Wednesday, 12 March 2014
Wednesday, 26 February 2014
Post Medea Blog Review 17 / 12 / 13 NOT Final Grade
|
Student:
Abi Powell
|
Post
Medea Blog Review:
December
2013
|
|
Criteria that
have been MET
are highlighted in GREEN
Criteria that
have been ALMOST
MET
are highlighted in YELLOW
Criteria that
are NOT
YET MET
are highlighted in PINK
|
|
|
Unit
12: Classical Theatre Performance
|
|
|
Assessment and
grading criteria
|
Feedback and
questions to help you meet the grading criteria
|
|
1: Social,
Historical and Cultural background - MERIT
|
|
|
PASS
1 discuss
the social, historical and cultural background of classical roles
|
Your
Elizabethan character research discusses this well.
|
|
MERIT
1 explain
the social, historical and cultural background of classical roles
|
You
explain the social and cultural aspects of Elizabethan life.
|
|
DISTINCTION
1 analyse
the social, historical and cultural background of classical roles
|
Finish
Effect on “Medea” question
|
|
2: Research
and Analysis – PASS
|
|
|
PASS
2 use
research and analysis to develop performance style of classical
roles in rehearsals
|
Good
responses to research and analysis are evidenced in your sections
on “Spaces of the Mind” and “Mary”
|
|
MERIT
2 apply
skilful responses to research and analysis in rehearsal
|
You
DID actually achieve skilful responses in your development of the
Captain and Fransico, but there is not enough evidence of this in
your blog.
|
|
DISTINCTION
2 apply
imaginative, disciplined and skilful responses to research and
analysis in rehearsal
|
In
Medea evaluation talk about how you used specific mask techniques
in specific sections (quote from text) i.e.Jason punching your arm
|
|
3: Developing
Roles – PASS
|
|
|
PASS
3 develop
contrasting classical roles through rehearsal with tutor support
|
There
is some mention of this in the “Spaces of the Mind” section.
|
|
MERIT
3 develop
two contrasting classical roles through rehearsal with some tutor
support
|
You
responded well to direction and at in the performance week your
characters were well developed and different to each other.
Evidence this through rehearsal diaries.
|
|
DISTINCTION
3 develop
imaginative and creative interpretations of two contrasting
classical roles through self-disciplined approaches to rehearsal
|
Use
Medea evaluation to show specific examples of when you did
something imaginative and creative (messenger and relationship
with Sarah’s messenger)
|
|
4: Performing
Classical Texts – MERIT
|
|
|
PASS
4 perform
classical texts using appropriate vocal and movement skills to
communicate the role.
|
|
|
MERIT
4 perform
classical texts using appropriate vocal and movement skills in a
considered way, to communicate the role confidently.
|
Teacher
assessed due to illness. The last run through that you did showed
some confidence in your characterisation.
|
|
DISTINCTION
4 perform
classical texts using appropriate vocal and movement skills to
communicate the character creatively, inventively and assuredly.
|
Medea
evaluation.
|
|
Unit
4: Historical Context of Performance
|
|
|
Assessment
and grading criteria
|
Feedback
|
|
1:
Background Context of Performance Material - PASS
|
|
|
PASS
1
outline
the background context of performance material, providing some
research findings
|
Your
Elizabethan research outlines some background context.
|
|
MERIT
1
explain
the background context of performance material, providing detailed
research findings
|
You
will meet this criterion if you compete the missing tasks in the
same way as you have done the first one.
|
|
DISTINCTION
1
provide
a comprehensive
account
of the background context of performance material, providing
detailed research findings
|
|
|
2:
Performance Material Contextualised for Contemporary Use – NOT
YET MET
|
|
|
PASS
2
describe
how performance material is contextualised for contemporary use
|
Use
the “Macbeth on the Estate” task and the task about finding 3
examples of a modern Shakespeare production to meet this
criterion.
|
|
MERIT
2
explain
how performance material is contextualised for contemporary use
|
When
completing these tasks, make sure you directly compare the
separate aspects of production.
|
|
DISTINCTION
2
comprehensively
explain how performance material is contextualised for
contemporary use
|
Including
discussion of the themes in the plays and how they are handled by
productions will meet this criterion.
