Week 13: Classwork and N2C

Wednesday

On Wednesday, we started by experimenting with puppets. We were experimenting with a group of chorus members moving a suit jacket, a hat and also a pair of shoes. Using puppets was one of the ways that we could represent the brothers, Eteocles and Polynices, when they are fighting for the throne of Thebes once their father had died.

Initially to get used to the idea of the chorus being puppeteers, we started working on the body shape of the man. We wanted to make it look like the body was forming from the dirt , so we began with a step of each foot and the suit jacket forming up after. I was one of the people who was holding the torso, so I had one hand on the shoulder and one hand on the bottom of the arm. We found that this was the easiest way to move the torso as we could bend the arm and we also had full control over the shoulders which would be the key part to making the puppet look like it was breathing. We also experimented with a chorus member having their arm in the jacket at different points so it gave an illusion of there actually being an arm in the jacket. As the jacket was being risen up, I put the jacket on but with only one arm in it did a turn and then the person on the other side grabbed the sleeve and I continued to turn to grab the other sleeve.

After trying to make the puppet walk we found a variety of very difficult problems that were jeopardizing the effectiveness of the puppet:

• Keeping the same distance between the shoes, jacket and hat at all times so that the continuity of the puppet didn't break.
• Making sure that, if we turned, the shoulder's were in line with the feet.
• Making sure that the whole group was breathing at the same time and moving the body in time with the breathing.

The main thing that we found hard in our group was the effectiveness of us just holding the jacket so we decided to use a large plastic sheet to fill out the shape of the body and then fit all of the articles of clothing around the frame of the body. We use masking tape secure certain features of the puppet like its neck, wrists and knees.

Next, we focused on the section of the prologue's speech that introduced Creon and we used the extra chorus members as separate businesses that needed something signing by Creon or if they had important documents that he need to look at. We had to grab either single pieces of paper or a stack and walk in a path towards Creon. We had to walk all the way to the front of the stage and then turn along the right angles to get to Creon and he would look at the piece of paper and give it back. We could either react as though we were satisfied with the answer that we got or we had to react as though it was completely the opposite of what we were expecting.

N2C

We used the entire N2C time to work on the Creon and Antigone scene because it take up a third of the play and we wanted to block out as much as possible. There are 3 different people playing Antigone and 2 different people playing Creon so even though we have set casts we mixed up so that we got to work with everybody. 

We blocked out every scene with one pair and then broke off into separate pairs with one Antigone overlooking one of the pairs. We made notes on our scripts when we got given a set direction for all Antigone's.

We managed to get through half of the pages of the scene.

Week 12: N2C

Reviewing the performance

We performed on the 15th of December to an audience of around 40 people. Before we went on, our director, Lindsay, asked us to get into character and do some quiet line run-throughs with people that we had scenes with. I went through a scene with Jay which involved a lot of movement that we rehearsed in a small space by ourselves. Whilst we were doing this, we discussed how we react to each other and how we could make these actions bigger. We concluded that we needed to angle our bodies towards the audience so that the audience would get the full impact of the movement and also, move slightly more apart so that our actions would hit the other person. After this I went through the final scene which was between me and King. We wanted to get the space in between each of our lines as small as possible so that the audience would be engaged right to the end. 

When directing the last scene, Lindsay said that she wanted Mouse's reactions to King to be completely juxtaposing to her reactions in the quiz scene. My reactions to King in the quiz scene were exaggerated to make it look like I was disgusted when he didn't know the answer to some of the easiest movie quote answers like Star Wars and Titanic. So in the last scene, I had to still keep some of the disbelief in the straight answers that were in response to some detailed questions but also create a friendly atmosphere that made the audience feel welcomed as the relationship between Mouse and King had changed. We needed to show the development of their relationship throughout the play and show that they went from being enemies in the film and then to being the co-directors of the play. We tried to show some of the relationship development through King directing some of his questions towards Mouse. For example, once he's shown the whole group his new film, which is around the middle of the play, he asks Mouse for her opinion on the film which shows King's developing his appreciation of Mouse's knowledge and experience with film.

One of the scenes that I thought went particularly well was the scene where the cast is introduced to the Platinum Class cinema screens. I think that the Godber style was clearly shown throughout this scene as it was labelled at the start and also many different stereotypes were shown when the new class was introduced. For example, Fish was over exited, Mags didn't really care and Spike and Elton looked as though they thought that they'd played a huge part in the creation of Platinum Class when they actually had nothing to do with it and just watched King make it instead. In this scene, I was the only character that didn't seem impressed or appreciated how amazing this was as, at Mouse's old cinema all of the cinema suites were like Platinum Class as so Mouse was impressed because this was what she was used to. 

