Skip to main content

Using Torches (Torch-ography)

This lesson we wanted to try and develop another idea from our list, this way we would have more than one piece of movement that we would be able place our attention on our idea of using torches, so this lesson we solely focused on this. Alice came up with the idea was inspired by the musical 'In the heights', specifically the number 'Blackout'. Although the video below is an amateur dramatic production (Spirit Young Performers Company) of the number, you can still see how they use the torches/lighters of the cast to create this really nice chaotic effect and how the idea that the characters are searching for each other . We thought we could implement this idea into our masterpiece, however in a much softer way (not chaotic) where our characters do not want to be in the light as they are insecure about themselves so it's a much more emotive interpretation of the use of torches.
.

Here is our piece that we developed this lesson:

We used the instrumental of Bastille's song 'Oblivion'. We wanted to use a song that was quite mellow as we wanted to create an atmosphere yet not hinder the audience's concentration on our movement. The song provided us with beats that we could use specific moments to create emotion in our movement i.e. at the start where we each turned our light on (0.04-0.14) and when the pace increased and we met in the middle of the stage (0.27-0.32). We tried to do this with lighting as we wanted the audience to be able to see us however it didn't feel like it expressed the same message  than it does when they can't see us- so we decided to use no lighting here.

You may be confused as to why we chose to jump out of the light and circle the light, this was to emphasise how insecure our 'characters' are about themselves and do no want to be in the spotlight, which is symbolic of attention. Portraying the message that if we can't accept ourselves then no one will- which is what most people with body dysmorphia can think.

R.A.D.S incorporation into this movement: 

Pathways across the floor- space- 0.16-0.27
Meet and Part- Relationship- 0.29-.0.34
Pivoting turn -Actions- 0.32-0.34
Travelling in a group- Actions- 0.34-0.40
Travelling as a transition- Actions- 0.38-0.40
Levels- Space- 0.40-0.45
Canon, with the lights- Relationships - 0.39-0.46
Side by side, waiting- Relationships- 0.40-0.47

We also hope to incorporate verbatim theatre into this piece of movement. We have written ideas that we could have on pre-recorded audio playing over our music that highlights what people with body dysmorphia think about on a daily basis. Cameron has software which allows him to multi-track audio so we could build up the amount of pre-recorded audio on top of each other to create a chaotic thought process towards the end of the this movement- however still keeping the beginning of this very mellow.

I would like our verbatim theatre to be genuine and not created by us. In between the end of this lesson and next, I am going to, at a lunch time, get as much people as possible to write down an insecurity of theirs- which we can record with our voices for audio. Although this may not be directly from people with body dysmorphia, it will still allow us to use their insecurities and apply them to our piece as if they were from actual people with the disorder.

For next lesson I think we should carry on developing this idea and maybe move onto a new idea which we can create, or re visit our old work now we have Chloe back in lesson.  
Labels:

Comments

Post a Comment

Popular posts from this blog

Exploring Slapstick Comedy

After exploring R.A.D.S, we then moved onto exploring slapstick comedy in movement. Slapstick is a stylistic type of movement that focuses on the exaggeration of actions, they become more lively and are also used to create humour. This lesson we focused on taking inspiration from the 1952 film 'Singin' in the Rain', targeting the number "Make em laugh" performed by Cosmo aka Donald O'Connor. After watching the video it was clear that most of his movements were very clumsy and silly however that was the sole purpose of them-to make the audience laugh, Though whilst he's movement was humorous Donald's expressions, posture and the way he carried his body had 100% dedication, his number was also full of  energy which kept the humour in place. After the video we was assigned into trios and 4's to come up with a short and set he task of creating our own version of a slapstick comedy, we thought it would be comical if we went with a love triangle...
Post a Comment
Read more

Skills Audit-Movement In Performance

Prior to this unit, I had only ever covered movement in class however this was in combination with other forms of performing arts such as scripted pieces, physical theatre etc, so I would say that I do have basic understanding of elements that make up movement/dance. I’ve also taken part in a school show which had a large amount of dance in it, so this was really useful as I hope to bring some of the skills I have learnt from it to this unit. Also just creating movement in class before this unit has allowed me to further develop my skills. In contrast, this unit will solely focus on movement in performance so I will need to make sure I am constantly deepening my knowledge of these familiar skills. One major skill that I wish to enhance is my musicality; I would say I’m more comfortable performing on my own when it comes to movement as the being one beat behind is less noticeable compared to when you are in a group, you are easily distinguishable. I do find that there are many causes as...
Post a Comment
Read more

Evaluation- Movement in Performance

Evaluation Throughout the Movement unit I feel as though I have shown consistent growth and development of my skills within movement. At the start of this unit I set out to improve certain skills/action that I felt needed more exploration or that I had simply never used them within a performance, using workshops that specified in the elements of R.A.D.S, other factors within movement and devising our own work has allowed me to specifically focus on my skills. They were: 1. Work on my musicality 2. Explore Projection within movement 3. Amplify my full body participation Work on my musicality I feel the improvement of this skill is very clear within our final performance. I maintained focus with the music and listened out for certain beats which triggered certain movements, keeping focus of the music meant that my timing was also on time, however at 1.10 you can see me and Cameron turn around too soon, I feel as though this was a result of not enough practice of this very ...
Post a Comment
Read more