Sunday, 12 March 2017

Thursday Evaluation

Today was the day we were preforming our living gallery pieces, alongside our big performance. as we were rehearsing all day for our main performance we were given half an hour at the end to work on our living galleries. unfortunately my partner and I were unable to print off optical illusions to be put around the room, so we decided that we would focus more on our physical movement and how we connect to portray our message across. when rehearsing we started off facing each other and because the light were off and there was light shining on us we clocked our shadows and we brought in an idea of using our shadows as well as physical movement to connect with the audience. we eventually created a 2 minute motif that we would repeat as our whole piece.

what went well...
I felt that our piece was a success and we were confident with our movements and the message we were giving off, surprisingly the times we were not facing each other we were in time with our movements. there were no mistakes that were made and I felt that my partner and I were completely focussed throughout, even when performing my partner and I felt a connection between us which echoed through the room and made our living gallery more stronger.

Even better if...
It would of been better if there were optical illusions all around so the audience members would have more to look at,I felt like it would  of been more intriguing to watch and the audience would of clasped the idea of what we were showing quicker. I would of also made our physical motif longer but because we didn't have a lot of time to have make it, it was quite short. The voice recording wasn't that loud because we weren't able to get a speaker so we played it through a laptop, but then again it came to our advantage because it was more engrossing because you could hear the sound of the water when we were putting it on our faces and the gentle drips of it when it left our faces.

Audience comments/ reactions
My partner and I were given back a lot of positive comments, commenting on our shadow use and how it pulled them in to want to know more about what we were portraying, there were more comments on physical movement saying how they saw our commitment and saw how focussed we were and they were able to understand our message and there was one comment about our recording saying that the poem we were reading was beautiful and it really connected with what we were doing and emphasised/ strengthened our performance.





Thursday lesson 2

This lesson we were discussing all of our living galleries and then went around the school and had to note down three rooms or spaces we would like to use for them, we took pictures. my partner and i found a small musical theatre practice room that would be a perfect size to use, the next room we found was a peri room that was smaller than the musical theatre practice and the last was the theatre storage room where the audience would watch from outside the door we chose these spaces because we don't feel like we had to use a big room for our living gallery and the smaller the room the more impact will have on the audience. when coming back to the lesson we discussed the name we were going to call our pieces and my partner and i agreed on the name ' Colour blind' its a play on words as we are both communicating to our viewers that they do not appreciate colour while using a phrase that is used to describe people that cannot see certain colours. we went over the props list we would need for this; UV paint, water, two bowls, towel, optical illusions, small lights and a speaker to play the voice recording.


What is colour blindness?
Colour (color) blindness (colour vision deficiency, or CVD) affects approximately 1 in 12 men (8%) and 1 in 200 women in the world. In Britain this means that there are approximately 2.7 million colour blind people (about 4.5% of the entire population), most of whom are male.
There are different causes of colour blindness. For the vast majority of people with deficient colour vision the condition is genetic and has been inherited from their mother, although some people become colour blind as a result of other diseases such as diabetes and multiple sclerosis or they acquire the condition over time due to the aging process, medication etc.
Normal Vision
Tritanopia

Most colour blind people are able to see things as clearly as other people but they unable to fully ‘see’ red, green or blue light. There are different types of colour blindness and there are extremely rare cases where people are unable to see any colour at all.


https://www.youtube.com/watch?v=FKSOe5NK_qQ

Thursday lesson 3

Within this lesson we were able to go to our allocated spaces we were given to perform our living gallery, my partner and I came up with the idea that, in the room it will be dark, there will be optical illusions all around the room with lights around it and in the middle will be one of us with uv paint and the other with water in front of us and facing either side of each other, for this we have arranged to do physical movement where we connect with each other and we end up on the opposite side of where we end up putting uv paint/water on us, as this is  going on there will be a repetitive recording of us reading a poem about all the different colours. our living gallery is trying to emphasise on the point that we don't always see everything such as when you see light you would just see white but making up that white light are many different colours. this session was productive and we were very confident with what we were doing.

