Variety Performance 23rd March

Today we created more movement for our dances. We have been switching between each song and adding bits on, as we have been thinking of new ideas and improvised/experimented with actions and dynamics. We also thought of possibly splitting our act in half, so the 1st part (Bar scene) would be performed on it's own and the 2nd part (Burlesque transformation) would be performed after a few other acts. This would give us a chance to change into our next outfits and apply the new makeup without rushing.

Through video research, we got inspiration for the dynamics of our dancing by examining how others perform similar burlesque style dances.

CATS dance with Kat & Emily 27th March

This lesson, we combined our singing session with Kim, also working with some of the Year 13's when rehearsing the songs and dance routines and movement.

We practised with Kat for the dance and movement for the song 'Pekes & Pollicles'. This needed to be altered as there were less/different verses/lines in the track being used for in the production. This involved us speeding up certain phrases and our tableaus and shortening movement. For our side (Paparazzi) we need to tighten up our movement more and all of us need to assure we're singing loud enough whilst dancing to support the year 13 characters' vocals.

Lesson Analysis 26th March

In this lesson we did a full run through of the Oathtaker scene. Firstly, we got out all the costumes/clothes we brought in and selected different things to create our characters' costumes. One of the items I brought in was a bright pink dress that me and Livvie decided would fit well with Jane, along with a pink jacket. We all had an idea of possibly wearing different coloured slippers for our characters which would be very random but fit the theme of weird and bizarre. Although still undecided for the Passenger character, all the Oathtaker's attendants will wear matching tutus (multicoloured), with feather scarves and afro wigs, while the Oathtaker wears a clown suit. I think it fits well as the oathtaker is supposed to be this high status, important figure, but as shown in the script, the oathtaker doesn't even remember her own role i.e. Lisa: "No.. you're the oath-taker?" which makes the character a joke/fool, much like the outfits.

During the run through, we changed certain blocking and movement parts. For example, at the start the Oathtaker is perched up on a higher tower of blocks, with us Attendants below presenting her with jazz hands when one of the guards shouts "It's the Oathtaker!". We then help her down and continue to approach Lisa with our 'oatcake eater' chants. I find that with the Oathtaker scene, it needs to be very exaggerated with our movement such as when we awkwardly and slowly exit the stage in different directions because of Lisa explaining of her lost hour. I really enjoy this scene as it halts now and then but will then suddenly rush e.g in the 'Incoming attack' scene, when we all run around manically and suddenly drop to the floor in an uncontrollable fit for a period of time.

After this lesson, we recorded the voice-overs for the play which I now need to cut and edit down.

Lesson Analysis 24th March

At the beginning of this lesson we had a production roles discussion, and what decisisons have been made for the production. For our costume in Act One, we initially said to have on colour per character but now we are allowed to wear any random bright colours, obviously excluding black/grey/white (including shoes). Our hair and make-up style also has to be appropriate for the theme of the Act/character i.e Act One (bizarre, silly), Act Two (Neat, sensible).

We then ran through Act Two, which we hadn't really focused much on yet. To develop my character Dr. Clarke, I needed to use te suitable tone of voice which would be moderately low and steady with a hint of softness. I also needed to sort my movement pace as Act Two is very slow and unrushed unlike Act One. The pace of my character entering the room to greet Lisa and exiting had to be of a calm state. This is realistic in a hospital as doctors and nurses when visiting patients need to have a serene presence to ensure patients feel at ease. We have to show how they would have seen many previous mental patients in the day, which is both exhausting and just casual routine for them. Although I don't have many lines in this act, I want to make sure I correctly deliver them in the right form.

For Thursday, my job in the Sound Editing production role is to record the voice-overs for both acts, now that me and Livvie have completed the list of all the sounds needed for the play.

