Sunday, 18 October 2015

Nora Helmer - Character Objectives

Below you will find a list of what I believe are Nora's 3 main objectives at different moments throughout the play. To justify these objectives, I have also included evidence  from the play (Nora's dialogue) in order to show why I believe they are her personal objectives at each moment in time. 
When performing Nora's character I plan to use these objectives, along with the stage directions, as subtext during my given scenes in order to show how Nora would be feeling, what she would be thinking and what she would be trying to achieve at each specific moment in time. This is important because when studying a naturalistic text such as this, especially in the style of a practitioner as passionate about naturalism as Stanislavski, it is imperative that every single second of performance has meaning and purpose behind it.
I believe by keeping these character objectives in mind during every single line of dialogue and physical action, this will prove effective in helping to bring more depth to my character and make my performance seem much more naturalistic. This is because, rather than just be reeling off line upon meaningless line, by considering Nora's thoughts and feelings and referring back to additional contextual and character research when performing, I will be able to 'become' Nora, as opposed to simply 'playing' her. This is a major part of Stanislavski's style of theatre in terms of characterisation and performance, for he believes that in order to convince others of your character, you first have to convince yourself.  
Super objective: To repay her debt to Krogstad without Torvald's knowledge so that she and Torvald can live a comfortable, happy life. 
Act 1 objective: To pay off her debt to Krogstad. 
Evidence: 
"If you really want to give me something, you might... you might give me money?"
"But it cost a tremendous lot of money Christine!"
"That's a lot isn't it?"
"Papa didn't give us a shilling, it was I who procured the money."
"In the lottery? There would've been no credit in that."
 "If it is a wife who has a head for business - a wife who has the wit to be a little clever -"
"Is it important to save your husband's life?" 
"But it was absolutely necessary that he should not know, my goodness you can understand that?" 
Act 2 objective: To stop Torvald from reading the letter.
Evidence:
"Yes help me Torvald, promise that you will. I am so nervous about it -  all the people. You must give yourself up to me entirely this evening, not the tiniest bit of business, you mustn't even take a pen in your hand!" 
"Will you promise?!"
"No, no, don't do that Torvald, please don't, there is nothing there!"
"I can't dance tomorrow if I don't practice with you!" 
"Yes, you see how much I need it!"
"You must catch me up until the last minute, promise me that Torvald!"
"You mustn't think of anything but the but me either today or tomorrow, you mustn't open a single letter, not even open the letter box."
Act 3 objective: To tell torvald why she is unhappy. 
Evidence: 
"Sit down here, we have much to say to one another."
"I have a lot to talk over with you, you mustn't interrupt me you must simply listen to what I say"
Rereading the text and studying these lines also helped me to relate certain parts back to similar events, or moments of similar emotion, from my own personal experiences. By drawing the emotions from these experiences and revisiting those 'places' during the rehearsal and performance processes, I will then be able to recreate the same emotion within my performance, therefore improving my characterisation and believ-ability considerably. This is called 'method acting' and is one of the many naturalistic techniques that Stanislavski's actors would be required to do during the character- isation process. 

Emotion Graph - Nora





How is the voice made?


Tuesday, 13 October 2015

How to maintain a healthy voice

From all the tips and advice I researched, these are the 10 ways that I believe are the most important in helping to maintain a healthy voice:

1. Warm up your voice.

Make sure you always warm up your voice before use. This can be as simple as gently gliding from low to high notes on different vowel sounds or doing lip or tongue trills every morning and night. It is also very important to warm up your jaw when using your voice. You can do this by pretending to yawn, over exaggerating the movement of the mouth when pronouncing vowel sounds and/or massaging the back and underneath of the jaw and surrounding muscles gently using the tips of your fingers.

2. Keep yourself hydrated.

You should aim to drink around eight 8 - ounce glasses of water or other non alcoholic, non caffeinated drinks per day. The vocal cords vibrate very fast, and having a proper water balance helps to keep them lubricated. Therefore, foods containing large amounts of water make excellent snacks as they help to keep you hydrated. For example; apples, pears, watermelon, peaches, melons, grapes, plums, cucumber and peppers.

3. Avoid alcohol, caffeine and dairy.

Alcohol is extremely dehydrating, especially hard liquor. Ideally you should stay away from alcohol of any kind for 2 - 3 days prior to performing. Likewise, caffeine also has a negative effect on the vocal chords as it dehydrates you throat and stimulates the production of phlegm. This is often made worse by the fact that the caffeine being consumed is through tea and coffee which both also contain milk; a dairy product. Dairy products such as milk and cheese coat your vocal chords with mucus which closes up the vocal passage making it much harder to speak and project to your full potential. Therefore all of the above should be avoided for at least a few hours minimum before a performance, however the recommended length of time is three days.  