OR
– use the Henry V and Medea that we saw in London.
|
|
3:
Communicating Result of Research –PASS
|
|
|
PASS
3
communicate
the results of research.
|
Your
Elizabethan Character section is a good example of how to
communicate the results of your research.
|
|
MERIT
3
communicate
the results of research effectively in an imaginative and coherent
manner.
|
You
present your findings well and your writing is clear and
confident. Your use of diagrams and photos shows promise.
Annotate
the Theatre History timeline.
|
|
DISTINCTION
3
communicate
the results
of research in an informed, highly articulate and
creative manner.
|
Add
annotations, mind-maps, photos and diagrams to meet this
criterion.
|
|
Overall
Grade: PASS
Abi
– at the moment, this is right in the middle of the PASS
mark band, though as there is on criterion that has’t been met
yet, if this was your final blog, you would
not pass.
I
advise that you spend a minimum
of two
hours per week
on your blog in order to bring it up to date.
I
strongly believe that you are capable of a DISTINCTION
in these units because:
Unfortunately,
“doing” isn’t enough for these units. You must
show us more evidence of your process in your blog, discussing in
more detail what
you have done and why
you have done it.
|
|
Tuesday, 11 February 2014
Shakespeare contextualised for contemporary audiences
Three examples of how Shakespeare plays have been adapted to suit modern audiences
Romeo and Juliet
This film was created in 1996.
Shakespeare's famous play is updated to the hip modern suburb of Verona still retaining its original dialogue.
The 2 main characters were played by Leonardo DiCaprio and Claire Danes.
The costumes worn are very up to date and in fashion for when the film was created. The costumes lets the audience know that this is set in very up to date time compared to the original Romeo and Juliet. If this was performed by a Shakespeare actor Juliet would always be 15th century dress. A dress that showed her families wealth and class. In this film version of the Shakespeare play Juliet still always wears reasonable classy clothes to show the audience her family state.
The set in this film is all very urban. This creates a huge difference to the way it would be set when originally performed. This version is set in Italy. A interesting decision made by the director and set designers was to replace the swords with guns. Violence is a strong theme in this storyline so to change the weapon used is brave but it keeps the story with when its set in this version.
Very interestingly although this film is all set in the 20th century they speak original Shakespeare dialogue. This is a huge contrast from the costumes and set. It makes the speech more powerful and noticeable. The way the characters move is also different from the original version. In a Shakespeare version the characters all are very expressive with their movements but they are not as free and loose as they are in the film.
When Romeo and Juliet was first performed it would most likely be performed in an open aired theatre. This means the lighting would all be natural. In the film the light is mostly natural which makes it similar to the play lighting.
The sound in the film is massively different from the Shakespeare version. In the plays they would mostly use instrumental music that is very classical. Whereas a large variety of music is used in the film. The music in a film can be very important. There are songs used in this film that are now remembered and famous for being featured in this film. The music in a open aired theatre would of been played live most likely whereas obviously for the film it was all pre recorded.
Medea
The original Medea was produced 431BC.
It is an ancient Greek tragedy which follows the life of a woman who takes revenge on her husband who betrayed her.
The version I am going to be talking about is an adaptation which was performed at The Rose Theatre in Kingston and directed by Abigail Anderson.
The costumes used in this play were very simple. They were all very dull and plain colours. It gives away no clue about the setting of this story. That is what is interesting about the way this is performed. (more detail on this in set section). The costumes had no similarity to Greek costumes which were worn when this was first produced.
The set for this show was very unique. The play was performed using aerial rope work and gymnastic type movements. The set was plain and gave nothing away about the setting. There was decisions made about this play and the idea the directors wanted was for the audience to have the choice to decide things e.g. where this is set. By not telling the audience exactly things like this then it leaves it open to the audience. The set although basic was very effective.
