Sunday, 29 May 2016

Death Response - CKR Lesson 2 (PMD2)

Within this lesson we were focusing on developing material based from the 'death' aspect in 'The Mask Of The Red Death'.

We listened the music 'The Funeral March' and while we were listening to this track, we made notes and linked each idea back to death. After this, we created a group mind map combining all of our ideas.
Here are all of the ideas that we came up with as a group. You can see that we link everything back to death and we also link our ideas back to practitioners. We came up with ideas such as 'swansong', meaning the last thing you do before you die and we also looked at different elements of being at a funeral to the feelings of a person when dealing with the death of someone.





Here is our groups video response. For this we decided to focus on the decay of a family after a family member, the person that 'held the group together' has passed. We have demonstrated this by starting off with the whole group representing a pyramid to show the whole family being as one. We then show Charlotte, in the middle, ,moving away and the pyramid collapsing. This represents someone dying and how the family members can't cope. The final part of the video response looks at how the family can't cope and all of the coughing and collapsing is used to represent when someone cry's so much, they cough and almost choack. You can also see that we are trying to reach out to each other but can't which shows that the family is no longer together or as strong as it used to be. We then have Charlotte that is creating movement to represent the person that has died moving on and going off to heaven.


The image above shows a mask that I created in response to the 'red death'. I created this mask because the 'blood like' drops and the red on one half of the mask represents the contagion and how it has spread, and the other half is left mainly blank with small areas of 'blood like' drops which shows how the plague hasn't spread too much yet and it's trying to be avoided. This links to hidden identity because it shows how a person has a façade within society.

Thursday, 26 May 2016

Grand Stroke Of Twelve - VDU Lesson 2 (PMD1&2)

Warm Up

The warm up we did was all focused around the sense of time.
The first activity we did was sitting in our own space, with our eyes closed, we had to try and count from one to eleven without hesitating for too long and without having two people say the same number at the same time. Once we had done this, we did the same thing but we started at 25 and had to count backwards.

The next activity was to sit in a semi circle, facing away from each other and we had to count to a minute and try to estimate when we thought a minute was up.

The final activity for the warm up was to walk around the space and stop walking at the same time by sensing one another, however we had to do this when we thought the time had gotten to one minute.

Main Activity

The group watched a video to do with time and mechanics. We wrote down our ideas while watching the video before feeding back to the rest of the group.

Video Response - 
Mixture between fast paced and slow - representing passing time, fast paced representing a sense of panic and urgency.
Quick movement within the joints - represents gestures - arm movements for example.
Joining things together - creation of time.

After we had watched the video we had 2 minutes to discuss our ideas as a group before having 10 minutes to generate some material.



Here is a video response of the movement that we came up with as a group. We are representing the different layers of a clock and this is shown through the two pairs on the floor who are representing different parts to a clock, and the people standing at the back who are representing the movement of a clock.

If I were to develop this material, I would create more movement that represented time because by using movement that represents passing time, the audience are able to relate to the material because everyone knows the sense of passing time. Along side this, I would experiment with using split screening, but having one scene like the video above which shows the representation of the mechanics behind time and the actual parts of a clock/watch and have one scene similar to the idea mentioned above, showing passing time. To link these two scenes together I would test how it looked having the mechanics aspect scene influence the speed that the other scene takes place. For example, if the joints and part of the clock were quite slow, then the movement in the other scene would be performed in slow motion and the same for if it was fast.

I would experiment with where the audience would be placed and would do this by getting one or two people to act as audience members in different spacing to see where would be best and most effective for them to watch from. Something I would try would be to have the audience walking through the scene and to have their own chosen pace to influence the speed that the movement is performed at.

Aural Stimulus -
We listened to a piece of accompaniment which we are later going to use to develop the work created.
- Sharp, quick ticks - sounds like it is in the process of being built - the actual creation of something.
- Church clock - a new hour - more layers
- Single chimes - slower- more tense
- Build up of music - representing something happening within time - having to do something within a certain time limit - creates a feeling of tension, panic - sense of urgency.
- Slightly echoed - rusted - disjointed
- fading out - time slowing down, the end of time/day - cyclical circle.




Tuesday, 24 May 2016

Quest For Atmosphere - VDU Lesson 1 (PMD1&2)


For this lesson we were looking at Gothic Literature. At the beginning of this lesson we got shown the above image and the initial thing we had to do was look at the image and pick two adjectives from the options we got given. Once we had done this, we had to come up with our own two adjectives to describe the image.

