Developing Scenes - VDU Lesson 10 (PMD2)

This image here shows the structure that we are using for a section of our dance section. During this lesson we began developing the dance scene that we had come up with so far, however after receiving feedback we came to the conclusion that we wasn't portraying the theme very well. This is why we came up with the above structure. We have picked 4 movements which are coughing, puking, scratching and dropping which all show contagion and we are all performing different movements at different times to represent this and there are moments where we all come together and perform the same thing. This represents our theme and shows contagion.

We also discussed how we were going to put together the final scene of the performance. We came up with a rough plan of how we were going to structure the final scene and how we were going to piece it together. Our next session will be us rehearsing and developing this scene.



The above image show the deadlines that we have set ourselves to ensure that we complete everything in time for the final performance. If we stick to these deadlines then everything will be ready in time and we will have all we need for our final performance. 

Running through scenes and organising performance- CKR Lessson 8 (PMD3&4)

This video shows our group generating movement for one of the final scenes. We are discussing our ideas and experimenting with movement that we are going to use to be able to show something within the work. For example, this scene is showing a flashback of when our characters died and it is the realisation that we are all dead. This video shows us how we are generating ideas of showing how we died.





This video shows us running through the beginning of the scene and discussing the next section of the scene. We are generating ideas for the rest of the scene in order to allow us to have a completed scene in place.










Again, these videos show us generating ideas for the scene and discussing what we are going to put in and where it is going to be placed. We look at different ideas and make suggestions of how we are going to portray the concept of dying and how we die.  





This final video shows a complete run through of this scene.

Developing scenes and generating transitions - CKR Lesson 7 (PMD2)

This video above shows the pre-show of our performance that is the cast setting up the stage but it also shows the idea of disease and contagion throughout. Alongside this, it introduces the puppet concept that is explained in the next scene (the tea party scene).


These still images look into the idea of emphasising the setting that the performance is set in. For example the first still image represents the castle. We also introduce the grotesque movement that features throughout the entire performance. There is also a representation of time in the last still image where we create a clock.



This video looks into how we are going to transition from one scene to another in a way that still communicates the message of the performance and so we aren't just standing up and moving into the next piece and this means that it still looks clean and it looks like we know what were doing.




The monologues are a newly added aspect to the masquerade scene and this video shows us experimenting the monologues in this section of the scene. Originally we were going to have them in the corridor section however after discussion we came to the conclusion that we already had speech in this section of the scene so we moved it to the section in the video as we didn't have scripted speech in this section and felt we needed to, in order to make it look more clean and professional.

Developing Material - VDU Lesson 9 (PMD2)

This video above shows the Tea Party scene and this has already been developed as this time props are being used. Such as the picnic set to set the scene and make it clear to the audience what the scene is showing.


In this video we are discussing how to develop the scene to improve it. An example that is in the video is that I said that Iyla should look at her watch more when she is setting up the tea party because then it emphasises more on the idea of time passing and this will make it clear to the audience.


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The two above videos show us implementing what we have discussed and we are actually developing the piece. The way the group did this was to get Iyla and Courtney to run through the scene and then when something could be developed we would stop, develop it and then continue developing the scene.






These two videos follow the same concept for the tea party scene, we are developing Matthews scene by physically developing it whilst running through the scene and you can see from the videos that we tried different ideas throughout to see what would work best. You can also see within this video suggestions being made such as when I suggested to Courtney that when she put her hand over Hannah's mouth she went from the shoulder and over the face, rather than just quickly putting it over her mouth.

Generating Material - VDU Lesson 8 (PMD1&2)

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

We came up with using more soundscape within the performance to emphasise on the element of disease and to add more of the clock like movement to represent time.

If I were to personally develop this scene I would incorporate more marking the moment aspects, such as when we are all together for example. I would also add in more movement that is the three of us doing movement in unison as I feel it may get slightly disjointed if we are doing different movement a majority of the time.




This video looks at Matthew's scene that he created that describes and explains how to disembowel a body.

If I were to develop this scene I would add in a person that portrays the dead body, because by doing this, it makes it more realistic for the audience as they will be able to see the structure of what Matthew is talking about rather than having to imagine what is happening. This is also particularly useful if for any reason the audience cant hear or understand what is being said, they will be able to visualise and see what needs to be done.

Above is a completed rehearsal schedule.

Creating Monolouges - VDU Lesson 7 (PMD1&2)

You can see from the picture below, a monologue that was created for me from Hannah, another member in our group. This monologue is to be used in the masquerade ball scene and it has been written in a Beckett style and represents a flashback of the characters life.

The next image shows how I have developed the monologue. I have added in more 'sniffs' and 'scratches' as I feel this emphasises the idea of disease and contagion. I have also shifted some words around slightly as I feel as though they sounded better switched.

Developing masquerade scene - CKR Lesson 6 (PMD2)

This lesson consisted of us developing the masquerade ball scene to link it more to our idea and to make improvements to it to ensure that it was a long enough scene and that it was detailed enough for the audience to be able to understand in the final performance.



The above video shows Courtney and I working together to develop a section on the masquerade scene. You can see from the clip that we are working together to develop material to use in the scene. In this video I am giving Courtney suggestions such as 'take two or three small steps' when she is walking in the crab or when I suggest to her to turn the other way to make it easier. This shows that I am contributing to the work we are creating and helping another member of the group.





Here is a completed rehearsal schedule that was completed for this session.