've created movement pieces so many times in the past that creating actual dialogue that is sophisticated is rather hard. I hope the quality of our writing is shown.
lighting plan
Friday, 4 December 2015
Thursday, 3 December 2015
Staging ideas
As we have set the piece in traverse, we need to be very careful in how we stage things. Of course, no matter how hard we try, we will always have one point were our back is to the audience, it more of a need of making sure as the whole audience can see enough to understand what is going on.
One problem became apparent in our movement piece... we had set it up as if we were performing to an audience in proscenium arch. We were faced with two options as labelled below. Each scene is labelled with the arrows showing what way we re facing to open us up to audience. Assuming the audience is running vertically either side.
As we have set the piece in traverse, we need to be very careful in how we stage things. Of course, no matter how hard we try, we will always have one point were our back is to the audience, it more of a need of making sure as the whole audience can see enough to understand what is going on.
One problem became apparent in our movement piece... we had set it up as if we were performing to an audience in proscenium arch. We were faced with two options as labelled below. Each scene is labelled with the arrows showing what way we re facing to open us up to audience. Assuming the audience is running vertically either side.
Devising: Day 29
Devising: Day 29
Today, we spent the first lesson perfecting all four of our scripts, looking at previous annotations and correcting them on the computer. We also stayed yesterday evening to set all of our scripted scenes and look at how we wanted to perform them, looking specifically at playing our characters properly and effectively. So, for me, I focused on making my speech jittery and quick, whilst wing conscious to make sure my diction was still as good as it needed to be for the audience to be able to understand what I would be saying. I made sure I was restless in my chair and played close attention to the lines the others were saying, which ultimately led to us being able to correct the parts we wanted as we had a better idea of how we wanted the events to unfold.
Once the scripts were corrected we went onto re setting our new contemporary pieced based around control. As we forgot what we set last time, we found it difficult to remember what we needed to do. Of course, we could remember certain bits but not the whole piece. To add some more content to the piece we devised a small section of chairography. In this part, we hid behind the chairs whenever the teacher would look to the front and edge in closer. Freezing whenever he turned around.
Writing in role: After meeting
Education
I'll have to be honest with you, I feel completely out of my depth here. I mean, for starters... no one seemed to listen to me in that meeting. We think we have a problem with the children, but really, the adults here a to blame too. They were rude, talked over each other, not to mention one idiot arriving late. I'm sorry, but I did not go to university to do my degree in English plus another two, hard years of teacher training to be pushed around and work with these buffoons.
They just don't seem to care! And they're hardly welcoming...You know, on my first day here one of the staff members thought I was a new year 12 sixth former! The cheek, I'll have you know that I am actually 24 years old. I actually have the need to shave, I can actually drive and have an alcoholic beverage. Just because I'm short and choose not to grow the beard does not mean I'm a child. I cannot help looking so youthful! I came out of uni with a firsts for Christ's sake, not to mention the fact that I was ambassador for my uni, which just so happened to be UCL, who are only one below Cambridge and Oxford. Sure, I applied for them but I guess I just wasn't good enough for them. Apparently in the interview for Cambridge they said I was too jittery and nervous. Haha, funny that. Me? jittery and nervous. It's not as if I actually enjoy perspiring twice the amount of a normal person, or begin to laugh uncontrollably when placed in a new situation, another reason why Cambridge didn't like me, they told me I laughed even when they didn't say anything remotely funny.
But, that aside, seriously, I'm beginning to wonder what on God's green Earth am I doing in a condemned hell hole of a school like this. The children are vile, not like the children I grew up with. I thought I'd be teaching nice, pleasant, hard working pupils. But I'm faced with the same little, vulgar maggot children every Tuesday afternoon. They throw books, call me names, snap my own pens. Which are not just any pens I'll have you know, but Parker. I'd only trust WHSmiths to provide my pens but those horrid devil children seem intent on snapping the ends and smashing the cartridges all over the windows. Then, I get in the neck for not controlling them properly! Seriously, I get so worked up sometimes that I need to pop to the canteen to make myself a dandelion and elderflower tea. Seems to be the only thing that can stop my crying. Haha...hah...hahaha. Ohhhhh.
Education
I'll have to be honest with you, I feel completely out of my depth here. I mean, for starters... no one seemed to listen to me in that meeting. We think we have a problem with the children, but really, the adults here a to blame too. They were rude, talked over each other, not to mention one idiot arriving late. I'm sorry, but I did not go to university to do my degree in English plus another two, hard years of teacher training to be pushed around and work with these buffoons.
They just don't seem to care! And they're hardly welcoming...You know, on my first day here one of the staff members thought I was a new year 12 sixth former! The cheek, I'll have you know that I am actually 24 years old. I actually have the need to shave, I can actually drive and have an alcoholic beverage. Just because I'm short and choose not to grow the beard does not mean I'm a child. I cannot help looking so youthful! I came out of uni with a firsts for Christ's sake, not to mention the fact that I was ambassador for my uni, which just so happened to be UCL, who are only one below Cambridge and Oxford. Sure, I applied for them but I guess I just wasn't good enough for them. Apparently in the interview for Cambridge they said I was too jittery and nervous. Haha, funny that. Me? jittery and nervous. It's not as if I actually enjoy perspiring twice the amount of a normal person, or begin to laugh uncontrollably when placed in a new situation, another reason why Cambridge didn't like me, they told me I laughed even when they didn't say anything remotely funny.
But, that aside, seriously, I'm beginning to wonder what on God's green Earth am I doing in a condemned hell hole of a school like this. The children are vile, not like the children I grew up with. I thought I'd be teaching nice, pleasant, hard working pupils. But I'm faced with the same little, vulgar maggot children every Tuesday afternoon. They throw books, call me names, snap my own pens. Which are not just any pens I'll have you know, but Parker. I'd only trust WHSmiths to provide my pens but those horrid devil children seem intent on snapping the ends and smashing the cartridges all over the windows. Then, I get in the neck for not controlling them properly! Seriously, I get so worked up sometimes that I need to pop to the canteen to make myself a dandelion and elderflower tea. Seems to be the only thing that can stop my crying. Haha...hah...hahaha. Ohhhhh.
Wednesday, 2 December 2015
Character profile
The character I will mainly be playing in our devised piece is the young, jittery teacher in the boardroom scenes. Although we didn't give any of our characters different names, our personalities would be far different from ourselves.
I took inspiration from my character from the character Josh Maguire played in Future Conditional (the one in the orange tie and grey blazer) As you can see, he appears quite geeky and jumpy, something I want to show my character as being. I believe my character would be quite childish and pathetic in the way he speaks, almost as if he hasn't yet reached the proper maturity adulthood entails. I decided that my character would always be jittery. Whenever I sit in the meeting scenes I work on how I sit, with feet tucked under the chair, perhaps a little restless to emphasise my characters juvenile nature. However, trying to convey this restlessness was more difficult. I didn't really know what to do so I thought, maybe I should get up and make a cup of tea, or offer out a pen. I think a nervous laugh every now and again would sum my character up too. Being not completely sure about the others around him, not knowing whether to be forceful through fear of being shouted at.
When I decided I wanted to play a character like this in our piece, I always gained the impression that he would be a very young teacher, one that is new to the job and hence, whilst in the meeting is skittish and not completely comfortable in his surroundings, after all, he barely knows the people he is speaking with and perhaps feels a little nervous. He is threatened by the strong personalities in the meeting room.
The character I will mainly be playing in our devised piece is the young, jittery teacher in the boardroom scenes. Although we didn't give any of our characters different names, our personalities would be far different from ourselves.
I took inspiration from my character from the character Josh Maguire played in Future Conditional (the one in the orange tie and grey blazer) As you can see, he appears quite geeky and jumpy, something I want to show my character as being. I believe my character would be quite childish and pathetic in the way he speaks, almost as if he hasn't yet reached the proper maturity adulthood entails. I decided that my character would always be jittery. Whenever I sit in the meeting scenes I work on how I sit, with feet tucked under the chair, perhaps a little restless to emphasise my characters juvenile nature. However, trying to convey this restlessness was more difficult. I didn't really know what to do so I thought, maybe I should get up and make a cup of tea, or offer out a pen. I think a nervous laugh every now and again would sum my character up too. Being not completely sure about the others around him, not knowing whether to be forceful through fear of being shouted at.
When I decided I wanted to play a character like this in our piece, I always gained the impression that he would be a very young teacher, one that is new to the job and hence, whilst in the meeting is skittish and not completely comfortable in his surroundings, after all, he barely knows the people he is speaking with and perhaps feels a little nervous. He is threatened by the strong personalities in the meeting room.
Devising: Day 28
Having missed the previous lesson through other commitments, we discussed where we were at. With the three out of the four scripts ready to be printed. We briefly checked all of our scripts and made little changes to the area we felt necessary before printing. Whilst one of our group members began work on writing the script, the rest of us began thinking about the costume we wanted to wear during the performance. I think, with all the scenes where we would play students, we agreed that we would wear the same clothes, whether that be in the Victorian time period, or the future. The idea behind this being that the children will always have the tendencies to misbehave and will always have the same capabilities of bad behaviour, but that it is the time period and how this influences the children that cause a change in the behaviour across the years.