4. Be kind to your voice.

Avoid yelling or screaming these are abusive practises for your voice and put great strain on the lining of your vocals cords.Likewise, you should avoid clearing your throat too often or unnecessarily. This is because when you clear your throat, it's like slamming your vocal cords together. Doing it too much can injure them and make you hoarse. If you feel like you have to clear your throat, try taking a sip of water or swallowing to quench the urge instead.

5. Relax your muscles.

In regards to taking good care of your voice, it is also very important to keep your throat and neck muscles relaxed throughout both the rehearsal and performance processes. For example, it is not good practise to tilt your head up on high notes and down on low notes as this causes stress and tension to the muscles, rather than relaxation. Likewise, if the rest of the muscles in your body are relaxed, it's easier for you throat to too, therefore it might be a good idea to participate in warm up exercises for your whole body which will help it get into that ideal relaxed state, ready to perform.

6. Don't smoke.
Not only does smoking raise the risk of laryngeal (voice box) and throat cancer tremendously, inhaling smoke, even secondhand smoke can also cause irritation and inflammation of the vocal chords that can lead to your voice becoming unhealthily husky, hoarse and weak.

7. Support your breathing.

Breath flow is the power for you voice. Take time to fill your lungs before starting to talk and don't wait until you are almost out of air before taking another breath to power your voice.

8. Rest your voice.

Make sure that you allow yourself regular "vocal naps" every day, especially during periods of extended use.

9. Consider amplification where possible.

When you have to perform speak publicly, to large groups, particularly outdoors, think about using amplification such as a microphone to lessen the strain on your voice.

10. Listen to your voice.

When your voice is complaining to you, listen to it. If your throat feels dry or tired, or your voice is getting hoarse this is a warning sign that your vocal cords are irritated. Know that this means you need to modify and decrease your voice use in order to allow them to recover. When you're sick, spare your voice. Pushing your voice when it is already hoarse can lead to severe problems. Listen to what your voice is telling you.

Angelique Rodrigues

Monday, 12 October 2015

Lesson Evaluation 08/10/15

Subtle:

Don't always have to be over the top. You're intentions can still be portrayed successfully by using facial expressions, body language, movement and vocal skills subtly. Not overacting. Making the audience feel the message of the performance through subtle actions.

Sophisticated:

It takes a certain level of sophistication to act naturalistically without laughing or messing around.

Going the next steps further into naturalism, especially for our age.

Synthesised:

Pulls things together from your knowledge to create something thoughtful, innovative and interesting.

Theatre Company

Company Objective/Ethos:

To teach young people from local schools a moral relatable to their age, through performance or workshop activities.

Type of theatre:

Theatre in education




Performance Demands


  • Looked at text
  • Looked at character
  • What that character demands from you 
  • Make choices about how to meet the demands
  • Examples of specific exercises you've participated in in order to meet the demands

Performing Arts Key Terminology

Glossary of BTEC and Theatre Terms:

ACT: Apart from being what actors do on stage, the term also denotes a division in the performance of a play. Each act may also have several scenes. Nowadays full-length plays typically have two or three acts. Often, though not invariably, there is an intermission between the acts.
ANALYSE: Break down a complex topic into simpler parts, exploring patterns and explaining significance.
ASSESS: Examine the strengths & weaknesses.
AUDITORIUM: Strictly it’s an enclosed space in which an audience gathers to hear a performance, so it’s more commonly applied to concert halls. Generally, in the theatre, the auditorium is referred to as the house—thus the expression, much loved by theatre managers everywhere—“full house.”
BACKDROP: A large drapery of painted canvas that provides the rear or upstage masking of a set.

BACKSTAGE: The area behind and around the stage that it is unseen by the audience. Some plays, such as Michael Frayn’s farce, Noises Off, and Ronald Harwood’s poignant drama, The Dresser, actually portray life backstage.
BALCONY: Strictly speaking, this is the second tier of seating in a theatre, elevated and protruding over the back rows of orchestra or main level seating.

BATTEN: A tubular metal bar, sometimes known as a pipe, to or from which overhead lighting instruments can respectively be attached or hung.

BLACKOUT: A theatrical blackout—as opposed to a power failure—is a sudden darkening of the stage. A slow darkening is described as "fade to black."

BLOCKING:: These are the stage movements and positions that the director works out with the actors in rehearsal for dramatic effect—and so they won’t bump into each. The stage manager makes a careful note of blocking directions for later reference.

BOOTH: An enclosed, windowed area, usually at the back of the auditorium, used for technical control purposes. Sometimes there is a separate booth for sound and lighting control. The stage manager may also operate from a booth rather than from backstage.

BORDER: A narrow, horizontal masking piece above the stage. Borders serve to hide the lighting rig and scenery—in theatres that can “fly” or raise scenery out of sight. Borders also define the upper limit of the audience’s stage view. See also, teaser.

BOX SET: A scenic design that includes three walls and sometimes a ceiling, usually to give a very realistic visual effect. It tends to emphasize the notion of a fourth invisible wall, the one at the front through which the audience observes the action.
CAST: The complement of actors in a play.

