Wednesday 25 March 2015

25|3|15 - Singing Techniques - Creating a Programme

I have been asked by drama to create a programme of songs that would be performed at an awards ceremony for recent performances done with N2C Theatre company. He has asked for a variety of musical theatre songs that display a range of styles. As it is being performed in a theatrical environment there is very little limitation on which songs I can choose, what I must be careful with is the order and where they are placed throughout the evening. 

Having a meeting with Mr Chipp we confirmed a running order for the evening: 

1.(entrance music) 
2. Opening number
3. Welcome speech & Category announcements
4. Second number
5. 'Best Cast Members'
6. Third number
7. 'Best Supporting Actor'
8. Fourth number
9. 'Best Female & Male Actor' 
10. Fifth number
11. 'Best Director' & Closing Speech 

Knowing that I must perform 3 contrasting solo songs I will use youtube and my previous experience with songs to choose ideal songs to perform. To please a public audience I feel there should be a popular song that is known by perhaps a few more people, but then a chance to perform some that are not as well known. 

Opening – duet, solo (carys), solo (poppy)
1 – ensemble
2 – solo(poppy)
3 – optional 
4 – solo (poppy)
5 – ensemble 

Moving one of my solo's to the opening/entrance music means that the audience won't be solidly listening to a programme of songs performed by me. Alternating between groups and others with myself means the audience will be listening to something different after every time. 

I am also thinking of working with 2 other singers Carys and Abbie in ensemble pieces that we can perform. These will be songs that can bring energy to the performance. 

For the entrance music I feel it should be soft music that can be listened too at a distance. One song I think would be good for this is 'Falling Slowly' from the musical 'Once'. Although usually a duet between male and female, I feel that me and Carys could sing it together as the audience comes in. I also think this is an opportunity for Carys to sing a song as her voice is soft and will be nice for background music, this could be another song from 'Once', or perhaps a more well known musical song such as 'Castle on a Cloud' from 'Les Mis'. One song that I might try to do is the duet 'Freedom' from 'The Unauthorised Biography of Samantha Brown' - a more upbeat song that has talking sections with some great harmonies and could be when the audience is almost settled. 

One song I might consider for my first solo for the audiences entrance is 'Someone Else's Story' from 'Chess'. This is because it's a fairly relaxed song but still allows me to sing through my range and express emotion. It's fairly repetitive which is why I wouldn't do it if there was a definite focus on myself singing as it could become boring, but singing it as background music would allow for people to listen when they wanted. 













For the opening number it needs to be something high energy. Thinking of a popular musicals Hairspray's 'Mama I'm a Big Girl Now' would be fun to do if we also brought in a few of the boys to play the mothers it would be more entertaining, as well as bringing forward and showcasing some of the N2C members. We can also make this a visually entertaining piece that will contrast to the solo songs. 




For my second solo song I feel I will be able to sing something that is a lot slower, and perhaps more sad. 'I'll Be Here' from 'Ordinary Days' is a song I have started to work on and would like a chance to showcase. It follows a story of a woman trying to move on from a love that was lost in the 9/11 attacks and tells the story of how she met that man and why she finds it so hard to let go. It's an emotional yet fairly cheesy song, but it takes the audience on a journey. This contrasts to 'Someone Else's Story' as it is from a contemporary musical that is not as well known as 'Chess'. Someone Else's Story is more sung, whereas 'I'll Be Here' is singing conveyed in a very talk-like style. 



For the next ensemble piece I would probably place 'Naughty' from 'Matilda' - this is to contrast with the low energy piece that has just been sung. Although this song is originally written as a solo, there has been a performance where the four Matilda's from the London cast sung it has four. This is what myself, Carys and Abbie would do, this makes it more fun as we would try and replicate the movements as well. 


For my final solo, I feel I should do something more upbeat so I think 'Pulled' from 'The Addams Family' would work. This song starts off with a slightly angry tone which is something I haven't done in the previous songs. It then progresses to be a lot quicker with a happier tone as she has fallen in love, but this contrasts to the happy tone in the previous song as it's more in the moment than nostalgic, it's full of excitement and the tempo is contrasting. 




The last song will be an ensemble number, and I was thinking of doing 'Seasons of Love' as a trio or quartet. This is a more serious ensemble piece that we would divide equally to the parts that suit whoever's voice the best. 