Here are the 4 adjectives I chose: Delicate, Isolated, Overwhelming and Overpowering.

The reason why we were focusing on gothic literature and the above image is because this links back to our performance stimulus, The Mask Of The Red Death.

Continuing from this, we got split into two groups, each person had to create a still image for each one of the adjectives that we had picked. Below you can see an example of my still images.

This still image represents delicate. For this still image I decided to have everyone touching each others hands lightly to portray something being delicate, by gently touching something it shows that you have to be careful with something otherwise it will break. However if I was to further develop this still image I would change the levels of the image because there wasn't a real reason as to why I decided to have everyone sitting on the floor, it was my initial idea. So to further develop this still image I would trial and error with different levels and see the effect that this has on the image. I would also experiment with different ways of portraying something delicate. In order to further develop this, I would research metaphorical ways of showing something delicate and test how these ideas look as a still image.

This second still image is showing something being overwhelming and for this still image I decided to bring in a shock element and I believe that when something is overwhelming you don't really know how to respond, so I attempted to implement this into the still image. For this image, I have slightly changed the levels, however to develop this further I would again trial and error with the different levels and see what effect this has on the image as a whole. Not only this, I would also experiment with different facial expressions to communicate this as everyone is using the same facial expression. I would also experiment with spacing to see what it would look like if each person was in their own individual space. Something that I do like about this still image is that each person is looking at a different place. The end of the picture is slightly off but I am looking to the right, with Matthew looking straight in front, but slightly off centre and Megan looking straight up. I decided to implement this within my still image I think it metaphorically represents that there is a lot if space as it shows that there is a lot to look at because there is a lot of space, rather than have everyone look at the same spot, which would represent a small space.


This still image communicates the idea of being isolated. For this still image I didn't want to go with my first idea which was just having each person in there own space because it lacks originality and it has been used so many times before. Even though this image is still not very original, this was due to time constraints. What I do like about this still image is that by everyone being close together, it shows that you can feel isolated and alone even when you are surrounded by different people. If I was to further develop this idea I would do some research into how people react when they feel isolated and try to show this within the still image. I would also use the emotional recall technique that Stanislavski used with his actors to a time when Matthew, Megan and myself felt isolated to make the still image as realistic as possible.

My final still image represents overpowering. I could have gone with the idea of having two people together and someone on their own to represent how two people are overpowering the third person, however similarly to my third still image I thought this lacked originality so I came up with this idea of presenting a hierarchal ladder to show different levels of status, going from not very powerful to being at the top and being the most powerful (left to right). I did this because it shows how people can be overpowering in a working environment and it makes it clear that people are not always on the same level. If I was to further develop this idea, I would create another still image to add to this one which showed the overpowering being implemented to really emphasise the idea. I would do this by further experimenting with levels as well as using trial and error with different spacing to see how this effects the image and to see what works best.

Overall I think that the still images would be a lot better if they were to be further developed and if space and levels were to be further explored.

The next stage for development was to use the 5 senses to create an atmosphere to the stimulus. We traced out our hand and put a sense on each finger. For this development we decided to focus on what we could hear and we added this to the still images to create a soundscape.
Here is an example of the hand diagram that I came up with.






The video above shows the three still images with soundscape put together to create an atmosphere. Our tutor Mrs Duguid, is walking through the space to see what the atmosphere is like. Overall I don't think this video and development is very successful because we are spending too long on each still image, the transition's between them are messy and there is no creativity with different levels so therefore it doesn't give much space for our tutor to walk around or to create a different atmosphere. Overall it wasn't very well prepared, however with further development, I believe it could become better and portray the atmosphere a lot better than what it does.

Gothic Literature - Further Research

- Gothic Literature focuses a lot around violence and supernatural concepts.
-  Within gothic literature it focuses on ideas such as duality (Jekyll & Hyde)
- The plague was the last major epidemic in England and it killed around a quarter of London's population.
- It was also known as the black death
For this type of performance it would be good to use the style of Artaud because he used uncomfortable movement and focused on performances that would give the audience a message but would also make them feel on the edge of their seats. Due to gothic literature being quite dark this would be a good route to follow.



Monday, 23 May 2016

Responding To Stimulus - The Mask Of The Red Death - CKR Lesson 1 (PMD1&2)

Above is an example of the ideas that our group came up with when responding to 'Contagion'. This was taken from the story 'The Mask Of The Red Death' and the above image shows the different performance possibilities that we came up with.