CATWALK: Narrow bridges above the stage from which scenery and lighting equipment can be handled. Some theatres also have lighting catwalks above the seating area.
COMPARE: Identify and explain the similarities and differences.
CONTRAST: Identify and explain the differences.
COVE: A position in the auditorium where stage lighting can be placed and hidden from the audience.
CREW: The team of theatre workers—often the unsung heroes—who take care of the physical aspects of a production at each performance.

CUE: A prearranged sign that indicates to a performer, crew member or stage technician that it is time to proceed to the next line or action. Actors also listen for cues in the text so that they know when it's time to say or do something.
CURTAIN CALL: What happens at the end of the play—even if there isn’t an actual curtain to signal the end—when the actors acknowledge the audience’s applause.
DARK: We say the theatre, or house, is “dark” when it’s closed to the public, as between productions or on nonperformance days.
DEMONSTRATE: Show awareness and understanding
DESCRIBE: Give a description of the major features.
DESIGNER: This is the person who designs sets and/or costumes for a play. Also, the person responsible for illuminating a production is often called the lighting designer.
DIALOGUE: Conversation in a play.
DIRECTOR: The person responsible for interpreting and bringing the text of a play to life on stage. The director also manages the overall artistic unity of the production.
DISCUSS: Present and examine clearly the various views on a topic or issue.
DOWNSTAGE: The front of the stage closest to the audience.

DROP: A large piece of fabric hung down onto the stage floor.

DRY ICE: Frozen carbon dioxide used to produce stage mist. Dry ice is so cold that when a lump of the stuff is lowered into boiling water it produces clouds of dense, heavy steam that can be pumped on stage to produce a low-lying mist. If a more generalized misty effect is required dry ice is replaced or supplemented by smoke generated by burning a special oil based substance.
EVALUATE: Examine the strengths & weaknesses.
EXAMINE: Lay out the essential elements of an issue and investigate in detail.
EXPLAIN: Show clearly knowledge and understanding of topic.
EXPLORE: Examine or investigate a topic or issues, often in an imaginative way.
FLAT: A flat piece of painted scenery often consisting of a wooden frame covered with stretched fabric, usually canvas.

FOOTLIGHTS: Once a common feature in theatres, this row of lights across the front edge of the stage is rarely employed today. Even so, you may still hear someone say of an actor: "She really projects across the footlights."

FRONT OF HOUSE: This usually refers to the public areas of the theatre but strictly includes everything in front of the proscenium. A front-of-house manager oversees staff members who work in this area.
GET IN: This is what happens when the set and props are moved into the theatre. The reverse is a “Get out.”

GHOST LIGHT: A light left on when a theatre is closed for the night.

GOBO: An etched plate, usually metal, put in front of a spotlight so that a pattern is cast on stage. Gobos can be used in all kinds of ways, for example, to imitate the effect of light filtered through foliage or to create the effect of a neon sign. A gobo can be placed in a rotating holder to create a dynamic effect such as the light reflected from rippling water.

HOUSE: The place where the audience sits to enjoy the performance on stage.


HOUSE LIGHTS: The lights in the house or auditorium. Dimming of the house lights customarily signals the start of a performance.
IDENTIFY: Pick out and describe the main points.
INTERPRET: Clarify or explain the meaning.
INVESTIGATE: A careful and systematic inquiry into a topic or issue.
JUSTIFY: Provide reasons why something is valid.
LEGS: Vertical curtains or flats used to hide the wings from view and frame the audience’s view of the stage.

LINES: What actors learn and speak on stage. The word is also used technically to refer to the counter-weighted ropes or wires that may be used to lower scenery.


MASKING: Basically this is scenery or other visible material designed to hide
backstage stuff the audience is not supposed to see, such as the wings or the back wall.

MONOLOGUE: A lengthy speech by a single character delivered to other characters in a play; not to be confused with a soliloquy.
OFFSTAGE: Technically this refers to all stage areas outside the visible acting area.

ONSTAGE: The acting area of the stage floor.
OUTLINE: Identify the main features.
PROPS: Objects on the stage such as furniture that are not part of the actual scenery. Hand props are objects the actors actually handle such as swords, books and cups.

PROSCENIUM: Sometimes known as the “proscenium arch”, this is an opening through the wall separating the stage from the auditorium. It is often ornately decorated to frame the stage. Modern theatre design, in order to allow greater flexibility and deemphasize the division between stage and audience, tends to avoid including a traditional proscenium.

RAKE: This is the slope of the floor of an auditorium or, where utilized, a stage.
RESEARCH: Use a variety of sources to establish facts or collect information.
REVIEW: Write a critical assessment.

SCENERY: The various flats, drops, etc. that are used to create a particular visual setting for a play.



SCRIM: This is a gauzy translucent curtain. The scrim may be plain or painted. When light is thrown on the front of a scrim it becomes opaque but if objects behind it are more brightly lit they will become visible. Balancing lighting levels behind and in front of the scrim is an effective way to create interesting visual effects and transitions.