25|3|15 - Singing Techniques - Warm Ups & Sight Singing

During my regular singing rehearsals on Thursdays, we use a variety of warm up techniques that help to prepare the voice for a rehearsal. It is important to warm up the voice to avoid straining or damaging the vocal chords. Deep breathing and yawning before singing is one of the best ways to prepare before singing as it helps to open up your throat and allows your voice to resonate. 

I have collected a range of vocal warm up exercises, these are the ones I have used and found helpful: 

Exercise 1: 

- starting with a note at the lowest point within your range, humming it first. 
- then move that hum smoothly through your range to as high as you feel comfortable before returning to the original note. Doing this a few times helps to warm up the vocal chords touching upon all notes in your range. 

Exercise 2: 

- focus on your breathing in through your nose and out through your mouth, as this is how you should breath when singing. 
- taking a deep breath in through your nose, keeping your shoulders down and relaxed, you should feel the breath going into the bottom of your lungs, filling them. 
- then when breathing out, try to keep the expanded shape of your body until all the air has gone. 

I found this exercise is helpful for breath control within singing, when singing the song 'I dreamed a dream' there is a note that is held for 8 beats whilst contending with a crescendo. Using this warm up technique I was able to gain control of my air release. I was then faced with a 16 beat note that has to be held on in 'Say the Word.' To do this we made the warm up more controlled, breathing in for 8 counts then breathing out for 8, we'd then take it up by breathing in for 8, out for 12 - in for 8, out for 16 - in for 8, out for 20. By doing this I was training myself to conserve air even with the same intake. By doing this I was able to hold the note on for longer without it starting to fade or break as I had preserved enough air to keep the note strong. 

Exercise 3: 

- starting at the bottom end of the range, you count from 1 to 8 step by step, using one note for each number singing the pattern of: 1 121 12321 1234321 123454321 12345654321 1234567654321 123456787654321
- now the highest note has been reached, you go from this and move downwards: 8 878 87678 8765678 876545678 87654345678 8765432345678 876543212345678.  (https://www.youtube.com/watch?v=ERZqqagdRys

To make this exercise really useful we start to move it up a key, this means that each time we get to '8' it's a higher note than it was previously, this means that you are gently pushing your range as you're not jumping straight into the higher notes, you're gradually building up through notes you can sing confidently. This is the exercise I used for the song "Say the Word", as I could now sustain the 16 beat note but I now had the challenge of it being a C, a note that is in the 'break' of my voice when I transition between chest and head voice. By using this exercise I was pushing my self to use my chest voice for as many of the notes as possible, this is easier to do when going up in steps, especially when I know the note before the 16 count one is only a tone (note) lower but comfortably in my chest voice. 

Exercise 4: 

I wanted to look at more ways of strengthening the 'break' transition between head and chest voice. One that I found very useful worked with octaves. Vocal Warm-Up Exercises to encourage your voice students to sing through the break smoothly, FREE printable sheet music!

When trying this with my fingers balanced on my larynx I can how it shifts between high low notes. I used the last exercise within the picture to help push my chest voice, as when you start singing in a particular register, your voice tries to stay in the register as long as it can. This allowed me to work with notes in my transition area and subtly push my chest voice into the higher notes, expanding it's range. 

Exercise 5:

Singing uses the entire body not just the throat and mouth. Posture is key, making sure that the diaphragm, stomach and lungs are up right, with the chest held high is critical as it makes the production of sound easier. It is crucial that the diaphragm is able to expand and relax for the voice to be used to it's full potential. Warming up the body physically is just as important as it helps to make your body adjust from being a human to a musical instrument. 

Correct Stance: 

Head: upright 
Neck: relaxed, straight, supportive
Shoulders: held back and down, not strained
Chest: upright, held high
Arms: relaxed, either side of the body
Back: straight, supported
Hips (abdomen): firm, in an expandable position
Hands: loosely relaxed by the side 
Knees: flexibly loose, never locked
Feet: slightly apart, one slightly in front of the other, weight further forward.

- Stretching the spine by placing your feet apart, hands on your bent thighs, round your spine and bring your shoulders forward. This stretches the muscles within the back, elongating the spine and improving range of motion in the ribs. 

