Reflection on Devising Workshop

I really enjoyed the devising workshop today! The texts we read through were both very interesting but in different ways. My interpretation of the mouse and cat fable unintentionally drew from my memories of playing Javert, which was cool to realize. Like the mouse, Javert is so sure of his worldview that he can’t fathom there being any exceptions to the rule. The cat only tells the mouse there was another way right before eating it. When Jean Valjean gets Javert to question his own morals, he can’t love with the implications, and so ends his own life to escape “the world of Jean Valjean”. This isn’t really related to the workshop, just a fun thing I though of but didn’t want to have to explain if I brought it up in the moment.
 Some of the movement excersizes were familiar to me from last year, but I preferred doing it with a bigger group of people and seeing what everyone else came up with. It trains you to act on your first instinct and then make it work from there, which I imagine will be useful for our devised project.
I think my favorite part of the workshop was coming up with the impossible stage directions. With mine, I wanted to capture what it feels like to not be fully engaged with the world around you, to be stuck in a mindset where everything seems inconsequential and your own being feels empty. The way I wrote it, it ended up almost like a short story or poem, and I really liked it. Going on to stage it, while incorporating other aspects of the workshop, was lots of fun. It was good to work with a slightly larger group than normal, since when we do our project, we’ll have six people throwing around ideas.
Overall, I felt like I got a lot out of this experience. I feel prepared to collaborate with my classmates and turn our ideas into a cohesive piece.

“Thinking Like a Director” Takeaways (p. 69 -94)

• A resonant approach conveys, whether overtly or subtly, why the play is being produced at that time (p. 70); it must take into account the play’s central conflict and have a point of view about its world (p. 72)
• Every production of a play is different because it is directed by a different person (p. 71)
• Production history can often be a guide to those elements of a play that are most malleable... pinpointing them is a way of reminding yourself of where you need to make dynamic choices (p. 74)
• Changing the setting tends to be more difficult in more realistic plays (p. 76)
• Recognizing conventions doesn’t require a director to follow all of them (p. 79)
• No one design can encompass all the ideas and environmental possibilities that a play suggests... overdesigning usually occurs when director and designer don’t trust the play (p. 84)
• Without the juxtaposition of some dissimilar elements, designs can become status and overbearing, confusing the story and encumbering the play with a single time (p. 85)
• Directing is often about sweating the details (p. 88), and the director continues to learn about a play as the production proceeds (p. 90)
• Light creates focus, movement, mood, and variety (p. 93)

Director’s Notebook Draft

Director’s Notebook for “She Kills Monsters” on Google Docs

"Thinking Like A Director" Takeaways (pages 11-66)

Takeaways:

• Theater has no choice but to be contemporary (p. 14)
• The director as artist owes obligation to their aesthetic and to the essence of the play (p. 15)
• Directing requires a reservoir of energy and a sense of urgency and commitment (p. 16)
• Director’s are scavengers (p. 29)
• Begin the interpretive process by breaking the script down into units of action (the characters’ desire and how they physically pursued them) (p. 32)
• A beat marks a change in the actions of all prominent players in the scene (p. 38)
• Articulating actions and obstacles is a matter of both intellect and empathy (p. 43)
• The director should know how a character’s actions add up to create one major desire, the super-objective (p. 46)
• Identify the central conflict before themes, since the latter can be vague and applied to countless plays (p. 47)
• Differentiate between the subject of the play (what it’s about, themtatically) and the central action/event (p. 50)
• Name scenes to better remember what happens in them (p. 55)
• List the play’s potential challenges (p. 64)

Questions:

• Explicit versus subtle (p. 56)

Director’s Notebook: Stage Model

When designing the stage for my production of “She Kills Monsters”, I started by making a list of each scene, noting what props would need to be part of the set and any times where there was a location change without time for a proper scene change. The major examples of the later I found were  scene 15, where things shift between Agnes’ apartment and the D&D world, and the transition between scenes 5 and 6, where Agnes goes from being in Vera’s office to the D&D world in the middle of her sentence. In order to keep these transitions simple, I decided to design the stage to have both the real and fantasy worlds be set up all times. The thing separating them would be two layers of curtains, one a sparkly dark blue, and one orangey-brown in front of it. The brown curtain serves as the backdrop for the scenes in Athens, Ohio; namely Agnes’ apartment, Vera’s office, and a few one-off locations. The blue-black curtain serves as a more mystical-looking divider between the two worlds, and would be the backdrop for two specific scenes that don’t take place fully in either: the intro narration and scene 11.

