Creating a mirror

This lesson we decided to focus on my part of our piece. As a group we had decided that we wanted to each represent a some sort of character that as a type of body dysmorphia, I wanted to focus on the issues that surround transgender people, focusing on the the way they feel- they're born in the wrong body. Alice was going to take part in my piece so we was given ownership over this part of our masterpiece. Alice suggested that we use a number from the hit musical 'Kinky Boots', called 'I'm Not My Father's Son'. Although this song is about being a drag queen, we believed that the lyrics still transmit the same notion as it would to a transgender person in some way. We did try and devise some movement to the original soundtrack however we soon discovered that it was too fast for us so we considered looking for another version, luckily we came across an acoustic version which we decided to go with- the acoustic version also gave us the right tempo for our movement. Here is the the piece of music we will be using:

We wanted to work with the idea that Alice is my reflection in a mirror, we did try and find a mirror online however they would not arrive in time for our final performance, so we ventured under the stage to try and find an alternative. Fortunately, we did find a frame of wood that would be suitable, screwing it to a stage block this created a pretend mirror that we could work with.

Here is the video below of what we developed this lesson. As you can see we did use many aspects of R.A.D.S. Focusing mostly on Relationships here, we used back-to-back, mirroring, unison and also interaction when we both touch each other. We also use aspects from Dynamics here as well for example, once i cross through the mirror we use lots of free & bound movements like the turning into each other, and the raising of the hand. Sudden movements such as bringing our knees towards our heads as well, created diversity within this short piece.

For next lesson we need to complete our torcho-graphy piece, running it through with our new piece of music, then create a running order of our whole masterpiece. So far we have created these really good pieces but there are no transitions into one another so far.

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Completing our Torchography

This lesson we wanted bock the torch-ography, we have spent a lot of time on this part of our masterpiece. So much so that other parts of our masterpiece are incomplete which is why we desired to complete it this lesson, this will give us time to go over everything in a running order and polish other parts for our final performance. Before this lesson began our producer noted that this piece is very physical theatre-ish and suggested that we include more contemporary/lyrical dance in it. Lyrical dance is when a movement as a meaning to it and it is impactful for the audience, much more 'dramatic' in some sense where as movement in Physical theatre is usually used to portray something rather than carrying a message behind it. We also had to take into account that we needed to incorporate more R.A.D.S into our pieces, so we decided to add some more Dynamic movements. At 0.52 you can see our inclusion of light weighted movements, flicking and sustained movements also. All of

Ideas & Influences

This lesson we decided to come up with a new idea. We are becoming stripped for time and we need to make sure we have a piece for each of us, so making progress is our objective. So far we have one for Chloe (Experimenting with Mirrors) and our group torch-ology. We thought it'd be efficient if we move onto Alice's idea. We have each created a representation of body dysmorphia that we are each going to represent. They are: Alice - Representing the idea that girls HAVE to be beautiful and conform to societies version of 'beautiful' and what defines it. Will - Is taking on the same idea as Alice, however focusing on the expectations from the male gender's perspective i.e. what it takes to be a real man in society e.g. masculinity, being muscly. Chloe - is exploring the idea how social media sometime forces us to become self-obsessed and how we value our appearance the most over other qualities like personality etc. Cameron - is going to convey th

R.A.D.S- Action

This lesson was focused on the Action in R.A.D.S. Again, there are key words for Action and they are: Elevation Jump Landing Hop Preparation Take off Leap Two feet to one Two feet to two One foot to two Turns Twisting Whole body turn Rolling Pivoting Spinning Travel In a Group Rolling Stepping Slidding With a partner Walking, Running Technical, pedestrian Stylistic differences As a transition Gesture Functional (e.g. beckon, nod, salute) Non functional (e.g. abstract) Conversational (e.g. gesticulate, social e.g. hug) Emotional (e.g. wring hands) Stillness and falling Pause Shape Tableaux Use of centre to aid balance On and off balance Suspension Fall and recovery After learning the words for Action we was then put into pairs with an assigned word we had to focus on as well as a stimulus which was a picture of two elderly people walking in opposite directions however their shadows casted their younger selves. Me and Chloe

Single-Movement in Performance

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