- Warm up the neck and upper shoulder muscles, tilt your head to one side, placing the hand of the arm the head is tilted towards, place slight pressure onto the head, this helps to elongate the muscles, warming them up. repeat on the other side and facing forwards. 

- Lift up one arm, use the other to pat the side of the stretched rib cage. Repeat on the other side. This gets the blood flowing and wakes up the chest area. Humming whilst doing this shows the effect of almost 'clearing the throat' in a way that removes the damage coughing can do to the vocal chords.  

- Massage the cheeks. The cheeks are so used and can become very tense. Gently starting to massage from the temples with your middle and index finger push in circular motions, moving into the cheeks to relieve tension. This will make it easier to control your mouth and sustain singing for a longer amount of time. 

I find that doing these after doing 'Exercise 1 (sirens)' prepares you do continue warming up your voice. 

Exercise 6: 

There are a variety of catchy warm up songs such as 'Many Men' that allow you to not only work on your range and gently warm up your voice but help with diction. I have used variety of tongue twisters and more difficult sentences put together with a melody, this helps to warm up the cheek and jaw muscles. Some of which are:

'Red Lorry Yellow Lorry' - moving up in a scale ascending then descending. 
'Chicken Tikka Mango Chutney and a Pint of Larger x3 Naan and Pillar Rice'  
'Bumble Bee x7 Wasp' - ascending and descending scale
'All I Want is a Proper Cup of Coffee, Made in a Proper Copper Coffee Pot. Tin Coffee Pot and Iron Coffee Pot, They're No Used To Me, No Sir! If I Can't Have A Proper Cup of Coffee in a Proper Copper Coffee Pot I'll Have a Cup of Tea' 
'Mini mini ma mini mini ma mini mini ma ma ma ma ma' 

Another song that has been used before my group rehearsals is 'the banjo song' which goes: 

'I used, to play, my old, banjo, and rest, it on, my knee. But now, the strings, are broken, and, it's no, more used, to me. I took, it to, the menders, shop, to see, what he, could do, he said, your strings, are broken, and, it's no, more used, to you' 

We then add a banjo noise to the word before each comma by moving the tongue between the teeth. This means to song will be sung more like: 

'I ulalalused, to plalalay, my ololold, banjololo, and relalest, it ololon, my knelelele. But nololow, the strililings, are brololoken, alaland, it's nololo, more ululused, to melele" 

I find this really helps me to use the entirety of my mouth as it uses this 'banjo' replication on all of the vowel sounds, you exaggerate, which helps for the jaw, cheeks and mouth to be warmed up. 

Sight Singing: 

Rhythm is the most important part of sight reading. You can have the incorrect pitch but be at the correct place which is a lot easier than having the correct pitch but having the wrong rhythm as you will soon become lost. Understanding time signatures, quavers, crochets, minims and rests will help you be able to follow the music competently. 

I already have a basic knowledge of sheet music and therefore my understand of rhythm is at a higher level than someone who does not play an instrument. I like to refresh and clarify my knowledge of notated rhythm by clapping out these type of notations: 


I then make the rhythm more advanced by adding in semiquavers, triplets and eighth rests. 

To really test myself I then play around with time signatures, this makes me use my head as I must work out the change in length each note would be. 


Once you recognise a rhythm and know you can confidently replicate then you can start thinking about the melody and the notes. 

Being able to read music is really helpful as I am comfortable with note names as well as the indication if they are a 'sharp' or a 'natural', this is also noted in the key signature. Knowing this will allow me to identify which notes will be pitched slightly higher or lower than what we'd usually expect. 

'The Solfege System' uses the commonly know tune of 'do re mi fa so la ti do' which can be used to help enforce an ascending or descending scale. 'Do' is always placed as 'the root note' (would be C in a C major scale or A in a A major scale). By singing the solfege system from the root note you will hit every note in that scale. 

The difference with songs is that the melody sung is not written in scale. To help me from jumping between notes I use solfege system by going up but between each note returning to the root note. example: Do Re Do Mi Do Fa Do So Do La Do Ti Do Do, by the end, the last jump will be an octave, the same note, but a whole scale higher. 

