World Theatre -26th January

The closing of the FTP

  • Martin dies chaired the house un-american activities committee (created in 1938) which cut FTP funding in 1939.
  • The committee called the theatre workers communists. They called Marlowe and Euripides communists as well.

Clifford Odets

  • Born in philadelphia in 1906. raised in New York city.

The structure of the play

The play is a series of seven short scenes framed by a meeting of a cab drivers planning a labour strike. The vignettes explore a few of their individual stories.

Thornton Wilder

  • an American teacher/writer who lived between
  • He was awarded the pulitzer prize for the Bridge of san luis Rey in 1927 and our town in 1938.
  • wilder quickly became a literary celebrity, keeping company with with with company with the likes of Ernest Hemingway, and F. Scott Fitzgerald

World Theatre: 1st December

Prince shotoku: 573-621

  • Adopted Chinese culture and Confucianism
  • Buddhist sects allowed to develop

Heian Period: 794-1156

  • Growth or large, landed esates
  • Chinese arts and literature flourish
  • Elaborate court life and daily routines

What is Shinto?

  • The “sprit Way”
  • Ancient, indigenous, mythical, nature religion of japan
  • More 1500 years’ old
  • No founder – an “ethnic” religion of the Japanese people

The great wave by Hokusai 

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What is Noh?

  • Developed in early 14th Century111-004-a73927c9
  • Oldest transmitted performance art in the world
  • Integrated popular song and dance from the time period
  • Influenced by Buddhism
  • Founded by zeami (zay-ahmee)

 

Noh

  • Noh combines elements of dance, drama, music and poetry into one highly aesthetic stage art.
  • An art form in which so few elements say so much. Trims off unnecessary details. The ‘Moment’ is important, not the plot.

Simplicity

  • Unlike kabuki, Noh is based on simplicity
  • No scenery and little if any props are used
  • Audience is not separated by a curtain
  • Chorus and musicians are onstage
  • Instead of pursuing realism, Noh pursues the expression of inner movement through spoken word, music and dance in an extremely simplified space.

Noh

  • Most Noh dramas are based on popular classic stories among ordinary people
  • Zeami’s stories fall under the style of “Mugen Noh” or “dreamy Noh” where the real world and the dream world cross

Structure of ‘Mugen Noh’

  • A traveller visits a place and meets a local person
  • The local person tells the traveller about a historic event and story associated wth a person at the locality
  • End of story person reveals there a ghost

Characters in Noh

  • The protagonist is called “shite” who plays a god, ghost of a samurai or women, madwomen or supernatural characters such a s a goblin or the spirt of a dragon
  • The waki is a side character and living personstagefigimage72

Theatre Skills & Workshop Facilitation 1000 Words

Our assignment brief was to Create a drama workshop or a Forum Theatre or a Theatre in Education Participatory Performance that demonstrates our understanding of a particular type of practice within a particular setting. As a group we decided to choose social media as our area of focus. Whilst we were sitting down thinking of what we could do we looked around and saw people using their phones. They may have been using their phones for research but as people were on their phones we could hear the social media notifications. This is when we decided to use social media for our idea. We thought that we’d aim this session at at young people as they are most vulnerable when it comes to using social media. people as young as 11 have a social media profiles. I personally felt that social media would be a great workshop as nearly everyone in our class has a social profile page. Facebook is an amazing way to communicate to loads of people however it comes with it’s disadvantages, and we wanted to discuss this.

As we decided that one of our tasks would be to create a group performance, it was suggested that we provide a stimulus to help get on with the task. I took it upon myself to put together some information and statistics based on the dangers of social media. whilst doing research I came across important information that I felt would be perfect to include. “Mobile phones, Internet access and social networking have opened many doors for teenagers to stay connected to one another. However, it’s also brought the dangers of bullying to the forefront, as more and more teenagers are exposed to its verbal and visual violence. In today’s interconnected world, bullying poses a serious problem for countless teens.” (Cyber Bullying, 2016). I then decided based on the information that I found that I should find a few case studies to include with the information to help get the students a better understanding of the dangers by learning about real life stories. These case studies could be used in anyway they find useful whether for inspiration or a reenactment. It would be up to the students to decide how they use the information provided.