This video shows the response that our group came up with from the ideas collated in the mind map. In this video you can see that we have taken on the style of both Beckett and Stanislavski. Iyla and Megan are responding using Beckett's technique - using a monologue to communicate their thoughts. Not only this they have taken on the technique of speaking really quickly so it almost sounds disjointed. This compliments the work of Beckett because the actors also use this technique within his productions such as Not I and Play. Courtney and myself are responding in the style of Stanislavski as we are using naturalism to communicate our ideas. We also used emotional recall to help generate movement. For example when we were coming up with the movement (a different piece of movement to represent each age) we would think about what we did when we were that age and use this to generate movement.

To come up with our final response we focused on the obsession of love and we decided to focus on social media influences. From the video you can see that Iyla and Megan are responding in a way that you would see on an Instagram post by putting hashtag at the beginning of each word. They are representing that what you see on social media is different to what actually goes on 'behind the frame'. Courtney and I are representing the actual image itself and the reason behind why we pretend to be on our phones and why we take a selfie towards the end of the video, is because we are further emphasising the use of social media to 'display' the greatness that is in any type of relationship (in this case, the love between two best friends).



This video is the same response but filmed at a different angle.

The Mask Of The Red Death (PMD1)


THE MASQUE OF THE RED DEATH

by Edgar Allan Poe
(1842)

THE "Red Death" had long devastated the country. No pestilence had ever been so fatal, or so hideous. Blood was its Avatar and its seal --the redness and the horror of blood. There were sharp pains, and sudden dizziness, and then profuse bleeding at the pores, with dissolution. The scarlet stains upon the body and especially upon the face of the victim, were the pest ban which shut him out from the aid and from the sympathy of his fellow-men. And the whole seizure, progress and termination of the disease, were the incidents of half an hour.

“the redness and the horror of blood”- This would be a good focus for the performance. We could focus on the ‘horror’ aspect and one of the scenes within the performance could focus on the build-up of the disease.

“were sharp pains, and sudden dizziness” – This could create movement ideas within the scenes. We could act as though we were experiencing the sharp pains and the dizziness to help communicate to the audience that the disease is being caught. This could be done in the style of Artaud as it would get the audience involved and my making the audience on the edge of their seats and feeling uncomfortable it would communicate to the audience what we as the cast members are feeling or are pretending that we are feeling and this will really help communicate the moral and the purpose of the performance to the audience.

But the Prince Prospero was happy and dauntless and sagacious. When his dominions were half depopulated, he summoned to his presence a thousand hale and light-hearted friends from among the knights and dames of his court, and with these retired to the deep seclusion of one of his castellated abbeys. This was an extensive and magnificent structure, the creation of the prince's own eccentric yet august taste. A strong and lofty wall girdled it in. This wall had gates of iron. The courtiers, having entered, brought furnaces and massy hammers and welded the bolts. They resolved to leave means neither of ingress or egress to the sudden impulses of despair or of frenzy from within. The abbey was amply provisioned. With such precautions the courtiers might bid defiance to contagion. The external world could take care of itself. In the meantime, it was folly to grieve, or to think. The prince had provided all the appliances of pleasure. There were buffoons, there were improvisatori, there were ballet-dancers, there were musicians, there was Beauty, there was wine. All these and security were within. Without was the "Red Death."

“ballet-dancers, there were musicians, there was Beauty”- We could use this aspect of the story and link it with the below scene idea and we could take the dancers of the group to create a mini scene of dance as we are then playing to everyone’s strength as not everyone in the group are actors. To implement the music idea, we could find a music track to have playing, and depending on time and spacing, we could consider using the school orchestra to play in the scene to really bring it alive and make it more realistic.

“But the Prince Prospero was happy and dauntless and sagacious. When his dominions were half depopulated, he summoned to his presence a thousand hale and light-hearted friends from among the knights and dames of his court”- We could take the idea of royalty and use it to generate performance possibilities as we could have a scene where we are acting being at a masquerade ball and this could be the climatic part of the performance and it could be where people start to catch the disease, or this scene could be placed at the end of the performance where the mask is revealed as a metaphorical mask for the disease itself. This scene could be created following the naturalistic movement that Stanisklavski used as a ball is scene annually in schools so therefore it is easy for the audience to relate to and easy for us as cast members to devise a scene for.

It was toward the close of the fifth or sixth month of his seclusion, and while the pestilence raged most furiously abroad, that the Prince Prospero entertained his thousand friends at a masked ball of the most unusual magnificence.