The costume we decided on for the students was black trousers/skirt, with a white top and various ties, we will adjust these uniforms for each scene, whether that be unbuttoning a shirt, rolling the sleeves up or taking off the tie. We also decided that the teachers would be wearing a robe in the 1800's and a grey blazer in the other scenes.
Having missed the previous lesson through other commitments, we discussed where we were at. With the three out of the four scripts ready to be printed. We briefly checked all of our scripts and made little changes to the area we felt necessary before printing. Whilst one of our group members began work on writing the script, the rest of us began thinking about the costume we wanted to wear during the performance. I think, with all the scenes where we would play students, we agreed that we would wear the same clothes, whether that be in the Victorian time period, or the future. The idea behind this being that the children will always have the tendencies to misbehave and will always have the same capabilities of bad behaviour, but that it is the time period and how this influences the children that cause a change in the behaviour across the years.
The costume we decided on for the students was black trousers/skirt, with a white top and various ties, we will adjust these uniforms for each scene, whether that be unbuttoning a shirt, rolling the sleeves up or taking off the tie. We also decided that the teachers would be wearing a robe in the 1800's and a grey blazer in the other scenes.
The Victorian picture that sparked our uniform idea. As you can see, they're all wearing a white collared top with a tie, however, wearing a blazer for us would be too difficult to find six matching ones, plus it would make quick costume changes even harder, especially in the traverse staging. Ideally, it would be great to have all the costumes we needed and be able to carry out numbers of costume changes, however, they would take too long and weaken our piece if we did so. I think, in order to improve what we done today, we needed to discus more, as a group, what we wanted the end script to be like, we left it to one person, who was happy to do so, whilst we got other things sorted and as a result, it may not be completely what we wanted as a whole.
Tuesday, 1 December 2015
Devising: Day 27
Today, we continued on with our 3rd script. We had previously finished our 2nd script, so we decided to give what we had written a read through to make sure it sounded okay and read properly. We made annotations to this original piece, re wording lines to make them flow better giving the script a greater cohesion. We then, made the corrections to the original script on the laptop.
Our third script however, needed adjusting. We wanted to give our sarcastic character the right lines to bring out the comedy value and mix the seriousness of the topic with some humour. But finding these lines was a difficulty. We experimented with several but needed one that packed a punch, without sounding immature
Today, we continued on with our 3rd script. We had previously finished our 2nd script, so we decided to give what we had written a read through to make sure it sounded okay and read properly. We made annotations to this original piece, re wording lines to make them flow better giving the script a greater cohesion. We then, made the corrections to the original script on the laptop.
Our third script however, needed adjusting. We wanted to give our sarcastic character the right lines to bring out the comedy value and mix the seriousness of the topic with some humour. But finding these lines was a difficulty. We experimented with several but needed one that packed a punch, without sounding immature
Wednesday, 25 November 2015
Devising: Day 26
As this was the first day without one of our group members, we could no longer work on any physical pieces, which is a pain. However, we had already planned previously that we would use this time to finish off writing the scenes we had started a few weeks back. Instead of using all of our time dedicated to writing one script, I suggested that we split off and wrote two different scenes at once, this way we would make use of the persons available to us. I think we all agreed that in each scene, we wanted the tension to rise between those in the boardroom, culminating in the planned, comical argument scene to end with. One problem we did encounter was when to bring in one of our cast members. Ideally, we wanted to bring him in right at the very end of the argument scene with him entering as everyone was worked up and angry, making the scene rather comical. However, he was concerned that the length of time he would be in it for would affect his performance grade, although he would be in all the movement pieces.
With this in mind, we carried on creating our two scripts. At some points, we all struggled with what lines we wanted to add, so we decided it would be best if we actually read through he script to spark any ideas. The main thing we wanted to make sure of, was sustaining the different characters in the piece and writing lines that fit their personalities.
As this was the first day without one of our group members, we could no longer work on any physical pieces, which is a pain. However, we had already planned previously that we would use this time to finish off writing the scenes we had started a few weeks back. Instead of using all of our time dedicated to writing one script, I suggested that we split off and wrote two different scenes at once, this way we would make use of the persons available to us. I think we all agreed that in each scene, we wanted the tension to rise between those in the boardroom, culminating in the planned, comical argument scene to end with. One problem we did encounter was when to bring in one of our cast members. Ideally, we wanted to bring him in right at the very end of the argument scene with him entering as everyone was worked up and angry, making the scene rather comical. However, he was concerned that the length of time he would be in it for would affect his performance grade, although he would be in all the movement pieces.
With this in mind, we carried on creating our two scripts. At some points, we all struggled with what lines we wanted to add, so we decided it would be best if we actually read through he script to spark any ideas. The main thing we wanted to make sure of, was sustaining the different characters in the piece and writing lines that fit their personalities.
Tuesday, 24 November 2015
Devising: Day 25
Today, we set about finishing the scene we had began creating based around the idea of guards being in lesson with the pupils and the teacher having to video the lesson in to them. We showed the piece we have devised to our teacher in the lesson. He pointed out that we needed to choreograph the piece more, even though it wasn't a dance. We made a few changes to the original piece, one main difference being that we got those playing the students to walk in and separate off onto the sides before turning and walking into their chairs. The idea behind this being that the students move very military like, very regimented and ordered as the guards are controlling them through fear.
Although we kept the base of what we had originally created, his advice polished our piece, and added a little more sophistication to it. For example, we initially thought that the guards would be dressed in riot gear, however, he suggested if it would be easier and far ore versatile to use just a metre rule. This enabled quicker movement, yet still showing control and allowing us to choreograph slightly more elaborate pieces without the hindrance of heavy costume. Another example of where the ruler was a better option was where I lifted one of our members legs up to see if she could actually reach the back of someone's chair or if they were lying or not. Originally I would have got a tape measure out, however, this would take time, and the ruler allowed me to carry out the action in one, swift movement.
Another talking point was whether I hit someone round the back of the head with the ruler as a punishment or stuck with what we had originally had, me slamming the persons head onto the desk, that way we could make it look more dramatic than a tame slap of a ruler.
I think the main thing I had to ficus on, personally, was my character. Those in my group said themselves that they could not take me seriously when trying to be intimidating. Instead, I decided to be rather expressionless, staring at the pupils. After all, my character would merely be doing a duty, he feels no emotion towards the students at all. I felt as if this worked slightly better than trying to be in their faces and aggressive.
Whilst looking at this piece, I often asked myself, "How far is too far with discipline?" I mean, we had tazers in the piece at first which seemed ridiculous, however, this video I stumbled across gave me an insight into how some punishments are dealt with, and suddenly it seemed as though our scene wasn't as severe as we first thought!
Today, we set about finishing the scene we had began creating based around the idea of guards being in lesson with the pupils and the teacher having to video the lesson in to them. We showed the piece we have devised to our teacher in the lesson. He pointed out that we needed to choreograph the piece more, even though it wasn't a dance. We made a few changes to the original piece, one main difference being that we got those playing the students to walk in and separate off onto the sides before turning and walking into their chairs. The idea behind this being that the students move very military like, very regimented and ordered as the guards are controlling them through fear.
Although we kept the base of what we had originally created, his advice polished our piece, and added a little more sophistication to it. For example, we initially thought that the guards would be dressed in riot gear, however, he suggested if it would be easier and far ore versatile to use just a metre rule. This enabled quicker movement, yet still showing control and allowing us to choreograph slightly more elaborate pieces without the hindrance of heavy costume. Another example of where the ruler was a better option was where I lifted one of our members legs up to see if she could actually reach the back of someone's chair or if they were lying or not. Originally I would have got a tape measure out, however, this would take time, and the ruler allowed me to carry out the action in one, swift movement.
Another talking point was whether I hit someone round the back of the head with the ruler as a punishment or stuck with what we had originally had, me slamming the persons head onto the desk, that way we could make it look more dramatic than a tame slap of a ruler.
I think the main thing I had to ficus on, personally, was my character. Those in my group said themselves that they could not take me seriously when trying to be intimidating. Instead, I decided to be rather expressionless, staring at the pupils. After all, my character would merely be doing a duty, he feels no emotion towards the students at all. I felt as if this worked slightly better than trying to be in their faces and aggressive.
Whilst looking at this piece, I often asked myself, "How far is too far with discipline?" I mean, we had tazers in the piece at first which seemed ridiculous, however, this video I stumbled across gave me an insight into how some punishments are dealt with, and suddenly it seemed as though our scene wasn't as severe as we first thought!
Devising: Day 24
As we only have one week until one group member leaves for his operation. We needed to get scenes blocked and quickly. We began with starting to combine the two movement scenes we had recorded last week. Picking out parts we liked from each and blending them together. Whilst adding a few new parts to it. We had to work quickly though. So we moved on to trying to set our next future scene. Which we brainstormed below. One talking point was the inclusion of riot guards. We didn't know how many to have. Obviously we only have a small group so we have to be careful about how many guards we have compared to how little school children we have. Below we brainstormed various ideas.
