23rd April Lesson Evaluation

1)    What important discoveries were made during the rehearsal? 


During a previous rehearsal we planned out all the rehearsal dates we still had, and assigned each rehearsal to a different scene (so that each person has an equal amount of time to work on their individual scenes). The requirements for each rehearsal and individual scene is that they come prepared to the lesson with a script, ideas for movement and general plan of how they want to structure the rehearsal. Today we were working on Amy’s scene, the canteen. She had written a script including the characters of Beatrice, Benedict, Claudio, Hero, and the extra character of a dinner lady. The script she had written was appropriate to the style of the piece and was very funny- based the script around individuals ensuring that she it supported our strengths/performance skill and characteristics (of each character). Alongside writing a script, Amy also found a poem/ Shakespearian rhyme for the Hero’s to chant at Claudio.

Most of this scene is based around the dialogue, however as we were missing quite a few people (main characters!). Therefore we decided to work on the sections of the scene that we could all be involved in – considering that this would be the best use of our time. We had Claudio and three Hero’s therefore we started to work on the poem, using movement and exploring how we could use the tables in the canteen.

2)    What led to those discoveries? 


To begin with, we read through the poem a couple of times in order to familiarise ourselves with the text and clarify any words that we were unsure of. We then considered our intention for the poem, what are we trying to make Claudio feel? We agreed that this would include intimidation and guilt (the words suggest we are blaming Claudio for our death). Using Alex Packers approach to devising (starting with something simple and basic which can then be developed) we read the poem aloud whilst circling Claudio. The effect of this was to isolate Claudio and make him feel vulnerable- as though we are crowding his head (everywhere with no escape). Developing this, we experimented with the pace of walking- running, slow walking etc. which then developed gestures. To finish the first section of the poem, our circle got tighter until we were touching distance from Claudio (making him feel claustrophobic) - I remember how Elsa played Clara in the visit- reaching out to Ill and exaggerating her movements and expressions to create a patronising and spiteful character. I used this as inspiration for my own character of Hero in this scene.

Taking inspiration from Hofesh, Claudio clambers to the table performing Hofesh based movement (as though he is in pain and desperately trying to escape from Hero). The Hero’s then creep towards him, crawling from the other end of the table- trapping him in the centre. We loved the Macbeths group version of ‘the tiger who came to tea’ where they staged the audience around a table whilst ‘the tiger’ climbed and sat on the table as though it were a stage. We will be adopting this idea of staging for our own performance.

Although the poem sounded good with intonation, pace and expression, we felt as though there was something missing (as though it needed an undertone). We began to experiment with a ‘round’ where each Hero speaks a line whilst the repeated line ‘Heavily, heavily’ created the beat. With the extra Hero’s this would further increase the volume. Watching this back on video, the sound produced as a result of the round was much stronger compared to unison- it gave us as Hero a greater power and presence in comparison to Claudio.

3)    Towards where do those discoveries lead?

Now that we have the foundations of the scene, we can continue to develop- perhaps next lesson finishing the poem (continuing in a round). It will also be helpful to link the two sections together- both movement and acting. Furthermore, we had thoughts about the lighting for the movement section- George suggested that we create two walls of light at either end of the table which traps Claudio. I love this idea however it will be difficult to create with no blackout in the canteen. Rose suggested that we could use a single light underneath the table; this would create a ghostly and creepy effect- only illuminating outlines and shadows.  


 

4)    Consider questions No. 1-3 except focus on important roadblocks/dead ends.

Unlike other rehearsals we understood that although we have set a routine for this scene, it doesn’t necessarily mean that its finished and we can move on- there is still so much we could change, develop, add etc. we need to keep coming back to the scenes we have ‘completed’ (alongside devising new scenes) in order to use them as potential for improvement.

8) What is the most important thing that happened (or didn’t happen) in your recent rehearsal?  Unpack its importance.


I think the most important thing that happened in our rehearsal was our ability to follow the timetable and come prepared to lesson. Before we had this structure in place, some rehearsals seemed pointless as no one had prepared or thought about what we could do to improve or devise next. We each know when our rehearsal time is and therefore are ready for the rehearsal- as a result we produce lots of work and make significant progress! We need to continue in this way in order to finish our performance by the deadline.