It was a voluptuous scene, that masquerade. But first let me tell of the rooms in which it was held. There were seven --an imperial suite. In many palaces, however, such suites form a long and straight vista, while the folding doors slide back nearly to the walls on either hand, so that the view of the whole extent is scarcely impeded. Here the case was very different; as might have been expected from the duke's love of the bizarre. The apartments were so irregularly disposed that the vision embraced but little more than one at a time. There was a sharp turn at every twenty or thirty yards, and at each turn a novel effect. To the right and left, in the middle of each wall, a tall and narrow Gothic window looked out upon a closed corridor which pursued the windings of the suite. These windows were of stained glass whose colour varied in accordance with the prevailing hue of the decorations of the chamber into which it opened. That at the eastern extremity was hung, for example, in blue --and vividly blue were its windows. The second chamber was purple in its ornaments and tapestries, and here the panes were purple. The third was green throughout, and so were the casements. The fourth was furnished and lighted with orange --the fifth with white --the sixth with violet. The seventh apartment was closely shrouded in black velvet tapestries that hung all over the ceiling and down the walls, falling in heavy folds upon a carpet of the same material and hue. But in this chamber only, the colour of the windows failed to correspond with the decorations. The panes here were scarlet --a deep blood colour. Now in no one of the seven apartments was there any lamp or candelabrum, amid the profusion of golden ornaments that lay scattered to and fro or depended from the roof. There was no light of any kind emanating from lamp or candle within the suite of chambers. But in the corridors that followed the suite, there stood, opposite to each window, a heavy tripod, bearing a brazier of fire that protected its rays through the tinted glass and so glaringly illumined the room. And thus were produced a multitude of gaudy and fantastic appearances. But in the western or black chamber the effect of the fire-light that streamed upon the dark hangings through the blood-tinted panes, was ghastly in the extreme, and produced so wild a look upon the countenances of those who entered, that there were few of the company bold enough to set foot within its precincts at all.

“Gothic window looked out upon a closed corridor which pursued the windings of the suite.” – We could use this to create a dark, creepy scene to emphasise on the ‘gothic’ element to the story. This could also involve audience participation and not only this we could work in the style of Artaud to really get the audience involved and we could also take elements from the workshop that we did on his style of work and use this within the performance with dark lighting, creepy music etc.

“That at the eastern extremity was hung, for example, in blue --and vividly blue were its windows. The second chamber was purple in its ornaments and tapestries, and here the panes were purple. The third was green throughout, and so were the casements. The fourth was furnished and lighted with orange --the fifth with white --the sixth with violet. The seventh apartment was closely shrouded in black velvet tapestries that hung all over the ceiling and down the walls, falling in heavy folds upon a carpet of the same material and hue.” – The different rooms could create different scenes for our performance and each scene could represent something different. Or we could have a split screening and have all different rooms in one scene and have split the entire cast in each room and we could work in the style of Beckett in which we only have the focus on one room at a time but they’re all there in one scene. Also if we decided to use speech we could continue to follow the work style of Beckett and make it all disjointed but about the same topic. If we were to do this, I believe it would be a good idea to keep the set for this scene as basic as possible so then the audience’s focus is on the words that are being said and not the scene layout and props that are on the stage.

It was in this apartment, also, that there stood against the western wall, a gigantic clock of ebony. Its pendulum swung to and fro with a dull, heavy, monotonous clang; and when the minute-hand made the circuit of the face, and the hour was to be stricken, there came from the brazen lungs of the clock a sound which was clear and loud and deep and exceedingly musical, but of so peculiar a note and emphasis that, at each lapse of an hour, the musicians of the orchestra were constrained to pause, momentarily, in their performance, to hearken to the sound; and thus the waltzers perforce ceased their evolutions; and there was a brief disconcert of the whole gay company; and, while the chimes of the clock yet rang, it was observed that the giddiest grew pale, and the more aged and sedate passed their hands over their brows as if in confused reverie or meditation. But when the echoes had fully ceased, a light laughter at once pervaded the assembly; the musicians looked at each other and smiled as if at their own nervousness and folly, and made whispering vows, each to the other, that the next chiming of the clock should produce in them no similar emotion; and then, after the lapse of sixty minutes, (which embrace three thousand and six hundred seconds of the Time that flies,) there came yet another chiming of the clock, and then were the same disconcert and tremulousness and meditation as before.

“a gigantic clock of ebony. Its pendulum swung to and fro with a dull, heavy, monotonous clang” – we could use the description of the clock as ideas for sound effects in some scenes throughout the performance.