As we only have one week until one group member leaves for his operation. We needed to get scenes blocked and quickly. We began with starting to combine the two movement scenes we had recorded last week. Picking out parts we liked from each and blending them together. Whilst adding a few new parts to it. We had to work quickly though. So we moved on to trying to set our next future scene. Which we brainstormed below. One talking point was the inclusion of riot guards. We didn't know how many to have. Obviously we only have a small group so we have to be careful about how many guards we have compared to how little school children we have. Below we brainstormed various ideas.
Thursday, 19 November 2015
Devising: Day 23
Today, we took a step away from our actual performances and looked at the practitioner Augusto Boal. However, instead of our teacher standing up and giving us all the information required, he decided to give us a selection of information and divide us into groups. My group looked at the idea of Image Theatre. Our next task was to write down a short presentation using only 20 words from our information that we could relay back to the other groups. The main idea I gained about the use of Image Theatre was that it was performed in the absence of language, hence could be interpreted by all. The actors would tell a story by sculpting, modeling, playing statues and so on. The idea behind this style was that the emotional stimulus and emotion portrayed could never be changed but allowed others to have different interpretations.
Afterwards, we had to explain our findings to other group members. However, in the style of our topic. This was easy for me as all I had to do was remain a mute and simply point to words and try an gesture what I meant. We then learnt about the other groups topics before moving onto the subject I forum theatre. Which I gathered was essentially how an audience can change the situation and that the performers would have to react as a result.
We used this technique to help improve each other's groups scenes. The other grouped performed one of their scenes and we interacted and gave them ideas of how to do things differently. Which they replicated in the piece we showed them. I found this part very helpful as it have our scene another layer. Made it more interesting and realistic. For example, they picked up upon the different characters trying to break through, and offered opinions on how we could allow this to happen.
Our final task was to get into pairs with someone from the opposite group and give them some targets or praise on their individual performance. We were tasked with coming up with at least five targets for each other to help improve our own performance. For me, I needed to move around a bit more, perhaps go and get a bag or pick up a pen to show my characters juvenile and jittery attitude. I needed to keep my skittish behavior up throughout the piece, maybe by laughing nervously or twitching my legs. One huge target we needed to look at was the staging. We really didn't know how to position ourselves but the way we did meant that not all of us could be seen, we needed to add layers to the performance, have some people standing or position the cast in more of a square so everyone could be seen.
Today, we took a step away from our actual performances and looked at the practitioner Augusto Boal. However, instead of our teacher standing up and giving us all the information required, he decided to give us a selection of information and divide us into groups. My group looked at the idea of Image Theatre. Our next task was to write down a short presentation using only 20 words from our information that we could relay back to the other groups. The main idea I gained about the use of Image Theatre was that it was performed in the absence of language, hence could be interpreted by all. The actors would tell a story by sculpting, modeling, playing statues and so on. The idea behind this style was that the emotional stimulus and emotion portrayed could never be changed but allowed others to have different interpretations.
Afterwards, we had to explain our findings to other group members. However, in the style of our topic. This was easy for me as all I had to do was remain a mute and simply point to words and try an gesture what I meant. We then learnt about the other groups topics before moving onto the subject I forum theatre. Which I gathered was essentially how an audience can change the situation and that the performers would have to react as a result.
We used this technique to help improve each other's groups scenes. The other grouped performed one of their scenes and we interacted and gave them ideas of how to do things differently. Which they replicated in the piece we showed them. I found this part very helpful as it have our scene another layer. Made it more interesting and realistic. For example, they picked up upon the different characters trying to break through, and offered opinions on how we could allow this to happen.
Our final task was to get into pairs with someone from the opposite group and give them some targets or praise on their individual performance. We were tasked with coming up with at least five targets for each other to help improve our own performance. For me, I needed to move around a bit more, perhaps go and get a bag or pick up a pen to show my characters juvenile and jittery attitude. I needed to keep my skittish behavior up throughout the piece, maybe by laughing nervously or twitching my legs. One huge target we needed to look at was the staging. We really didn't know how to position ourselves but the way we did meant that not all of us could be seen, we needed to add layers to the performance, have some people standing or position the cast in more of a square so everyone could be seen.
Wednesday, 11 November 2015
Devising: Day 22
Today was a bit of a stop , start lesson as we had a photographer in taking pictures of us for a new prospectus. However, we did manage to get some stuff done. To begin with, we ran through the new movement piece we created the lesson before. Our teacher watched this but suggested that our original piece was much more interesting than the other. She added that our new piece was very samey in the way we had the theme of puppetry going on throughout and was pretty one dimensional. This disappointed us at first and kind of left us a little dumbstruck as we thought that it was better than the last. However, we understood what she had said and respected that someone with her experience and knowledge was probably correct. We decided to run back through our older piece to make sure we knew what we were doing. I think our older piece needed to be a little more violent in our actions, which is what we worked on doing, trying to make everything sharper and more defined to show how we, as pupils, are in control of the teacher. We filmed both of our scenes to what we had, the purpose, to watch it back and pick out elements of both pieces that we liked to create another piece, drawing on the strengths of our others and hopefully conveying our message of control much clearer. Unfortunately, in one of the videos Carl is kneed in the face hence why we burst out laughing.
Today was a bit of a stop , start lesson as we had a photographer in taking pictures of us for a new prospectus. However, we did manage to get some stuff done. To begin with, we ran through the new movement piece we created the lesson before. Our teacher watched this but suggested that our original piece was much more interesting than the other. She added that our new piece was very samey in the way we had the theme of puppetry going on throughout and was pretty one dimensional. This disappointed us at first and kind of left us a little dumbstruck as we thought that it was better than the last. However, we understood what she had said and respected that someone with her experience and knowledge was probably correct. We decided to run back through our older piece to make sure we knew what we were doing. I think our older piece needed to be a little more violent in our actions, which is what we worked on doing, trying to make everything sharper and more defined to show how we, as pupils, are in control of the teacher. We filmed both of our scenes to what we had, the purpose, to watch it back and pick out elements of both pieces that we liked to create another piece, drawing on the strengths of our others and hopefully conveying our message of control much clearer. Unfortunately, in one of the videos Carl is kneed in the face hence why we burst out laughing.
Monday, 9 November 2015
Devising: day 21
Today, we continued working on our movement based piece. Unfortunately, two of our group members will be injured for our performance date. One with a broken collar bone and the other two weeks having recovery from a nose job, we were limited in the intensity of the movement we could do. This led us to rethinking our piece. Which worked nicely as our previous creation was terrible. We wanted to stick with the puppetry idea, but wanted to add more to our piece. To really show that the pupils are in control and become increasingly powerful. Each one of us would go up to the teacher and we would act out a contact improvisation piece. However, with each person, we wanted there to be less and less contact to reflect that the children become more dominant. At first we had very physical contact, before toning it down to mirroring actions and then a puppeteering act. At first, it seemed slow and laboured, however with music and guidance from our teacher, we were able to modify what we had to improve it. Personally, I think it is a much better piece than what we had, it feels more sophisticated and sends out our message much more effectively, which we were very pleased with.
I found an advert for Educating Essex on channel 4, I found this relevant to our own piece as it gives a small insight into how a modern day school is run, how pupils behave and how teachers deal with such issues. This could potentially be useful in our future scene as we could exaggerate parts from the advert and incorporate it into our own piece.
Today, we continued working on our movement based piece. Unfortunately, two of our group members will be injured for our performance date. One with a broken collar bone and the other two weeks having recovery from a nose job, we were limited in the intensity of the movement we could do. This led us to rethinking our piece. Which worked nicely as our previous creation was terrible. We wanted to stick with the puppetry idea, but wanted to add more to our piece. To really show that the pupils are in control and become increasingly powerful. Each one of us would go up to the teacher and we would act out a contact improvisation piece. However, with each person, we wanted there to be less and less contact to reflect that the children become more dominant. At first we had very physical contact, before toning it down to mirroring actions and then a puppeteering act. At first, it seemed slow and laboured, however with music and guidance from our teacher, we were able to modify what we had to improve it. Personally, I think it is a much better piece than what we had, it feels more sophisticated and sends out our message much more effectively, which we were very pleased with.
I found an advert for Educating Essex on channel 4, I found this relevant to our own piece as it gives a small insight into how a modern day school is run, how pupils behave and how teachers deal with such issues. This could potentially be useful in our future scene as we could exaggerate parts from the advert and incorporate it into our own piece.
Devising: Day 20
We needed to come up with something new today. We knew that we needed to create a scene representing what we felt a future classroom situation would be like. As Carl's character was trying to oppose the reintroduction of corporal punishment in schools, we thought it best to have him as the teacher for the future scene to get a reaction out of his character in the meeting scenes. In a way, this scene would almost be used to get the others characters views across, without the need for dialogue.
We came up with an idea revolving around power and respect. Our scene involved a teacher being completely overruled and overpowered by the pupils. However, we struggled heavily trying to show this in a movement piece, which is how we decided to conduct this piece. We workshopped small ideas such as transitioning into lifts, none of which worked. Eventually we came up with this idea of puppetry almost. Which would symbolise now how teachers are almost dictated to by pupils. We had this scene where the teacher would turn and freeze. Each time one of us would turn him back to the board. Eventually, we would rise on his signal and surround the teacher. Acting out fighting movements and so on. We didn't get too far into the piece but we have a base to work with next lesson. The main issue in mind is how pupils can literally torment a teacher, yet the teacher cannot react. In a way, pupils have more power. Which is what we want to show.
