#5 Devising a Workshop

In order to stretch ourselves as performers, each of us promised to run a workshop during the next lesson. Our workshop styles will be based on the companies that we have discussed so far(Gecko, Complicite, DV8), as well as some trainings that we went through in class.

I was strongly interested in delving into DV8 Physical Theatre’s technique, so I have decided to research about the making process of DV8 Physical Theatre’s recent productions JOHN and To be straight with you.

First, I was eager to know what the company director, Lloyd Newson, values in terms of making theatre. Personally, I’ve always aspired to create a socially-conscious performance that will awaken the audience’s and actors’ political sensibilities. Through reading the media interview, I have figured out that Lloyd Newson is the one who is already embodying his social consciousness by challenging his and the performers’ conceptions.

Screen Shot 2016-09-04 at 11.49.37 AM.png

 

His focus matched with my interest. But one concern raised while I was watching the Workshop review presented by one international student who was also working on his collaborative project.

Screen Shot 2016-09-04 at 12.09.44 PM.png

 

This guy named Daniel Smith stated that the DV8’s director plays a massive role in the making process so that it would be difficult for students to collaborate with equal power. Although it is worthwhile picking some elements from the theatre’s aspects (e.g. delivering message through physical means), his group did not choose DV8 as their major inspiration. Considering that the DP collaborative project requires each of the members’ balanced contribution throughout the process, his argument seemed to be valid; however, I discovered that Lloyd Newson have not exclude the performers from his directorial process.

Screen Shot 2016-09-04 at 11.50.03 AM.png
Interview with Lloyd Newson published in DV8 Theatre’s website

So I thought; If he wants to communicate the sociopolitical themes through the actors, there must have been unique methods to involve the performers in the choreographic process. Luckily, DV8’s website provides materials that list pedagogical methods to train students aged between 16 and 18.

Screen Shot 2016-09-04 at 11.52.57 AM.png

The materials are to help students learn vicariously the instructions. Among them, I chose a section called ‘Physical Task’, in the hope that the training would challenge both aesthetic and physical ability of us.

Physical Task 1

 Original How it changed
  1. Devise a movement phrase based on any word (love, destruction, fire)
1. a) Students will be given a random select word and devise a movement phrase

2. Choose 30 seconds of text from an interview or article.

2. Choose 30 seconds of text from a randomly selected interview or article about social issues.

3. Combine the words you have chosen with the movement phrase you created.

3. a) Student will have to combine the words they have chosen with the movement phrase they created.

4. a) Students will vary their choreography (experimenting with speed, tension, energy, duration, repetition,)

Physical Task 2

 Original  How it changed
  1. Conduct an interview with a peer, friend or family member about a personal story or event(s) in their life. Then transcribe the interview. (If there is not enough time to conduct an interview, use the text a newspaper editorial.)
1. Choose 1-2 articles about 4.3 incidents or any incidents that interest you

2. Select the words/phrases that are most critical to the interview.

2. Select the words/phrases that are most critical to the text

3. From this reduced selection, find the one word phrase that encapsulates the feeling, or thematic intent of the entire interview.

3. From this reduced selection, find the one word phrase that encapsulates the feeling, or thematic intent of the entire text

4. Find a gesture or physical motif that best illustrates this word or phrase.

4. Find a gesture or physical motif that best illustrates this word or phrase.

5. Create a dance exploring and developing this physical motif.

5.Create a dance exploring and developing this physical motif.


 

BTW, Why is this helpful?

  • circumventing physical mannerisms
  • making students realize that the movements can serve as a subtext
  • mixing physical rhythms along with against the rhythm of a text
  • transformation & adjustments of the movements will help students to expand creativity
  • using improvised work to inspire ourselves so that we can develop them into a full scene ( this is what Newson does)

 

Screen Shot 2016-09-04 at 11.34.32 AM
DV8’s Making Process

DV8 places a great emphasis on investigation of the chosen issue; however since we only had one week before our autumn break, it would be more effective for us to get physical first and administer a research later on.

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s