The script was spoken the same was it would of been when performed originally. By keeping this the same it kept the fact it was an Ancient Greek written play very obvious. The way the characters moved was obviously very different from the original because they had the aerial rope. They used this is in a very clever way, e.g. an argument between Medea and Jason was, rather than just being spoken, shown through movements in the air. The rope aerial was something that would not of been available when this was first performed.
The lighting used in this show was very basic and standard for a theatre in the 21st century. This would of been performed in an open aired theatre originally and this can only happen in daylight so this is very different by having it in a dark theatre with bright stage lights.
There was sections in this show were instead of using music they used their voices. This is similar to how they may have performed it in times when they didn't have the ability or equipment invented to record and produce music. The singing was live and not pre recorded. There was noise effects used in this show and this is something that would not of happened when originally performed.
Henry V
The set they used was very clever and effective. They had a very small cast and this worked very well until they needed to have lots of solders on stage. So to create the look of lots of people on stage they used balloons. They had 2 different colour balloons and they were spread around the stage. They gradually were popped to show the idea of solders being killed. This is very different from the way it would of been set originally. It was originally written in 1599 and balloons weren't invented until 1824 when people were experimenting with various gases.
The lighting used was very simple. In Elizabethan times the plays were always shown in the afternoon so no artificial lighting was needed but they would occasionally use some lighting just to create a atmosphere for night time scenes. The main difference between what I saw and what would of been experienced in Elizabethan times is that I watched it in a dark theatre and it would of been watched before in day light.
The costumes used were effective for understanding the time this play was set. They wore costumes that were correct with when the play was set but slightly adapted to be more move able in and also so they were slightly more in fashion.
There wasn't much sound used in the show. A key noise for me was the noise of balloons popping. This had a similarity to Shakespeare theatre simply because this was a live noise and the music or noises would of been played live when this was originally performed.
The lighting used was very simple. In Elizabethan times the plays were always shown in the afternoon so no artificial lighting was needed but they would occasionally use some lighting just to create a atmosphere for night time scenes. The main difference between what I saw and what would of been experienced in Elizabethan times is that I watched it in a dark theatre and it would of been watched before in day light.
The costumes used were effective for understanding the time this play was set. They wore costumes that were correct with when the play was set but slightly adapted to be more move able in and also so they were slightly more in fashion.
There wasn't much sound used in the show. A key noise for me was the noise of balloons popping. This had a similarity to Shakespeare theatre simply because this was a live noise and the music or noises would of been played live when this was originally performed.
Thursday, 26 December 2013
Medea Evaluation
In this post I am going to evaluate our performance of Medea.
We did 3 performances, one on Wednesday, Thursday and Friday.
I played 2 characters in the performance, a child and a messenger.
Character: Child
The children in the story belong to Jason and Medea. They are what causes disagreements between the couple and in the end are killed by the Medea. The story goes through Medea's life as she is struggling to decide what to do to the children. The 6 chorus cast members are the ones who try to convince her that killing them is a foolish thing to do. The children are very happy, easy going children.
As this was a Greek theatre performance it was decided that the idea of the children wearing masks would be very effective and would also work well with the fact we have kept the staging and layout very in the Greek period but the story and acting is sometimes very modern.
What I enjoyed most about playing a child was having the chance to wear a mask and learn and develop a totally new skill. Before Medea I had never worn a mask for a show so I had a lot to learn but have loved the experience. I have learnt all about the rules of wearing a mask and these were things I had no idea about before. For a career in the theatre and performing industry you need to have as many skills and experiences as possible and after wearing a mask in Medea I would love the chance to develop another character that wears a mask.
Me and Sarah worked very hard on making the character humerous. We worked on choosing specific sections of speech by other characters and working on how we can react. The section in which Medea is taking the children away from Jason we are positioned next to Jason with Medea infront with her back to us. Jason says 'your going to grow up into big men, like my brothers'. At this point Jason punches me in a joke way but not realising how hard he does it I stumble because of it. This is humerous for the audience to watch and also gives us a chance to get our character more across.