We needed to come up with something new today. We knew that we needed to create a scene representing what we felt a future classroom situation would be like. As Carl's character was trying to oppose the reintroduction of corporal punishment in schools, we thought it best to have him as the teacher for the future scene to get a reaction out of his character in the meeting scenes. In a way, this scene would almost be used to get the others characters views across, without the need for dialogue.
We came up with an idea revolving around power and respect. Our scene involved a teacher being completely overruled and overpowered by the pupils. However, we struggled heavily trying to show this in a movement piece, which is how we decided to conduct this piece. We workshopped small ideas such as transitioning into lifts, none of which worked. Eventually we came up with this idea of puppetry almost. Which would symbolise now how teachers are almost dictated to by pupils. We had this scene where the teacher would turn and freeze. Each time one of us would turn him back to the board. Eventually, we would rise on his signal and surround the teacher. Acting out fighting movements and so on. We didn't get too far into the piece but we have a base to work with next lesson. The main issue in mind is how pupils can literally torment a teacher, yet the teacher cannot react. In a way, pupils have more power. Which is what we want to show.
Tuesday, 3 November 2015
Devising: Day 19
We began our lesson with discussing what we had done last lesson. We knew we needed to ask some teachers to answer our questionnaires as part of our research. However, we needed to think of a set of suitable questions to ask them. This was our first task. At the same time we wanted to keep the questionnaire short. We decided five questions we would all ask different teachers at a later date and then decided the teachers we thought would offer a range of opinions and experiences.
Afterwards we discussed how we would open the scene. We wanted to keep the soundscape idea we ha previously thought of so thought that recording sounds with us miming still the best option. In terms of new scenes we wanted to show a range of techniques and styles. We already established that we our meeting scenes would be all dialogue based and very natural, allowing us to branch of into different styles. We thought that showing two futures an option, potentially exploring different options available for schools to go down. Whether they will get worse, become more prison like or if changes in the curriculum were needed. We noted down these points and will continue to explore these ideas.
So far, ideas have been very hard to come by. We want to make it sophisticated and quirky, but our expectations have perhaps lead to us waiting for one great idea and perhaps not being fully behind the idea. Although our idea is a very interesting and mature one. We are finding it difficult in how we show how schools have changed.
One suggestion from our tutor was that we needed to think of an end question or solution for our piece. What do we want to show or get across? Then maybe, that will help ideas begin to flow. At the moment, it seems like we have hit a wall, but I'm sure we can break through it and begin to create again.
Below, are the notes of another teacher we interviewed on behaviour.Most noticeably, they thought that kids will always be the same and didn't think that behaviour had got worse at all.
We began our lesson with discussing what we had done last lesson. We knew we needed to ask some teachers to answer our questionnaires as part of our research. However, we needed to think of a set of suitable questions to ask them. This was our first task. At the same time we wanted to keep the questionnaire short. We decided five questions we would all ask different teachers at a later date and then decided the teachers we thought would offer a range of opinions and experiences.
Afterwards we discussed how we would open the scene. We wanted to keep the soundscape idea we ha previously thought of so thought that recording sounds with us miming still the best option. In terms of new scenes we wanted to show a range of techniques and styles. We already established that we our meeting scenes would be all dialogue based and very natural, allowing us to branch of into different styles. We thought that showing two futures an option, potentially exploring different options available for schools to go down. Whether they will get worse, become more prison like or if changes in the curriculum were needed. We noted down these points and will continue to explore these ideas.
So far, ideas have been very hard to come by. We want to make it sophisticated and quirky, but our expectations have perhaps lead to us waiting for one great idea and perhaps not being fully behind the idea. Although our idea is a very interesting and mature one. We are finding it difficult in how we show how schools have changed.
One suggestion from our tutor was that we needed to think of an end question or solution for our piece. What do we want to show or get across? Then maybe, that will help ideas begin to flow. At the moment, it seems like we have hit a wall, but I'm sure we can break through it and begin to create again.
Below, are the notes of another teacher we interviewed on behaviour.Most noticeably, they thought that kids will always be the same and didn't think that behaviour had got worse at all.
Devising: day 18
After discussing the direction of our piece with the group members who were missing for the last lesson, we decided to move our piece forward, exploring how a school may be like in twenty to thirty years time.
However, the only problem with this was that we didn't really know what a school would be like in the future. We don't have a magic crystal ball. This prompted our teacher to step in and give us the idea of interviewing teachers their opinions on issues such as behaviour and how school has changed during their career.
One teacher spoke to our group about this issue. The most noticeable points they made were that teachers and schools these days are more like glorified child care, without the pay of childminders. They said that schools may even be extended to having children until later times like 5pm. However, lazy teaching has led to more children being disengaged and more likely to misbehave, coupled With the fact that some teachers are scared of punishing children, either through fear of them, or their parents. Which I found quite unbelievable, but sadly likely.
This have us a small insight into what goes on in the present day school, which we could potentially use in our own present day scenes, but more importantly use this to stimulate potential future ideas for a school.
Below, we brainstormed a few ideas of what we felt a future school could be like.
After discussing the direction of our piece with the group members who were missing for the last lesson, we decided to move our piece forward, exploring how a school may be like in twenty to thirty years time.
However, the only problem with this was that we didn't really know what a school would be like in the future. We don't have a magic crystal ball. This prompted our teacher to step in and give us the idea of interviewing teachers their opinions on issues such as behaviour and how school has changed during their career.
One teacher spoke to our group about this issue. The most noticeable points they made were that teachers and schools these days are more like glorified child care, without the pay of childminders. They said that schools may even be extended to having children until later times like 5pm. However, lazy teaching has led to more children being disengaged and more likely to misbehave, coupled With the fact that some teachers are scared of punishing children, either through fear of them, or their parents. Which I found quite unbelievable, but sadly likely.
This have us a small insight into what goes on in the present day school, which we could potentially use in our own present day scenes, but more importantly use this to stimulate potential future ideas for a school.
Below, we brainstormed a few ideas of what we felt a future school could be like.
Thursday, 29 October 2015
Devising: Day 17
We were missing two members of our group today, so we thought it was pointless trying to set anything as we didn't have the numbers to do so. Instead, we dedicated the lesson to research and writing. Two of our members started researching certain topics about schooling and once completed, we will try and implement that into our own work. I worked on writing the script for the next scene as, personally, I feel that writing is a particular strength of mine and would like to take responsibility for writing as well as learning more about the art and improving my script writing. One thing I found difficult about the writing was that it's very hard to progress when you don't actually know where the piece is going. We had to think about this. Eventually, after discussing the idea of a 70's school and that of modern day schooling problem, we opted for progressing into a scene about school in the present/future, mainly looking at how generations inherit traits and exploring the ideology that if the current generation causes so many problems in schools, how will future generations behave and effect society as a result?
With that in mind, myself and my script writing partner for the day began to create the beginning of our scene. I wanted to include real facts and articles in our piece to make our boardroom scenes as realistic as possible, whilst trying to cater the script to allow for the characters in our piece to shine through, with aspects of comedy, much like in "Future Conditional."
Below, I found some pictures of children misbehaving in a classroom. I found these rather interesting as they represent the message that we want to get across. That children nowadays and potentially in the future seem to own increasing power over teachers and seem to be able to do what they want. In the pictures they appear out of control and animal like. Which is an aspect that we want to explore and implement into our own piece based on the future of education, the power of pupils compared to the teacher.
We were missing two members of our group today, so we thought it was pointless trying to set anything as we didn't have the numbers to do so. Instead, we dedicated the lesson to research and writing. Two of our members started researching certain topics about schooling and once completed, we will try and implement that into our own work. I worked on writing the script for the next scene as, personally, I feel that writing is a particular strength of mine and would like to take responsibility for writing as well as learning more about the art and improving my script writing. One thing I found difficult about the writing was that it's very hard to progress when you don't actually know where the piece is going. We had to think about this. Eventually, after discussing the idea of a 70's school and that of modern day schooling problem, we opted for progressing into a scene about school in the present/future, mainly looking at how generations inherit traits and exploring the ideology that if the current generation causes so many problems in schools, how will future generations behave and effect society as a result?
With that in mind, myself and my script writing partner for the day began to create the beginning of our scene. I wanted to include real facts and articles in our piece to make our boardroom scenes as realistic as possible, whilst trying to cater the script to allow for the characters in our piece to shine through, with aspects of comedy, much like in "Future Conditional."
Below, I found some pictures of children misbehaving in a classroom. I found these rather interesting as they represent the message that we want to get across. That children nowadays and potentially in the future seem to own increasing power over teachers and seem to be able to do what they want. In the pictures they appear out of control and animal like. Which is an aspect that we want to explore and implement into our own piece based on the future of education, the power of pupils compared to the teacher.
Tuesday, 20 October 2015
Devising: Day 16
Having previously polished our script, we decided that we needed to move on and work on something else. At the end of our script we planned to move into a Victorian school scene, to do this we decided to use our soundscape of an everyday modern school to fuse as a transition into the Victorian school. The only problem was ... What were going to do?