But, in spite of these things, it was a gay and magnificent revel. The tastes of the duke were peculiar. He had a fine eye for colors and effects. He disregarded the decora of mere fashion. His plans were bold and fiery, and his conceptions glowed with barbaric lustre. There are some who would have thought him mad. His followers felt that he was not. It was necessary to hear and see and touch him to be sure that he was not.

“bold and fiery”- We could take this description and use it to create the dynamics of our movement and the way we perform scenes

He had directed, in great part, the moveable embellishments of the seven chambers, upon occasion of this great fete; and it was his own guiding taste which had given character to the masquerades’. Be sure they were grotesque. There were much glare and glitter and piquancy and phantasm --much of what has been since seen in "Hernani." There were arabesque figures with unsuited limbs and appointments. There were delirious fancies such as the madman fashions. There was much of the beautiful, much of the wanton, much of the bizarre, something of the terrible, and not a little of that which might have excited disgust. To and fro in the seven chambers there stalked, in fact, a multitude of dreams. And these --the dreams --writhed in and about, taking hue from the rooms, and causing the wild music of the orchestra to seem as the echo of their steps. And, anon, there strikes the ebony clock which stands in the hall of the velvet. And then, for a moment, all is still, and all is silent save the voice of the clock. The dreams are stiff-frozen as they stand. But the echoes of the chime die away --they have endured but an instant --and a light, half-subdued laughter floats after them as they depart. And now again the music swells, and the dreams live, and writhe to and fro more merrily than ever, taking hue from the many-tinted windows through which stream the rays from the tripods. But to the chamber which lies most westwardly of the seven, there are now none of the maskers who venture; for the night is waning away; and there flows a ruddier light through the blood-colored panes; and the blackness of the sable drapery appals; and to him whose foot falls upon the sable carpet, there comes from the near clock of ebony a muffled peal more solemnly emphatic than any which reaches their ears who indulge in the more remote gaieties of the other apartments.

“blood-colored panes; and the blackness of the sable drapery appals” – This would be something to consider when ‘death’ is actually taking place. I think it would be good to create this scene based on the work of Artaud by having the room/stage in complete darkness and then as a character dies, a light shines on them and that character could scream for example to emphasise the death and this could be continuous for each character that dies to not only emphasise the ‘mask of the red death’ but to also emphasise the work that Artaud created by making the audience feel uncomfortable and on the edge of their seats.

But these other apartments were densely crowded, and in them beat feverishly the heart of life. And the revel went whirlingly on, until at length there commenced the sounding of midnight upon the clock. And then the music ceased, as I have told; and the evolutions of the waltzers were quieted; and there was an uneasy cessation of all things as before. But now there were twelve strokes to be sounded by the bell of the clock; and thus it happened, perhaps, that more of thought crept, with more of time, into the meditations of the thoughtful among those who revelled. And thus, too, it happened, perhaps, that before the last echoes of the last chime had utterly sunk into silence, there were many individuals in the crowd who had found leisure to become aware of the presence of a masked figure which had arrested the attention of no single individual before. And the rumour of this new presence having spread itself whisperingly around, there arose at length from the whole company a buzz, or murmur, expressive of disapprobation and surprise --then, finally, of terror, of horror, and of disgust.

“there were twelve strokes to be sounded by the bell of the clock” – We could take the chimes of the clock and use it in our accompaniment for the piece and each chime of the clock could be a chime closer to death and we could show the character(s) getting worse on each chime. Or we could create a performance possibility by having the death occur at the end of the chimes so the clock is used as a warning to those who are going to die but also to the audience.

“there were twelve strokes to be sounded by the bell of the clock”- we could take these feelings and use as performance possibilities as we could take the feelings and create a small section within a scene where we make the audience feel these feelings and this would allow us to have audience participation as they will be right in the centre of the scene and not only this it allows us as a cast to work in the style of Artaud.

In an assembly of phantasms such as I have painted, it may well be supposed that no ordinary appearance could have excited such sensation. In truth the masquerade license of the night was nearly unlimited; but the figure in question had out-Heroded Herod, and gone beyond the bounds of even the prince's indefinite decorum. There are chords in the hearts of the most reckless which cannot be touched without emotion. Even with the utterly lost, to whom life and death are equally jests, there are matters of which no jest can be made. The whole company, indeed, seemed now deeply to feel that in the costume and bearing of the stranger neither wit nor propriety existed. The figure was tall and gaunt, and shrouded from head to foot in the habiliments of the grave. The mask which concealed the visage was made so nearly to resemble the countenance of a stiffened corpse that the closest scrutiny must have had difficulty in detecting the cheat. And yet all this might have been endured, if not approved, by the mad revellers around. But the mummer had gone so far as to assume the type of the Red Death. His vesture was dabbled in blood --and his broad brow, with all the features of the face, was besprinkled with the scarlet horror.