Character : Messenger
The messenger's in this story are the ones who deliver the news of the Princess and Creons death. They are quite excited by what they have seen and are loving telling this gory story. They dress smart, skirt, shirt and blazer.
What I enjoyed most about playing a messenger was the fact that while we spoke and explained the story the chorus acted it out. They were downstage nearer the audience and each took a character and acted exactly what we said. It made it humerous and also ensured the audience understood what we were saying.
What I struggled with the most was making the story sound believable. I needed to make the audience think I had actually seen this massive moment and that im saying it from memory and picturing what I see. To help with doing this Sarah and I worked closely with the chorus and Adrian and did a task to make this better. We went through our speech and everytime the others didnt feel what we was saying was believeable they would say 'We dont believe you'. This made us annoyed and also more wanting to get into the character. It made us shout and really fight to get heard and so they would believe us. Another technique Adrian tried with us was the character we was trying to talk to, Medea, she would walk away while talking to her so we end up chasing her and having to force our story at her.
Monday, 16 December 2013
Women in Ancient Greece
"Ownership" of women - who owned them? Did they not own themselves?
Greek women had very little freedom anywhere outside there home. They had to have their husbands permission to go to events like weddings, funerals and even to attend religious events. They couldn't make any decisions them selves. Their father controlled them up until they were married, then the husband took over the role. They did not own themselves atall. This is very opposite to some other places, for example in ancient Egypt women had a large amount of freedom and life was very similar for male and females.
Could a woman inherit property? If not, why not?
Greek women were not aloud to own a property outright. If a females father dies she would not inherit his property. If she had any brothers then they would get the property. If he has no sons then he would adopt a male that would then inherit this property. Or if he only has a daughter then he would chose a male to adopt and this would be who his daughter has to marry. This was because there is an Athenian law which states women are not allowed to participate in a business transaction involving anything which value exceeds a sum of money equivalent to whats needed to feed a family for 5-6 days.
How does this information help you to understand Medea's behaviour in the play?
This information makes me understand
REFRENCE
http://greece.mrdonn.org/women.html
http://www.womenintheancientworld.com/women_and_property_in_athens.htm
http://www.angelfire.com/ca3/ancientchix/
Greek women had very little freedom anywhere outside there home. They had to have their husbands permission to go to events like weddings, funerals and even to attend religious events. They couldn't make any decisions them selves. Their father controlled them up until they were married, then the husband took over the role. They did not own themselves atall. This is very opposite to some other places, for example in ancient Egypt women had a large amount of freedom and life was very similar for male and females.
Could a woman inherit property? If not, why not?
Greek women were not aloud to own a property outright. If a females father dies she would not inherit his property. If she had any brothers then they would get the property. If he has no sons then he would adopt a male that would then inherit this property. Or if he only has a daughter then he would chose a male to adopt and this would be who his daughter has to marry. This was because there is an Athenian law which states women are not allowed to participate in a business transaction involving anything which value exceeds a sum of money equivalent to whats needed to feed a family for 5-6 days.
How does this information help you to understand Medea's behaviour in the play?
This information makes me understand
REFRENCE
http://greece.mrdonn.org/women.html
http://www.womenintheancientworld.com/women_and_property_in_athens.htm
http://www.angelfire.com/ca3/ancientchix/
Infanticide
Infanticide is the intentional killing of an infant
Case 1 - Baby Peter Connelley
He was born to Tracey Connelly on 1 March 2006 in London. Her new boyfriend, Steven Barker, moved in with her in November. A month later bruises were found on his face and chest by a GP. Due to this his mother was arrested. Peter got put into care of a family friend but was allowed back to his mothers care in January 2007. Within the next few months Peter got admitted to hospital suffering from injuries. She was then arrested again in May 2007.
Peter was seen at St. Ann's Hospital in North London by a locum paediatrician in August 2007. Broken back and ribs went undetected due to being pre dated to this examination, so a day later Tracey was told she will not be prosecuted.
