PMD3 Completed audience feedback sheets

Before our performance we gave out our tailored feedback sheets to our target audience members (Age 17+) to fill out after the performance.

A key success was our abilities to be able to convey meaning to an audience. Our performance message was "Death is eminent" and 8/10 understood the message of death being unavoidable. With others interpreting our message as Death being lonely. Which is also a  successful   interpretation  as  particularly during the Tea party scene we wanted to  emphasis the loneliness and isolation of death, turning her to trap a puppet as her friend against her free will.  Another  interpretation was not being ready for death. Whilst this wasn't our overall message during our Pre show we created an insight for the audience into a street life of which was unexpectedly consumed by a pandemic plague being spread across to everyone causing near death. Then later towards the end of the performance, the guests begin to die one by one neither expecting the end was near.

Additionally as a cast we were inspired by the work of Artaud. Particularly his theatre for cruelty of which he aimed to leave the audience uncomfortable by making an impact on them. We aimed for the same affect, to make the audience feel uneasy and therefore constantly engaged. We were successful as many regarded themselves as feeling "scared" "uncomfortable" and "creeped out" 

However a key area of criticism was the timing of movement particularly during the dance scene. Many commented on the lack of understanding of the movement leading to gestures being out of sync and therefore reducing the impact and effect. To solve this Bella, Charlotte and Megan should of had more rehearsal sessions outside of school to work on the Dance scene, as we already spent many school sessions for this scene which rendered most of the group as invaluable so we began to focus on other scenes and leave the trio to rehearse in their own time. I suggest they can use the mirrors in our dance studio to watch their own and others dynamics, direction and movement to help synchronisation. Additionally we had previously used the post show discussion technique whereby we would watch the piece and give feedback on the piece.

Additionally going from practicing in our drama studio to a performance in our Western theatre, creating a larger space. Of which everyone needed to adapt their intonation and projection more on their lines as it was criticized upon that some audience members were unable to hear certain individuals. To solve this one member can stand at the back of the theatre whilst each person recites a portion of their lines at varying volumes. This will allow us to of correctly monitored and found the correct volume of which we needed to reach to ensure every member was heard.

PMD3 Audience feedback sheet template

Above is a template created by myself and Bella. We decided to create a list of questions to analyse how effective we were in conveying meaning to an audience, and to see how their interpretations of the performance varied. Additionally this information will help us better understand where we could improve if we performed the piece again.

PMD2/3 Set Design development

As I completed my role as lighting technician i decided to help out Set designers Bella and Charlotte with decoration of props with help from Hannah.

Myself and Hannah contributed to the decoration of the centre piece of the Tea party set design being the cake stand. Originally the stand created by Bella and Charlotte was just painted black. I admired how the tired was offset to show crookedness and contortion and the colour was suitable to the theme of death. 

Evaluation

To develop this prop for the set design Myself and Hannah decided to add cotton pads onto the tiers to give a "cobweb effect". The purpose of this was to compliment the fact that this is Death's first tea party and due to her eerie and lonely nature, her extravagant items such as the cake stand are under consumed hence the aging . However now Death has stolen a puppet for a friend, she is clueless on the typical conventions of a tea party hence why we avoided creating a pretty and clean cake stand.

Furthermore the use of a picnic basket was to show the audience the confusion of Iyla's character Death, due to her not understanding how humans hold parties. This is further emphasised through Death's constant questions directed at her puppet (Courtney) about the Tea party such as 
- Am i dressed for a Tea party?
-What kind of tea is this?: Afternoon tea?, Royal tea?, High tea?
The use of questions are better understood with the props which also help contrast the pre-show performed in mime.

Here is an invitation created by Bella. The purpose of the invites was to help the audience understand the context and scenario of the performance. The invitation reads

 " Death invites welcomes you to... A voluptuous scene, the masquerade ball, Bold and Fiery, the grand stroke of twelve"

Evaluation

The purpose of crossing out invites and replacing with welcomes, removes the appearance of choice. Death is no longer allowing us guests and the audience a choice to decline the invitation, instead they are welcomed and assured entrance.

Additionally the phrase "a voluptuous scene" is a direct reference to Iyla's line during the Masquerade scene as she welcomes us to "the masquerade ball". Also included is a link to our original stimuli the Mask of Red Death. Of which had a constant theme of time, particularly the strike at midnight of which the plague was unleashed.