In preparation to sight singing I would use the solfege system replacing the lyrics to songs I already know with it. This is a great way to help myself develop an understanding of music and it familiarises myself with the system. Knowing that if I have the 'root note' I'd be able to identify the other notes more confidently. It can become tricky when the key changes as this means the 'root note' also changes. Working on it a section at a time is good for practice. 

When faced with the piece I would look at the sheet music and identify the key, from this I could play the root note on the piano and run the solfege scale a couple of times to get familiar with the notes that I will be singing. Then I can check the tempo and style, this will be indicated with vertical lines on the stave. There are also words in Italian that indicate pace, such as 'andante' - walking pace (90 beats per minute), 'allegro' - fast 'adagio' - slow are the most common. 

When tackling a harder piece I must try to focus on keeping the pace and rhythm as correct as possible, pitching the notes is harder but easier to fix, make sure you follow the notes position on the staves, getting higher as the notes move up. Finding a point where the root note or a familiar note is sung will help you get back on track with pitching but keep the rhythm going. 

'Insert Sight Singing Trial' 

Thursday 19 March 2015

19|3|15 - Contemporary Theatre - Applying Acting Styles - 'DNA'

We wanted to choose a piece that would contrast with the contemporary play 'Playhouse Creatures' - easy enough to do, as although it is a contemporary piece of theatre it is set in the restoration period and we are performing it in a Brecht style due to it's political feminist messages that can be highlighted through distancing the audience from a story line. As we have all looked previously at DNA from the perspective of directing, we thought about collaborating as a group to perform an extract from the second half that we feel we could do successfully in the naturalistic style of Stanislavsky. This is because a contemporary audience will be allowed to connect to the characters within the play, engulfing them within the story taking them on a journey. Although our audience will only see an extract, we know that the pieces we show will be in chronological order so the audience can connect and follow and collect an over messages on the nature nurture debate, whereas in 'Playhouse Creatures' there is jumps between each scene. This makes it so the message is evident in each scene regardless, allowing the audience to pick up on the feminist tone. 

We decided to the end of the group scene when Rachel and Cathy return from the police station. This is because it's the realisation that they are no longer safe. It starts the blame game between Richard, Cathy and Lea. Looking at the types of characters we cast such as: 

Lea: Poppy
Phil: Mia
Brian: Abbie
Cathy: Laura
Richard (with Lou & Danny's lines): Livvy 
I feel that the best way to deliver a performance through the the style of naturalism, is to look into my character. That way, I can understand my character with much more depth and apply Stanislavsky's 'what if' throughout the selected scenes to work on reactions to what is happening around me. Using this style helps to engage the audience into the messages we want to show throughout the play. We feel that 'DNA' deals with a time old question of 'nature vs nurture'. As the group deal with traumatic situations we can see how chaos is caused by the internal working of different feelings, morals and problem solving. I feel it is the plays aim to make the audience question themselves, do they deal with problems instinctively, is it just who they are, or have aspects of their upbringing moulded how they deal with situations. 

When looking at the character of Lea, we see her undergo a journey throughout the play. This is because she is brought into a group of kids who we would see as the stereotypical 'misfits' - where as Lea and her other half (she wishes) Phil, are the smarter, nerdy outcasts that rely on each others friendships. It is due to Lea's desperate desire for attention that she actually thrives within the group, and the group are desperate for help within their circumstances and Lea is willing to offer that as she desires to be depended on, something that Phil does not do. 

Lea’s character has an inability to keep her mouth closed. Awkward silences aren’t her thing unless she is the one causing them. Although she is not as popular as perhaps the others characters in Dennis Kelly’s “DNA”, Lea certainly has a self confidence that allows her to persistently pursue Phil, a boy whose speech is limited only to times it is required. I felt as if there were so many ways to read Lea’s character, making a stimulating character to portray. I began by reading through the script many times with different ideas about who Lea is and why she is the way she is, helping me identify the type of Lea I felt was honest and I connected to the most. To help me know how Lea was intended to be played I researched and found that Kelly said that he felt “Lea is the moral conscience of the play”. Having this in mind allows me to think that Lea in group situations will often stand to her own opinion thinking it is the right thing to do, she also thinks, or would like to think that Phil is the same as her when in reality he is more of a logical thinker which by the end of the play, disappoints Lea when his decision to kill Adam is immoral. 

