Today we learnt about Aboriginal theatre. We watched a short clip with depicted a story about a frog who drank all of the water and then the Aboriginal man and the animals had a meeting and tried ways to get the water back. They decided to make the frog laugh and no one could do so until an eel did a really funny dance and then they got all the water back (yay!)
We then had to get into groups and modernise this scene while still keeping the original aspects of the story. I honestly don't remember what my group did but I know it wasn't very good. Our feedback was to use our time more wisely and think more extensively about the task so we weren't forced to improvise a scene when the time came to perform it.
Type of Performing Spaces
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Ins and Outs of the Stage Vocabulary
On Stage- not on stage so not visible to the audience
Off Stage- on stage so visible to the audience
Wings- the sides of a theatre stage out of view from the audience
Line of Sight- a normally unobstructed line-of-sight between an intended observer (or spectator)(i.e. audience) and a stage, arena or monument.
Cyclorama- a circular picture of a 360˚ scene, viewed from inside
Back Cloth-
Trap Door- a hinged or removable panel in a floor, ceiling, or roof, usually used for surprise entrances and exits.
House Curtain- curtains at the very front of the stage
Curtain Call- the appearance of one or more performers on stage after a performance to acknowledge the audience's applause.
Fine Curtain-
Curtain Line- the line marking the position of the curtain when closed
Backstage- in or around the area behind the stage in a theatre, esp. the wings or dressing rooms.
Scenery Dock-
Bump In/Out- the process or preparing the theatre for a particular production or packing up the theatre after a production. It includes building the set, introducing props and costumes, and rigging the lights.
Calls-
Dressing Rooms- a room in which performers before, after, or during their performance.
Wardrobe Room-
Green Room- a room in the theatre in which performers can relax when they are not performing.
Types of Performance Spaces- Stage Positions
21/2/14- Week 4
Today we learnt about the different positions of the stage. They are:
- US- Upstage
- USR- Upstage Right
- USL- Upstage Left
- C- Centre
- CR- Centre Right
- CL- Centre Left
- DS- Downstage
- DSR- Downstage Right
- DSL- Downstage Left
- P- Prompt
- OP- Opposite Prompt
We then did an activity called 'island' where miss would call out a stage position and we had 5 seconds to put one foot on the block in that position or we were out. This helped us to learn our stage positions in a fun and creative way :)
Stage Positions
- US- Upstage
- USR- Upstage Right
- USL- Upstage Left
- C- Centre
- CR- Centre Right
- CL- Centre Left
- DS- Downstage
- DSR- Downstage Right
- DSL- Downstage Left
- P- Prompt
- OP- Opposite Prompt
Types of Performance Spaces- Created/Found Space
14/2/14 Week 2
Today we learnt about created/found spaces. These spaces utilise the environment around us to create performance spaces and can be created by modifying the environment. Created/found spaces are non-traditional- such as a basement of a building, the side of a hill, or even the street.
For today's main activity we had to find a part of the school that could be used for a performance space and then perform a short scene, using "the invitation" as our stimulus. This activity relates to the focus subject of the lesson as we were creating theatre spaces and learning how to perform on them. The desired outcome was to successfully perform an entertaining scene, using our created/found space.
My group did a scene based on the T.V show "The Bachelor". We performed our scene in the quad facing the basketball courts, and used the stairwell as a wing; we also used the seats where the audience was sitting during our performance. Our scene started with a recount of the "previous episode" with Amy doing a voice over and Ricky, Olivia, and I acting out what the voice over was saying using mime. Then, the two contestants (Olivia and I) were introduced and Ricky was asked to "invite" one of us to win the show by giving us the rose. In a twist of events Ricky chose the host. We utilised the elements of drama during this scene by: creating dramatic tension which built up when Ricky was deciding who to choose and then climaxed when he chose the host; and audience engagement as part of the performance took place within the audience itself.
Another group did a scene where the audience sat at a table and they used the table as if they were at a store sale and fighting for clothes. This created/found space was effective because it made you feel like you were a part of the action taking place in the scene.
The Elements of Drama
- Character- the representing of a three dimensional human being with a particular personality, characteristic and background.
- Role- the representing of a point of view, and identifying with a set of values and attitudes.
- Status- a character's position and standing, weighty or otherwise, within any grouping of people; e.g. high status as opposed to low status.
- Conflict- characters are in conflict when they have opposing purposes or objectives within the drama.
- Dramatic tension- the problems faced by a character: their relationships, the creation of surprise, the unfolding of mystery.
- Focus- the performer's focus in creating concentration and belief. The audience's focus on the dramatic situation.
- Place- the setting of the dramatic action.
- Time- the period in which dramatic action takes place.
- Situation- the circumstances the characters are in
- Space- the stage area, the spatial design of the set and the arrangement of the physical elements of the performance (e.g. where the actors are placed)
- Language- the verbal and non-verbal forms in which the dramatic action is conveyed.
- Moment- the control and manipulation of key moments in the dramatic actions (e.g climax.)
- Sound- the use of aural devices to enhance the performance.
- Rhythm- the manipulation of time through pace and tempo.
- Structure- the framework through which the content of the drama is presented.
- Symbols- the visual imagery of language, movement, gesture, objects and staging used to reinforce meaning.
- Atmosphere- the feeling or mood created by, and emerging through, the dramatic action.