An optical illusion is an illusion caused by the visual system and characterized by visually perceived images that differ from objective reality. The information gathered by the eye is processed in the brain to give a percept that does not tally with a physical measurement of the stimulus source. There are three main types: literal optical illusions that create images that are different from the objects that make them, physiological illusions that are the effects of excessive stimulation of a specific type, and cognitive illusions, the result of unconscious inferences. Pathological visual illusions arise from a pathological exaggeration in physiological visual perception mechanisms causing the aforementioned types of illusions.
Image result for optical illusionsImage result for Optical Illusions Eye TricksImage result for Cool Optical Illusions

https://www.youtube.com/watch?v=v8O8Em_RPNg

Wednesday, 22 February 2017

Tuesday pefromance evaluation

Today was our show day and for the whole day we were just rehearsing our piece and making sure everyone knew what was going on and the running order of the piece, when running through we were in our costumes that we would be wearing later on that day - bunny ears and in all black. before rehearsing we did an activity just to warm us up and lighten up the mood, we were asked to go into pairs and make up a game that only consisted of two people, after this we tried playing some of the games that were made up and they were very fun. one was to hug each other and try and touch each others elbow while being connected and the other was to have your partner facing opposite to you on the floor and have bunny tails around our feet and we have to try and take them off each others feet.

what went well?
I was proud of the end result of our show, I thought it went very well and everyone put their all in it, we were all bouncing off each other and all of our focus was too a high standard, we were so engaged in the performance that there was not one bit where we lost focus or were lost on what to do. it was very fun and an amazing experience, especially reliving all our childhood memories, when looking at the audience members all I could see were smiles and laughs which strengthened the piece more because that was the reaction we were looking for, everything went to plan and the audience got involved a lot, all I could sense was joy in the atmosphere and that reflected a lot within the piece. we were all fully committed and in the room we performed there was a strong spiritual connection between us all.

Even better if...
I don't feel there were any flaws within our performance, but I feel like if it was longer and we got the audience involved a little bit more then it would of been to a great standard, I feel like we should of put a bit more emotion and feelings into our movements when we heard a specific type of music so it showed that the music was flowing through us and we could feel the rhythm flowing through our bodies. at some points I felt as if the emotion we were trying to portray was by force because that what we rehearsed, so if it was natural then it was of had an organic element to it.

Audience comments/reactions
All of the audiences faces were filled with joy while watching the whole piece but at one point I saw a few tears and that was the part where we were reaching up asking for our mummy's to help us, but besides that we had a good reaction and a lot of involvement, after the show when talking to some of the audience they were thanking us because we made them relive their childhood and that they really enjoyed it, a few said it had really touched them and changed the way they see life, they said that they wouldn't take life as seriously and that even though in society they are considered an adult in their heart they will always be a child and by watching our performance it made it more apparent to them.

Overall, I really enjoyed being part of something special and awakening other people to see that they should just have fun and making people and myself relive their childhood, by seeing other people happy made me happy and made the atmosphere in the room 10x better. I feel like I am a lot closer with the people in my class and have learnt a lot about them individually and as a group.


Tuesday lesson 5

this session was our last session before the day of the show, so this session we were just rehearsing and polishing things up, we started off the piece with doing misorgi and eating fruit while this was being done some people were allocated lines to explain what we were doing and why. next someone was explaining Samadhi and performed it by cleaning their teeth. after going through the opening a few times, our teacher was sure that we were ready, when we came back from our break we were told we were going to perform our whole piece to an audience, even though lines were just distributed we were still confident. this was our first time performing to an audience and I am proud to say that it went well, I felt that because we had an audience we got more into our piece and there was more of a group connection. our audience were very truthful when they gave back our feedback and said they found it very unusual but it was good at the same time and all that was crossing their minds was to join in because they said it looked fun. one said that it brought them back to their childhood when they were younger when we did the hokey cokey, they understood what we were exploring in our piece and found it very fascinating how we portrayed that by doing many different things. the only thing that we got as critisim is that at certain points i.e. when we are doing our tribal dancing we should involve the audience so they could join in on the fun and have a laugh with us  and by not involving them they felt disconnected. later on we spent the rest of the day working on the opening sequence, as a whole I thought the day was very productive and we were able to accomplish a lot and add on things to make our piece better.

Tuesday lesson 4

after partaking in misorgi, and stretching. our first activity as a class was to do the 'Hokey Cokey' at first we were confused with the request but when partaking in it, I felt my childhood flash before my eyes and my emotions became very apparent; I was so happy and the whole class seemed to be having a good time, at no point did anyone not looke interested. from this we did an exercise called 'The Game' this 'game' gave us freedom because it had no rules and was based on working on the spot- improvisation. We all created a big circle and someone would go and play the song that brings them joy and anyone that felt comfortable to go in the middle and start an impro scene. during this task I didn't go into the middle because I didn't feel comfortable to and I felt that it was pressurising and I didn't feel the connection I felt last time in the lesson.