A scene that I think could have done with some improvements was the montage scene as that was only directed quite late on in the process and some characters, like me, weren't given any specific directions or lines to say which resulted in, firstly me just being frozen in position and I had to tell some of the cast members what action they should do and in conclusion all of the characters final position was them all frozen in the same arm position but in the reverse hierarchy position.

I think that the hierarchical staging was a good way of showing the uprising of Mouse and also how the hierarchy changed from beginning to the end. It clearly showed the audience who was at the top of the food chain and who was at the bottom with the positioning of the characters. For example at the start, I was laid on the floor because I was a Plankton which was at the bottom of the food chain but when we got into the reverse hierarchy position, I was stood in place of King who is a Buff and at the top of the food chain.

Overall I feel that the performance went well from my perspective as an actor as all the Godber aspects were shown clearly and there were hardly any mistakes that were made. The space between lines were quite short and all of the staging movements went as smoothly and the audience were laughing the whole way through the performance, which was one of the main goals we were aiming for.

Week 11: Classwork

Monday

Mondays lesson is only an hour and so we use this lesson to go over the start sequence that we had previously created and make sure that we had remembered the directions that we were given when we had performed it the first time. We also tried to shorten the amount of time that it took us to complete the whole sequence from start to finish because the first section took us 5 minutes but we didn't want to use 5 minutes just to introduce the characters to the audience so we wanted to compress the opening sequence to under 3 minutes.

We did this by closing down the gap between each pair or group of people who walked in to the room and also the queue for the prologue to start talking was for the one who was playing Antigone to sit down so we tried to make that quicker so that the play would flow better and we could keep the audience intrigued. 

Wednesday

Because Wednesdays lesson is two hours, we use this is add new content to Antigone. We started to go through the prologue's speech and pick out the lines that we thought would be key lines for adding elements to the play and we also tried to make the staging as interesting as possible.

When the prologue's speech begins Antigone is sat cross-legged at the front right-hand side of the stage as she has separated herself from the rest of the group. We were asked to think of a sentence that our actor character would react to the news of whoever was sat at the front becoming Antigone. We had to imagine that this play and the actions involved were real, so we hide to truly believe that whoever was given the position of Antigone was going to die and the other characters involved were going to bury her alive, which would lead to her dying by her own hand.

The first time that we did this I was sat as Antigone and I had to think of a sentence that I would say once I was given the role of Anitgone. My sentence was "I wanted this, and I've got it."

In my head, I was hoping that it was me and so when it was given to me I decided that I would step up to the plate and completly immerse myself in the character in Antigone as whilst there were things going on in the background and so I sat staring forwards accepting the role I had been given and deciding how that should be played and projected to the audience.

In the video that is linked, I wasn't the one who was playing Antigone so I changed my sentence to fit my actor character at this point. My sentence became "It should have been me, she doesn't deserve to die." 

I am another actor who plays Antigone so I wanted to put myself in place of her because I didn't want to put anybody else through that pain and suffering that Antigone goes through and I understand what it's like because I have studied the character of Antigone at the same time as her. I feel the need to put myself before the others and so when she is picked I feel that I should object but you can't go against who was pciked so I try and show the pain that I feel through my facial expressions.

https://www.youtube.com/watch?v=4rp9BVAKVFs&feature=share

Week 10: Classwork

Wednesday

We started to work on the fight sequence that happens after Antigone is found bury her brother. We wanted to create an atmosphere that made the audience feel uncomfortable and as though the situation was out of control, but the actors on stage would be in control of the sequence.

We started off with how we would indicate to the other actors on stage that Antigone would be moving to attack them. We decided that step clearly in the direct that we were going to swing in before moving the stick, we were using sticks to practice instead of metal poles as we weren't confident with the sequence yet, because that would give the people, who were in a range of being hit, enough time to move out of the way before the Antigone tried to swing at them.

The people around the edges of the stage were extra guards that come on after the two main guards to taunt Antigone. The guards were the main culprits for the uncomfortable atmosphere as they hadn't realised the this girl was Creon's niece and so made vulgar comments and made it more of a game for them whereas for Antigone, this is her fantasy and it is all planned out in her head but these guards are getting in the way of that which causes her to lash out at them.

