Today we continued creating our powerpoint presentations to present on 02/11/2015
Below is my powerpoint slides with my collected information for my company
Monday, 26 October 2015
Friday, 23 October 2015
23rd October - Kat GUERNICA EVALUATION
Today we focused on looking at a visual stimuli. This was a painting called 'Guernica', created by Pablo Picasso. This was painted in response to the frequent ongoing bombings that targeted the town Guernica in the Spanish Civil War, caused by the Nazis. This had a very destructive impact on the town, which led to the creation of this piece which portrays the affliction and suffering war has especially on the innocent.
The painting depicts an equal jumble of both humans and animals, suggesting Picasso wanted to express how both animals and humans both share fear and death. 2 important elements in this image are the bull and horse. These 2 animals along with the man with the sword fit together well when explaining bullfighting, a popular tradition that is a big part of Spain.
In groups we devised movement to reflect and communicate the theme/stimulus. For example, the action of reaching out with our hands to show desperation and suffering that would have been endured. We also switched the dynamics between slow/delicate and strong/fast. Strong/fast represented the struggle and panic, whereas slow/delicate showed the exhaustion, and the effect on the mood/energy of the ongoing bomb attacks.
More movement used involved contact with the other dancers. 2 of us were pulled up by the other 2 off the ground, which again links to the desperation of the innocent, and how everyone is trying to aid and support each other, physically and emotionally.
An action that myself and Sophie do, is in unison where we rush backwards covering our face with our hands. This can reflect the inside panic of the individuals, as there is no way to escape the trauma in their town or their own minds.
Interpretive skills used included timing and focus. We needed to use timing to know when the start and finish certain phrases/motifs, where we would sometimes end up joining onto the other duo or breaking off. I used focus by deciding on directions my head would be positioned when performing the different sections.
A strength of this piece was we all had good timing, and interacted well with each other when needed. We also showed various levels throughout such as the low/medium/high clump at the start, the floorwork and jumping phrases etc. Weaknesses were we lacked characterisation i.e facial expressions, and stronger emphasis with out movement.
I would have applied more choreographic devices, and more body and facial characterisation to further highlight the stimulus in order to improve. Also, I would have improved my synchronisation with my duet partner, for example identical movements to strengthen the pair dance.
In groups we devised movement to reflect and communicate the theme/stimulus. For example, the action of reaching out with our hands to show desperation and suffering that would have been endured. We also switched the dynamics between slow/delicate and strong/fast. Strong/fast represented the struggle and panic, whereas slow/delicate showed the exhaustion, and the effect on the mood/energy of the ongoing bomb attacks.
More movement used involved contact with the other dancers. 2 of us were pulled up by the other 2 off the ground, which again links to the desperation of the innocent, and how everyone is trying to aid and support each other, physically and emotionally.
An action that myself and Sophie do, is in unison where we rush backwards covering our face with our hands. This can reflect the inside panic of the individuals, as there is no way to escape the trauma in their town or their own minds.
My contribution to the movement was I suggested we begin the dance in a confined clump of all of us intertwined. This slowly unfolds, one by one peeling out and breaking off into 2 duo motifs. I also proposed the idea of 1 duo performing a floor phrase and the other performing a jumping phrase.
Examples of the physical skills I used in this performance was contraction, extension and posture. We used extension in mine and Sophie's duet when we step back and fully extend our arms and toes to stand on point, with a high up posture. We used contraction in the beginning when we were all curled over each other, and at the end when we join on the ground in a half-foetal position in the centre.
Examples of the physical skills I used in this performance was contraction, extension and posture. We used extension in mine and Sophie's duet when we step back and fully extend our arms and toes to stand on point, with a high up posture. We used contraction in the beginning when we were all curled over each other, and at the end when we join on the ground in a half-foetal position in the centre.
Interpretive skills used included timing and focus. We needed to use timing to know when the start and finish certain phrases/motifs, where we would sometimes end up joining onto the other duo or breaking off. I used focus by deciding on directions my head would be positioned when performing the different sections.
A strength of this piece was we all had good timing, and interacted well with each other when needed. We also showed various levels throughout such as the low/medium/high clump at the start, the floorwork and jumping phrases etc. Weaknesses were we lacked characterisation i.e facial expressions, and stronger emphasis with out movement.
I would have applied more choreographic devices, and more body and facial characterisation to further highlight the stimulus in order to improve. Also, I would have improved my synchronisation with my duet partner, for example identical movements to strengthen the pair dance.
Thursday, 22 October 2015
22nd oct Rach
Today me and Bryleah focused on the movement for We're Okay with the help of Liam.