Following from this exercise, we got into pairs and was instructed to hold their hands then close our eyes and walk away from them, then try to find them by using touch, this exercise was intended on working on our touch senses and having to really feel a persons hands to differentiate them from others, most of us were able to find our partner and somehow this made us connect more spiritually because we found each other through touch. we started an unusual exercise where we stayed with the partner we were with but this time we started a game called 'Get of my back' this game consisted of being behind your partner and pushing their back at any time and whenever you push them, your partner would say ''get off my back''. this game for me was annoying because a push was spontaneous and because I didn't know when it was going to happen it made me agitated because it kept on surprising me and also someone was pushing my back, this caused me to put more aggression when we swapped over so that my partner realised how I felt when I was in that position. Stuart explained that some companies do this exercise for hours so we should empathise with the people this happens to. another exercise that we did was called ' mummy help me' where we would be in child's position but our hands would be reaching up, and we would repeatedly say mummy help me, personally I hated this exercise because it caused me pain and it did bring me to tears because it caused my emotions to overwhelm and it made me think of my mum and how much I love her and how much she means to me. when Stuart asked us to stop and I dropped my arms I felt restless and drained and I couldn't catch my breath, Stuart explained that a practioner used this because it is the theatre of cruelty. to end this session we ran through our whole piece with another theatre teacher watching us, after he gave us beneficial, helpful feedback; he said he wanted to join us and it was encapturing  because he felt like a child again and it looked very playful, this feedback made the cast happy because it was our first run through and already we knew that the message we were trying to portray came across clearly.

to end the day we went to the science lad where we will be performing our opening- surfing in the usa, beach boys and blocked the movements we will be doing to the song we then started watching our small group performances that will follow after the physical theatre piece. this rehersal was very productive and we had an idea of what our show was going to look like.

Saturday, 18 February 2017

How the brain works

Our brain contains billions of nerve cells arranged in patterns that coordinate thought, emotion, behavior, movement and sensation.

Deep folds and wrinkles in the brain increase the surface area of the grey matter, so more information can be processed. 

Your brain's hemispheres are divided into four lobes.
  • The frontal lobes control thinking, planning, organizing, problem solving, short-term memory and movement.
  • The parietal lobes interpret sensory information, such as taste, temperature and touch.
  • The occipital lobes process images from your eyes and link that information with images stored in memory.
  • The temporal lobes process information from your senses of smell, taste and sound. They also play a role in memory storage.
Structures deep within the brain control emotions and memories. Known as the limbic system, these structures come in pairs. Each part of this system is duplicated in the opposite half of the brain. 
  • The hypothalamus controls emotions. It also regulates your body's temperature and controls crucial urges — such as eating or sleeping.
  • The hippocampus sends memories to be stored in appropriate sections of the cerebrum and then recalls them when necessary.

This term in our Tuesday's experimental lessons we are devising a piece focusing on how music can affect the brain, as of this I went to do research into this and this is what I found:



Happy/sad music affects how we see neutral faces:

We can usually pick if a piece of music is particularly happy or sad, but this isn’t just a subjective idea that comes from how it makes us feel. In fact, our brains actually respond differently to happy and sad music.
Even short pieces of happy or sad music can affect us. One study showed that after hearing a short piece of music, participants were more likely to interpret a neutral expression as happy or sad, to match the tone of the music they heard. This also happened with other facial expressions, but was most notable for those that were close to neutral.
Something else that’s really interesting about how our emotions are affected by music is that there are two kind of emotions related to music: perceived emotions and felt emotions.
This means that sometimes we can understand the emotions of a piece of music without actually feeling them, which explains why some of us find listening to sad music enjoyable, rather than depressing.



Ambient noise can improve creativity

We all like to pump up the tunes when we’re powering through our to-do lists, right? But when it comes to creative work, loud music may not be the best option.
It turns out that moderate noise level is the sweet spot for creativity. Even more than low noise levels, ambient noise apparently gets our creative juices flowing, and doesn’t put us off the way high levels of noise do.
The way this works is that moderate noise levels increase processing difficulty which promotes abstract processing, leading to higher creativity. In other words, when we struggle (just enough) to process things as we normally would, we resort to more creative approaches.
In high noise levels, however, our creative thinking is impaired because we’re overwhelmed and struggle to process information efficiently.
This is very similar to how temperature and lighting can affect our productivity, where paradoxically a slightly more crowded place can be beneficial.

3. Take this one with a grain of salt, because it’s only been tested on young adults (that I know of), but it’s still really interesting.
In a study of couples who spent time getting to know each other, looking at each other’s top ten favorite songs actually provided fairly reliable predictions as to the listener’s personality traits.
The study used five personality traits for the test: openness to experience, extraversion, agreeableness, conscientiousness and emotional stability.
Interestingly, some traits were more accurately predicted based on the person’s listening habits than others. For instance, openness to experience, extraversion and emotional stability were the easiest to guess correctly. Conscientiousness, on the other hand, wasn’t obvious based on musical taste.