- Dramatic meaning- the sum total of what is communicated between the performers and the audience.
- Audience engagement- the ultimate purpose of all the elements of drama.
Types of Performance Spaces
The Proscenium Stage- Can use lots of scenery for "realistic" visual "picture frame"
- More realism possible
- Easier to light (from one direction)
- Room backstage
- Uses traditional stage areas (upstage, downstage)
Proscenium Stages in Sydney
- Sydney Lyric Theatre
- Everest Theatre
- Sydney Opera House
- Sydney Theatre
- Drama Theatre
Thrust and Arena Stages
The thrust stage has the main body of a Proscenium stage with an apron that allows action to be viewed from three audience perspectives.
The Arena stage is a stage that can be viewed by the audience from 360˚- this means there are no entrances and exits covered by wings, meaning that performances on Arena stages tend to shy away from realism, as the stage allows for a more abstract and unique performance style.
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Thrust Stage |
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Arena Stage |
Created/Found Spaces
These spaces utilise the environment around us to create performance spaces and can be created by modifying the environment. Created/found spaces are non-traditional- such as a basement of a building, the side of a hill, or even the street.
Types of Performance Spaces- Thrust and Arena Stages/Space
12/2/14 Week 2
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Thrust Stage |
For a warmup up today, we had to come up with a short (20 second) scene in small groups, using the "You shouldn't talk to your mother like that" and space (from the elements of drama) to create tension within the scene. We then played with the spacing of the actors within the scene and found that this changed the relationship between the actors, and the relationship between the actors and the audience. For example, in the scene between Jessie, Bailey and Amy- Amy moved downstage and Bailey moved far upstage right: this created not only physical but also psychological distance between the two actors. When Jessie came into the scene she entered from upstage left right next to Amy- this showed that the two actors had a closer relationship. Also, the fact that Bailey was placed near the back makes the audience sympathise with Amy because she is much closer to them. Therefore, the relevance of this exercise was to show us how space affects the mood of the scene, the relationship between actors, and the relationship between the audience and the actors.
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Arena Stage |
We then got into larger groups and made up a different scene with the stimulus "disrespecting someone." We had to perform this scene on one of the two stages that we were learning about today- the Thrust or the Arena. The thrust stage has the main body of a Proscenium stage with an apron that allows action to be viewed from three audience perspectives. The Arena stage is a stage that can be viewed by the audience from 360˚- this means there are no entrances and exits covered by wings, meaning that performances on Arena stages tend to shy away from realism, as the stage allows for a more abstract and unique performance style.
The desired outcome of this activity was to successfully perform a scene using the stimulus and using the performance space given. My group performed as if we were on a thrust stage. We performed a scene where an operation was taking place in a hospital, during the operation the assistance runs outside to get equipment but is faced with an emergency so insists that the surgeon come and help quickly. While the surgeon is gone, a bystander steps in to complete the surgery, but obviously has no medical training, they "disrespect" the person by doing the wrong operation. A family member of the patient discovers the fake doctor and tensions rise. I feel that we successfully used the thrust stage to create focus by having the main action (the fake doctor doing the operation) pushed out towards the audience while in the background there was still action (the doctor and assistant trying to address the emergency.) We created tension between the characters by having the doctor be very impatient with his nervous assistant and by having a family member discovering the fake doctor in the act.
Another group performed on an arena stage, which utilised the elements of drama by allowing multiple conversations to happen at once, which can aid in building tension. It also allows the scene to have a chaotic mood as so much is happening at once. One disadvantage of the arena stage was that in many instances there was actors with their backs to the audience as there is 360˚ of audience surrounding them.
Types of Performance Spaces- Proscenium Stage
10/2/14 Week 2
We learnt about the Proscenium Stage:
The Proscenium Stage
The Proscenium Stage- Can use lots of scenery for "realistic" visual "picture frame"
- More realism possible
- Easier to light (from one direction)
- Room backstage
- Uses traditional stage areas (upstage, downstage)
Proscenium Stages in Sydney
- Sydney Lyric Theatre
- Everest Theatre
- Sydney Opera House
- Sydney Theatre
- Drama Theatre
Today we had to make up a scene using the word "carnival" as our stimulus. We then had to perform this scene as if we were performing on a Proscenium Stage. My group did a scene where two girls were at a carnival and are persuaded to play a game where they had to try and knock over all the bottles with a ball. They are both very competitive and decide to go head to head. Little do they know that the owner of the stall had rigged the game by gluing the bottles to the table. Later they discover this and chase him down and get their money back.
This activity utilises the elements of drama by making the actors think about the the space used, take on roles, create focus within the scene, build up tension between characters and the actors and audience, and by creating a mood or atmosphere. My group was aware of our spacing- we stood diagonal to the audience so when we were playing the game, our backs weren't to the audience. When Olivia and I were walking away from the game we spoke quieter so the focus went to Zach. We built up tension by hinting that the game was rigged, and having a short chase scene after Olivia and I's characters discovered Zach's character rigging the game; and also by having a competition between two characters, where Zach's character was making snide comments about our throws.
This activity was important to the topic because it allowed us to understand how performing on a Proscenium stage works. The desired outcome of this activity was to successfully produce a scene that has a climax of tension that is built up to, and to successfully perform this scene as if we were on a Proscenium stage. We didn't receive any corrections after our scene.
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