 I looked a lot at how if I played Lea a different way, it would affect the reactions from other characters and how they may no longer seem appropriate. If I played Lea aggressively, would Phil really be the way he is with her? With his logic thinking, I think he’d walk away. Instead desperation is what I find in Lea. I think Lea is desperate for someone to see things her way, and she sets herself a challenge with Phil. Throughout the play you see Lea perform a variety of monologues that set out to grab the attention of Phil, whilst doing this she shows herself as a multi-levelled emotional girl. 

I feel that Lea would be of a slightly higher class in comparison to characters such as Cathy or Richard. The class barrier being something that had previously separated them must come down in order for them to resolve the situation. I also think that when John Tate no longer leads the group, the rest of the group look for new leadership within Lea and Phil, and due to Phil's quiet nature Lea fills the time that Phil is thinking for a solution. 

Now feeling connected enough to the character and understanding the way she may behave in situations, this means when going through and rehearsing I will find it a lot easier to bounce of how other characters are being portrayed as I will be able to become fully immersed in my own character and react and behave how she might. By making the character more believable I am allowing the audience to connect with my emotions, and if they don't identify with my emotions, their is a variety of attitudes within the plays characters and it can be seen that they will identify with the character that has the similar opinions and feelings towards solutions and how the character deals with the problem. This can help to make the audience reflect on themselves and their moral idea's. This message of 'chaos' or destruction being genetic, or does it come out being influenced by those around them.


Thursday 12 March 2015

12|3|15 - Contemporary Theatre & Applying Acting Styles - 'Playhouse Creatures'

We chose scenes that we felt were the most entertaining yet still contain a clear reflection on what it was like to be an actress within the restoration period. 

We read through the first few scenes together to make sure that we understood all the subtext and more old fashion notions through the play. There were also parts that we needed to see as a clear feminist statement. April De Angellis borrowed real life characters from the Restoration period and used them in her writing. 

Within 'Playhouse Creatures' there is Doll Common, Nell Gywn, Rebecca Marshal, Elizabeth Farley and Mrs Betterton. I'm going to look into these characters now to see any correlation to women in the past: 

Nell Gywn: (previous blog entry) 

Doll Commons: this is actually the name that Samuel Pepys, diarist and theatre enthusiast gave 'Katherine Corey' after seeing her in Ben Johnson's 'The Alchemist'. Katherine had one of the longest longest career of an actress in her generation. Pepys recorded that she was "a big woman with a gift for comedy" noted that she played a variety of roles, but mainly old women, mothers, governesses and waiting women. Whilst playing the part of Sempronia in 'Catiline', Nell Gywn was in a quable with Lady Harvey, and bribed Corey to mimick Harvey in her role. This caused Harvey to set people up to hiss and throw oranges at Corey. Harvey's rival Lady Castlemaine order the king to release Corey when Harvey had ordered for her arrest. Later on, Corey was part of a troupe that tried to form a new company under Henry Killigrew's management, but when this failed Charles Killigrew would not allow Corey to come back into the company until she appealed to the Lord Camberlain with the humble petition of being "the first and the last of all actresses that were constituted by King Charles the Second at his restauration." she was then re-admitted to the company and continued to play further characters. 

Rebecca Marshall: was the younger sister of Anne Marshall, another prominant female actress during the restoration period. She was a member of the King's Company until her last year of acting when she moved to the rival Duke's Company. Marshall was renowned for playing the villain or the dark side of the character in all female productions and where Marshall and Boutelle were an infamous pairing they were placed against the Duke's pairing of Mary Betterton and Mary Lee. Rebecca's beauty is noted to have caused her issues, she twice petitioned King Charles the Second protection from disruptive men in her audience. As well as being said to have fueded with Nell Gwyn. 

Elizabeth Farley: was noted down as Elizabeth Weaver, as one of the first actresses in the King's Company. Her maiden name was Farley, but used the name of Weaver even though she never apparently married James Weaver of Gray's Inn. Samuel Pepys hinted in 1668, she was a mistress of Charles the Second. She apparently had had a child with James Weaver and then later got into trouble for using her name, and then constant quabbles with other men although still remained to perform in company's. 