Music training can significantly improve our motor and reasoning skills

We generally assume that learning a musical instrument can be beneficial for kids, but it’s actually useful in more ways than we might expect. One study showed that children who had three years or more musical instrument training performed better than those who didn’t learn an instrument in auditory discrimination abilities and fine motor skills.
nrn2152-f1
They also tested better on vocabulary and nonverbal reasoning skills, which involve understanding and analyzing visual information, such as identifying relationships, similarities and differences between shapes and patterns.


Tuesday lesson 3

at the beginning of this session as usual we started with misorgi. all of us are familiar with this so there was no need for our teacher to direct us on what to do. furthermore, as we have done it previous times, we have gotten use to the fact that at the start of our lessons we will always be doing this. also being introduced to misorgi has strengthened my devising and focusing skills.

the week before we were asked to either bring in something that brings us joy or a piece of music that brings us joy. following on from this, we were asked to get into pairs and make a small circle between ourselves using the items that bring us joy; if it we didn't bring in an item and found a song instead, we used our headphones to create the circle. when our partner was in the circle we were requested to watch and listen to the song or to why the item brings the person joy. The partner I was with - Gabriel, was playing the song 3005 by Childish Gambino, he said the song brings him joy because it gets him in the mood to dance and because he knows the song so well every time it is played, even in a public space he always raps to it, because I am familiar with the song when he first started playing it I began to smile and rapped along with it as well, this is significant because it made us feel connected and more comfortable with ourselves because we know the song. my song was Location by Khalid, the reason why this song brings me joy is because it creates a relaxing atmosphere and the artist has a very unique beautiful voice. the exercise was very unusual but effective because it brought you out of your comfort zone and knowing someone else's song of happiness made me happy, and somehow created a connection because a smile or the emotion happiness is something valuable and nice.

the following exercise was interesting because we were instructed to give our partner actions to do but first with words, then sounds and finally through using our mind. this exercise was to work on our listening skills and making us bond. I found this a really fun exercise to do especially when not using words because it was interesting to see my partners response to sounds/ when using our mind to communicate it made me realise that people will not always have the same reaction to things as you would and it also awakened me because it's all about patience and not everything should be rushed.

to end that session we did a big improvisation including the whole class, everyone was instructed to use their object/song that brings them joy. the improvisation was fun to be part of because it was spontaneous, but there were moments were it became a bit messy and too much was going on, our teacher, Stuart asked some people to leave the circle and allow the improvisation circle to breathe before they were ready to go back in.

Things I enjoyed in the improvisation:
-Nansi's counting
- Benji, Jimmy and Joe's singing
- biscuits and party rings
- Jake riding on his bike around the room
- Elijah jumping up to fake love
- Tribal dancing and singing as a whole class
- Joe's harmonica
- Fairy lights



I found this exercise intriguing because the circle held a lot of emotions and majority were joyful, people were bouncing off each others mood and we were working hard together, there were no points where we were left unsure of what to do, everyone was committed and were open to ideas and had spontaneous ideas which we all worked around to make it look good. there were a lot of valuable bits and those bits are the things we will include in our final piece.

Lastly, we watched two videos about how music affects the brain ' This is your brain on music' by Life Noggin and another which I didn't catch the name of but was similar to the first.

- love, sex, drugs + music release the same chemicals
- motion & movement = emotion & feelings
- music changes your mood
- playing instruments make you smarter
- music affects how we see the world


at the end of the day we devised a physical theatre sequence that would be included in our final piece we used the song Surfing in the USA by the Beach Boys, after this was created we were broken down into small groups and we were all given a stimulus that we had to use to create scene on how music affects our mind. my group and I hadn't thought of any ideas this session. the session as a whole was successful and easy going because we managed to devise the first bit of our show and also learn a lot about each other and learn more about our brains.

Research

Peter Brook


Peter Stephen Paul Brook was born 21 March 1925, Brook was born in the Turnham Green area of Chiswick, London. He is an English theatre and film director who was based in France since the early 70s. He  won multiple Tony and Emmy Awards, a Laurence Olivier Award, the Praemium Imperiale, and the Prix Italia. He is called "our greatest living theatre director".

With the Royal Shakespeare Company, Brook directed the first English language production of Marat/Sade in 1964. It transferred to Broadway in 1965 and won the Tony Award for Best Play, and Brook was named Best Director.