SET: The scenery for a scene or entire production. In the latter case it is often known as a “unit set” when designed to serve as several different settings with only minor changes between scenes or acts.

SIGHT LINES: These are the imaginary lines drawn from the farthest seats to the stage. This determines where the action is placed onstage for optimum viewing. A well-designed theatre has good sight lines, meaning almost all seats—as at The Laguna Playhouse—have a great view of the stage.
SIGNIFICANCE: Consequence or importance.
SMOKE: Stage smoke is produced by the vaporization of various oil based substances. Smoke machines or “foggers” direct this nontoxic material on stage to create various effects.

SPOTLIGHT: A light that isolates a small area with a sharp divide between that and the remaining performance area.
SPECIFY: Identify clearly and definitely.
STAGE LEFT/RIGHT: These directions are from the actors’ perspective looking out towards the audience. So, if the stage direction calls for an actor to “exit stage left” it will be the opposite of the way the audience sees it.

STAGE MAKEUP: This is a makeup used to shape and define actors’ facial feature as seen on stage. It can be simple—just a little lipstick and eye shadow—or elaborate, involving such things as false chins and noses.

STAGE MANAGER: This is a very important person who gives instructions or “calls” for just about everything that happens on stage. Because directors usually leave soon after a show has opened, stage managers are also responsible for seeing that a production continues to be performed just the way the director wanted. Stage managers lurk unseen by the audience, either just out of sight in one the wings or in a booth at the back of the house. Depending on the arrangement of a theatre and scale of a production there may also be one or two assistant stage managers.
STATE: Provide information in a brief uncomplicated form.
STRIKE: Although unionized actors and crew have been known to strike, in the theatre this term is generally used to describe the process of disassembling the set when a production closes.
SUMMARISE: Give an account of the main points.











TABS: This term comes from “tableaux” curtains, drawn back and up to reveal a scene. Nowadays the term describes various curtains hung on stage. In theatres that routinely have curtains that hide the stage when the performance is not in progress, these are called the “house tabs.”

TEASER: This a type of border used in combination with tormentors to frame the audience’s window onto the stage.

TRAP: This is an opening in the stage floor. In cases where the design and construction of a stage permits it, a trap can be used for all kinds of effects. Generally, however, traps are rarely used in contemporary drama.

TRAP ROOM: The space below the stage used for accessing traps. It is useful as a storage area.

UPSTAGE: This is the area toward the back of the stage, away from the front edge. The term is also used to describe what happens when a performer tries to draw an audience’s attention away from another performer.

WASH: An even spread of light across the stage - usually in one colour but can be themed such as 'warm wash' - yellows/oranges etc.

WINGS: The areas to either side of the stage that the audience does not normally see.

Stanislavski Notes


  • Stanislavski was very passionate about the importance of emotional expression 
  • 'Encouraged' suggest a learning and teaching process
  • In opposite to BRecht's 'alienation of the audience' theory, Stanislavski wanted the actors to create realistic roles that the audience could believe
  • Therefore, method acting and 'emotional recall' arose, as in order for the audience to believe a character, the actor must first believe it themselves. 
  • Artistic truth; 'to live the character'



Music 'What can you hear?' Task


  • Effective use of harmonies which I think sound really nice
  • Includes an up tempo Drumbeat (with cymbals)
  • Piece ends with an extended note on the word '64'
  • Upbeat musical theatre tempo
  • Sing a long mood
  • Has an 80's feel to it
  • Both male and female vocals
  • Loud dynamics
  • Sounds syllabic in parts

Events which shaped who Nora is

Event
Notes on how I'm going to perform it


1. Getting married and having children:


(To Torvald)


"Sweet baby Emmy; aren't you just as pretty as a picture! Just look at your tiny little hea - Ah, Torvald, you're back! Come in, come in... Oh just look at her Torvald Isn't she - Shhhhh! She's sleeping. Oh doesn't she just look so peaceful; like an angel!


She's so beautiful Torvald, and I know I said I didn't think I would make a good mother but holding her in my arms now, this is the happiest I've ever been!


I can't wait to start dressing her up and buying her toys and - Yes... yes I know Torvald, I won't spend too much, don't worry... Yes I know we are... I'm sorry... I won't."


2. Mother passes away:


(To self)


"Whatever am I going to do without mama? Poor, poor mama. It is such a terrible, tradgic shame...


Although, I suppose at least now she has a little freedom. After all these years she's finally free of the burden of father and us children; free of the 'doll's house' which was our home.


At last she will finally be able to come to know herself, not just the 'doll wife' that father created.


In a way, I'm sort've... envious of that."


3. Torvald falls ill


(To Torvald)


"Oh Torvald, what are we going to do with you? You can't keep on in this state, you'll die!


Okay, okay look; I'll try my best to sort something out.


Yes... that's a good idea... Okay then, I shall write to father immediately and ask if he can give us some money so we can take you abroad and get you the treatment that you need. I'm sure he'll understand... Okay then, well you just rest and I'll sort it out, don't worry.