The invites are given out by Death after the embalming scene as we are all fighting to live. Of which the invite resurrects us in time to attend the masquerade of death.

To allow the audience to understand the concept of the invites we also printed out extras and will lay them onto the audience members seats so that we use a more Brecht style performance by breaking the fourth wall and involving them into the piece by welcoming them to the masquerade. It also allows the audience to read the invitation and comprehend and interpret the scene more effectively and accurately. 

PMD2/3/4 Implementing feedback VDU & CKR

During out rehearsals we decided to perform a full run through of the scenes in order to receive feedback on aspects that needed to be adjusted and performance possibilities to be explored for developments.

Here are notes taken down by the group on what we need to develop, modify and explore.

During the lesson we worked on 3 of the targets...

1) Keeping props on stage
2) Facial expressions
3) Staying on stage during Tea Party scene.

Evaluation & Explanation
- Firstly when performing the Masquerade scene, we each have either a mask or fan we use in different angles during the motif. We originally decided to drop the props once the motif was over when we move into a curtsy position.

However discarding the props looked choppy and VDU commented on how it removed meaning and purpose of the props to be discarded to quickly after receiving them minutes before. Therefore we explored keeping hold of the props after the scene until the End scene. After exploration this critic was implemented into the performance. 
I found it successful as i was able to use the mask in creative ways, i held it twisted during our grotesque scenes such as the Wall scene to show crookedness and fault linking to our concept of hidden identities. The contorted shapes created with the mask link to the concept of flaws connecting back to the our concept of a facade, hiding your true self. This was then emphasised during more naturalistic scenes such as the Masquerade, where i held the mask straight on to show normality.

- Another key flaw was the lack of facial expressions from the group. Instead of showing emotion myself i held a blank face throughout the piece and therefore was not able to maintain character. Instead VDU suggested to show facial expressions at all times and to emphasis gestures in order to convey emotion. 

I used features of a character profile sheet to brainstorm a personality behind my character. My Masquerade scene monologue is a snippet of a moment where I, (a nurse) delivered conjoined twins. A women of the medical profession would be intelligent and therefore have alot of experience dealing with death, illness and gore particularly   during the delivery of what some call an abomination. With practice using our dance studio mirrors i was able to manipulate my facial features, particularly my eyebrows, and lips to show rage, trauma and terror, emotions i want my character to convey.

- The last critic we worked on was trying to stage on stage during the Tea party scene. Being the lighting technician i decided to originally use a blackout for the transition between the Pre Show and Tea party scene. Of which the cast (exc. Iyla and Courtney) exit the stage.

This was rendered ineffective. The blackout didn't looks as professional and eradicated the tense atmosphere we created during the eerie pre-show. Of which was remarked to of disengaged CKR and VDU. To solve this i removed the blackout and instead swapped it with a red filter full stage light with a spotlight on the tea party table. This alternative lighting continued to build the creepy atmosphere we aimed for. Then we decided to have the cast remain dying on stage during the scene. After practical exploration, the feedback was implemented and made the scene more effective as it adds to Death's characters neglect and care for others as she is oblivious and unmoved by the pile of dying bodies surrounding her.

As this critic worked so well we also decided throughout for everyone to be on stage throughout whether in a still image/freeze frame etc. To allow us to demonstrate a constant ability to maintain characterisation.

Additional feedback implementation...

During our next lesson we continued to implement more feedback. Everyone was tasked with learning their character monologues. To do this I used the unfocused post show discussion technique whereby i recited by monologue in full characterisation to another cast member to receive general feedback on what to improve. A critic made was to speed up the pace of the delivery to help build intensity. To do this i ensured i fully memorised my monologue which allowed me to be able to focus on my speed, tone and intonation. Additionally Hannah suggested that I list the adjectives and symptoms experience during the conjoined twin delivery in order to be convey in a Beckett style monologue as shown in "Play" and "Not I".


Next Lesson...

I am going to help with Set design in order to help catch up to our performance deadline. Also to make last minute preparations e.g. sourcing projections for the various scenes.