In the original production, it was set around the time zone relevant to the actress of Lisa's age (which in their case, in the script it is 17th June 1969). So we decided to change little aspects in ours to reflect the actress of our Lisa's age, which was set as 23rd July 1994. It even states in the script, in a line of Lisa's in the Jane scene, her stating her date of birth with "(or as appropriate)" alongside it. Although the attitude to mental health is fairly similar to the time the play was written in (although is always improving), technology and music have certainly improved and updated. We showed this by switching Lisa's 'walkman' to an ipod, and used a popular, modern pop song (Lady Gaga song) for the Elevator music. This created more sense for the time zone ours is set in as using a walkman etc. wouldn't fit in with today's time.

Variety Performance 16th March

Today, we practiced and experimented with some movement ideas for the opening song 'Something's Got A Hold On Me', and one of the other songs 'Express'. The first dance motif will not be full on dancing, but more of a warm up to the burlesque dance phrases. It will be lively but more improvisational. We also confirmed what props we were going to use for the opening song, involving a broom/mop, a tray and a cloth. The set design we have chosen will consist of about 3 round tables and a few chairs, with empty glasses on them to link to the 'bar' type scenery. Combining the songs of our choice for the performance, I completed a full edit of our soundtrack, shortening the songs to have a whole duration of around 4-5 minutes. Next lesson we are planning to complete the dance phrase to the opening song 'Something's Got A Hold On Me'.

CATS with Emily & Cat 20th March

Today we had 2 hours of dance, where we recapped the movement for CATS. After recapping, we had to individually create our own solos (2 8s) from a short motif taught by Emily and Kat. We then developed it by changing the dynamics and applying choreographic devices (retrograde). I enjoyed this as we could make the solos apply to our character. This also taught us to be spatially aware, as we were all going different ways in a small space so we needed to communicate with people around us. I need to improve on characterisation, so more exaggerated movements to really reinforce my role (paps).

Lesson Analysis 19th March

Today we practiced segments of our play WWOD to perform to the other cast, who performed segments of their play 'Our Country's Good'. It was really interesting to watch the performance they gave, as they had many different aspects that made it really compelling. They used a lot of physical theatre which supported another character explaining events in detail, so we could visualise the scenes and engage well in the moment. There was also people performing two different characters simultaneously, going back and forth between the two. This was used in a segment where the character is having a conversation with someone who had passed, with the bodies of the ghosts slowly wandering around the space, ignoring that person. This was fascinating to watch because although I wasn't sure of these specific characters that were being addressed, the back and forth conversations easily portray the contrast between the two, as well as the relationship. In addition, there was a good use of different accents that I found intriguing as the people spoke confidently in their adapted tone. This made me think back to my roles and how I could further exaggerate my tones to show a bigger difference between each persona.

For WWOD, we performed the starting scenes of Act One, including the Victoria scene, the Elevator scene and the Guard scene. It went well as everyone had rehearsed their lines and/or movement and performed fluently. After watching parts from OCG, there seemed a much deeper meaning and came across more serious compared to the scenes we had chosen which were mostly humorous, however because there are other parts in the play completely different atmospherically and emotionally, it will come as a shock to them when seeing the full performance of WWOD.

With Rachel, me and Livvie discussed things we need to do/include for our production role (sound editing). The 2 of us then went through the script page by page, making a list on parts in the play that needed music and sound effects. We have to take into account many details for when we collect and create the playlist of the sounds; Music used that is under heavy dialogue should be instrumental or have a long intro until there are lyrics, most music of which should be from or at least relate to artist Cocorosie and introductory music/sound effects for some/all characters. All of which need editing to the correct duration, volume and any other effects needed adding onto the chosen material e.g fade ins/outs etc.

Singing with Kim 13th March

Today, we each presented our own vocal warm up to the rest of the class. Mine was breath control, and I demonstrated an exercise involving holding any comfortable note, and changing the pressure you put on the note (loud and quiet). I had to introduce my technique, what it does and why it works.

We then practised the song 'Everything You Didn't Do' by Jamie Cullen. This song is quite difficult for me due to the high range we were reproducing of the song. I need to improve on holding my notes longer, and find cues where to inhale before holding the notes. I also need to work on my flexibility as the song jumps to really high and then back down. I need to work on my range too, as it's quite out of my range. However this is a challenging that will help improve my singing skills.