I am a huge fan of working in groups especially when you have a great team of people who are willing to work together and work hard to produce something great. My workshop group decided that the young students who would take part in our workshop should work in groups due to the benefits of group work. Group work can broaden knowledge, help with communication skills and help with student learning. “A broader range of skills can be applied to practical activities and sharing and discussing ideas can play a pivotal role in deepening your understanding of a particular subject area” (The benefits of group work, 2010). Due to the research I did for our assignment, I was able to come across a website about cyberbullying and the affects social media has young people. There were many examples of case studies where social media, especially Facebook and ask.fm had a negative impact on a young person. I believe that Jamie’s sessions every Tuesday prepared us for this assignment and allowed us to get on with it efficiently by incorporating all that we have learnt throughout the year. I am happy that we have ended with this assignment as I felt it was great way to finish the module.

At the start of the year I struggled to understand why we are doing this course and how it would benefit us. Unfortunately, when Liselle did these workshops I often found that I didn’t know what she wanted us to do. I found it hard to understand what she wanted from us thus found it it difficult to achieve what she wanted us to achieve. I felt that she would think of something and have all these different ideas based around it that she struggled to have a clear concept. Due to this I felt I lacked concentration and didn’t get a clear understanding of the task at hand. However, when I did understand, it went well. We were able to think critically after each session.  When it came to working in groups we may not have understood the task at times however we were still able to show something and justify it.

I particularly enjoyed when we had different practitioners and workshop leaders who came in from outside the university to come in and teach us about themselves and there workshop styles. It made me think about all the different types of theatre out there and made me realise that there is still so much more about theatre that I need to learn about.

Overall I think the Theatre Skills & Workshop Facilitation Module has been great fun and I am very pleased to have this module on our course. It got better towards the second and third term and I got a much better deeper understanding of why we are doing this course. Throughout this course we have learnt about Theatre in education, Theatre in prisons, Theatre for the disadvantaged. We’ve learnt a lot about doing workshops with those who have a disability and those who may have a mental illness. Not only have we done workshops that would be aimed at a vast majority of people but we have learnt how to create workshops ourselves and think about what we’d do if were going to put on these workshops on for other people.

 

 

Bibliography

bbbpress (2013) Drama game: Splat! Available at: http://www.bbbpress.com/2013/11/drama-game-splat/ (Accessed: 12 May 2016).

Critical thinking (2011) Available at: http://www.skillsyouneed.com/learn/critical-thinking.html (Accessed: 16 May 2016).

Cyber Bullying (2016) Available at: https://nobullying.com/category/types-of-bullying/cyber-bullying/ (Accessed: 16 May 2016).

Stories of 7 teen suicides because of ask.FM bullying (2013) Available at: https://nobullying.com/stories-of-7-teen-suicides-because-of-ask-fm-bullying/ (Accessed: 23 April 2016).

The benefits of group work (2010) Available at: http://libweb.surrey.ac.uk/library/skills/Leicester%20Study%20skills/page_85.htm (Accessed: 16 May 2016).

 

Second Term review

I was very excited to start this term as we we starting our next module Devising performance texts. This module required us to perform a 25 – 30-minute performance complete with lighting, sound and script. To prepare us for this module we looked at different drama devises and techniques such as the use of mask work using trestle masks, looking at different case studies and performing with music. Each week were asked to get into different groups and perform sketches based on our given stimulus which ended with a group feedback session after each showing. I believe this heled us grasp the idea of working with a given stimulus and creating something from something small.

I felt that this term I became much more comfortable with myself as an actor and was able to showcase more of who I am and more of my acting skills. I felt that my performance in this module compare to the empty space module went a lot better. This module allowed me to really act and show my lecturers how dedicated and motivated I am when it comes to acting and creating performances.

To help us with our performance we were required to attend a four week course of lighting and sound and I believed this helped my group a lot with choosing our lighting for our performance.

Apart from the devising performance one of my favourite lessons this term has been Jamie’s theatre workshop lessons, I believe that his lessons really allowed us to reflect on what we are doing and why we are doing it. I find that this is the lesson where I am most engaged and learn a lot from as most of his lessons require us to think, discuss and listen to what people have to say. At the end of Jamie’s sessions, we all go round in a circle and discuss how useful the sessions were and also discuss anything that we thought about or ideas that that we thought of from this lesson. I find that I reflect more on the lesson doing it at the end of each lesson rather then going away and doing pdp.

Although this term was more difficult and than the first time I thoroughly enjoyed it every step of the way and I am very pleased with the outcome of our devising performance. There were a few ups and downs when it came to deciding on ideas and cutting down our show due to timing restrictions but it came out okay in the end. Judging from our peer’s reactions and also the reactions of the audience in the evening performance, I feel that our performance was one of the strongest in terms of characterisation. Even up until 3 days before our performance I still wasn’t very confident with our show. After doing this show I feel that I have showed that I am a dedicated student and enjoy working and studying theatre and professional practise and I can’t wait to do more shows in the second year.