This scene, which is only in the Broadway version really magnifies Joanne's feelings and lets you take a closer look at her contrasting life to the other artsy characters. The song seems to isolate her and uncover her busy mind and schedule, as she attempts to juggle her social and work life. In a past lesson where we made decisions on our characters, one of Joanne's was that she seems to be living a double life with her law career and social relationships. Now I wonder if she actually lives three different ways of life; one being her with her co-workers, one with her parents and family and another with her other friends and her partner Maureen. This is supported especially in this scene as she is on three different phone calls; one to Maureen, one to a co-worker (Steve) and one to her father.
The song is a mixture of dialogue and singing in which the mood jumps around significantly depending on which conversation she switched to. For example, her call with Maureen rapidly grows into a frustrating argument, soon drawing attention away from the two other calls until she reaches boiling point. Throughout the song Joanne repeats the the words "We're Okay" in between conversations, as if she is reassuring herself that everything's going to be fine, and to stay calm and positive despite all the dramas her busy schedule. Nevertheless, this line is vocalised with the sound of growing fears and panic as the conversations become more hectic and Joanne loses control, until the 'boiling point' is reached and she belts a loud high note of "We're Okay", displaying obvious irony and concluding the whole meaning of the song that really, Joanne is not okay, and hasn't been for a while.
With Liam, we began discussing our blocking of the scene and how we would incorporate the payphone, which will be attached to a long extending cord into it. We chose to enter on our first line of the song, from DSR towards DSL where the payphone would be. As we are already on the phone, we will have a cell in between our shoulder and ear and possibly be carrying a briefcase. We did some movement excersises where we practiced changing direction everytime we switched to another caller. We even practiced it together, so we had to dodge and cross past each other which was useful as we had to improvise a new direction to proceed. To improve, we need to be snappier in our turns to clearly show the switches. I also need to practice my lines more to ensure I confidently know them, so when practising the movement I can understand exactly what I'm doing and where I'm going. With the payphone cord, we decided on becoming entangled near the end when the song is picking up intensity and the conversations are constantly changing, by spinning round towards the payphone and only realising at the end we have gotten in a twist when we say the last line "I'm on my way" as she attempts to leave.
This lesson was very beneficial to us as we have sorted out all the movement, even practising with a long piece of string we tied to the blocks in that area. Now we just need to start to rehearse the rhythm, timing and vocals of "We're Okay".
This scene, which is only in the Broadway version really magnifies Joanne's feelings and lets you take a closer look at her contrasting life to the other artsy characters. The song seems to isolate her and uncover her busy mind and schedule, as she attempts to juggle her social and work life. In a past lesson where we made decisions on our characters, one of Joanne's was that she seems to be living a double life with her law career and social relationships. Now I wonder if she actually lives three different ways of life; one being her with her co-workers, one with her parents and family and another with her other friends and her partner Maureen. This is supported especially in this scene as she is on three different phone calls; one to Maureen, one to a co-worker (Steve) and one to her father.
The song is a mixture of dialogue and singing in which the mood jumps around significantly depending on which conversation she switched to. For example, her call with Maureen rapidly grows into a frustrating argument, soon drawing attention away from the two other calls until she reaches boiling point. Throughout the song Joanne repeats the the words "We're Okay" in between conversations, as if she is reassuring herself that everything's going to be fine, and to stay calm and positive despite all the dramas her busy schedule. Nevertheless, this line is vocalised with the sound of growing fears and panic as the conversations become more hectic and Joanne loses control, until the 'boiling point' is reached and she belts a loud high note of "We're Okay", displaying obvious irony and concluding the whole meaning of the song that really, Joanne is not okay, and hasn't been for a while.
With Liam, we began discussing our blocking of the scene and how we would incorporate the payphone, which will be attached to a long extending cord into it. We chose to enter on our first line of the song, from DSR towards DSL where the payphone would be. As we are already on the phone, we will have a cell in between our shoulder and ear and possibly be carrying a briefcase. We did some movement excersises where we practiced changing direction everytime we switched to another caller. We even practiced it together, so we had to dodge and cross past each other which was useful as we had to improvise a new direction to proceed. To improve, we need to be snappier in our turns to clearly show the switches. I also need to practice my lines more to ensure I confidently know them, so when practising the movement I can understand exactly what I'm doing and where I'm going. With the payphone cord, we decided on becoming entangled near the end when the song is picking up intensity and the conversations are constantly changing, by spinning round towards the payphone and only realising at the end we have gotten in a twist when we say the last line "I'm on my way" as she attempts to leave.