PMD2/3/4 Developing and refining the Masquerade scene VDU

During one of our extra hour rehearsal sessions we notices the dance for our Masquerade scene needed development and refining as people were performing in different timings and movement need to verify timing

Therefore during the lesson we refined certain sections of the scene.

https://youtu.be/Nlv1RmRbm0g

In this video Megan and Bella who choreographed the motif are teaching us the movement and added in counts/beats to help us with rehearsing.

A following lesson we incorporated in the props of our masks and fans. We decided every other person should have a mask and fan to compliment the masquerade theme and concept of hidden identity.

We also decided to keep hold of the props from then on as they loose purpose and meaning if they are then tossed to the side after the Masquerade scene as originally intended.

PMD1/2/4 Generating scene transitions

Whilst Bella, Charlotte and Megan rehearsed their dance scene, myself , Matthew and Courtney worked on devising and developing transitions between all of our scenes. The purpose of this was to work on refining the performance and ensuring the movement and scenes flowed seamlessly.

I drew up the scenes in order and then discussed convergent and divergent ways to move from the last blocked movement /position to the starting position of the following scene. Props, lighting and movement were also considered in the discussion.

 

 

Once we created the transitions we shared them with the rest of the company and then practically explored them all to ensure they were suitable and appropriate.

 

One decision we made was to try and keep everyone on stage as long as possible in order for everyone to have enough time on stage to perform with the opportunity to show success and ability in maintaining character.

 

After exploration we found the Masquerade to Dance scene transition should be changed. Instead we had Iyla exit the stage, however myself, Hannah ,Courtney and Matthew held our courtesy position. We would later be incorporated into the Dance scene. This enabled us to maintain our characterisation and stay on stage for longer.

 

Additionally after the Wall scene, we decided to have Iyla, Matthew and Courtney remain on stage instead of exiting. We chose to have them follow Iyla, a(s they're under her control) to the back of stage where the tea party setting remains to observe her "puppets" torment. During this dance they will have a reprisal of the final tea party in mime.

 

For the last transition to the End scene, we decided to have Death's puppet (Courtney) collect the masks, followed by the Doctor (Matthew) who will perform steps of the embalming process on the dead bodies, as Courtney collects the masks.

 

Finally we also decided to give Courtney a monologue in the last scene before death takes her final victim, as Courtney was yet to have any dialogue.

 

 

 

 

 

 

PMD3/4 Lighting, Script writting and creating props.

When organised roles, i was given the task of lighting technician. My responsibilities were to fully schedule, que and organise the different lighting choices for our whole performance.

Below is a rough scripture of the lighting schedule i planned with discussion with the rest of the group. We decided the stage should never be fully lit besides the Masquerade scene of which is naturalistic. The rest of the performance has a combination of dimmed full stage light, spotlights for engagement and emphasis, red and green filter lights which add to the grotesque element and eeriness of several scenes such as the Tea party and Death scene.

On the weekend i decided to construct a full script of the monologues, projections, music and lighting so it was organised and ready for our technician.

In the lesson i also created a to- do list in order to help our organization. It contains a list of different aspects that need to be refined and sorted. Particularly we needed to start finishing off our props and bring in costume. We decided the girls would all wear dresses to compliment the Mask of Red death stimuli and masquerade theme. Courtney and Iyla are to wear all black as they represent Death, isolation and pain. Whilst Matthew is in a Doctors outfit with coat and suit to suit his character.

I also took note of the projection ideas we had in order to find them online to insert onto the script.

We also ordered the mask and fan props needed for the Masquerade scene. Me and Hannah then decorated the cake stand Bella and Charlotte (set designers) made in order to save time. We stuck down cotton pads and tried to pull out the fibres to create a cobweb effect. 

PMD3/4 Organising and rehearsing scenes CKR

https://youtu.be/BzIbyW2Oh9M

In this video we are generating movement for one of our final scenes. We discussed and practically explored movement to use, and then reflect and refine. This scene involved a character flashback of how each person died. In this scene is the realisation that in fact we are dead and no longer under the hypnosis of death.

https://youtu.be/aMs5XahN7hI

Here we are running through the beginning of the scene and generating ideas in order to complete the scene  and then discussing the following section and how to transition.

https://youtu.be/CwWdxkJdCTQ

 
https://youtu.be/89S6gEZ1CdI

Again we are generating ideas for the scene and discussing the organisation of the scenes and movement into a suitable order to ensure we don't confuse the audience. We also look at other ideas of how to continually portray the concept of death.

https://youtu.be/utym39vhOkE

Above is the full run through of the scene.

