Adding Banter
We started by reviewing the start that we created last week and we went through each bit carefully and made sure that we hadn't missed anything. We also tried to make sure that the energy was high for the transformation of us into boys so that we could get the jokey atmosphere which we think will allow the audience to know that we are open to them talking to us and to show that we are able to be a listening ear to them further in the performance if they need us to be. We always have the idea of what the client wants in the back of our minds and we were saying that our opening could be seen as being inconsiderate as we are making fun and stereotyping boys and the company Storms is reflecting a very personal topic surrounding suicide. But on the other hand, we have all done research that shows that boys/men are more likely to open up and talk about their feelings if there is a more relaxed and jokey atmosphere. I think that this is what we are trying to achieve with our start as we are setting the scene/atmosphere so the audience are on our side and then as we address the idea of suicide we are then going to see if the boys will understand the ways that they communicate or, opposingly, the ways that they do not communicate.
We then moved onto a discussion about the percentage of a performance that is dedicated to the audience and what percentage is dedicated to your fellow actors on stage.
For a real performance, we said that 85% of your acting would be to the people on stage and 15% would be to the audience because if it were a realistic play, you would want to be immersed in the lines and the story line and you want your audience to believe that you are feeling the way that you say you are. The 15% that goes towards the audience includes things like: not turning your back, keeping your volume high, facing a certain way so the audience can see your facial expressions or to hid the mechanisms of a lift.
Whereas when you're doing Theatre In Education the percentages change a little: 40% performance to the people onstage and 60% to the audience. This is due to the piece being for educational purposes so we need to acknowledge the audience to check if they are interested and understand what we are trying to portray.
We then wanted to add a little bit more onto the piece and so we decided to explore the things that boys focus on and we made scenes about the two emotions that we know are men’s focal emotions: Anger and Erotic. We made two scenes referring to each of them and incorporated in them into the scene after the chair stacking.
to expand on the word “banter” as this is what modern teenagers refer to their way of communicating and so we thought of subjects that boys might fine hard to speak about and so would create banter about as their way of communicating we decided that we would do: parents divorcing, failing exams and being broken up with. We referenced these along with the lines from our presenter “Noun - Banter, Verb - to banter and adjective - banterous.” With each different word group, a different scene was created. First of all was “Exam Banter” (https://youtu.be/_-DADSdvNS0) then it was mine and Hannah’s scene about "Divorce Banter" (https://youtu.be/eqE0w_OObcM) and then lastly "Breakup Banter" (https://youtu.be/mJ2vDaIn5OU)
I think that one of the best parts about our scene is the speed of the lines and especially the dialogue at the start when the boy refers to his problems as “nothing” and the other boy doesn’t delve any deeper in the subject instead he moves it onto something more comical as we found that men have a different way of dealing with conversation and have different aims. At this point, we thought that the boys wanted to avoid talking about their feelings and so they would avoid the subject causing them to move onto the next emotion that they naturally go to which is talking about girls/ something of an erotic nature, hence the “fit birds” I think that we need to work on the staging a little more so that when I ge the idea of her dad “banging a fit bird” then I can make it more obvious to the audience and get them involved.
We then moved onto a discussion about the percentage of a performance that is dedicated to the audience and what percentage is dedicated to your fellow actors on stage.
For a real performance, we said that 85% of your acting would be to the people on stage and 15% would be to the audience because if it were a realistic play, you would want to be immersed in the lines and the story line and you want your audience to believe that you are feeling the way that you say you are. The 15% that goes towards the audience includes things like: not turning your back, keeping your volume high, facing a certain way so the audience can see your facial expressions or to hid the mechanisms of a lift.
Whereas when you're doing Theatre In Education the percentages change a little: 40% performance to the people onstage and 60% to the audience. This is due to the piece being for educational purposes so we need to acknowledge the audience to check if they are interested and understand what we are trying to portray.
We then wanted to add a little bit more onto the piece and so we decided to explore the things that boys focus on and we made scenes about the two emotions that we know are men’s focal emotions: Anger and Erotic. We made two scenes referring to each of them and incorporated in them into the scene after the chair stacking.
to expand on the word “banter” as this is what modern teenagers refer to their way of communicating and so we thought of subjects that boys might fine hard to speak about and so would create banter about as their way of communicating we decided that we would do: parents divorcing, failing exams and being broken up with. We referenced these along with the lines from our presenter “Noun - Banter, Verb - to banter and adjective - banterous.” With each different word group, a different scene was created. First of all was “Exam Banter” (https://youtu.be/_-DADSdvNS0) then it was mine and Hannah’s scene about "Divorce Banter" (https://youtu.be/eqE0w_OObcM) and then lastly "Breakup Banter" (https://youtu.be/mJ2vDaIn5OU)
I think that one of the best parts about our scene is the speed of the lines and especially the dialogue at the start when the boy refers to his problems as “nothing” and the other boy doesn’t delve any deeper in the subject instead he moves it onto something more comical as we found that men have a different way of dealing with conversation and have different aims. At this point, we thought that the boys wanted to avoid talking about their feelings and so they would avoid the subject causing them to move onto the next emotion that they naturally go to which is talking about girls/ something of an erotic nature, hence the “fit birds” I think that we need to work on the staging a little more so that when I ge the idea of her dad “banging a fit bird” then I can make it more obvious to the audience and get them involved.
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