(To self)


Oh goodness, whatever have I done? Father will never agree to this! He's on death's bed himself! Oh but I have to get the money! But how, where, from whom?!"


4. Nora leaves Torvald


(To Torvald)


"Well I guess this is goodbye...


Tell Irva, Bob and Emmy that I love them and that I'm sorry that I won't be able to visit. You know I would but.. but it would just make it harder for everyone.


No. Please, don't write. Don't ever contact me again. I promise you, it's for the best.


Yes of course I have to do this? You and I both know I will never be happy here, not with you... not like this. This isn't who I am Torvald.


So goodbye... and good luck."

Job Roles

CREATIVE:
  • Actor
  • Artistic director
  • Choreographer
  • Costume designer
  • Director
  • Playwright
  • Set designer
  • Make up artist
  • Hair stylist
ADMINISTRATIVE:
  • Chief administrative officer
  • Marketing and publicity
  • Manager/s
  • Logistics/strategist
  • Finance
TECHNICAL
  • Lighting designer
  • Sound designer
  • Stage manager
  • Technical director
 

Lesson Evaluation 16/09/15

In today's lesson, I experienced the beauty that drama performance can be, in the flesh.


The improvisational exercises I partook in helped me to step outside of my comfort zone and relieve myself of all previous inhibitions.


Today's lesson also allowed me to get in touch with my intuition and focus on my concentration skills especially when watching and/or repeating others' words or actions.


Quote of the day:
Before you can get others to believe in your character, you first have to believe it yourself.

Thursday, 8 October 2015

Nora Monologue

We've never understood each other, Torvald and I. I mean, for goodness sake, we’ve never even had a serious conversation!
And If I am to truly understand myself and everything about me, then I must stand completely alone. Which is why I can't stay with him any longer, I know Torvald will probably call me insane and tell me that by doing so I will be going against my most sacred duties, but I won’t be controlled by what anyone, least of all him, has to say about me any longer.
In a way, Torvald should be happy that I’m doing this, for I will be freeing him from all his obligations. He can have his freedom and I can have mine.
I... I just don’t love him anymore. I’m sure of it. In fact have never had such a clear and certain mind about anything, as I do tonight. This is absolutely necessary; only one possible explanation.
I mean, I know it'll be the hardest thing I've ever done to leave the little ones, but I have to do it, for everyone's sake. Anyway they'll be better off in someone else's hands, I'm no good for them.
And I’m no good for him either, for the first time in my life I can be honest with myself; he’s never really loved me, he just loved the idea of ‘having’ me.
He goes around doing everything the way he wants it and I just have to do what he says. Our marriage has been no more than a game of dolls house. I simply transferred from Papa’s hands to Torvalds.
So not only have I been wronged by papa, but also by him.
I have never been happy here, and it all his fault. He and papa both committed a great wrong against me, so wrong that I have even considered ending my life because of it.
For eight long years I have been living here with this strange man, I’ve bore him three children and all the while - No, no - I can't bear to think of it, I could just tear myself into little bits!

I feel like I have existed only for his amusement, just a mere little doll for him to play with.

Tuesday, 29 September 2015

Lesson Evaluation 29/09/15

Discovery exercise response:

I thought that this was a really interesting but also challenging activity. This is because the process of trying to forget everything that you spent your life learning in just a few minutes was rather difficult at first. Once that initial stage was over, you then have to decide what approach you were going to take to the task. Initially, I started by first taking in my surroundings visually and then beginning to discover the wonder of touch.

Throughout the task I mostly try to communicate by banging on floor or clapping my hands to get others attention towards the end of the exercise I was taught how to use my voice to make sounds too full stop I also worked in a pair to try to go from a sitting position to a standing up with the help of a stack of chairs and a fellow discoverer.

Overall, I thought it was a very interesting task and even though at times I found it extremely funny I didn't really feel that stupid doing it because we were all in the same boat.

Mental home response:

This was a less challenging activity than the first as I was playing a middle aged woman with obsessive compulsive disorder and as I have seen several films and documentaries that star people with this disorder, I am quite familiar with some of the symptoms that they might have. For example, wanting things in the right order and wanting to do certain things a certain amount of time.

However, it was still a very interesting exercise as, due to the fact that I didn't necessarily start the activity with a set objective my character and her goals developed throughout. For example, I started off just trying to draw peacefully in the dayroom but then I noticed some things that weren't tidy on my desk so I fixed them but then I noticed yet another thing out of place, then another, then another and so on.

So I stood up and walked away from the table to try and calm myself down but then I noticed the mats were all scattered untidily around the room so I had to order them into two neat straight Lines. Other patients however kept talking to me and standing on the mat as I try to move them. This stressed me out so I then had to go and count to ten whilst I setup my rapid breathing and open and closed the door ten times.

