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.
Wednesday, 25 November 2015
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.
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