PMD2/4 Developing scenes and generating some transitions CKR

https://www.youtube.com/watch?v=xwLgQ5lbELU

This lesson we worked on developing the Tea party scene. In the video above we worked on one development by already adding in props being the picnic basket containing the cutlery and dishes.

https://www.youtube.com/watch?v=jvTqfbEKu1M

After running through the scene we collectively discussed ways in which we could improve the piece.


Areas for development:

• When Death (Iyla) awaits her puppets (Courtney) arrival, to emphasise time passing more I suggested that she slouched more in her seat, dropping her face and limbs showing boredom and fatigue
• When setting the table, and moving around the space a lot of time Iyla has her back to the audience, we suggested she should lay out the table from the back so that she faces the audience and that the props are visible, showing awareness to the audience
• In addition to improve, Iyla needs to work on her characterisation. Death put a lot of effort into this tea party and is agitated and later furious at the lack of caring from her only friend (by force). Therefore I suggest using more intonation behind her dialogue as well as emotive language and more emphasised facial expressions to portray the progression of emotions from happy to irritated to furious.

https://youtu.be/r_9mIDClV7M

https://youtu.be/Ayz6OQvObho



These two videos demonstrate more of the discussion and implementation of developments into the piece. We got Iyla and Courtney to run through the scene and when we found space for improvements we stopped , offered our view and re-did the section to see if it would improve the piece.

Last week we decided we wanted to create a scene describing the embalming of a body after death. Matthew showed us a devised piece he created for his Doctor character, shown below.

https://www.youtube.com/watch?v=sIxGqCpL59Q&feature=youtu.be

This lesson we also worked on developing Matthew's embalming scene. In the videos bellow you can see how we physically developing the scene and stopped at points to add in improvements. We suggested to have a physical representation of the procedure as before it was only Matthews descriptive monologue.

https://youtu.be/pxMHF8NU9Sk

https://youtu.be/Dsqic4LId9k

PMD2/4 Developing Material - Tea party scene VDU

https://www.youtube.com/watch?v=xwLgQ5lbELU

This lesson we worked on developing the Tea party scene. In the video above we worked on one development by already adding in props being the picnic basket containing the cutlery and dishes.

https://www.youtube.com/watch?v=jvTqfbEKu1M

After running through the scene we collectively discussed ways in which we could improve the piece.

Areas for development:

• When Death (Iyla) awaits her puppets (Courtney) arrival, to emphasise time passing more I suggested that she slouched more in her seat, dropping her face and limbs showing boredom and fatigue
• When setting the table, and moving around the space a lot of time Iyla has her back to the audience, we suggested she should lay out the table from the back so that she faces the audience and that the props are visible, showing awareness to the audience
• In addition to improve, Iyla needs to work on her characterisation. Death put a lot of effort into this tea party and is agitated and later furious at the lack of caring from her only friend (by force). Therefore I suggest using more intonation behind her dialogue as well as emotive language and more emphasised facial expressions to portray the progression of emotions from happy to irritated to furious.

https://youtu.be/r_9mIDClV7M

https://youtu.be/Ayz6OQvObho



These two videos demonstrate more of the discussion and implementation of developments into the piece. We got Iyla and Courtney to run through the scene and when we found space for improvements we stopped , offered our view and re-did the section to see if it would improve the piece.

Last week we decided we wanted to create a scene describing the embalming of a body after death. Matthew showed us a devised piece he created for his Doctor character, shown below.

https://www.youtube.com/watch?v=sIxGqCpL59Q&feature=youtu.be

This lesson we also worked on developing Matthew's embalming scene. In the videos bellow you can see how we physically developing the scene and stopped at points to add in improvements. We suggested to have a physical representation of the procedure as before it was only Matthews descriptive monologue.

https://youtu.be/pxMHF8NU9Sk

https://youtu.be/Dsqic4LId9k

PMD1/2/4 Generating Material , Dance scene VDU

http://youtu.be/qDub9LaXaII


This video above looks at a dance scene that Charlotte, Megan and Bella have created for the performance.
This scene incorporates grotesque like movement and
elements from the masquerade scene for instance the curtseying. This video also shows us discussing how we would develop the material ourselves.