When the eyes of Prince Prospero fell upon this spectral image (which with a slow and solemn movement, as if more fully to sustain its role, stalked to and fro among the waltzers) he was seen to be convulsed, in the first moment with a strong shudder either of terror or distaste; but, in the next, his brow reddened with rage.

"Who dares?" he demanded hoarsely of the courtiers who stood near him --"who dares insult us with this blasphemous mockery? Seize him and unmask him --that we may know whom we have to hang at sunrise, from the battlements!"

It was in the eastern or blue chamber in which stood the Prince Prospero as he uttered these words. They rang throughout the seven rooms loudly and clearly --for the prince was a bold and robust man, and the music had become hushed at the waving of his hand.

It was in the blue room where stood the prince, with a group of pale courtiers by his side. At first, as he spoke, there was a slight rushing movement of this group in the direction of the intruder, who at the moment was also near at hand, and now, with deliberate and stately step, made closer approach to the speaker. But from a certain nameless awe with which the mad assumptions of the mummer had inspired the whole party, there were found none who put forth hand to seize him; so that, unimpeded, he passed within a yard of the prince's person; and, while the vast assembly, as if with one impulse, shrank from the centres of the rooms to the walls, he made his way uninterruptedly, but with the same solemn and measured step which had distinguished him from the first, through the blue chamber to the purple --through the purple to the green --through the green to the orange --through this again to the white --and even thence to the violet, ere a decided movement had been made to arrest him. It was then, however, that the Prince Prospero, maddening with rage and the shame of his own momentary cowardice, rushed hurriedly through the six chambers, while none followed him on account of a deadly terror that had seized upon all. He bore aloft a drawn dagger, and had approached, in rapid impetuosity, to within three or four feet of the retreating figure, when the latter, having attained the extremity of the velvet apartment, turned suddenly and confronted his pursuer. There was a sharp cry --and the dagger dropped gleaming upon the sable carpet, upon which, instantly afterwards, fell prostrate in death the Prince Prospero. Then, summoning the wild courage of despair, a throng of the revellers at once threw themselves into the black apartment, and, seizing the mummer, whose tall figure stood erect and motionless within the shadow of the ebony clock, gasped in unutterable horror at finding the grave-cerements and corpse-like mask which they handled with so violent a rudeness, untenanted by any tangible form.

“motionless within the shadow” – This can create performance possibilities as we can use motionless movement and we can use the lighting to create a shadow to emphasise this aspect of the story.

And now was acknowledged the presence of the Red Death. He had come like a thief in the night. And one by one dropped the revellers in the blood-bedewed halls of their revel, and died each in the despairing posture of his fall. And the life of the ebony clock went out with that of the last of the gay. And the flames of the tripods expired. And Darkness and Decay and the Red Death held illimitable dominion over all.

Overall I think it would be good to work in the style of Artaud to create uncomfortable movement as a lot of this story is based around ‘horror’, ‘terror’ and ‘death’ therefore by following the work of Artaud we are emphasising the horror and the fear to the audience by making them feel on the edge of their seats and by making them feel uncomfortable.

This stimulus and performance idea would be aimed for 16-18 year olds because this age group is a old enough age to understand the concepts of hidden identity and with the mask of the red death being a mature story, this age range is old enough to understand the concept. Not only this they are young enough to not get bored of the story as and older age group may get bored as they could have potentially seen similar performances previously.

Masquerade Stimulus (PMD1)


- Identity, society pressures, putting on a façade
- Fairy-tale aspect?
- Putting on a façade, two faced
- Pretty Little Liars, stimulus? Masquerade Halloween special
-  Festival performance
-  School prom, society pressures opens up different styles to work with, the mask of the red death, script/stimulus idea, modern version
- Royalty, hierarchy, different statuses

Beckett's monologue technique would be good to use for an aspect of this performance because you could create a monologue based around the above ideas and use it within a pre show for example to make it clear what the piece is about and to make the performance as effective as possible.