Here's the final product that we came up with:

https://youtu.be/O3WJLzZUEWQ

One improvement that I think we could do next time would be that when Antigone had been detained she could struggle more as I think that it would be infuriating for her to be held down and so instead of just laying there I feel that she wouldn't want to admit defeat and be detained by men who have verbally abused her.

Week 9: N2C

N2C

In this weeks N2C we tried to get as much of the play done as possible because it needs to be finished for next week. We started one of the major scenes which is the quiz scene. This scene is a major one as it shows the downfall of one of the main characters and the rise of other. The key to making this scene memorable to the audience is the high energy and the speed that one line is said after the other. The scene is funny at the start but it gradually moves into a more serious to show the downfall of King. 

We also did full run throughs of everything that we had done so that we could apply the speed of the lines to the start which we know everything about.

This is the quiz scene that we started:

https://youtu.be/koic3n7qIFc

Week 9: Classwork

Monday

We used Mondays lesson to explore the scene between Antigone and Haemon, her fiance. We explored the ways that the moment of orientation could be shown. The start of the scene between the two is meant to be awkward as she tried to dress up as her sister, who she sees as the vision of beauty, to make Haemon have sex with her so that she could use that as a goodbye and also as a way of them being married without having to go through the legal process. Also she thinks that it is one of the last times that she will see him as she knows that she is going to go and bury her brother and knows that, if it goes the way she wants, she will get arrested and killed for her punishment. 

We looked at the best way to stage the scene and also how the two should react to each other. We tried many different ways and the one that we found that had a bigger effect on the audience and it also made the atmosphere that more awkward.

Wednesday

In Wednesdays lesson, all the Antigone's and Creon's split from the rest of the group to go through a specific scene between them both. The scene that we went through was towards the end of the play and it involved Creon trying to get Antigone to understand the consequences of her actions and also what her motives were behind her actions.

We decided to section the lines and title so that when we are learning them it is easier to see what way we should be saying them and also as we look at the progression of the titles, we can see the progression of the scene.

As we titled the scene we discussed what both Creon and Antigone would be thinking, so that we would be able to see the contrast between the two and compare them in the way that they are saying their lines. 

After going through the whole scene we found that we needed to change some of the lines as the play is translated from French so in English it didn't make sense. We discussed the fact that Creon might be old and tired but he is very good at his job and we could see that through his approach to Antigone. We found that Creon has many different approaches to Antigone and with each one he hits a wall with her where she won't tell him what has gone on and so he tries a different tactic to try and get her to tell him her motives. At one point he thinks that he has got an advantage on her but then he hits the blank wall and has to change his tactics once again. We see this done very subtly at times which reflects his intelligence and also Antigone is so wrapped up in wanting this scenario to be how she planned it that she doesn't notice the shift in Creon's tone. 

Week 8: Classwork

Monday

During Mondays lesson we explored the scene between Antigone and Ismene who are the sisters in the play. We explored the scene and talked in a pair about how we thought the relationship was like between the two. In my pair we said that at the start of the conversation we thought that the two of them were very close and then as the scene progresses we see that the two of them have opposite ambitions for their lives. 

We tried to show this contrast between the start and end through the proxemics of the piece as at the start they were both on the same level and were sat very close each other almost leaning on each other for support but by the end they were both stood up and at opposite sides of the stage to show that the conversation had separated them.

Wednesday

We used Wednesday's lesson to create a piece of movement that was linked to Antigone that told the whole story but only included 10 lines from specific scenes. In my group, we wanted to make the first and last scene the same but change the character that was in the middle. For example in the first image we wanted to put Antigone in the middle because she was the main character and also when you first read Antigone you think that she is the tragic hero but when you read the play in depth you realize that actually Creon is the tragic hero and that is why our last scene was the same but it had Creon on the chair instead of Antigone.

We wanted to use the chair as a symbol of a barrier between all of the characters as there was always something that held Antigone back from other characters. We tried to make sure that in the majority of the scenes between two main characters the chair was in between them as both a physical and mental barrier.

The lines that we used were to symbolize the relationships between characters and we specifically wanted Antigone not to say a line till the very end to show that it was her fault that all of this happened. The line that we made her say reflected this because she said "You are alone now, Creon" which shows that he is alone at the end and everyone around him has left him because of the stubborn decisions that Antigone makes.

https://youtu.be/-GHCxH78JVw

If we were to do the sequence again, I think that we should have slowed the movement down so that the audience would have a better understanding of what was going on and also if we included sticks/poles to visually show the restrain of Antigone and many the restrain that Creon has to put on himself to try and show Antigone that he has enough power to go against his own laws.