Lesson Analysis 17th March

Today we ran through from the beginning of Act One up to the Oathtaker scene, making sure we were tight on our lines and cues, and the smooth running pace of the scene.

Things we needed to improve and focus on was shifting our positions further forwards, and also thinking of the awareness of our characters in their certain situations e.g the Passengers in the Elevator scene. Facial expressions are also vital in this production, especially Act One to show each character is really distinct in terms of mood/personality. I also made notes for any last minute sounds needed such as the elevator music which needs to have a basic moderate tempo, so the passengers can jilt their head in time with it.

Although realism is fully and clearly portrayed in the script of Act Two, in which the audience is brought out of the 'world of Dissocia' into the world of reality, where Lisa lays in a hospital bed undergoing treatment, there are also naturalistic features of Act One.

In a naturalistic play, there are essential elements that are necessary to support this style. Many of these ideas came from Russian practitioner, Konstanin Stanislavski;

The idea of a 'fourth wall' is imagining there is a front wall creating a three dimensional effect, and that it is just the actors and the set. This is where the actors do not engage/direct the audience, unlike plays such as musicals where the opposite would happen with the audience are more or less encouraged to react to the performance. In Act Two, there is no interaction or addressing of the audience which highlights the naturalism of the play as in reality there wouldn't be a group of onlookers. However in the first act, some aspects oppose the 'fourth wall' effect such as in the Guards scene. The two 'insecurity guards' respond to the sight of the audience by becoming immediately anxious (gripping and pulling down on their clothes). In the Jane scene, the character's personality and way of speaking seems that she automatically presents herself to the whole room, with consistent smiles to both Lisa and the front of the stage. However there are still segments supporting the fourth wall such as when Lisa is simply looking off into the distance, rather than the audience, as she gets even more bewildered in her own mind of what is happening. I feel Lisa is never really introduced to the audience unlike the other characters in the Act One, maybe because she is more in relation to the viewers, as both sense the oddity of the events that happen and Lisa never fully understands what's going on. The contrast between both acts is interesting as it takes you on a journey inside the mind of Lisa where there is more involvement (Act One), to outside of the mind, back to reality (Act Two)

Realistic setting also reinforces a naturalistic play, which is again easily conveyed in Act Two with the use of a hospital-style bed, a chair and a table topped with flowers and magazines. The simplicity of the set is effective because it is within the context of the section, and minimalistic as it is stripped down to the essentials; nothing overpowering or unnecessary. Act One, however uses variety of bright colourful lighting, set design etc. Our production's choice to include only bright colours (no black/white/grey) in our costumes for Act One gives the fantasy/unrealistic approach.

The realistic acting style is important, where it is non-exaggerated and can relate to an ordinary person's behaviour to such things. This is shown through Lisa's character, as she remains fascinated yet confused throughout Act One, which is understandable. In Act Two, all actors are realistic as the play shifts from the random fantasy style to a more serious approach. This helps to understand plays and relate it to a real life situation. The style of everyday conversations is often used as well, which Lisa and most of the characters use. This is known as 'prose' where actors use ordinary language which has no rhythmic structure unlike poetry, which is unrealistic.

In act two, the effect of having a natural time flow makes it realistic, as the pace is slow and drags out to show the long term treatment Lisa has in the hospital, which is over a few days/weeks. Also, the use of switching the main lights on and off when people enter and exit the room is a form of naturalism as theatre lighting wouldn't be there in real life to light up someone as you walk around, whereas manually turning on/off a light switch is authentic.