This stimulus and performance idea would be aimed for 16-18 year olds because this age group is an old enough age to understand the concepts of hidden identity and with the mask of the red death being a mature story, this age range is old enough to understand the concept. Not only this they are young enough to not get bored of the story as and older age group may get bored as they could have potentially seen similar performances previously.

This is a good stimulus and performance idea to follow because it doesn't require much research so therefore we can just devise from our own ideas. Not only this we can use our own resources but even if we don't have enough resources we can use minimal staging and make the lighting dark, therefore this will link to the façade concept and the hidden identity and we will also be following the work of Artuad and he created 'uncomfortable theatre'


Tunnel Picture Stimulus (PMD1)


- Having a literal tunnel vision - acting like we only see what's in our direct view
- Hidden meaning - hiding behind/away from something
- Closing in on one character - Tormenting
Being trapped - only seeing your own view, having to make a decision, choosing the right tunnel, having something stop you or get it your way that influences your decision
- use of body percussion and instrumentation within the performance that represents slamming against the walls for example.

I think Artaud would be a good practitioner to use for this performance idea as you could focus on the idea of being 'trapped' and you could implement the idea of using uncomfortable movement to make the audience feel trapped. We could take the idea of closing in on one character and we could have the audience participating by being in the centre of the performance, this would enhance on the idea of them being trapped as they will feel compressed and enclosed in the space.

For this performance idea I think the age range should be for secondary school children, because it isn't a serious, conflict topic that requires a older audience to understand. Not only this we could add an educational aspect to the performance if we decided to go down the being trapped idea because we can use elements of the types of pressure you face when making a tough decision and we'd be able to make the performance effective because the audience would be able to relate to what we are communicating to the audience.

I don't think this stimulus or performance idea would be suitable for our performance because for an idea such as closing in on one character, it would be hard to come up with performance ideas because the focus would be on one character so therefore it would be hard to come up with performance ideas for the rest of the cast.


Wire and Hands Picture Stimulus (PMD1)

Using old western films and novellas as inspiration.
Of mice and men – looking at the idea that everything always ends the same. That things will go wrong but you will always be trapped. Almost like your fate has been decided for you.
Beckett – taking his idea that there is no meaning to life.


Scorpion’s on a skewer
The hands representing the scorpion and the wires representing the skewer.
Artaud – using uncomfortable movement and using a dark setting to make the audience feel uncomfortable and on the edge of their seats

Being trapped – holding onto something that you are trying to forget about or trying to let go of.
The idea of moving on but not being able to because you are being held back (trapped and the wires itself being what’s trapping you)
Beckett & Stanislavski
Start with naturalism and show the character leading up to one of the above. Then use Beckett to portray how their views change and use his style of work such as just focusing on the words and use this to communicate to the audience the views that Beckett believed in as well as emphasising on his style of work.
The wires – represent a ladder
The hands – represent climbing the ladder – a ladder of hierarchical status & trying to get to the top.
Could link with being trapped and it could show a chain of being and how a person is made for one purpose
Beckett – No purpose to life – no matter how hard you try, not matter how ‘successful’ you try to be – you’re always going to end up in the same place. Everyone’s ending is going to be the same. Death.
The idea of falling (if you look at it upside down)
Trying to hold on to something to stop yourself from falling down.
-          Could take aspects from each idea and link it all together to come up with how they fall and the effects that this has
Could use something from each practitioner mentioned in the other ideas from this stimulus

The age range for this stimulus would be aged 15-25 because for ideas such as the old western movies such as Of Mice And Men, the younger ages such as 15-16 would be able to gain something from the performance as Of Mice And Men is one of the novella's you study for GCSE English Literature. This would bring an educational purpose for the audience. Alongside this, the higher age range would be appropriate because, similar to the other stimulus' that have been explored, the ideas consist of quite serious topics that would need a mature audience to be fully understood and a younger age range wouldn't fully understand the concepts and therefore the performance wouldn't be as effective.
This stimulus and performance idea wouldn't be suitable because it requires a lot of research for the concept to be fully understood and it would take a lot of preparation to make the performance effective and with limited time I don't think we'd be able to make the performance as successful as we'd want it to be.






Song Lyrics Stimulus (PMD1)

We press play, don't press pause

Progress, march on

With the veil over our eyes
We turn our back on the cause
'Til the day that my uncles can be united by law
When kids are walking 'round the hallway plagued by pain in their heart
A world so hateful some would rather die than be who they are
And a certificate on paper isn't gonna solve it all
But it's a damn good place to start
No law is gonna change us
We have to change us.