One development I suggested to add in was to make the performance more grotesque. In order to achieve this we said to add in a soundscape during the performance to emphasis the concept of disease and contagion. The dancers would add in coughs, gags, sneezes and other symptoms of illness.

Other developments made by the rest of the cast were to incorporate more marking the moment more to emphasis certain movements.

Additionally Bella wanted to add in more movement in unison so that the piece flows more and moments in which the group come together would be effective and less disjointed.

http://youtu.be/-B_daDeVrRk

This video shows the development of our dance scene. The scene involves Bella, Charlotte and Megan. In the video you can see the concept of contagion more evident through a symptom structure created shown below.

The theme of disease is shown through each movement representing a different concept:

• Scratching
• Dropping (stomach cramp)
• Vomiting
• Coughing

The ending of the scene

PMD1/2/4 Creating character monolgues VDU

This lesson there was only 4 of us in the lesson. This was a setback as we didn't have the full cast to futher develop our masquerade scene being the 'next step' in last weeks schedule.

In order to generate more material myself and Hannah decided to create 6 monologues to ensure everyone had a speaking role during the performance.

At random we chose 3 random storylines of the characters...

• " A Pirate, who is about to take over a ship"
• " A Doctor, a patient comes to life on his autopsy table"
• " A Time traveller, who just invented a time machine"
• " A gluttonous Chef, who never finishes making a dish"
• " A mistress of the King, trying not to get caught by the Queen"
• "A Nurse, who delivers conjoined twins" 

I chose the Pirate, Doctor and Time traveller titles whilst Hannah did the other three. We decided to style the monologues in the unique style of Beckett, using repetition, emotive less expression , gasping and soundscape e.g. coughing.

We had 10 minutes for each monologue to ensure we didn't waste time. In addition these monologues are to be recited in a timely fashion and therefore do not need to be long.

Below are the three monologue I wrote...

Below is a copy of the monologues Hannah created with annotations of changes/developments I would make.

PMD1/2/4 Masquerade Scene CKR

During this lesson Bella , Courtney and Megan devised a dance motif by collating their individual movement responses tour stimuli. This was the foundation of our Masquerade dance that was then taught to the rest of the group.

The 3 with direction from the rest of the company developed their individual movement into one piece.

http://youtu.be/KZB5VnoyONY

This video shows us suggesting performance possibilities for the scene and you can see the material created from the three individual motifs has been combined into movement to be taught to everyone in after school rehearsal sessions.



Development of the Masquerade scene:

This lesson consisted of the company developing the masquerade ball scene to link to our ideas of hidden identity and contagion. Refining needed to also be added to ensure the piece is detailed and fluid enough.

http://youtu.be/JJ6Rjep1pf0

Above is Courtney and Bella's development of the corridor suction of the scene. We decided that Courtney's puppet character should have some devised movement for moving through the "corridor of death". In the clip you can see suggestions were made to take a few small steps then into a crab. Contortion of the body was suggested and effective as it emphasised the fact she has no control.

Iyla and Megan worked on creating a more appropriate monologue for the corridor section also, in the style of Brecht, with the context focusing more on death and disease.

Matthew worked solo and researched and devised a monologue for his "Doctor" role to recite later in the scene. Below is a collection of the steps, I also added images so for development that we can learn and add as gestures whilst Matthew explains the procedure.

Lastly myself, Hannah and Charlotte. Discussed ideas about the "ring a ring a rosies" section whilst Matthews Doc. character delivers his hand washing monologue. We decided reciting the song was irrelevant and too much time was wasted on the timings of the song. Additionally the last verse "we all fall down" in the writers original intention signifies the death. As this is a middle section scene it didn't make sense to have the participants of the ball die at this moment. We removed the song entirely and moved Matthews monologue to come afterwards during when we courtesy and death travels around us leading us to feel uncomfortable and dirty, hence the need for a thorough hand scrub. We decided to build the intensity and speed as Iylas "Death" character moved closer to her "Puppet" Courtney.