References

http://www.bbc.co.uk/education/guides/zxn4mp3/revision/3

Lesson Analysis 10th March

Today we ran through the whole of the Britney scene, to refine what we've blocked and decided for certain things our characters need to add in to our performance. I feel this scene is one of the most challenging because although it is fast paced, it's still very long and involves all the cast in the production. Rachel said how whenever there's a unit change (change of mood/tension), it is because th Dissocian characters are all trying to cover ourselves, by drastically changing the subject and cutting over her words/sentences. For example when the violinist attempts to drown Lisa's suspicion with a loud song, which gets louder the worse she gets. Cues are really difficult in the Britney scene, as lines often overlap due to the rushing pace. My lines are quite spaced out at the start, so I need to remember specific lines previous to when I say mine. This scene shows the importance of really understanding the situation and mini conversations, so that you know when it feels right to actually say your line. With my character Ticket, I keep altering the way I say some of my lines as I don't know if they are more panicy (due to losing their ticket) or just more irritated. This is something I still need to decide for my character. Later in the scene when me and Jess (Laughter) turn out to be Mungarees, we need to have a much deeper voice to show more of an authoritive side. We also refined the blocking for this section, as we originally were going to have all the characters stand tightly together like a little Dissocian Army, showing strength and unity. Now, we are spread out on separate blocks which implies how we aren't very prepared and are quite useless as we are hopelessly scattered around the space, not to forget using kitchen utensils as weapons. I need to keep on improving my character's personality, and be more confident with my cues.

Singing with Kim 27th February

Today, in groups we had to give a presentation on the anatomy of the voice. My role was o explain how the voice works. I rehearsed this by writing key information down after researching on the internet, as well as looking at my old blog post with information on this. We created a powerpoint with the basic information to introduce the topic, in which we then elaborated on the subject. We also included an effective video of what the vocal folds look like in real life, when someone's producing sound. I felt confident in opening the presentation as previous research meant I understood what I was talking about, to be able to fully explain.

Singing with Kim 6th March

Today we all chose a singing skill which we have to demonstrate an exercise for next lesson. I chose breath control. This is because I find it easier to explain and is one of my strong points. I then planned out possible warm-ups I will demonstrate and ways to improve them.

Grease Dance Evaluation of Performance

Variety performance Lesson 9th March

Today we created a plan for our Burlesque performance including what songs we were using for which parts, any props involved and our possible costumes. We then spoke further in detail to visualise it more for when we get room for devising the actual dance routines and movement, to the combined songs which I will edit together for a length of about 3 minutes.

---video of discussion---

Lesson Analysis 12th February

Today we focused on a couple of the beginning scenes of Act One; the Elevator scene and the Oathtaker scene.

 Blocking the Elevator scene, Lisa's surroundings have suddenly transformed into a confined lift, in which she is closely compact between 4 other passengers (My character being Passenger 4). Rachel said how the behaviour of the passengers had to be extreme enough to build a very uncomfortable atmosphere for Lisa. Some of the actions we need to display were actually typical behaviour you may experience in a crowded lift, e.g someone talking uneccesarily loud and sometimes quite obnoxious. Most normal people's reaction would be to ignore it and maybe slight muttering of disapproval. In this scene, when one of the passenger produces a loud, on-going, deafening groan, the rest of the passengers react very unnatural to this by showing no negative, or any response for that matter. Lisa is the only passenger that responds to this in a seemingly genuine way. When one passenger speaks boldly on the phone, mentioning rather shocking things such as pushing his wife down the stairs, all except Lisa agree with this by nodding their head. The exaggeration in these behaviours really questions Lisa's level of sanity compared to these characters, and also a feel of engagement between Lisa and the audience who would understand her mind/feelings when in a scenario like this. It's interesting in this scene to see the role of who's acting 'crazy' switch around, when Lisa asks the groaning passenger if they're all right, as all the others stare at her in disgust as if she has committed a murder, as if she's the one acting out of the ordinary. I really enjoy this section as it's very comical due to the magnification, changing what initially would seem quite a dull scene. Although I have no lines for this character, it is important to deliver the appropriate facial expressions and the small but significant movement e.g turning tediously slow to a different direction, jolting head to the side in time with the elevator music etc.