Mrs Betterton: Formerly Mary Saunderson, before marrying Thomas Betterton, was an actress and singer throughout the 1660's. It was due to her connection with her husband that allowed her to play several leading roles in performances of Shakespeare's play. Mary had a repuatation for virtue and was said to lead a "an unblemished and sober life." After Davenant died and Thomas Betterton took over the company, she continued to play minor roles, her final appearance was then in John Dryden's, Love Triamphant, where she played the leading female role for the last time. 

My first initial impressions of the characters, as we only had Farley, Doll & Nell were as such: 

Doll: a funny old lady, who is free spirited and takes care of the girls within the theatre as she knows her time being the attractive female is long passed. 

Nell: a more uneducated women, dreaming of being part of high society with potential due to beauty but having to work harder. Fairly naive and immature, but kind hearted 

Farley: a preachers daughter stuck after his death needing to find the money, has the education and enough looks to get her a job as an actress, but looks out for herself rather than anyone else. 

Chipp asked us too start setting the first few scenes and consider the scene changes and lighting. We first focused on the acting side, and we were told to consider how we could make it Brectian, the historical time period is one way, as this distances the current audience as they would find the issues and topics as something they can't really relate too, this is also a case with the characters and with a variety of age, religion and personalities it's hard for the audience to identify with one. The play also follows an epsisodic nature, jumping from scene to scene with no time lapse or development between scenes. As the play is dealing with idea's of feminism it doesn't not need the audience to connect emotionally to the characters on stage, rather provoke reflection on the critical view on stage. Brecht didn't want the audience to be emotional as it causes them to become complacent, rather adopt a critical perspective to recognise social injustice. 

We were then asked to consider the transitions between scenes and how to do them more interesting, this is where we noticed Doll almost calls the scene changes. This again created it as it was almost as if the characters were doing a play within a play. We felt that the characters should never really leave stage and that the audience could see the characters move their props and alter them into the use for the next scene or change or adapt their costume. As my character was Doll, I didn't change throughout, so I would be in charge of the set, baring in my my characters comical aspects these would create humour to see an old lady push and carry a set, as she is also a strong willed character who will try her all to do a good job. 

In the first scene Nell fears that her and Doll are dead. This is due to the eery and dingey setting. They are portraying spirits of the stage reflecting slightly on being on stage. 

In scene two, we see Mrs Farley breaking down when she cannot preach as well as her father, Nell asks her to teach her poetry so she can go for an acting job, but Farley tricks Nell into staying whilst Farley goes for the audition herself. This shows the competitive nature of the females within that industry. 

The next scene you see Nell showing Doll about her job as an orange seller within the theatre. This is accurate to Nell's character and it shows her ability to start her way in the theatre, oranges sellers often had to be good looking and were invited on stage to become part of the action. We then see an extract of Farley rehearsing for a show, this is where we can see the more sexualised nature. There is comedy within this as we see a woman who was previously a preachers daughter and becoming 'the fatal maiden'. When the amazon's arrive they are showing a parody of restoration theatre of the strong but sexy women that the audience, particularly the men, would crave. 

Here is a video of our blocking of it: 

https://www.youtube.com/watch?v=Tw-QHFt171c

Cast: 
Doll - Myself
Nell - Abbie
Mrs Farley - Laura
Mrs Betterton - Mia
Mrs Marshall - Livvy

We agreed the first couple of scenes that included Nell, Doll and Mrs Farley were a great way to show the competitive nature that was still there in those days. It shows the type of women that would often turn to acting and what would be desired of them, such as the appealing looks but the ability to read 'poetry'. We decided to use direct address, as we felt that speaking directing speech to the audience directly broke the fourth wall reminding the contemporary audience that they are watching a play. 

We then moved onto scene 9 - this looks more at Nell's first appearance on stage and how when she just showed a bit of skin and danced the audience fell to love her. This can tell us that men didn't go to see women at the theatre be talented, rather see women who have appeal and an ability to entertain. This scene's strong 

What we then see is the negative turn after Mrs Marshall is no longer the mistress  and manure is thrown in her hair from her old lover. Although the women are shocked - this is not as shocking as a current audience would be. The women seem to see it as something that happens, just not expected to happen to them. Being someone's 'Mistress' is something more common to the restoration period. 