The very next day an ambulance was called to find Peter in his cot wearing only a nappy and was blue and clad. He was pronounced dead at 12:20pm. The post mortem revealed he had swallowed a tooth after being punched. He also had a broken back and ribs, mutilated fingertips and missing fingernails.
A murder investigation was carried out and Tracey was arrested. Also her boyfriend Steven, his brother Jason and his girlfriend were all arrested who were hiding in a forest campsite.
This infanticide has been highly reported using media. Newspapers such as The Guardian, Sun, Daily Mail, BBC and many more have all followed the story but had very different opinions on who is to blame. Interestingly write ups hardly mention it as being the parents fault, even though they are the ones who physically committed the crimes. The blame is all on social workers and the company's who should of been able to help the situation.
Even to this day the Mothers life is being publicised, for example she wants the NHS to pay £7,000 for her to have a gastric band which will give her weight loss. This is because she wants to find a new male for her life.
The articles I have read on this story don't seem to favour either the Mother or her boyfriend but target a female social worker.
Case 2 - French lady kills 8 children
In July 2010 two bodies were discovered in plastic bags while new house owners were working on the garden. The house was previously owned to Dominique Cottrez and her husband Pierre-Marie Cottrez. The police contacted the family about what had been found and immediately Dominique admitted that the bodies were two infants she had given birth too. She also then openly admitted to six more children's bodies that were in the garage. All eight bodies were born over an 17 year period.
This infanticide has been highly reported using media. By simply typing her name into Google hundreds of pages appear all with information on her crime and her life.
Interestingly the male is hardly mentioned in any reports. He was a carpenter and also was part of the village council. He was described as a "decent, well-meaning type" by a mayor. He was arrested on suspicion of failing to report the crimes but was released very soon after without charge.
In both these cases the Mothers are clearly very confused and not right, very similar to Medea. Medea is very open about killing her children, whereas the second case shows that the Mother kept it a secret for many years.
The way in which the second case Mother disposed of the bodies showed no remorse towards the children, very similary to Medea who left the bodies lying next to her while talking to Jason.
http://en.wikipedia.org/wiki/Infanticide#Greece_and_Rome
http://en.wikipedia.org/wiki/Dominique_Cottrez
http://www.bbc.co.uk/news/world-europe-10803080
Case 1 - Baby Peter Connelley
He was born to Tracey Connelly on 1 March 2006 in London. Her new boyfriend, Steven Barker, moved in with her in November. A month later bruises were found on his face and chest by a GP. Due to this his mother was arrested. Peter got put into care of a family friend but was allowed back to his mothers care in January 2007. Within the next few months Peter got admitted to hospital suffering from injuries. She was then arrested again in May 2007.
Peter was seen at St. Ann's Hospital in North London by a locum paediatrician in August 2007. Broken back and ribs went undetected due to being pre dated to this examination, so a day later Tracey was told she will not be prosecuted.
The very next day an ambulance was called to find Peter in his cot wearing only a nappy and was blue and clad. He was pronounced dead at 12:20pm. The post mortem revealed he had swallowed a tooth after being punched. He also had a broken back and ribs, mutilated fingertips and missing fingernails.
A murder investigation was carried out and Tracey was arrested. Also her boyfriend Steven, his brother Jason and his girlfriend were all arrested who were hiding in a forest campsite.
This infanticide has been highly reported using media. Newspapers such as The Guardian, Sun, Daily Mail, BBC and many more have all followed the story but had very different opinions on who is to blame. Interestingly write ups hardly mention it as being the parents fault, even though they are the ones who physically committed the crimes. The blame is all on social workers and the company's who should of been able to help the situation.
Even to this day the Mothers life is being publicised, for example she wants the NHS to pay £7,000 for her to have a gastric band which will give her weight loss. This is because she wants to find a new male for her life.
The articles I have read on this story don't seem to favour either the Mother or her boyfriend but target a female social worker.