Devising – 10th March

Continuing on, We finally started creating our marketing and promotion side of our production. I decided that instead of finding an image of google for our poster it would be better to use my friends designing skills to create one. George is on the graphic design course and he helped create a poster based on the information I gave to him about the piece.

His first design was directly linked to The Empty Lot.

 

This design for the piece featured our name of the play intertwined with the memorable triangular shape from the original artwork.

it also features a Rose which we decided from earlier would be our important object.

 

The second design is what we decided to use for the poster and programme.

vitae7

We felt that this poster looked a lot more professional and linked more directly to our play. It features the use of the plant pot and the fallen rose. In the poster, the stem is there to represent the growth that our characters go through. In our production we used roses often in many scenes.

I decided that during Thursdays rehearsals that we should take some pictures of us in action and also some headshots and/or character photo’s.

I also decided that it would be a nice idea for the Facebook page to include each headshot of the characters with a little bit of information about ourselves.

https://www.facebook.com/events/225578124454378/

 

Theatre Histories – 9th March

Brecht

“through the rich of this earth find no difficulty in creating misery, they can’t bear to see it”

Marist and communist

Brechtian theory is not set in stone. his theatre is constantly changing. more so than any other playwright in the century, you cannot separate the theory from the plays you cannon separate the politics from the plays.

Eugen Berthold Friedrich Brecht

  • Born on 10th Feb 1898 in Augsburg, Germany
  • Brecht was a sickly child, with a congenital heart condition and a facial tic, He suffered a heart attack at the age of twelve, but soon recovered and continued his education
  • While in school, he began writing and ended up co-founding and co-editing a school magazine called ‘The Harvest’ and wrote his first play ‘The Bible’
  • Studied medicine in Munich (1917-1921) and served in a army hospital in 1918 during World War I
  • After the war, he moved to Berlin where he was attracted to modern theatre
  • Appointed as a consultant in 1924 in Deutches Theater in Berlin
  • Works with Erwin Piscator (originator of the phrase ‘Epic Theatre’)

Brecht

  • In 1922, his play ‘Drums in the night’ opened and received the prestigious Kleist prize for young dramatist as a result
  • In 1923 his two plays ‘Jungle of Cities’ and ‘Baal’ cause controversy in Berlin theatre world
  • First professional production – ‘Edward II’ in 1924
  • 1928 – ‘The Threepenny Opera’ becomes a sensation and begins a long collaboration with composer Kurt Weill
  • Violent antibourgeois attitude
  • Among his friends were members of the Dadaist group
  • Discovered Marxism in the late 1920s with Karl Korsch, an eminent Marxist theoretician
  • He developed his theory of ‘epic theater’ and an austere form of irregular verse and embraced Marxism
  • In 1933 to 1941 he went on exile in Scandinavia (mainly in Denmark)
  • From 1941 until 1947 he lived in the USA where he did some film work for Hollywood
  • In this period, his books were burned and his citizenship was withdrawn
  • He was cut off from German theatre
  • In this period away from Germany, Brecht wrote most of his greatest plays, major theoretical essays and dialogues

Influences – Murder Ballads

  • Typically recounts the details of a mythic or true crime — who the victim is, why the murderer decides to kill him or her, how the victim is lured to the murder site and the act itself — followed by the escape and/or capture of the murderer

EINFÜHLUNG

  • Translates as “Understanding/Empathy”
  • Originates in Aristotle’s ‘Poetics’
  • The audience feel what the character feels
  • Therefore – the audience must be passive
  • Brecht terms this type of drama an ‘emotional orgy’

 THE BALLAD OF MAC THE KNIFE

And the shark, oh, it has teeth
And it wears them in its face.
And Macheath, he has a knife,
But this knife, no one sees.

Oh, how red is the shark’s fin,
when the blood flows.
Mack the Knife, he wears a glove,
From which no atrocity can be read.

In the Thames’ green waters,
People suddenly fall.
Is it either plague or cholera?
No, it means Macheath’s been around.

On a beautiful blue Sunday,
A dead man lies on the beach
And a man goes around the corner
Known as Mackie the Knife.

And Schul Meier is still missing
And so many rich men,
Mackie the Knife has his money,
But no one can prove anything.

Jenny Towler was found
With a knife in her breast,
And on the dock goes Macheath,
Who knows nothing at all.

Where is Alfons Gilte, the cabman?
Will this ever come to light?
Anyone could know.
Macheath knows nothing.