When blocking the Oathtaker scene, me, Paris, Holly Hopkins, Livvie (Attendants) and Taylor (Oathtaker) decided on certain movement  we were going to put in as it is a sort of ritual considering we are the followers of the leader, the oathtaker. The majority of what the Attendants' say is simply echoing the same phrase but not completely accurate ('Oatcake eater'). This gives the impression that they are quite naive, but insist on pleasing their boss. Formations wise, we created a square shape which Taylor walks down the centre to give a strong entrance and claim her position at the front. However as she approaches the Guards and Lisa, the rest of us are further back which greatly highlights her reign over her assistants. One of my actions is to rejoin the Oathtaker after being instructed to by kneeling down  (with my head down also) to her side with a tray and offering the biscuit which she takes a bite from. Another Attendant offers her a glass of water, who is also kneeling down, head bent. The fact that we do not address the other characters by simply delivering to the leader with our heads lowered, suggests we are simply there to follow orders given and to not draw any focus on us but only her. This can explain why we only really say 'Oatcake eater' to once again bring attention to her. The remaining Attendants each have an instrument which is played after certain lines of the Oathtaker. I think the Attendants also have no real personality/identity and that we all merge together, as we use the same blank facial expressions and straight-forward marching. This links back to them not drawing focus to themselves.

Section 4

Possible Acts I may perform

Burlesque

Image Source :http://www.telegraph.co.uk/culture/culturepicturegalleries/8207396/Burlesque-dancers-through-the-ages.html?image=2

Burlesque in America was it's most popular in the early 19th century, and was that act of sometimes cyncical or ridiculing comedy along side strip teasing and dancing from girls. This could be seen as a 'classier' way of stripping, as the performers only teased the audience with sneak peeks of their bare skin. However in the declining years, some could say the act has become more provocative. Myself, Livvie and Kimberley would enjoy recreating this act, by combining a selection of songs with contrasting
tempos and moods so we can adapt our dance we would make. Lighting would also play a big part in this act, as we learned when researching the 2010 film 'Burlesque' by watching clips of the movie when they do their highlight performances. This act would be suitable for our venue the 'Sealight Theatre', as it has a large stage space for us to move around and dance easily. Our props we were thinking of were mainly the use of chairs, as too many props occupying the space could be difficult as we need room to dance aswell. For our costumes, we thought of wearing a suit jacket and skirt over a leotard and fishnet tights, possibly with heels if we can perform in them. We initially thought about singing as well but it was a lot to take on as we would be performing a full out dance throughout the whole act, requiring all our physical skills. I feel I would enjoy doing this act more as I am confident with my dance skills and it would be exciting to explore the variety of designs (makeup, fashion) burlesque performers use.


War Recruitment Songs

Video link: https://www.youtube.com/watch?v=CIEwKyxr2bU

I would enjoy doing re enactments of war recruitment song performances, after watching clips from the movie 'Oh What a Lovely War', where a large number of people from the army and other spectacular acts were a way of encouraging men in the audience to come up, and sign up for the war.

Researching the way of war recruitment songs, I think the false representation of what it's really like in war(happy, light hearted tunes, singing and dancing) blinded the public from understanding what they were about to partake. I would need many people to recreate for example this scene, as the quantity is important as it portrays the 'majority', in which people are more likely to join. The 'Sealight Theatre' stage may not be large enough however to produce such an energetic and busy act, and may require many props and costumes.



http://en.wikipedia.org/wiki/American_burlesque

Lesson Analysis 3rd March

At the start of this lesson, we each decided with our double cast member what level on the hierarchy one of our characters were, using the stairs for each level. Me and Livvie thought our character 'Jane's status was at about level 6. However, we had two opposite opinions that we both then agreed with on her status level. Reason being, was that we thought in some way Jane could be both at the top and bottom of the hierarchy. As Jane has so much responsibility in her hands, with her constant protection over others in danger i.e getting raped and beaten in Lisa's place, she could be seen as an authoritative figure, even some cases a guardian angel. But on the other hand, Jane being on the receiving end of all the beatings etc. shows her getting treated as if she IS worthless, and has in fact not much power/control over her decisions. This is supported by one of her lines, in which she replies to Lisa's question of why she can't just stop the situation all together instead of taking her place. "Well, I'm not actually in the position of deciding council policy. I'm just the victim." This could mean she has a very low status because she is being controlled by a set of people higher than her. She also states she is 'just the victim', which in itself says from her perspective there is nothing significant about her, basically just a human shield for everyone else. On the contrary, her body language could then contradict this as Jane doesn't ever show a lack of confidence, through her tone of voice, her actual words nor her motion/movement. Firstly, she speaks in a high, smooth, quite false and quite irritating voice. This can give the impression that she's putting on an act, like it's a part of her job to maintain a positive attitude despite the upcoming events. She also speaks as if her sentences are already set in stone, as if she's done this many previous times in which they just flow right out of her mouth, like it's her normal routine. This then could imply that Jane is wired, relating to a previous point on her partly under the influence of a higher authority who control her. Her body positions are very stationary, so she will have a pose or two she will hold throughout a whole conversation. These positions also seem very unnatural as if she's a display model, with her hand on her hip and one knee bent. Overall I feel Jane can be seen as either levels of status. From Jane's approach, I think she sees herself as having a higher status, perhaps slightly ignorant/blinded of her actual purpose of existence (to be physically mistreated in replacement of others). Whereas from another viewpoint she has nearer the bottom of the hierarchy.