Case 2 - French lady kills 8 children
In July 2010 two bodies were discovered in plastic bags while new house owners were working on the garden. The house was previously owned to Dominique Cottrez and her husband Pierre-Marie Cottrez. The police contacted the family about what had been found and immediately Dominique admitted that the bodies were two infants she had given birth too. She also then openly admitted to six more children's bodies that were in the garage. All eight bodies were born over an 17 year period.
This infanticide has been highly reported using media. By simply typing her name into Google hundreds of pages appear all with information on her crime and her life.
Interestingly the male is hardly mentioned in any reports. He was a carpenter and also was part of the village council. He was described as a "decent, well-meaning type" by a mayor. He was arrested on suspicion of failing to report the crimes but was released very soon after without charge.
In both these cases the Mothers are clearly very confused and not right, very similar to Medea. Medea is very open about killing her children, whereas the second case shows that the Mother kept it a secret for many years.
The way in which the second case Mother disposed of the bodies showed no remorse towards the children, very similary to Medea who left the bodies lying next to her while talking to Jason.
http://en.wikipedia.org/wiki/Infanticide#Greece_and_Rome
http://en.wikipedia.org/wiki/Dominique_Cottrez
http://www.bbc.co.uk/news/world-europe-10803080
Medea - Mask
The mask workshop was extremely helpful for me as my character in Medea wears a mask.
To start with we learnt the rules of wearing a mask.
To put these rules into practise in groups we created a lazzi
In our lazzi we had to perform a internal monologue.
I was in a group with 2 others. We each chose a mask. There was lots of different facial expressions to choose from and we chose ones which we felt could act out and interpret. Our story for our lazzi was we had a chair with a 'do not sit' sign on it. Wearing a grumpy mask I walked on and placed the sign on the chair and then walked off stage. Seconds later another character comes on wearing an 'o' shaped lips mask, they are running and out of breathe so sit down on the seat. I then enter again with my grumpy mask and tell her to move and we both exit the stage. Then a sad faced masked character enters the stage, acting tired they decided to take a nap on the 'do not sit' chair. Then both me, the grumpy faced character, and the out of breathe mask character enter and wake the tired character and angrily exit the stage together.
I found this exercise extremely helpful because of my character wearing a mask in the performance of Medea. I never knew about the rules of wearing a mask until today.
I learnt that you cannot touch your mask or another characters mask. I thought when trying to express something you could use your hand to interact with the mask to make it seem more human like.
By doing this task I also learnt how hard it is to keep facing front when wearing a mask. When walking on even though I was walking straight across the stage I had to keep my head facing the front, or the audience would only see the side of my mask. You have to be very aware of who is around and if there is any objects on stage, where they are.
One thing I will need to practise is breathing in the mask. It is so close and tight to your face that if you breathe heavily then it will create more heat and sweat under the mask. If on stage for a long amount of time I will need to ensure I aim my breathing downwards to the bottom of the mask. Plus laughing is not a good idea while wearing a mask as creates too much heat.
Todays lesson learning all about masks will directly impact on my character in Medea as I now know how to perform correctly while wearing a mask. I will be able to take the rules and tips I have learnt and use them on and off stage. Before I go on stage I will be able to do an exercise I learnt today which involves looking at the facial expression of the mask, resembling it using my face and body and then putting the mask on. This allows you to get your body into the mode of this mask but also gives you a few minutes alone to compose yourself.
One thing I will need to practise is breathing in the mask. It is so close and tight to your face that if you breathe heavily then it will create more heat and sweat under the mask. If on stage for a long amount of time I will need to ensure I aim my breathing downwards to the bottom of the mask. Plus laughing is not a good idea while wearing a mask as creates too much heat.
Todays lesson learning all about masks will directly impact on my character in Medea as I now know how to perform correctly while wearing a mask. I will be able to take the rules and tips I have learnt and use them on and off stage. Before I go on stage I will be able to do an exercise I learnt today which involves looking at the facial expression of the mask, resembling it using my face and body and then putting the mask on. This allows you to get your body into the mode of this mask but also gives you a few minutes alone to compose yourself.
Subscribe to:
Comments (Atom)