He directed Dr Faustus, his first production, in 1943 at the Torch Theatre in London, followed at the Chanticleer Theatre in 1945 with a revival of The Infernal Machine. In 1947, he went to Stratford-upon-Avon as assistant director on Romeo and Juliet and Love's Labour's Lost. From 1947 to 1950, he was Director of Productions at the Royal Opera House, Covent Garden.

In 1970, with Micheline Rozan, Brook founded the International Centre for Theatre Research, a multinational company of actors, dancers, musicians and others which travelled widely in the Middle East and Africa in the early 1970s. It has been based in Paris at the Bouffes du Nord theatre since 1974. In 2008 he made the decision to resign as artistic director of Bouffes du Nord in 2008.

Image result for peter brook


Antonin Artaud



Antoine Marie Joseph Artaud, also known as Antonin Artaud ( 4 September 1896 – 4 March 1948), was a French dramatist, poet, essayist, actor, and theatre director,widely recognised as one of the major figures of twentieth-century theatre.

In March 1920, Artaud moved to Paris to pursue a career as a writer, and instead discovered he had a talent for avant-garde theatre. While training and performing with directors, he continued to write both poetry and essays. At the age of 27, he mailed some of his poems to the journal La Nouvelle Revue Française; they were rejected, but the editor, Jacques Rivière, wrote back seeking to understand him, and a relationship via letters developed.  Correspondance avec Jacques Rivière, was Artaud's first major publication.

Artaud cultivated a great interest in cinema as well, writing the scenario for the first surrealist film, The Seashell and the Clergyman (1928), directed by Germaine Dulac.  The monk Massieu in Carl Theodor Dreyer's The Passion of Joan of Arc (1928).

In 1926-28, Artaud  produced and directed original works by Vitrac, as well as pieces by Claudel and Strindberg. The theatre advertised that they would produce Artaud's play Jet de sang in their 1926-1927 season, but it was never mounted and was not premiered until 40 years later. The Theatre was extremely short-lived, but was attended by an enormous range of European artists.

In 1931, Artaud saw Balinese dance performed at the Paris Colonial Exposition. Although he did not fully understand the intentions and ideas behind traditional Balinese performance, it influenced many of his ideas for theatre. Also during this year, Artaud's "First Manifesto for a Theatre of Cruelty" was published in La Nouvelle Revue Française; it would later appear as a chapter in The Theatre and Its Double. In 1935, Artaud's production of his adaptation of Shelley's The Cenci premiered. Les Censi was a commercial failure, although it employed innovative sound effects-including the first theatrical use of the electronic instrument the Ondes Martenot—and had a set designed by Balthus.

After the production failed, Artaud received a grant to travel to Mexico, where in 1936 he met his first Mexican-Parisian friend, the painter Federico Cantú, when Federico Cantu gave lectures on the decadence of Western civilization. Artaud also studied and lived with the Tarahumaran people and experimented with peyote, recording his experiences, which were later released in a volume called Voyage to the Land of the Tarahumara. (In 1976, an English translation was published under the title The Peyote Dance.) The content of this work closely resembles the poems of his later days, concerned primarily with the supernatural. Artaud also recorded his horrific withdrawal from heroin upon entering the land of the Tarahumaras. Having deserted his last supply of the drug at a mountainside, he literally had to be hoisted onto his horse and soon resembled, in his words, "a giant, inflamed gum". Artaud would return to opiates later in life.

In 1937, Artaud returned to France, where he obtained a walking stick of knotted wood that he believed belonged not only to St. Patrick, but also Lucifer and Jesus Christ. Artaud traveled to Ireland, landing at Cobh and travelling to Galway, in an effort to return the staff, though he spoke very little English and was unable to make himself understood. He would not have been admitted at Cobh, according to Irish government documents, except that he carried a letter of introduction from the Paris embassy. The majority of his trip was spent in a hotel room he was unable to pay for. He was forcibly removed from the grounds of Milltown House, a Jesuit community, when he refused to leave. Before deportation he was briefly confined in the notorious Mountjoy Prison. According to Irish Government papers he was deported as "a destitute and undesirable alien".[7] On his return trip by ship, Artaud believed he was being attacked by two crew members and retaliated. He was arrested and put in a straitjacket.