And the great fire in Soho,
Seven children and an old man.
In the crowd, Mackie the Knife —
He’s not asked and doesn’t know.

And the underaged widow
Whose name everyone knows,
Woke up and was raped.
Mackie, what was your price?

 

BRECHT

  • 1949 – tempted back to East Germany by the Communist party with promise of own theatre
  • 1950 – forms Berliner Ensemble
  • 1954 – Berliner Ensemble theatre opened
  • Dedicates himself to directing and nurturing new directors
  • Dies 1956 – In his will he provided instructions that a stiletto be placed in his heart and that he be buried in a steel coffin so that his corpse could not be eaten by worms

“…Looking around one discovers more or less motionless bodies in a curious state – they seem to be contracting their muscles in a strong physical effort, or else to have relaxed them after a violent strain… they have their eyes open, but they don’t look, they stare… they stare at the stage as if spellbound, which is an expression from the Middle Ages, an age of witches and obscurantists.

How long are our souls going to have to leave our ‘gross’ bodies under cover of darkness to penetrate into those dream figures up on the rostrum, in order to share their transports that would otherwise be denied to us.”

VERFREMDUNGSEFFEKT

  • Is a translation (of sorts) of Victor Schklovsky’s term ‘Ostrannenie’ which literally means “to make strange”
  • Use of Slides/Inter titles
  • Acting style is deliberately unrealistic
  • Set is minimal
  • Actors ‘drop out of character’ to sing
  • Mechanics of stage lighting clearly visible
  • Music used as separate element

The Rise and Fall of the City of Mahagonny (1930)

Execution of Jimmy Gallaher. Many of you, perhaps will be shocked at what you are about to see. But ladies and gentlemen, ask yourselves this question: “Would I have paid Jimmy Gallaher’s Debts?” Would you? Are you sure?

Mother Courage and her Children (1938, 1939, 1941)

Spring 1624. The Swedish Commander-in-Chief, Count Oxenstierna, is raising troops in Dalecarlia for the Polish campaign. The Canteen woman, Anna Fierling, known under the name of Mother Courage, loses one son.

Theatre Skills 8th March

Today we looked at how to do a workshop based on different age groups.

We started off the session by discussing and writing down what OAPs think about the youth.

Negative

  • Rude
  • selfish
  • thugs
  • ignorant
  • lazy

Positive

  • focussed on studies
  • kind
  • working at young age
  • respectful

we were the asked to get into groups and then given project aims to discuss the issues we’d like to overcome.

My group thought that we’d touch on the positive, and address that some OAPs think highly of the youth and love to see them going to work, like to know they’re studying hard. We wanted to reinforce the idea that not all youths are rude and lazy and we’d like to see the youth and elder community get together

We then discussed a workshop we could do ignorer to do the above.

 

Today we kicked off our session with looking at different ways we could use projection in our devised pieces. We got into our groups for devising and went off around the Coventry city center filming different scenery and textures that could somewhat be linked to our own performances. As my group took most of our inspiration from Abraham Cruzvillegas’ The Empty Lot, we took our footage of nature, such as the roots of plants, plant leaves and the soil, we also went into Coventry cathedral and took footage of the various things inside. I decided that it would be a good idea if we got footage of various things that suited our characters, so I recorded some headstones around Coventry.

When we gathered enough footage we got back into class and began to watch what we all had recorded. Whilst watching the footage Joff went through the various ways we could use projection. As the lesson went on we looked at projecting onto various materials and projecting bodies and heads onto different people. He also showed us the use of projecting into the whole space and I liked this as loads of ideas went through my head. I thought it looked pretty cool and would be beneficial to our performance.

After looking at projection, we looked at how sound can be used over it. We experimented with text, speaking through the microphone whilst a projection was on display. I thought it could work however I felt that speaking over projection could sometimes take away from what we can see. If we were to use it in performance we would have to figure put a way to make it work.

Devising 28th January

Today we went to the Tate modern and were assigned our gaps for the devising, we read the brief and off we went as a group looking at different pieces of art and discussing ideas.

here are the notes gathered from today.

Abraham cruzvillegas: empty lot

  • Different possibilities.
  • Hopes and expectation.
  • Something from nothing.
  • Impossible to predict what will grow.

Maybe could focus on one persons story but showing that other people are in the same situations

We decided that a plant pot will be the motif for our story.

Below are some other photo’s that interested me taken zoomed in on certain words and phrases or a particular piece of the art.

Miss you – trentemoller Abraham was a song I found that i’d be interested in in using for the start of the piece.

there were some other pieces of art that we thought would go hand in hand with our characters we decided to play.