Having taken a lot of inspiration from Future Conditional, which we saw last month, we searched for interviews with the cast. Below is an interview with Rob Brydon, in which he talks about his role as a teacher. We thought that this may be helpful in getting an idea for how teachers feel or what they feel obliged to do.
As our boardroom scenes were going to be all dialogue based we wanted to avoid another dialogue scene. We thought about a silent movie style story, projecting a filmed scene on the screen, but didn't really favour this idea.
As we didn't really know what Victorian schools were like, we researched education in Victorian England. The research follows below.
By looking at this information, we could gain an understanding of how a Victorian school worked. What punishments were like, what they wrote on, what teachers were like, the setting and so on. From this we began to generate a few ideas of how we wanted to show a punishment. We did discuss whether we would have to cut our girl out of the scene and make her play the teacher as boys and girls were separated in class, however, as our piece was going to be rather movement based and not particularly realistic, we opted against it and decided that the character proposing the Victorian idea as the teacher.
The main question I asked myself was what we were trying to show. The main point was one of the characters in the meeting trying to convey how a Victorian system would benefit the modern education system. Therefore, we needed to show how the pupils were controlled and how they feared the teacher.
Below is a picture taken from a Victorian classroom, this really emphasises the control and rigid structure of the classroom. Something that we hope to replicate in our own performance. With the teacher at the front almost dictating to the pupils.
Having previously polished our script, we decided that we needed to move on and work on something else. At the end of our script we planned to move into a Victorian school scene, to do this we decided to use our soundscape of an everyday modern school to fuse as a transition into the Victorian school. The only problem was ... What were going to do?
Having taken a lot of inspiration from Future Conditional, which we saw last month, we searched for interviews with the cast. Below is an interview with Rob Brydon, in which he talks about his role as a teacher. We thought that this may be helpful in getting an idea for how teachers feel or what they feel obliged to do.
As our boardroom scenes were going to be all dialogue based we wanted to avoid another dialogue scene. We thought about a silent movie style story, projecting a filmed scene on the screen, but didn't really favour this idea.
As we didn't really know what Victorian schools were like, we researched education in Victorian England. The research follows below.
By looking at this information, we could gain an understanding of how a Victorian school worked. What punishments were like, what they wrote on, what teachers were like, the setting and so on. From this we began to generate a few ideas of how we wanted to show a punishment. We did discuss whether we would have to cut our girl out of the scene and make her play the teacher as boys and girls were separated in class, however, as our piece was going to be rather movement based and not particularly realistic, we opted against it and decided that the character proposing the Victorian idea as the teacher.
The main question I asked myself was what we were trying to show. The main point was one of the characters in the meeting trying to convey how a Victorian system would benefit the modern education system. Therefore, we needed to show how the pupils were controlled and how they feared the teacher.
Below is a picture taken from a Victorian classroom, this really emphasises the control and rigid structure of the classroom. Something that we hope to replicate in our own performance. With the teacher at the front almost dictating to the pupils.
Devising: Day 15
With our new and improved script, we performed our piece to our teacher. Whilst he sad that the content was very good, the way we set it out and worded particular phrases were not how a meeting would usually proceed. Working with him, we annotated our scripts, re wording lines, adding some lines in to develop the characters we wanted to show in the scene. Another area that we worked on was the tone and mood generated. Previously, our scene was inaccurate in how we portrayed this meeting scene. However, by asking our teacher about how meetings actually went, and with his guidance, we began to build up an idea of how one would unfold. That they aren't as serious as we were making out, allowing us to make the scene a little more comical as a result. Which is what we were aiming for.
With our new and improved script, we performed our piece to our teacher. Whilst he sad that the content was very good, the way we set it out and worded particular phrases were not how a meeting would usually proceed. Working with him, we annotated our scripts, re wording lines, adding some lines in to develop the characters we wanted to show in the scene. Another area that we worked on was the tone and mood generated. Previously, our scene was inaccurate in how we portrayed this meeting scene. However, by asking our teacher about how meetings actually went, and with his guidance, we began to build up an idea of how one would unfold. That they aren't as serious as we were making out, allowing us to make the scene a little more comical as a result. Which is what we were aiming for.
Devising: Day 14
Having previously began writing our script in the last lesson, we decide to run through it. Whilst running through it we ironed out a few mistakes and proof read as we went. We then set the boardroom scene and acted what we had. Afterwards, it was clear that we needed to make changes. We decided to cut out the part where we got one of our members to walk in late. We felt this was unnecessary and to achieve a more comical effect, we should add him in later. However, by doing this, we made the script shorter, leaving us with too little content left to perform with. Hence, I took the task of trying to re write the script. Obviously, I used the base of what we had previously written. However, due to discussion addressing the issue that we needed to go off on a bit of a tangent during the scene, I tried to add in a argument between those for the cane and against the cane. Whilst making the piece entertaining and comical. However, I needed to be careful that I didn't drag the scene on too long, try and do too much with it, but at the same time, setting us up to be able to move into a new scene smoothly.
Underneath is a picture taken from the boardroom/meeting scenes in Future Conditional. As a group, I think we all found these scenes very entertaining and captivating. They seemed to flow very nicely and at times, I forgot that these people were acting. The scenes were done very well, which has inspired the creation of our boardroom scenes. All the characters in the scene below had very different personalities and backgrounds, hence why they all had differing opinions and behavioural traits, like the Eton school boy, or the Scotsman from a deprived background. This was an area that we wanted to use in our piece. We wanted to have differing ages of our characters and backgrounds to show a difference in opinions btween the characters and how education should change. For example, an older character may be more ruthless and for the reintroduction if the cane, where a younger, perhaps fairer character would see the problems lying with teaching methods.
Having previously began writing our script in the last lesson, we decide to run through it. Whilst running through it we ironed out a few mistakes and proof read as we went. We then set the boardroom scene and acted what we had. Afterwards, it was clear that we needed to make changes. We decided to cut out the part where we got one of our members to walk in late. We felt this was unnecessary and to achieve a more comical effect, we should add him in later. However, by doing this, we made the script shorter, leaving us with too little content left to perform with. Hence, I took the task of trying to re write the script. Obviously, I used the base of what we had previously written. However, due to discussion addressing the issue that we needed to go off on a bit of a tangent during the scene, I tried to add in a argument between those for the cane and against the cane. Whilst making the piece entertaining and comical. However, I needed to be careful that I didn't drag the scene on too long, try and do too much with it, but at the same time, setting us up to be able to move into a new scene smoothly.
Underneath is a picture taken from the boardroom/meeting scenes in Future Conditional. As a group, I think we all found these scenes very entertaining and captivating. They seemed to flow very nicely and at times, I forgot that these people were acting. The scenes were done very well, which has inspired the creation of our boardroom scenes. All the characters in the scene below had very different personalities and backgrounds, hence why they all had differing opinions and behavioural traits, like the Eton school boy, or the Scotsman from a deprived background. This was an area that we wanted to use in our piece. We wanted to have differing ages of our characters and backgrounds to show a difference in opinions btween the characters and how education should change. For example, an older character may be more ruthless and for the reintroduction if the cane, where a younger, perhaps fairer character would see the problems lying with teaching methods.
Wednesday, 14 October 2015
Devising: Day 13
Today, we were instructed to decide what direction we were going in our piece. As a group, we agreed that sticking with our education theme would be most beneficial. Albeit discussions about whether we need to switch to problems students faced. However we rejected this idea.
With our theme decided I decided it would be better to split the group. I designated areas of research for people. These were 40's and 70's school and recounts of cane punishment. The rest of us worked on script writing using the facts, figures and opinions from articles to help construct dialogue. Although only two pages were written, we feel the dialogue is of good quality and would rather have a good quality if dialogue rather than quantity. Our main focus is to make our piece sophisticated and clever. Which I hope had come across in what we have written. Hopefully, we can combine the research and present time periods realistically and accurately.
In addition, after watching a particular scene from the Blackwatch Gang, we decided that it was a great way in which to move between scenes. It offered something very refreshing and we felt that we could do something similar, moving through the schooling system. I found how the main actor was dressed and manoeuvred around the stage very interesting, representing the flow through the years.
Today, we were instructed to decide what direction we were going in our piece. As a group, we agreed that sticking with our education theme would be most beneficial. Albeit discussions about whether we need to switch to problems students faced. However we rejected this idea.
With our theme decided I decided it would be better to split the group. I designated areas of research for people. These were 40's and 70's school and recounts of cane punishment. The rest of us worked on script writing using the facts, figures and opinions from articles to help construct dialogue. Although only two pages were written, we feel the dialogue is of good quality and would rather have a good quality if dialogue rather than quantity. Our main focus is to make our piece sophisticated and clever. Which I hope had come across in what we have written. Hopefully, we can combine the research and present time periods realistically and accurately.
In addition, after watching a particular scene from the Blackwatch Gang, we decided that it was a great way in which to move between scenes. It offered something very refreshing and we felt that we could do something similar, moving through the schooling system. I found how the main actor was dressed and manoeuvred around the stage very interesting, representing the flow through the years.
