We first entered the room into an atmosphere of low lit light. Our teacher then made instructed a small warm up where we walked to certain points in the room and we could not focus on anything but those points. He then made us each individual and anonymously pick another person in the room, and we had to become afraid of that person and we slowly had to show this fear through the pace of our walk and through facial expressions. He then made us increase the fear until it was pure terror that we felt passing this person as we couldn’t take ourselves away from our path.
Then, I was working in a 3 with Kelly and Ciara. We remained on our original paths, but this time, instead of feeling fear, we had to feel like we wanted to be with them all the time, but we had to constantly move meaning we’d drift at some point. He then asked us to put a story behind the whole movement. We decided that we were 3 sisters that had been separated from a foster home and we were not allowed to see each other until we were all 18, but I was already of that age, so I was trying to sort something out so we could all be together sooner. We wanted to show: urgency, longing, sadness and hope whilst we did this work, using close but brief contact. We were only allowed to use 6 short sentences to get part of the story across. We then performed it to the rest of the group to see how much of the story they could understand with little direct address; they managed to understand the majority of it but would obviously miss out of more intricate details such as the foster home or the age of 18.
We also had to watch the other performances, and this helped us to think of ways we could improve our own for future references as it’s very difference being the audience than the performer and it’s good to peer assess as it can help to inspire and develop your own creativity.
Then, I was working in a 3 with Kelly and Ciara. We remained on our original paths, but this time, instead of feeling fear, we had to feel like we wanted to be with them all the time, but we had to constantly move meaning we’d drift at some point. He then asked us to put a story behind the whole movement. We decided that we were 3 sisters that had been separated from a foster home and we were not allowed to see each other until we were all 18, but I was already of that age, so I was trying to sort something out so we could all be together sooner. We wanted to show: urgency, longing, sadness and hope whilst we did this work, using close but brief contact. We were only allowed to use 6 short sentences to get part of the story across. We then performed it to the rest of the group to see how much of the story they could understand with little direct address; they managed to understand the majority of it but would obviously miss out of more intricate details such as the foster home or the age of 18.
We also had to watch the other performances, and this helped us to think of ways we could improve our own for future references as it’s very difference being the audience than the performer and it’s good to peer assess as it can help to inspire and develop your own creativity.
Adding a background story helps not only add more depth to a performance but help improvisation as we only had a few minutes to create a story within a group, and devising skills. This was also a good way to start back at drama because it helped us gained focus and gradually built us in to acting.
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