His best-known work, The Theatre and Its Double, was published in 1938. This book contained the two manifestos of the Theatre of Cruelty. There, "he proposed a theatre that was in effect a return to magic and ritual and he sought to create a new theatrical language of totem and gesture - a language of space devoid of dialogue that would appeal to all the senses."[8] "Words say little to the mind," Artaud wrote, "compared to space thundering with images and crammed with sounds." He proposed "a theatre in which violent physical images crush and hypnotize the sensibility of the spectator seized by the theatre as by a whirlwind of higher forces." He considered formal theatres with their proscenium arches and playwrights with their scripts "a hindrance to the magic of genuine ritual."[9]

Final years

The return from Ireland brought about the beginning of the final phase of Artaud's life, which was spent in different asylums. When France was occupied by the Nazis, friends of Artaud had him transferred to the psychiatric hospital in Rodez, well inside Vichy territory, where he was put under the charge of Dr. Gaston Ferdière. Ferdière began administering electroshock treatments to eliminate Artaud's symptoms, which included various delusions and odd physical tics. The doctor believed that Artaud's habits of crafting magic spells, creating astrology charts, and drawing disturbing images were symptoms of mental illness. The electroshock treatments created much controversy, although it was during these treatments—in conjunction with Ferdière's art therapy—that Artaud began writing and drawing again, after a long dormant period. In 1946, Ferdière released Artaud to his friends, who placed him in the psychiatric clinic at Ivry-sur-Seine.[6]

Artaud was encouraged to write by his friends, and interest in his work was rekindled. He visited an exhibition of works by Vincent van Gogh which resulted in a study Van Gogh le suicidé de la société [Van Gogh, The Man Suicided by Society], published by K éditeur, Paris, 1947 which won a critics' prize.[10] He recorded Pour en Finir avec le Jugement de dieu [To Have Done With the Judgment of God] between 22 and 29 November 1947. This work was shelved by Wladimir Porché, the director of the French Radio, the day before its scheduled airing on 2 February 1948. The performance was prohibited partially as a result of its scatological, anti-American, and anti-religious references and pronouncements, but also because of its general randomness, with a cacophony of xylophonic sounds mixed with various percussive elements. While remaining true to his Theatre of Cruelty and reducing powerful emotions and expressions into audible sounds, Artaud had utilized various, somewhat alarming cries, screams, grunts, onomatopoeia, and glossolalia.

As a result, Fernand Pouey, the director of dramatic and literary broadcasts for French radio, assembled a panel to consider the broadcast of Pour en Finir avec le Jugement de dieu. Among the approximately 50 artists, writers, musicians, and journalists present for a private listening on 5 February 1948 were Jean Cocteau, Paul Éluard, Raymond Queneau, Jean-Louis Barrault, René Clair, Jean Paulhan, Maurice Nadeau, Georges Auric, Claude Mauriac, and René Char. Although the panel felt almost unanimously in favor of Artaud's work, Porché refused to allow the broadcast. Pouey left his job and the show was not heard again until 23 February 1948 at a private performance at the Théâtre Washington.

In January 1948, Artaud was diagnosed with colorectal cancer. He died shortly afterwards on 4 March 1948, alone in the psychiatric clinic, at the foot of his bed, clutching his shoe. It was suspected that he died from a lethal dose of the drug chloral hydrate, although it is unknown whether he was aware of its lethality. The clinic is located in Ivry-Sur-Seine, which is a commune in the southeastern suburbs of Paris. Thirty years later, French radio finally broadcast the performance of Pour en Finir avec le Jugement de dieu.

Image result for antonin artaud

Jerzy Grotowski.


Jerzy Marian Grotowski 11 August 1933 – 14 January 1999) was an innovative Polish theatre director and theorist whose approaches to acting, training and theatrical production have significantly influenced theatre today. He was born in Rzeszów, in South-eastern Poland in 1933 and studied acting and directing at the Ludwik Solski Academy of Dramatic Arts in Kraków and Russian Academy of Theatre Arts in Moscow. He debuted as a director in 1959 in Kraków with Eugène Ionesco's play Chairs and shortly afterwards founded a small Laboratory Theatre in 1959 in the town of Opole in Poland. During the 1960s, the company began to tour internationally and his work attracted increasing interest. As his work gained wider acclaim and recognition, Grotowski was invited to work in the United States and he left Poland in 1982. Although the company he founded in Poland closed a few years later in 1984, he continued to teach and direct productions in Europe and America. However, Grotowski became increasingly uncomfortable with the adoption and adaptation of his ideas and practices, particularly in the US. So, at what seemed to be the height of his public profile, he left America and moved to Italy where he established the Grotowski Workcenter in 1985 in Pontedera, near Pisa. At this centre he continued his theatre experimentation and practice and it was here that he continued to direct training and private theatrical events almost in secret for the last twenty years of his life. Suffering from leukemia and a heart condition, he died in 1999 at his home in Pontedera.

