This week in our pairs we began to practically explore the movement that we discussed and brainstormed as a class.
Me and Iyla began to explore movement to show the characters various suicidal thoughts and battle with schizophrenia. I decided to research more into what schizophrenia was so that we had a better understanding of the characters mental state which we could combine into our movement. I found out that schizophrenia is...
" A mental disorder that generally appears in late adolescence or early adulthood - however, it can emerge at any time in life. It is one of many brain diseases that may include delusions, loss of personality (flat affect), confusion, agitation, social withdrawal, psychosis, and bizarre behaviour. "
From this research we discussed an interesting storyline to demonstrate would be the battle between the characters good and bad side. Iyla would be the "good" side, still struggling with anxiety being uneasy. We would demonstrate this with agitated movement, smaller dynamics showing the anxiety and fear. For the "bad" side we would have larger ,sharper dynamics to appear more face threatening.
We decided to explore movement to represent the suicidal thoughts of the character represented within the text.
In particular the words "wait for the train to hit me on the tracks". During practical exploration we decided to use our previous lessons mind map of table stimuli movement of "slides" to represent the train tracks. We wanted more divergent slides so as shown in the video I pull Iyla to the edge of the table and in sections she pulls her body back over the table to represent the train carriages moving over the tracks before collision which happens at the end as she falls to the ground on impact.
In the second lesson of the week we decided to go over the work and try and organise the structure more, we practically explored the structure and commented throughout particularly on areas where the movement was unclear, at the end we self assessed our work vocally using the unfocussed post show discussion technique to analyse our work overall talking on aspects that were good as well as areas to improve.
In the first video it can be seen that Meera has started to explore the range of performance possibilities from the original stimulus of the solo chair motif; change of levels, change of direction, change of dynamic quality, change of relationship - turning it into a duet, change of relationship - using cause and reaction as well as contact work. Meera also introduces bespoke material and quite excitingly pushes the boundaries of the many ways in which the props that she has added can be used such as the back ward roll over the table. This is a good example of the way in which meera works experimentally to produce performance material. (D1)
ReplyDeleteThe second video supports the engagement and professionalism that Meera offers to all rehearsals, not only does it show how the movement is being processed further but also that Meera conducts her 'run through' with a great attention to detail regarding the performance qualities of the duet; she focuses on the use of contrasting dynamics., making the run through feel like an engaging performance. This level of performance skill and engagement is typical of Meera's manner of working and is a good example of her fully engaged manner typical of all rehearsals she attends. (D3)
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