After sharing this with the group we found it to be a successful development. From this discussion we decided Iyla to portray death and Courtney her puppet, being a friend by utter force. This links more effectively to our idea of "hidden identities" as it shows deaths evil, cunning and ruthless nature however her choice of companion shows infact she is alone, isolated and unloved by anyone and has to force a friendship for company in a world of isolation.  

Below is a completed rehearsal schedule for this session.

PMD1/2 Structuring developed pieces

 

 This image shows our initial structure we created as a group for our performance last week. The purpose of this was to ensure each scene has a seamless transition. Additionally we needed to ensure the order of the scenes made sense and didn't confuse the audience as this could hinder their ability to understand and see our message of "death is eminent".

This week we created another structure outlining the scenes involved. After further developing the work its evident this structure is most appropriate. The purpose of us structuring the scenes is to ensure to time is wasted decided what to develop/ devise next as we have a plan set out.

PMD3/4 Discussing performance ideas & allocating roles CKR

http://youtu.be/6FtfWlVJM4M

This video demonstrates our discussion of ideas relating to our performance. We talked about ideas we found successful particularly most of our previously generated movement such as "contagion/plague" , "red death" proving to have a lot of performance potential for the final piece once developed. Also irrelevant ideas were disregarded too such as the Victorian era and setting from the Mask of Red Death.

The mind map above showcases the variety of roles and the people they are allocated to. Every individual has atleast one role. The purpose of this is to ensure we are organised and work together as a team to ensure everything is completed to a sufficient standard ready for our performance.

PMD2/3/4 Developing still images VDU

"Red Death" Development:

http://youtu.be/WCluE-3MS9g


The video above demonstrates material
that we have developed as a group from
our previous "Red Death" response the
other week. We took aspects of the
masquerade ball such as the ball room
 dance moves(two steps , together, two
 steps, together *repeat*). However to
 make it suitable for our audience and
style/genre we decided to make our
movement more grotesque.

To do this we experimented with different
levels. We found a level 6 of energy created
the perfect crooked and slouched look. We then
distorted our limbs into disjointed positions to
give the appearance of being revolting. This adds
meaning to our movement as we are holding
up a front / façade, and now the audience can see the
ugliness in our true self.

Afterwards we use a suitcase to symbolise
the concept of contagion from our stimulus
and transform it to our underlying message
of social media ,for the purpose of props
however in final piece technology will be used
most likely a laptop. I decided to test out the
idea that we are now repelled by technology
particularly social media, however we have
become so absorbed we struggle to stay onto
the wall. The force pulls us in, getting stronger,
pulling us towards the contagion. The purpose
of this is to represent the two different identities,
the fake façade and the original identity that has
become hidden. Subtlety the laughter of naivety
towards the poor and outside world turns to screams
and cries to try and break the connection.

Development:

For further development I would add in more
exaggerated facial expressions to show our
fear and pain more obviously. Also emphasising
our body language and movement will show the
struggle more clearly, such as more intense grabbing
,crawling etc.

Additionally to extend this scene more focus towards
the masquerade dancing itself is needed to show our
self indulged selves to then flip into fear and repulsion.

Lastly to develop the soundscape, we could add in the
laughter and screams at differing times and pitch.
Therefore unique sounds are created we can show the
force getting stronger by increasing our volume.


"Corridor of Death" scene development:

http://youtu.be/Nu0Qyqx8f5Y

In this video the group is running through our
masquerade style movement. Iyla devised a Beckett
style monologue to speak whilst walking through
the corridor of death and disease, aspects of the Mask
of Red Death are also mentioned.
Development

One key critic was the Iyla's monologue wasn't as
suitable to our movement and style of the piece, instead
it was too focused on the exact storyline of our stimulus
opposed to an interpretation.
Below is Iyla's attempt at creating a Beckett style monologue which i helped her with.

Additionally development is for each of the "rooms"
to react as Iyla (death) walks by. This can be done by
repelled movement as practised in the first video, or
we can each create a soundscape of sounds such as
sneezing, coughing, gagging, all symptoms of illness.

http://youtu.be/atgqdmxeBDI

This video looks at another section of masquerade ball dancing which we are performing, however this time we all got given something that repulses us away from the other person. For example, one person is constantly coughing, another person is sniffing and sneezing.