Biography
Jerzy Grotowski was born on 11 August 1933 in the city of Rzeszów, Poland. When the war came in 1939, the strong familial bond that the family shared was severed. His father entered the war and did not return, and his mother, brother and himself moved to the small village of Nienadówka. It was in Nienadówka that the young Grotowski had several essential experiences that would shape him and his work in the future. His mother was also of great influence, with her strong opinions on unity and community.

Image result for jerzy grotowski
source: wikipedia

Monday, 23 January 2017

Tuesday lesson 2

Again we began the lesson cleansing the nine holes- misorgi, we did this exercise at our own pace and when finished we spent five minutes eating fruit. leading on from this there we did stretches held by two class members and Stuart that created balance and created the body; the boat- takes you right down to the stomach and up to the tips of the toes. we followed by doing an ensemble exercise, where  half of the room alternated to close their eyes and every time they got touched on the shoulder by a person they would fall into a trust fall this created a connection between us all and made us more comfortable within ourselves and the people that were catching us. exploring the use of trusting someone and putting our weight on one another and this exercise could be used metaphorically because your given your trust to someone physically and mentally, once this trust has been formed it can be transferred into other aspects into other learning and teaching.


we moved on to an exercise based on complicite but Stuarts interpretation of it, complicite physically focus on exploring the space and getting used to the space before using it, their ethos is about the body in the space, they focus on things like sculptures and dancing and use it as their stimulus. they were inspired by Jack Cox. they are about adventure and play and they make strong and powerful plays. The exercise is called ' Shoal of fish' where when octopus is called out that means work singular on a movement, dolphin- work as a small group and do the same movement and when moonfish is called out we work as a whole class and do the same movement, the exercise is meant to explore, combining and then bring everyone together. its about giving and taking and merging ideas together to combine movement, sharing movement and collaborating and making one movement. it links to contact improvisation because you're working with someone else and it forces you to improvise your ideas hoping that'll work, you have to really focus on yourself and listen to other people to create a good movement.

In the third lesson we started discussing our show and our teacher explained further about how the show is about how we react to music and how it can affect us individually, in this a lot of responses were given such as people listen to music to emphasis their emotions they are feeling at that time and one was it takes them to another world and they feel free and relaxed.

Thursday lesson 1

 I wasn't able to go to Tate modern, so I didn't really have a picture of what I wanted to use that links to the brain/ mind, in this project I decided to go in a pair because as a solo I feel like I wouldn't be able to perform my best. My partner and I chose a picture where at different angels it projects different colours. when i looked at the image i took a lot from it, i thought of the sun and the sea because of the contrast of the colours, i also connoted purity and darkness this is due to the angle and lighting. 







we started discussing what our workshop could consist of and at the end of the lesson we came up with many ideas that we want to develop more on such as mirroring each other; one of us washing our face with water and the other using uv paint we want to put emphasis on the point that we don’t always see the colour in everything, so we decided to use sensory to show that, we also have an idea of putting optical illusions all around the room so it seems like a gallery, all the pictures will be different and we intend to do this because not everyone can see what another person sees due to their brain/mind so we found this interesting to see how differently people can see certain things differently, our final idea is to get A2 paper and write/ draw different things that can only be seen if uv light is shone upon it, this another way of portraying to the audience that not everything can be seen and we are blind/ aware to most things around us.

Tuesday lesson 1

Lesson 1:
Yoshi Oida (a member of Peter Brook's International Centre for Theatre Research) the invisible actor, throughout the lesson there was music playing in the background that lasted for eternity.

we started the lesson by taking five minutes eating fruit and relaxing then doing stretches that were ran by another classmate in the lesson.

Misorgi-Cleansing the room, our bodies and our minds.
We entailed on clearing the room and putting our bags and other objects in one section of the room so we had enough space for us to lay down in semi supine by cleansing the room it made it a more professional working space and there was little to know visual obstacles, before laying down we were asking to collect a plastic reusable cup and fill it up with water and have it by our side when in semi supine, while having our eyes closed we were asked to focus on our breathing and the music playing in the background. As we continued to focus on our breathing we were instructed to dip our fingers into water and to massage our eyes, nose, mouth, ears and our centre, the hara. This would help us ease the any tension within those part of the body and to spiritually clean us inside and out and prepare us to work.

Samadhi- Focusing on just one thing.