When I finally got back to my table I ended the scene by pulling out my chair ten times. In some parts in both this and the next activity, I also felt that's my real breathing was getting very shallow the more and more that I acted it and I was physically making myself get more and more stressed if I didn't get the things to be neat and perfect.

This just shows how involved with my character and the activity that I felt. I believe I was very successful and believable in this character

Department store response:

This activity was slightly more challenging than the last as not only did we have to maintain our characters disorder, but we also all had the shared objective which was to tell another customer that we thought we were being followed by a hit man without sounding mentally ill.

This was difficult as everyone that I told was also in the same position so I never managed to achieve my character's desired reaction; all I got was either the same thing back or an extremely worried response.

I think I acted successfully in this activity as towards the end I was running away, constantly checking behind me and I used the same time counting method to settle my breathing which made me sound even more panicked. I would also stop every so often to neaten something up which supported my character’s disorder.

At the very end I sat under the a table where I thought I was hidden, put my head between my legs and began to count slower as my breathing settled.

These activities taught me how to distance myself from my character and become someone with an extreme personality this was difficult initially but I believe it will help me with characterisation in the future.

Monday, 21 September 2015

‘The Smile’ - Performance space, text realisation and character analysis

TYPES OF PERFORMANCE SPACES:


End - On
End - on staging is where the audience is positioned directly in front of the acting area, facing one side of the stage only. They may sit at a lower height or in tiered seating.
The Tron theatre is an example of end on staging.
Proscenium Arch
The Proscenium arch is similar to end - on staging, however, the frame around the stage in this layout is called the proscenium arch. This helps to define the ‘fourth wall’ in realistic theatre. The area in front of the arch is the proscenium. In the literal sense this means ‘in front of the scenery’.
Thrust stage/Apron
A thrust stage is where the acting area in front of the proscenium arch comes forward so that some of the audience are sitting on three sides of the action of the play. An apron stage is often used as an alternative term for thrust stage but can also refer to the much smaller acting area in front of the proscenium arch in some theatres.
Theatre In-the-round/Arena
An in-the-round stage is positioned at the centre of the audience. This means that there’s an audience around the whole stage. This type of stage creates quite an intimate atmosphere, and is good for drama that needs audience involvement. There are walkways for the performers to reach the acting area. This kind of staging means that you have to think carefully about not turning your back on the audience. An actor will sometimes do this for effect but in theatre in the round, part of the audience will always be looking at your back. Theatre in the round can also be referred to as arena theatre.
Corridor/Traverse stage
A stage where the audience sits on two sides is called a traverse stage. Again, this type of stage is good for creating an intimate atmosphere as the audience are close to the action. It’s an unusual form of staging but you will often see the format used for fashion shows since it is, effectively, a catwalk.

Promenade Theatre

Promenade theatre is when the audience move from place to place during the performance. This is a popular device used by various modern practitioners. A well-known example would be National Theatre Wales's production of The Passion.
Amphitheatre
Amphitheatre staging is similar to in the round staging, however, rather than the audience being seated the entire way around the stage, they are arranged in an extended semi - circle layout.


ADVANTAGES AND DISADVANTAGES OF PERFORMANCE SPACES:


After reading ‘The Smile’, I believe that theatre In the round/arena, traverse/corridor, promenade and amphitheatre layouts, would not be very effective performance spaces for this particular text. This is because the way the audience are seated in these layouts mean that at all times a part of the audience would be facing the actors front. This would mean that in the part of the play where Len says; “Harry! Harry! Stretcher-bearer! Stretcher-bearer”, and the stage directions say: (From this moment until the end of the play the actor playing Harry is always on stage and has his back to the audience. It is more effective if the audience are left to imagine the injuries.) these staging layouts wouldn’t work because the actors wouldn’t be able to have their backs entirely to the audience.


Overall, I think the best performance spaces to use for a production of 'The Smile’ would be either end - on, proscenium arch or thrust/apron staging. This is because these layouts allow the actors to stand with their backs to the audience on the line above, as well as providing an appropriate and effective layout for the remainder of the play.


REALISING THE TEXT:


Often, finding the meaning of a text can be a very complex and difficult task as many ideas and themes are not always immediately obvious and can take some time to realise. However, from reading ‘The Smile’, I believe that one of the best methods of finding the meaning of this particular text would be to pay close attention to character dialogue and what the subtext behind specific lines could mean.


For example, when Violent says the line;  “When we’re walking out and I’m on your arm I swear, I feel ten feet tall.” This suggests that Violet is only interested in Harry because of how he makes her feel (“ten feet tall”) rather than how she feels for him and because of how walking around on the arm of a handsome and respectable soldier, reflects in the eye of the public, enhancing her status. She then continues to say “I wished we could get married before you go.” Which reinforces how eager she is to be able ensure that she can adopt the title of a soldiers wife, explaining why she is in such a hurry to wed before he leaves. This shows that Violet, in her selfish ways, objectifies and demeans Harry, something that is not expected of a woman in such a patriarchal society.