Friday, 9 October 2015
Devising: day 12
We were straight back to the drawing board today. As a group, we recognised that the soundscape we had created a couple of days ago didn't really work and came across as unsophisticated and somewhat GCSE. We listed all the sounds we would hear in a classroom such as coughing, nail filing, ringtones, calling out and tapping. However, the problem with the sounds such as nail filing, tapping and ringtones was that they can't increase in volume and the other sounds would overpower them. I suggested if it may be worthwhile recording our noises and looping them onto a audio recording. This way we would have control over our sounds and would be able to increase the vine effectively, allowing all sounds to be heard and hopefully causing the hectic scene we want.
In terms of dialogue, we were stuck. We didn't want our piece to seem childish and immature, but at the same time, wanted to capture an authentic classroom scene. We decided on a list of words. Each person would only have one line to keep some structure and sophistication but these lines were tailored to adhere a typical year 10/11 classroom. We said these lines in cannon before repeating our lines faster and faster into a mess of noise. To end we had the teacher slam a cane onto the desk and demanding "books out" to signal a change in the scene, going back into a Victorian style school.
We performed this to the class as you can see below. We think that it's a good basis for an idea. However, I think we need to think if a more creative way of staging it and need a clear point to end the piece as it dragged to a certain extent.
We were straight back to the drawing board today. As a group, we recognised that the soundscape we had created a couple of days ago didn't really work and came across as unsophisticated and somewhat GCSE. We listed all the sounds we would hear in a classroom such as coughing, nail filing, ringtones, calling out and tapping. However, the problem with the sounds such as nail filing, tapping and ringtones was that they can't increase in volume and the other sounds would overpower them. I suggested if it may be worthwhile recording our noises and looping them onto a audio recording. This way we would have control over our sounds and would be able to increase the vine effectively, allowing all sounds to be heard and hopefully causing the hectic scene we want.
In terms of dialogue, we were stuck. We didn't want our piece to seem childish and immature, but at the same time, wanted to capture an authentic classroom scene. We decided on a list of words. Each person would only have one line to keep some structure and sophistication but these lines were tailored to adhere a typical year 10/11 classroom. We said these lines in cannon before repeating our lines faster and faster into a mess of noise. To end we had the teacher slam a cane onto the desk and demanding "books out" to signal a change in the scene, going back into a Victorian style school.
We performed this to the class as you can see below. We think that it's a good basis for an idea. However, I think we need to think if a more creative way of staging it and need a clear point to end the piece as it dragged to a certain extent.
Devising: Day 11
Today, our task was to continue looking at the black watch piece based around the Iraq war. However, we were particularly looking at how the piece was staged and how they managed to change the scene. The clever thing about the piece was that they distracted the audience to a particular point, for example a cast member began singing with two soldiers conducting a movement.This allowed others to manoeuvre props and bring on new props to change the scene without the audience realising or paying much attention. I found this very clever and think it is certainly an aspect we could use in our piece. In addition, the way one particular scene worked back to the modern day from a flashback worked very nicely. Instead of just flicking back to the modern day, the piece took an entirely different direction by firing facts about the Scottish armies history from 1760 onwards. Whilst the main actor talked the other cast members dressed him in the uniforms worn by the men of the Scottish army at the time. This dressing was done in a stylised way, involving some contact improvisation ,making the piece look as if each time period rolled into each in a never ending cycle.
As the piece was staged in traverse, we decided that it would be worthwhile to stage ours that way. We didn't want to have the same proscenium arch stage that is common, we wanted to give it a creative edge and allow the audience to be in the scene with us, something we felt traverse would allow us to do.
It took a while to work out how we were going to give the stage out signature. Originally, as our piece is based around education, we wanted the audience to sit at school desks before changing to traverse. However, the problem with changing to traverse was that we could no longer sit in the audience that we planned to. We thought about sitting on the front rows of the seating or turning the seating to have a half traverse stage. Ultimately we decided on having the traditional traverse staging, but each audience member would have their own desk. As for where we would place ourselves is still undecided. Below, is an atrocious plan of the stage. The good thing is that we can take the front of the stage off so we could potentially use it as space for those off stage or to keep props in. One benefit of having the stage vertically instead of horizontally across the hall would be that we can have more rooms at the ends, or be walled in the other way as the hall is longer than it is wide.
Today, our task was to continue looking at the black watch piece based around the Iraq war. However, we were particularly looking at how the piece was staged and how they managed to change the scene. The clever thing about the piece was that they distracted the audience to a particular point, for example a cast member began singing with two soldiers conducting a movement.This allowed others to manoeuvre props and bring on new props to change the scene without the audience realising or paying much attention. I found this very clever and think it is certainly an aspect we could use in our piece. In addition, the way one particular scene worked back to the modern day from a flashback worked very nicely. Instead of just flicking back to the modern day, the piece took an entirely different direction by firing facts about the Scottish armies history from 1760 onwards. Whilst the main actor talked the other cast members dressed him in the uniforms worn by the men of the Scottish army at the time. This dressing was done in a stylised way, involving some contact improvisation ,making the piece look as if each time period rolled into each in a never ending cycle.
As the piece was staged in traverse, we decided that it would be worthwhile to stage ours that way. We didn't want to have the same proscenium arch stage that is common, we wanted to give it a creative edge and allow the audience to be in the scene with us, something we felt traverse would allow us to do.
It took a while to work out how we were going to give the stage out signature. Originally, as our piece is based around education, we wanted the audience to sit at school desks before changing to traverse. However, the problem with changing to traverse was that we could no longer sit in the audience that we planned to. We thought about sitting on the front rows of the seating or turning the seating to have a half traverse stage. Ultimately we decided on having the traditional traverse staging, but each audience member would have their own desk. As for where we would place ourselves is still undecided. Below, is an atrocious plan of the stage. The good thing is that we can take the front of the stage off so we could potentially use it as space for those off stage or to keep props in. One benefit of having the stage vertically instead of horizontally across the hall would be that we can have more rooms at the ends, or be walled in the other way as the hall is longer than it is wide.
Devising: Day 10
After experimenting with our idea based around drugs, and finding that it is a difficult subject to do well and remains a mainstream stimulus. We decided to move onto another idea. One that we hope, will be a more sophisticated and mature topic of choice. This topic being education.
We began by discussing ideas. The rest of my group filled me in with the idea they had came up with as I was away the previous lesson. We wrote down what we might include in such a piece. The main idea, showing how education had changed throughout the years in terms of pupil power an how much power teachers have now. For example, 50 years ago teachers would have respect from students, whereas now, students answer back and seem to have too much power.
We thought that some kind of soundscape would be really cool to show a modern day classroom situation. Where the pupils would be unruly, taking over each other about random, irrelevant subjects. The petty squabbles and struggle the teachers go through trying to keep discipline in a classroom.
We thought we could found the soundscape off by quickly changing into a typically historical classroom setting, where the pupils respected and seemed to be scared of the teacher almost. However, these were early ideas and need work before we can show anything.
In terms of staging, we thought that arranging the audience in seats in a classroom layout with us at the front would be a very nice and authentic idea.
After experimenting with our idea based around drugs, and finding that it is a difficult subject to do well and remains a mainstream stimulus. We decided to move onto another idea. One that we hope, will be a more sophisticated and mature topic of choice. This topic being education.
We began by discussing ideas. The rest of my group filled me in with the idea they had came up with as I was away the previous lesson. We wrote down what we might include in such a piece. The main idea, showing how education had changed throughout the years in terms of pupil power an how much power teachers have now. For example, 50 years ago teachers would have respect from students, whereas now, students answer back and seem to have too much power.
We thought that some kind of soundscape would be really cool to show a modern day classroom situation. Where the pupils would be unruly, taking over each other about random, irrelevant subjects. The petty squabbles and struggle the teachers go through trying to keep discipline in a classroom.
We thought we could found the soundscape off by quickly changing into a typically historical classroom setting, where the pupils respected and seemed to be scared of the teacher almost. However, these were early ideas and need work before we can show anything.
In terms of staging, we thought that arranging the audience in seats in a classroom layout with us at the front would be a very nice and authentic idea.
Wednesday, 30 September 2015
Devising: day 9
Today, still focusing on the stimulus of war, we watched a live action play base on the black gang watch. A group a Scottish soldiers sent to Iraq for the war against terrorism. The idea of this was to see how language is used and to give us a real representation into the reality of war and how dialogue is used. I felt that the piece was the most accurate representation of war in terms of the conversations, which were full of swear words and slang, as you'd expect a group of lads to say.
Afterwards, we undertook a focus exercise to enable us to write a letter home to a loved one, before going over the top in World War One. I found this difficult as I didn't really know what to say. I wanted to make my letter as moving as possible, so by making it blunt and as honest as possible, I thought it would help me achieve this effect.
Today, still focusing on the stimulus of war, we watched a live action play base on the black gang watch. A group a Scottish soldiers sent to Iraq for the war against terrorism. The idea of this was to see how language is used and to give us a real representation into the reality of war and how dialogue is used. I felt that the piece was the most accurate representation of war in terms of the conversations, which were full of swear words and slang, as you'd expect a group of lads to say.
Afterwards, we undertook a focus exercise to enable us to write a letter home to a loved one, before going over the top in World War One. I found this difficult as I didn't really know what to say. I wanted to make my letter as moving as possible, so by making it blunt and as honest as possible, I thought it would help me achieve this effect.