We were asked to find a space and close our eyes, we then were asked to clear our minds and join our finger tips together, this was a very difficult exercise because we had to only focus on our finger tips touching and how it felt, I also found it difficult because I get easily distracted so I found myself drifting and thinking of other things. I found this exercise very useful because it is a very good way to test your focus and even build up upon it.

another activity we did was to find a space standing, close our eyes and to walk, this activity was walking into nothing, the activity was explorative because we were discovering something we haven't before, scary because you're working with the unknown and it is to work on every sense but sight, by doing this activity i realised that i use sight more than everything as a result of this i found myself having to move very slowly and sometimes opening my eyes just to make sure i wasn't walking into anyone or anything, when i did have my eyes close i realised that ears are very important and i had to focus hard to know if anyone was beside me or if i could sense anyone.

we had a reflection time and sat down and discussed how we all felt about the exercises and how it affected us, before this we were talked about how Japanese actors do these exercises every time they are about to perform and this enables them to have great focus and it's a way of clearing your mind and being prepared to act because you will have good focus and your body is relaxed. we went deep into how us as humans don't focus on the things we do for example brushing our teeth, we don't fully think about it. one student said when doing the cleansing exercise she understood how it linked to experimental theatre and that it helped her focus on her body and realise how important our bodies are and how we should take care of it, cleaning our eyes made us feel spiritual because we can see beyond and clearer.  when walking around with our eyes closed after cleansing all of our senses heightened and brightened and her senses became more alert and better. also after the cleansing exercise someone said that it made them breathe better as they had a cold before so it was a big thing, finally another person said that the walking exercise made us feel like we were walking into heaven because it just felt like there was a path going on and on and on.

finally we created three sections in the room; 1. writing section where we either write a poem or story in response to the music we heard, 2. physical theatre section where we either made movement by ourselves or did it as a group and 3. drawing section where we drew anything in response to the music this exercise was very useful because it helps you focus on all the different sections of the creative mind, it does this by stimulating your senses, it made me think differently about what i was listening to because usually you just hear the music but when transferring what you hear onto paper you can get a real understanding of the music

Later on in our third lesson we started exploring the music that gives us joy, we were asked to make a chart of strangers responses to the song that brings them joy, we were given half an hour to collect our data and then we sat in the lesson and listened to some of their responses we picked up and discussed how that son could bring someone joy.

Tate Modern


As I was unable to go to Tate modern with my theatre class, I went online and looked at photos that I think relate to the brain and from that I was able to annotate/ analyse them but I will not be using one of the pictures as a stimulus for Thursday's lesson. 


1.       The first image relates to the mind a lot, I think it represents the side of the mind that has positivity to the dark thoughts everyone has, yellow tends to symbolise light and black tends to symbolise darkness, the fact that the two people are contorted together in a way that looks uncomfortable suggests comfort and misalignment between the two- conflict, it is the idea that they can clash and one can destroy the other, like you could be having a good day but with one bad thought your mind will change in emotions , I find it symbolic how the yellow one seems to be on top of the black one because it shows the idea of happiness is more powerful than sadness. the horses head is on the black one and horses are associated with strength and the fact that the light one is on top of the black one is symbolic because even though a horse is a strong animal light is still able to triumph. There’s an idea that there is two parts of us so the yellow bit; easy to see, the light in us, that we know we are humans/ what we are etc. but the idea of the horse is that we are animals and that we have a primitive nature and even though we don’t notice it we are more dominant of our being and how we think and whatnot. The idea of ying and yang it could represent lightness and darkness the idea that we are two different people, that we are two faced that we are intertwined you can’t have one or the other, Chinese culture.





2.       It relates to the mind because the way that the lines are, visually it’s hard to see because the lines seem to be getting wider as it gets to the middle the middle bit is like the centre of the mind; that we know about it and how the brain works but as you go deeper it is harder to understand it is harder to find a concept of how our mind works, and what makes us and our subconscious level, it can also been seen as an optical illusion it relates to the mind because everyone’s mind works in a different way, some people may be able to see the optical illusion some people might not, to me it looks like the spirals are moving but to someone else it might not be apparent. It is to do with our brain the whole thing is our mind, the middle bit is the centre of our brain and the way the lines are getting closer as you go out, it’s the idea that we know less of ourselves, less of our subconscious   The lines get harder to intiguish which could represent we not knowing what is beyond our sub conscious, it’s harder to what within us  , know what our soul is we have less understanding because we live the basis of us and the basis of us is our bodybut further in what makes us how do we think how do we know whats right or wrong where do our morals come from?





3.       ‘the whole world’ could be seen as metaphorical and could be a representation of our body, the ‘work’ will be our mind, the whole world is our body and our body is a battle for the mind and the soul and it equals the whole world the illiteral sense in regards to human and society and we make it up without our body soul and mind we wouldn’t be here.