Furthermore with the line; “I’m not going to cry, I’m not going to have you remembering me all red-eyed with tears streaming down my cheeks.”, it is shown that Violet cares more about Harry remembering her looking ‘nice’, ‘pretty’ and ‘attractive’ than she does about actually expressing her emotions regarding how much she’s going to miss him. This demonstrates Violet’s shallow nature and obsession about physicality and appearance. On the other hand, it could suggest that perhaps the reason she isn’t crying isn’t because she doesn’t want to look all red - eyed and blotchy faced at all, but instead it’s because she isn’t truly that upset, which just reinforces the idea that she is only with Harry because of the positive effect their association has on her status within society.  


These two quotes suggests that perhaps one of the deeper meanings that the playwright was trying to express in this text was that sometimes you don’t always know people as well as you might think, for example Harry probably thought Violet was a loving, loyal young woman who would stand by him no matter what, however until her love was really put to the test, he was unable to see just how shallow she was.


Another theme or meaning could also be that of optimism as considering the circumstances, Harry is a rather optimistic character. This idea is backed up by the recurring mention of ‘Smiling’, hence the name of the play being ‘The Smile’. Throughout the very few pages of the play there is, smiling is mentioned at least six times: “Keep smiling I always say.”, “I’d smile if I’d got a face to smile with.”, “p.s. keep smiling.” “I think i must have smiled.” “He’s got  nice smile.” “Come on, smile.”


Therefore it is clear to say that one of the playwright’s intentions may have been to present the idea of optimism and making the best of even the worst of situations. On the other hand however, this may be the playwright using ‘Irony’ to create an effect in the play as the play is called ‘The Smile’ however one of the main characters doesn’t have anything she believes is worth smiling for and the other no longer has ‘a face to smile with’.


Another line which I believe shows a deeper meaning in the play is when the nurse says; “Pull yourself together! He’s done his duty for King and country and now you’ve got to do yours. You’ve got to stick by him, that’s your duty now.” Which is a truthful and motivational speech that would surely make anyone realise how right the nurse is, how much Harry has suffered through and how much he needs someone to stick by him, now more than ever.


However, clearly this does not apply to Violet who seems only able to think of her own needs, for she merely replies; 

“I can’t. Have you seen his face?”


This section of the script reinforces the concept of Violet’s selfish character and just how cruel and unempathic she is prepared to be in order to uphold her ‘image’ and ‘status’. Likewise, towards the end of the script when Harry says;
“You don’t have to marry me you know.”
Rather than replying “Of course I will still marry you Harry! Why would that have ever changed? You’re still the same wonderful man that I fell in love with. Surely you don’t believe that how you look would change how I felt about you or our future together?” she instead replies; “I know.”
This just goes to show Violet’s complete lack of empathy and respect and the fact that she is so indulged in the concept of image and how she and her associates appear to others, that she is willing to compromise what is likely to be the last positive element of ‘the man she supposedly love’s’ life for her own selfish desire.
In terms of a deeper meaning, I believe this simply depicts the idea that in the world there are some genuine and some not so genuine people and sometimes it takes a tragic misfortune like this to see one from the other.


When searching for the message in a text such as this, I would make note of the limited amount of stage directions in the play and analyse how these act as tools which can give us an insight into the meaning of the play and the playwright's intentions. For example; “(We hear the very loud sound of a shell exploding. Harry is hit.)”


‘The Smile’ deliberately has few stage directions in order to give the audience the facts and let them decide what the message is that they personally want to take away from the characters’ dialogue and overall performance.


Furthermore, some additional research into the original play also allowed me to gain a further insight into what the true meaning of the play might be. Sources say that the events depicted in this play are based on true events. Captain Francis Derwent-Wood was a real british sculptor and officer in the Royal Medical Corps. Which could suggest that the meaning the playwright was trying to put across was the simple realism of what war was like for both the soldier, and those waiting for them back home. By basing the characters on real life people and events, it is probable that one of the messages within the text was to try to make the audience understand what it would’ve been like for people living in those times.


It also says that the play requires ‘informacting’ which means the actors shouldn’t ‘overplay’ the emotion of the play. Which again reinforces that idea of depicting ‘realism’ to the audience rather than an over exaggeration of the story which would be able to capture or portray to the audience the real essence of the times. 

CHARACTER ANALYSIS

The character from the play which I would choose to perform would be ‘Harry’. 

Harry is a polite, modest, respectable character who is due to be married to the shallow, small minded, Violet. However, during the war his face is injured badly and he has to go through a reconstruction process which leaves Violet unsure whether or not she want’s to marry him anymore.

I find him interesting because unlike Violet, even under the extremely tragic circumstances, he is still able to keep a somewhat positive outlook on life, rather than feeling sorry for himself which i’m sure would be very easy to do.

An example of this would be when the reconstruction process is finally completed and he says: 

“You’ve done a fine job, Sir. It even looks a bit like me!” Which is possibly one of the most positive approaches one could have to such a depressing situation. This just goes to show his admirable ability to be mature and optimistic, which I  believe makes him even more respectable.