This lesson was very beneficial to us as we have sorted out all the movement, even practising with a long piece of string we tied to the blocks in that area. Now we just need to start to rehearse the rhythm, timing and vocals of "We're Okay".
Monday, 19 October 2015
pab -19TH oct Theatre company structure
Today we looked at theatre company structures, creating a mind map of the hiearchy of the job roles. Below is a mindmap of our theatre company 'Livambrykim', and it's structure:
Then, we worked in partners to begin putting together a power point presentation where we discuss 2 different theatre companies, in which we include:
1) Production staff structure/key roles (hierarchy table)
2)shows output - how many productions annually? What genre/style of pieces? audience numbers? Permant co or auditioned roles?
3)Focus on 2 job roles
Me and Paige are focusing on the 'National Theatre' company, and the 'Rainbow company'. We individually would work on one of the companies to gather up information.
Short description of roles:
CEO - Manages theatre, oversees the planning of theatre's programmes and overall responsible for finances, staff and building. They report to the theatre's owners/trustees
Producer - finds money to finance show and manages financial risks. They find the performers and team for the show
Artistic Director - They create the artistic vision of the production, usually directing productions. They report instructions to the stage manager
Production Team - Co-ordinate the technical and staging necessities of a show. They will work with the artistic director, director, musical director, choreographer and engineering team
Finance - Managing financial aspects, ensuring it's smooth running
Company Manager - Deals with all aspects of staff's welfare and dealing with pay.
Marketing Manager - Promotes and sells tickets. Manage publicity and advertising material inc. flyers, posters, brochures, websites etc.
Stage Manager - coordinating and organizing the production and communications between various personell
Set Construction - Creating and building set pieces
Props Construction - Creating and building props
Makeup Artsist - Doing performers' makeup
Hair Stylist - Doing performers' hair
Sound/lighting technician - Controlling and operating sound and lights
Costume creator - Creating costumes
Set Designer - Designing the set, reporting to set constructors
Lighting Designer - Organising lighting, reporting to Lighting technician
Sound designer - Organising sound, reporting to Sound Technician
1) Production staff structure/key roles (hierarchy table)
2)shows output - how many productions annually? What genre/style of pieces? audience numbers? Permant co or auditioned roles?
3)Focus on 2 job roles
Me and Paige are focusing on the 'National Theatre' company, and the 'Rainbow company'. We individually would work on one of the companies to gather up information.
Saturday, 17 October 2015
Background research for RENT
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| http://www.oncenter.org/event/covey-theatre-company-presents-jonathan-larsons-rent |
The main topics explored in Rent are HIV/AIDS (which had become an epidemic, spreading like wildfire unable to be well managed/treated like it is today), drugs (and the addiction to them with strong side effects) and sexuality (most of the characters are homosexual and one character (Angel) is transggender).
Despite the devastating and serious issues that have structured Rent, it's a very upbeat and enthusiastic musical with heaps of comedy and happy moments. This masks the darkness, showing they make the best of it and what they have. This is shown through the close bonds some and msot of the characters have with one another.
Friday, 16 October 2015
16th oct - rach
Today we did a run through of Act 1 up to the song 'Out Tonight'. I feel the Act is slowly coming together although in 'Tango Maureen' we still need time to create the choreography etc. I managed to learn all the lyrics to this song and now I just need to continue working on my vocal ability for it, as well as harmonies with Luke. Furthermore, I need more power in my voice which I think links to confidence. If I'm more confident in myself it will reflect in my singing. My characterisation needs improving by showing the tension between my character and Luke's, with the feeling of awkwardness (as Joanne's never really conversed with her girlfriend's ex, understandably) and annoyance (as Mark attempts to meddle with her and Maureen's relationship).
'Rent' still needs more energy and emotion in our performance. We still need to make the whole section more violent and convincing as it's the most aggressive scene of the whole musical and it will be that first impression of the production to the audience. We need to start strong to engage everyone
Next week, Me and Bryleah are going to be focusing on our solo 'We're Okay'. I need to practise my lines for this as it is quite difficult in terms or rhythm and timing.
'Rent' still needs more energy and emotion in our performance. We still need to make the whole section more violent and convincing as it's the most aggressive scene of the whole musical and it will be that first impression of the production to the audience. We need to start strong to engage everyone
Next week, Me and Bryleah are going to be focusing on our solo 'We're Okay'. I need to practise my lines for this as it is quite difficult in terms or rhythm and timing.
Monday, 12 October 2015
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