Devising: day 8
Today, again, was more of a discussion based lesson. However, this time we focused on what kind of piece we wanted to create rather than focusing on ideas. Below we brainstormed what elements we wanted in our piece and what media elements we wanted in the piece. After this we were tasked with coming up with a small piece based around our targets we just created. This was difficult in the beginning as we had no idea what to base it on. We started talking about it and blocked a small movement piece. Now we have to finish it up and pull our ideas together.
Today, again, was more of a discussion based lesson. However, this time we focused on what kind of piece we wanted to create rather than focusing on ideas. Below we brainstormed what elements we wanted in our piece and what media elements we wanted in the piece. After this we were tasked with coming up with a small piece based around our targets we just created. This was difficult in the beginning as we had no idea what to base it on. We started talking about it and blocked a small movement piece. Now we have to finish it up and pull our ideas together.
Devising: day 7
Today was more of a discussion based lesson. In our groups we were instructed to have a think about narrowing down our topics and looking at what topics or events we could use to inspire or base a piece around. We had a serious think about drugs but thought that the topic was a little childish and difficult to do in a sophisticated and mature way. We did, after some deliberation, narrow our choices down to the Armenian genocide and kinder transport. We split our group in half and gave each other research to do. My research was kindertransport. This follows below.
Today was more of a discussion based lesson. In our groups we were instructed to have a think about narrowing down our topics and looking at what topics or events we could use to inspire or base a piece around. We had a serious think about drugs but thought that the topic was a little childish and difficult to do in a sophisticated and mature way. We did, after some deliberation, narrow our choices down to the Armenian genocide and kinder transport. We split our group in half and gave each other research to do. My research was kindertransport. This follows below.
I found this info from an archive about World War Two
"The first Kindertransport arrived at Harwich, England on December 2, 1938, bringing 196 children from a Berlin Jewish orphanage burned by the Nazis during the night of November 9. The transports ended with the outbreak of war in September 1939.
One very last transport left on the freighter Bodegraven from Ymuiden on May 14, 1940 – the day Rotterdam was bombed, one day before Holland surrendered – raked by gunfire from German warplanes. The eighty children on deck had been brought by earlier transports to imagined safety in Holland. Altogether, though exact figures are unknown, the Kindertransports saved around 10,000 children, most of them Jewish, from Germany, Austria, Czechoslovakia and Poland. Children of the Kindertransport were dispersed to many parts of the British Isles. About half lived with foster families, the others in hostels, group homes, and farms in England, Scotland, Wales and Northern Ireland. Those older than fourteen, unless they were fortunate enough to be sponsored by individuals and set to boarding schools or taken into foster care, were frequently absorbed into the country’s labour force after a few weeks of training, mainly in agriculture or domestic service."
In addition, I found a recount of a young girl talking about her journey, away from her parents and how she found herself in London with her foster family and adjusting to life as a result
"Trembling, Eva clung to me her eyes stabbing in my back like daggers. Mother and father turned away as I clung to them. I felt lonely; I was by myself and I had to be strong. The realisation was unbearable. The train jumped and jerked and eventually started chugging forward. I could hear farewells ringing in my ears. “Be a good girl now Milena. Look after Eva.” And they were gone.
Two days later I was awoken by the sound of heavy boots. Germans. Questions raced through my mind. What did they want? Would they hurt us? Would they dare use there gun? They marched into our carriage, Eva screamed I held her close. She was scared, I comforted her (inside I felt just as worried as her). We had to watch as they took Eva’s favourite teddy, which mother gave her. Anger flickered inside me surging through my body like a wild fire. I looked through the window the scenery flew by like a falcon.
London with its tall buildings and chattering people was very daunting. A man with a clipboard came over and showed us to the Radcliffs and at first sight they looked like a normal British family. Mummy Radcliff gave us a hug but at that time Eva was still tentative. She hid behind me as we headed off into the distance for our new life hoping that our real parents would come back soon."
In addition, we created a brainstorm based around the ideas of kindertransport.
In addition, we created a brainstorm based around the ideas of kindertransport.
Devising: day 6
Today, we worked on voice again. This time we were split into pairs to perform a scene in a trench. We were instructed to have two types of characters. One, a young village boy who had never left his town. The other, a hardened professional who had seen many battles an death before. I found this more difficult as I am used to playing more nervy characters. So I had to really think about how I was acting, trying to be more confident and relaxed in my movement. As if i was the alpha male, something i'm not used to pretending to be.
Today, we worked on voice again. This time we were split into pairs to perform a scene in a trench. We were instructed to have two types of characters. One, a young village boy who had never left his town. The other, a hardened professional who had seen many battles an death before. I found this more difficult as I am used to playing more nervy characters. So I had to really think about how I was acting, trying to be more confident and relaxed in my movement. As if i was the alpha male, something i'm not used to pretending to be.
Devising: Day 5
We tried something different today. Instead of working in our groups for our actual decided piece, we were split into 3 different groups today by our teacher and asked to perform a scene from a play called "He's Talking" about a group of South Africans trying to fight the corruption in the 60's
In the group. We had three actors and two directors. The idea of this scene was to try and get us to focus on our voice again. The scene hardly had any movement in. So it was up to us to act the scene as well as we could to keep it interesting. This was hard as the dialogue was very wordy and the scene taking place in a living room, so any little movement or a change in tone had to be done right to keep the audiences attention. I tried to do it in a South African accent I add to the authenticity of the performance. I feel that my accent was rather good, however, needed to speak more slowly to get the true South African accent across.
We tried something different today. Instead of working in our groups for our actual decided piece, we were split into 3 different groups today by our teacher and asked to perform a scene from a play called "He's Talking" about a group of South Africans trying to fight the corruption in the 60's
In the group. We had three actors and two directors. The idea of this scene was to try and get us to focus on our voice again. The scene hardly had any movement in. So it was up to us to act the scene as well as we could to keep it interesting. This was hard as the dialogue was very wordy and the scene taking place in a living room, so any little movement or a change in tone had to be done right to keep the audiences attention. I tried to do it in a South African accent I add to the authenticity of the performance. I feel that my accent was rather good, however, needed to speak more slowly to get the true South African accent across.
Devising: Research
As part of our task, we have to research various ideas before we pick a stimulus. After brainstorming a whole host of topics, we split off and researched our own idea. My idea was slavery in America.
As part of our task, we have to research various ideas before we pick a stimulus. After brainstorming a whole host of topics, we split off and researched our own idea. My idea was slavery in America.
Slavery in the United States
Whilst researching, I came across an excellent website called the Civil War Trust, which gave a great overview of Slavery in America and what it lead to.
"When the North American continent was first colonized by Europeans, the land was vast, the work was harsh, and there was a severe shortage of labour. Men and women were needed to work the land. Early in the seventeenth century, a Dutch ship loaded with African slaves introduced a solution—and a new problem—to the New World. Slaves were most economical on large farms where labour-intensive cash crops, such as tobacco, could be grown.
By the end of the American Revolution, slavery had proven unprofitable in the North and was dying out. Even in the South the institution was becoming less useful to farmers as tobacco prices fluctuated and began to drop.
In reality, treatment of slaves ranged from mild and paternalistic to cruel and sadistic. Husbands, wives, and children were frequently sold away from one another and punishment by whipping was not unusual. The United States Supreme Court in the 1857 Dred Scott Decision ruled that slaves were subhuman property with no rights of citizenship. They had no legal means of protesting the way they were treated. Southerners feared open rebellion but this was rare. However, slaves would pretend illness, organize slowdowns, sabotage farm machinery, and sometimes commit arson or murder. Running away, usually for short periods of time, was common."
Treatment of Slaves
I found this extract very helpful, especially as it allowed me an insight into what would happen to the slaves, what kind of jobs they would do and how sex effected their punishments.
"The experience of slavery for men, women, and children was equally horrible. The amount of labor on the plantation farms was the same for both genders. The differences between the genders were the jobs appointed to them. Men were usually appointed jobs that included certain skill like carpentry and blacksmith. Women were usually working in the fields or as house servants.
Enslaved men and women were beaten mercilessly, separated from loved ones arbitrarily, and, regardless of sex, treated as property in the eyes of the law." When both genders worked in the fields, men were assigned to do the more physical tasks of plowing the fields and the women had the less physical job of hoeing the crops.
When men and women were auctioned, they were both treated like animals. During Olmstead's travels, he observed slaves being auctioned: “The clear black skin, back and front, was viewed all over for sores from disease; and there was no part of his body left unexamined. The man was told to open and shut his hands, asked if he could pick cotton, and every tooth in his head was scrupulously looked at. The investigation being at an end, he was ordered to dress himself; and having done so, was requested to walk to the block."
Life In Slavery
Whilst researching slavery as a topic for our devised piece i thought that it would be a good idea to get first person stories as this would help us get a feel for potential characters.
Sarah Ashley, 93, was born in Mississippi
.