Likewise, when he leaves the hospital he says: “Thanks for everything, Nurse. I’ll send you a card; let you know how I’ve got on.” and when he ends the text by saying to Violet: “Come on, smile; it can’t be as bad as all that.”

Which again shows the polite, positive person that he is and how he always thinks of others before himself, despite being so terribly injured. However, sometimes positivity and optimism can actually be used as a coping mechanism; Harry distracts himself with an optimistic attitude and in helping others to feel better

Likewise, he sees the best in the other characters. Particularly Violet. He feels guilty for "putting her through this", yet he doesn't see her selfish nature.

On the other hand, at the beginning of the play Violet sees him as an admirable figure however, she also objectifies him and treats him as if he is simply there to boost her status and ego. And, at the end of the play, she takes advantage of his kind heart by abusing the fact that he feels guilty.

Overall, I believe Harry would be the most interesting character to play as his complex nature and deeply emotional story would be a great challenge to capture, but also a true reward to perform.

Sunday, 20 September 2015

List of events in 'A Dolls House'

1. Torvald greets Nora playfully and affectionately, but then chides her for spending so much money on Christmas gifts.

2. Dr. Rank and Kristine Linde have come to visit.  

3. Nora promises to speak to Torvald about helping Mrs. Linde obtain employment at the bank and then reveals her secret to Mrs. Linde. (Without Torvald’s knowledge, Nora illegally borrowed money for the trip that she and Torvald took to Italy; she told Torvald that the money had come from her father.)

4. Krogstad, a low-level employee at the bank, arrives and once he and Torvald have finished their meeting, Torvald comes into the living room and says that he can probably hire Mrs. Linde.
(Dr. Rank, Torvald, and Mrs. Linde then leave.)

5. Krogstad and Nora converse, and it is revealed that he is the source of Nora’s secret loan.
Krogstad states that Torvald wants to fire him from his position at the bank and asks Nora to use her influence to ensure that his position remains secure. When she refuses, Krogstad blackmails Nora, threatening to reveal her crime and to bring shame and disgrace on both Nora and her husband if she does not prevent Torvald from firing him.
Krogstad leaves.

6. When Torvald returns, Nora tries to convince him not to fire Krogstad, but to no avail.

7. Mrs. Linde arrives and helps sew Nora’s costume (for the ball the following evening.) Nora tells Mrs. Linde that Dr. Rank has a life-threatening illness that he inherited from his father and Mrs. Linde wrongly guesses that Dr. Rank is the source of Nora’s loan. Nora denies Mrs. Linde’s accusations but refuses to reveal the source of her distress.

8. Torvald arrives, and Nora again begs him to keep Krogstad employed at the bank, but again he refuses. Torvald ends the argument by sending the maid to deliver Krogstad’s letter of dismissal before leaving.

9. Dr. Rank arrives and tells Nora that he knows he is close to death. She's about to ask him for help with her situation when suddenly, Dr. Rank reveals to Nora that he is in love with her.
Dr. Rank leaves.

10. Krogstad arrives demanding an explanation for his dismissal and informing Nora of the change in the terms of the blackmail: he now insists to Nora that not only that he be rehired at the bank but that he be rehired in a higher position. He then puts a letter detailing Nora’s secret in the letterbox, to which only Torvald holds the key.

11. Nora tells Mrs. Linde everything, and Mrs. Linde instructs Nora to delay Torvald from opening the letter as long as possible while she goes to speak with Krogstad.

12. In order to distract Torvald from the letterbox, Nora begins to practice the tarantella she will perform at that evening’s costume party. In her agitated emotional state, she dances wildly and violently, displeasing Torvald. Nora manages to make Torvald promise not to open his mail until after she performs at the party.

13. The next night, Krogstad meets Mrs. Linde in the Helmers’ living room and she tells Krogstad that now that she is free of her own familial obligations she wishes to be with Krogstad and care for his children. Krogstad is overjoyed and says he will demand his letter back before Torvald can learn Nora's secret but Mrs. Linde insists that he leaves the letter, as 'Torvald and Nora will be better off once the truth has been revealed.'

14. Nora and Torvald enter, back from the costume ball but Dr. Rank, interrupts Torvald’s advances on Nora.
After Dr. Rank leaves, she informs Torvald of Dr. Rank’s illness and then insists that Torvald reads Krogstad’s letter.

15. Torvald reads the letter and is outraged. He calls Nora a hypocrite and a liar and complains that she has ruined his happiness. He declares that she will not be allowed to raise their children.

16. Helene then brings in a letter. Torvald opens it and discovers that Krogstad has returned Nora’s contract (which contains the forged signature). Overjoyed, Torvald attempts to dismiss his past insults, but it's too late.

17. She declares that throughout their eight years of marriage, Torvald has treated her like a “doll” and decides to leave him, declaring that she must “make sense of [herself and everything around her.” She walks out, slamming the door behind her.