“March on”
-          Nothing goes on hold
-          No matter what happens you have to keep going
-          You can “press pause”
Showing everyday lives
 Split screen – one person who struggles and has a tough life that can’t look after their family the way that they want to
-          Another family who are wealthy, have the perfect family and not have any worries
Both ‘stories’ end the same and both families have similar struggles that they have to deal with and it shows that no matter what situation you are in, the end results are the same.
Beckett – use his views that there is no meaning to life and that it doesn’t matter where you come from because everyone’s end result is the same.
Stanislavski – using naturalism within the actual performance and bringing in elements of emotional memory to entice the audience in the performance and involve them. 

“A word so hateful” – Like you’re living a nightmare
You have all of these dreams and aspirations but the demanding aspect of society and all of the negative and hateful comments make it seem like a nightmare.
Stanislavski – Naturalism – emotional memory to make it relatable for the audience and to get them to feel involved with the piece
Tempo Rhythm – Using this to show the reactions and the feelings and how different feelings can result in different reactions and how quickly they can change.

“Veil over our eyes”
-          Grieving over something. A loss of some sort
-          Using the veil to hide away, to cover up the badness that you see
Beckett monologue – duality – the secrets that a person holds & the things that they hide away from

I think that Beckett would be a good practitioner to use for this performance idea as there is a lot of words that you can develop and you can take certain adjectives, for example and create phrases and simple sentences, once we have done this we can mash it all together to create a Beckett style monologue.
Again, the audience for this would be 17+ because again it focuses on quite serious, mature topics so you need to be the right age to understand it. The reason this doesn't stop at an age such as 25 because I believe that you need to be at an older age to fully understand the concepts because you can relate it to past experience so the audience feel more involved and the performance will become a lot more effective if the audience can relate to it more. 

I don't feel as though this stimulus and performance idea is suitable because  it would require a lot of time and planning to make it an effective performance and we are more limited for time so I don't feel as though we would be able to make it as effective as we would want it to be.

Butterfly Stimulus (PMD1)

“We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty”

Patterns of the butterfly – look like a pathway – showing the pathway of the butterfly, representing its purpose
Beckett- The meaning of life - Using Beckett’s views by using the idea of shadows and the shadow represents there being no meaning to life as this is what Beckett believed and portrayed within his work.
-          Using the patterns to show that there is a meaning to life, so the audience are being shown two different view-points to the meaning of life. 


Shadow of the butterfly – hidden identity – the shadow is different to the butterfly itself.
Shadow underneath the butterfly represents being torn between two different pathways - Jekyll & Hyde
-          The angle and the devil
-          The good and the bad - The mind & the heart
-          Your mind telling you one thing but your heart telling you something different. 
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Human life – born a blank slate – the changes we go through develop us into beauty
Stanislavski – naturalism – emotional memory – the audience feel what we feel/ know how we feel because they can relate to it.  - Caterpillar – ugly – turns into a butterfly – beauty.

I believe that Beckett and Stanislavski are the best practitioners to work in the style of because with Beckett we can use his views and his beliefs to offer alternative view points within our performance which will become thought provoking to the audience and will enable them to understand the moral to the story. Stanislavski is also a good practitioner to use because we can use his techniques that are mentioned above to entice the audience and this will also make the performance more relatable which means that it will be easier for audience to understand the message that we are trying to communicate.

For this stimulus I think the age range that we would focus on is 17-25. This is because the topic focuses heavily on the meaning of life and if we live for a purpose. This may be hard for younger people such as primary school children to fully understand. Not only this at the age of 17 + you are at a mature age so therefore would take it seriously where as young teenagers may not be mature enough to fully understand and comprehend the meaning/moral. 

We decided that this performance idea is not appropriate because to show the ideas effectively it would require a lot of resources and possibly a projection in the background for the audience to fully understand the moral to the story as well as to make the performance effective and given that we have limited resources due to the fact we are not a company, it would be hard to portray this to a high enough standard.

Performing To An Audience (PMD1)

Here are some ideas that our group came up with about performing to an audience

-  Small sections varied around one theme 
- Hard To Swallow - Script idea 
- Draw upon ideas from a well known production to develop our own ideas (moving on TV show) 
- Same topic/subject matter 
- Drama and dance - twisted - grimm fairytales - Masquerade - identity - variety - moral to story? All glitter & no substance - All talk but is there any experience? You can talk the talk but can you walk the walk? 
- One performance split by an interval