In the second part of the lesson, we continued with blocking the second part to the Jane scene which by this point Jane was just returning after being voluntarily attacked by the goat. Before we went through the scene, me Livvie and Holly Hoskinson discussed with Rachel the relationship between Lisa and Vince, her partner. We all settled on an age for both characters, Lisa being 20-21 years old, and Vince being much older at 28. Relating this to the real world, this is an uncomfortable age gap in which we all agreed that many parents would disallow their daughter to date someone this much older. However this applies more when you're younger, for example adults in their 30s and up could date someone with an even bigger age gap i.e 10 years and most people wouldn't bat an eyelid. As Vince is much older, he is easily capable in controlling Lisa due to his 'maturity' and perhaps experience in which Lisa's vulnerability is target to his power over her. In relationships with domestic violence, the person with power has ways in manipulating the other to feel like they need them. We said that Vince and Lisa live together, where Lisa was isolated from her friends and family to where she then shared a flat with him. Vince being away a lot for work, means Lisa is left alone without much socialisation due to detaching from her close ones. Left alone with her thoughts.
The Goat may resemble Vince, as in Dissocia the Goat attempts to beat and rape her which could be linked to possible flashbacks of Vince who actually did assault her. However Jane prevents this from happening in Dissocia as she takes her place. When Jane returns after the abuse, she continues to smile and stay positive even though what happened to her would have been a very traumatic and scarring experience. She even shortly after forgets it happened, responding to Lisa with "It's hardly something I'd forget...Honestly Lisa. I don't know where you come up with these things...". This side of Jane, her pattern of actions could be what Lisa does in reality, hiding her pain and emotion after the abuse and hoping it will go away by avoiding discussion. When Lisa gets upset that Jane can't recall the recent occurence, she is able to see herself from another's perspective, and can see how she acts when she is in complete denial of incidents/situations etc. We also talked about the different ways people act when they may have a lot of things going on in their life (negative). Some people may lash out and become angry, be careless and innapropriate at times and may even resort to diminishing others. On the subject of bullying, most of the time the bullies are the ones with a lot of bad stuff happening in their life causing them to take it out on others to feel better about themselves. Others may be really open to talking about what's troubling them, and may uncontrollably cry frequently. Another way people may act is to go into yourself, exclude yourself from groups of people and certain situations, and go to great lengths to avoid questions and concern from others. Both of these states are shown in Lisa. In Act 2, she starts singing and dancing proudly on the hospital bed and around her room, escaping to her own bizarre world to block out her past pain, but reacts badly to being told to calm down by the nurses and begins swearing and becoming aggressive. But in Act 1, she is entirely on her own in a huge confusing world, seen more as innocent and vulnerable with hints of her hidden emotions/past events that are shown through certain characters e.g Vince, Jane etc.
It seems there are other types of disorders shown in the play as well as Dissociative disorder, such as Schizophrenia (Voice overs), Identity disorder and Borderline depression.

We then finished off blocking the scene, I feel I have surprised myself with learning the lines as there were a lot for the whole of Jane's scene, also taking into account the way she would speak it etc. However I do need to keep rehearsing them so I am more fluent without hesitation (unless necessary), and on my cues too, overall for all my roles.