Moving into scene 10 we see the women face more issues. There is a conversation between Doll and Mrs Betterton that discusses old age and the effect that has on their roles within the theatre, it is also then brought up later in argument. We see Mrs Farley attempting to borrow theatre property for her parties she has been invited too. This shows how it moved you up socially (due to looks) but the salary for being an actress was not enough to support this lifestyle without becoming a mistress where a rich male counterpart could support financially. Mrs Marshall returns attempting to make a voodoo doll of her ex-lover, this brings up the idea of witchcraft, a more common topic within that time period. By the end of the scene, we see that Mrs Farley's lover has moved onto the younger actress Nell, showing the constant cyclical replacement that women would face due to looks and age. It is through this that we see the sexual undermining that constantly set back the women who work hard. It shows that until women work together it is hard for women to not undermine each other with their sexuality to gain advantages in a world that revolves so much around the appearance of a woman. 

Another scene we include, is one where Miss Betterton explains to the group how her husband, Mr Betterton, who we know from research is a major part in the ownership of the theatre within that time, has told her she is no longer allowed to perform. We take a moment where Mrs Betterton says 'the younger ones must be given a chance' to use Brecht's technique of gestus. This allows us to create a physical embodiment of the attitudes of the characters within the time. This helps to reflect one of the feminist issues within the play to the contemporary audience. 

I wanted to look more at my character and how I would apply a Restoration acting style. 
As I am playing the character Doll Common in 'Playhouse Creatures' I wanted to discover the most successful way to play her when considering Brecht and Restoration acting. 

Bearing in mind we already know Doll: 
-is the nickname for Katherine Corey
-holding the one of the longest acting careers for a female
-played many servants, mothers and nanny's
-friends with Nell, bribed and the consequences ended with her being pelted with oranges
-she tried to form a new company, but it fell through and managed to get a petition that returned her back to her original acting company. 

Actresses at this time would not have been from a high class background, they would often appear to be as they would often be able to use theatre property such as makeup and dresses to transform into the characters on stage. This allowed them to mingle and socialise with characters from this period. 

In the play, however, Doll appears 'timeless', as an old woman. Through a lot of her lines I see Doll as a women who isn't really with it. Clinging on to any chance to remain within the theatre, which is why we often see her help out the younger actresses and sort out props throughout the play. 

The key to performing restoration theatre is mastering the whitty prose, I will have to be on top of my lines, never allowing myself to loose energy within the lines in order to keep the audience with me, this should not be seen as talking fast, just with control and an upbeat pace so the audience can understand what I'm saying. It was common in the restoration period for actors to manipulate this language for the purpose of entertaining the audience. 

There are certain archetypes found within restoration theatre, the fop and the wit etc, characters would often use the audience as a means to create humour, which links to Brecht's "spas" technique where he required theatre to be fun. Doll is plays an archetype of an old woman, by playing this stereotypically the audience will find it hard to see much depth to the character making her harder to emotionally comply with. With Doll's part, there is a monologue with a section directly addressed to the audience, this makes it easier to pick fun at members of the audience. Carrying it out considering Brecht, pointing at the audience and calling them 'lords and louts' although a typical feature of restoration theatre used to engage the audience,will actually distance the audience as they are not familiar with being called 'lords' allowing them to focus on the messages of the play and what Doll is saying about the theatres rather than making an emotional connection to the story. 

Doll is a bitter character, most likely due to rather than going up in the world of acting, peaking at a young age and then beginning to receive worse and worse jobs until we have reach the point where we see her. It is this bitter nature that contrasts with the rest of the women within the play, Doll has no need to compete for a better part, or to be a mistress to a handsome man. It is this that allows her to say what she pleases and she has no one left judging her. 

The location of the play is set in London, and most actors and actresses will have been locals due to the social class of performers and the costs of travel, this means that when not on stage we would most likely hear a more common cockney acccent. I feel that as Doll was a very well loved actress, that she may have played around with her voice when hanging around the well off men that invited her out after shows, her voice may now just appear more rough. It would also have a fairly tired tinge to her voice due to her older age. This will also be apparent in her physical nature, I'm not expecting her to be slow or too feeble, but would not be wearing a corset like the other ladies, making her posture more relaxed. To follow with the consideration of Brecht, once of stage, I will appear to be my own self, reminding the audience that this is a play carrying through the feminist political messages that April De Angellis expresses.