“I used to have to pick cotton and sometimes I pick 300 pound and tote it a mile to the cotton house. Some pick 300 to 800 pound cotton and have to tote the bag the whole mile to the gin. If they didn’t do they work they get whip till they have blister on them. Then if they didn’t do it, the man on a horse goes gown the rows and whip with a paddle make with holes in it and bust the blisters. I never get whip, because I always get my 300 pound. Us have to go early to do that, when the horn goes early, before daylight. Us have to take the victuals in the bucket to the field.
Us never got enough to eat, so us keeps stealing stuff. Us has to. They give us the pack of meal to last the week and two, three pound back on in chunk. Us never have flour or sugar, just cornmeal and the meat and potatoes. The [slaves] have the big box under the fireplace, where they keep all the pick and chicken what they steal, down in salt.”
Us never got enough to eat, so us keeps stealing stuff. Us has to. They give us the pack of meal to last the week and two, three pound back on in chunk. Us never have flour or sugar, just cornmeal and the meat and potatoes. The [slaves] have the big box under the fireplace, where they keep all the pick and chicken what they steal, down in salt.”
"You wasn't no more than a dog to some of them in them days. You wasn't treated as good as they treat dogs now. But still I didn't like to talk about it. Because it makes, makes people feel bad you know. Uh, I, I could say a whole lot I don't like to say. And I won't say a whole lot more."
"I got my name from President Jeff Davis. He was president of the Southern Confederacy. He owned my grandfather and my father. Brought them from Richmond, Virginia."
I found the accounts of people who had actually experienced the slave trade rather harrowing, seeing as this treatment happened relatively recently, but at the same time, is a great way of sourcing information and getting an idea for how a potential piece may be set.
Wednesday, 16 September 2015
Devising: day 4
Today, we worked on our contact improvisation pieces again. This meant us getting into out groups and finishing off the pieces we had already started. We ran through what we had already created. Polishing bits as we went before devising one final piece that showed our contact improvisation. Our video is below.
revolutionarts2016: Contact Improv Group 1
Our next task, was to move away from the physical side of theatre and create a piece using only voice itself. After going back to the drawing board. We decided to base our piece around Hillsborough disaster as we thought it gave us a good basis for a vocal performance. In addition, we also decided that it would be better if performed in the dark, so we could scatter everyone around the room showing the range of people effected and making the audience feel as if we were closing in on them.
Next, we had to decide what people were saying. We had six people in the group so had to think of six lines that would fit with our subject. We thought that saying each line in cannon would work well before building it up to everyone shouting their lines in desperation. At the same time we stamped our feet to represent the stampede before we fell silent on a scream. The next part involved us researching facts about the disaster and in a monotone voice, tell our fact.
I think it worked nicely for a soundscape and is a nice idea for what we could potentially use, in terms of using our voice to create a scene.
Today, we worked on our contact improvisation pieces again. This meant us getting into out groups and finishing off the pieces we had already started. We ran through what we had already created. Polishing bits as we went before devising one final piece that showed our contact improvisation. Our video is below.
revolutionarts2016: Contact Improv Group 1
Our next task, was to move away from the physical side of theatre and create a piece using only voice itself. After going back to the drawing board. We decided to base our piece around Hillsborough disaster as we thought it gave us a good basis for a vocal performance. In addition, we also decided that it would be better if performed in the dark, so we could scatter everyone around the room showing the range of people effected and making the audience feel as if we were closing in on them.
Next, we had to decide what people were saying. We had six people in the group so had to think of six lines that would fit with our subject. We thought that saying each line in cannon would work well before building it up to everyone shouting their lines in desperation. At the same time we stamped our feet to represent the stampede before we fell silent on a scream. The next part involved us researching facts about the disaster and in a monotone voice, tell our fact.
I think it worked nicely for a soundscape and is a nice idea for what we could potentially use, in terms of using our voice to create a scene.
Tuesday, 15 September 2015
Devising: day 3
We began with being given a stimulus at first. This was a poem written by Wilfred Owen about World War One.
The Next War
Out there, we've walked quite friendly up to Death,-
Sat down and eaten with him, cool and bland,-
Pardoned his spilling mess-tins in our hand.
We've sniffed the green thick odour of his breath,-
Our eyes wept, but our courage didn't writhe.
He's spat at us with bullets and he's coughed
Shrapnel. We chorussed when he sang aloft,
We whistled while he shaved us with his scythe.
Oh, Death was never enemy of ours!
We laughed at him, we leagued with him, old chum.
No soldier's paid to kick against His powers.
We laughed, -knowing that better men would come,
And greater wars: when each proud fighter brags
He wars on Death, for lives; not men, for flags.
At first. I didn't really understand it. However after discussing it with our teacher we began to build up an idea of what the poem meant and began to build up our own interpretations and imagination.
We were placed into groups and tasked with coming up with a small piece of our choice based around the poem. At first, I thought it would be quite artistic to have some sort of lift, showing how a soldier could be thrown around so easily by a bomb. Highlighting the fragility of life, before going into a flashback of the last conversation he had with his wife/girlfriend/family etc. However, this developed into a conversation with three soldiers about to go over the top. One being a war veteran, later back and matter of fact. The other two of us young men, with no training and no understanding of why they were fighting for.
As we are specifically looking at voice, it was important for us to really emphasise our tone to show our characters emotional state, I think we did so. I tried to make my speech very quick in short bursts. Empathising my nerves. I tried to show his desperation through the choked speech and nearing tears. I think we did this well as a group, however it would have been beneficial to develop further, which was a suggestion from our teacher, after we had shown the piece.
We began with being given a stimulus at first. This was a poem written by Wilfred Owen about World War One.
The Next War
Out there, we've walked quite friendly up to Death,-
Sat down and eaten with him, cool and bland,-
Pardoned his spilling mess-tins in our hand.
We've sniffed the green thick odour of his breath,-
Our eyes wept, but our courage didn't writhe.
He's spat at us with bullets and he's coughed
Shrapnel. We chorussed when he sang aloft,
We whistled while he shaved us with his scythe.
Oh, Death was never enemy of ours!
We laughed at him, we leagued with him, old chum.
No soldier's paid to kick against His powers.
We laughed, -knowing that better men would come,
And greater wars: when each proud fighter brags
He wars on Death, for lives; not men, for flags.
At first. I didn't really understand it. However after discussing it with our teacher we began to build up an idea of what the poem meant and began to build up our own interpretations and imagination.
We were placed into groups and tasked with coming up with a small piece of our choice based around the poem. At first, I thought it would be quite artistic to have some sort of lift, showing how a soldier could be thrown around so easily by a bomb. Highlighting the fragility of life, before going into a flashback of the last conversation he had with his wife/girlfriend/family etc. However, this developed into a conversation with three soldiers about to go over the top. One being a war veteran, later back and matter of fact. The other two of us young men, with no training and no understanding of why they were fighting for.
As we are specifically looking at voice, it was important for us to really emphasise our tone to show our characters emotional state, I think we did so. I tried to make my speech very quick in short bursts. Empathising my nerves. I tried to show his desperation through the choked speech and nearing tears. I think we did this well as a group, however it would have been beneficial to develop further, which was a suggestion from our teacher, after we had shown the piece.
Thursday, 10 September 2015
Devising: Day 2
Today, our lesson was based more on contact improvisation and exploring how we could create a piece based on this style.
Firstly, we watched a clip of performers showing contact improvisation at a high level, giving us ideas on the style. We then split into pairs having to devise a small piece of contact. I found this hard to think spontaneously, and to not think about things too much. However, the more you relax and let the piece flow, the greater chance of creating a piece there was, which was what I found anyway ! The main part I really enjoyed about this clip was how they explained what they were doing in terms of sharing balance and how effortless they made it look, although I didn't really get what they were performing, or if they were performing anything in particular. However, the concepts present aided me in my thinking of contact improvisation.
We showed our pieces and were told to go back and add a movement of weight balance and a lift.
Afterwards, we grouped up and began to think of how our group could create a small scene based on our stimulus. At first we found it hard to come up with ideas but decided slavery would be the best option as it gave us a broader scope. I think at first, we tried to overcomplicate things by doing lifts, however, we took the start back to a freeze frame and found creating the piece much more easily.
Below we brainstormed an idea of what we would want to include in the piece and the connotations of the topic of slavery.
Today, our lesson was based more on contact improvisation and exploring how we could create a piece based on this style.
Firstly, we watched a clip of performers showing contact improvisation at a high level, giving us ideas on the style. We then split into pairs having to devise a small piece of contact. I found this hard to think spontaneously, and to not think about things too much. However, the more you relax and let the piece flow, the greater chance of creating a piece there was, which was what I found anyway ! The main part I really enjoyed about this clip was how they explained what they were doing in terms of sharing balance and how effortless they made it look, although I didn't really get what they were performing, or if they were performing anything in particular. However, the concepts present aided me in my thinking of contact improvisation.
We showed our pieces and were told to go back and add a movement of weight balance and a lift.
Afterwards, we grouped up and began to think of how our group could create a small scene based on our stimulus. At first we found it hard to come up with ideas but decided slavery would be the best option as it gave us a broader scope. I think at first, we tried to overcomplicate things by doing lifts, however, we took the start back to a freeze frame and found creating the piece much more easily.
Below we brainstormed an idea of what we would want to include in the piece and the connotations of the topic of slavery.
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