Before going into more of the stage design, a quick clarification: the kind of stage I’m using for this project is a Processmium stage. In the best case scenario, I would want it to be only about 2 feet off the ground, since I don’t want to distance the audience from the action any more than the fanstasical elements will likely do by default. At the end of the day, I want the audience to get invested in these characters, and see their struggles, even when abstracted in the fantasy realm, as real (or as close to real as theatre can be without going full Brecht).
The back wall of the set is a “painting” of a forest, with the upper center looking like a section of wall from an ancient castle (since that’s where the climax is meant to take place). The window would actually be a hole in the wall, which I imagine would specifically be useful for when Agnes fights the four-headed dragon at the end. The platform just beneath this window would be needed for that, but in general, I wanted to add more levels to the stage, so this platform can be used earlier as well. Actors can get on and off the platform via the ramps on either side.
Beneath the platform, there is a mini curtain showing a small body of water, which, when drawn back, reveals the fiery cave that  serves as the set for scene 4. The scene requires a couch, which I had considered designing to look like it was made from the stone around it, but instead decided to make it a normal red couch (a duller red than the one I used in the model for a real production). I had two reasons for this: first, since this scene takes place early in the show when Agnes hasn’t fully committed to the fantasy, and Orcus, the demon who lives in this cave, is meant to subvert expectations of a seriously threatening villain, having it just be a regular couch fits better; and second, having a regular couch means it could theoretically be used in real world scenes, to give them more than just the table/desk and chairs that are there by default.
Speaking of which, the table/desk and chairs would be on stage right for the scenes in Vera’s office, and on stage left for the scenes in Agnes’ apartment (maybe even with some actual D&D stuff on it to sell that Agnes and Chuck are actually playing the game). The only other major props needed would be a counter for scene 2 in Chuck’s workplace, and some packed boxes for scene 3 in Tilly’s bedroom.

Avant-Garde Theater Theorists (Notes)

1. Peter Brook
1. England, 1925-
2. Worked at Royal Shakespeare company in London 
3. Values simplicity and common sense 
4. Founded International Center of Theater Research in 1974
5. Also a movie director
6. Wrote The Empty Space
7. Four theaters:
1. The Deadly (constructivism)
2. The Holy (Theater of the Absurd)
3. The Rough (Brecht)
4. The Immediate (Clean slate audience reaction)
2. Bertolt Brecht
1. German; Lived through World War II 
2. Wanted to make political theater that made people want to take action in the real world
3. “Alienation effect”: don’t identity/sympathize with the characters (principle inspired by Chinese opera)
3. Theater of the Absurd
1. European existential fiction writers post WWII
2. Find the comedy in tragedy
3. Not much plot; gets you to think
4. Major theorist: Samuel Beckett
1. Irish novelist, playwright, theatre director, poet, and literary translator
2. Spoke French and English
3. Wrote black comedies like “Waiting for Godot” 
4. Jerry Grotowski
1. Born August 1933  died January 1999
2. Polish theater director
3. Went to Stanislavski’s school
4. His permanent company first appeared in Western Europe in 1966
5. Preferred to perform works in regular spaces rather than designated theaters
6. Audience seated around or even in the action
7. Emphasized physical movements, human connections, and vocal training
8. Actors used emotional memory
9. Method: The Poor Theater
1. Small groups of actors, small audience 
2. Simple staging, lighting, costumes, and special affects, putting more weight on the actors’ performances
3. Experiment with physical, spiritual, and ritualistic aspects of theater

Theater Terms and Concepts: A Review

   Doing the silent movies reminded me of the importance of facial expressions, posture, and clear actions when acting, to convey your character, even when you are not the focus of the scene at that moment. Having the videos be set to pre-made music helped teach me the importance of pacing, and gave me ideas about establishing the mood of a scene. There are ways other than music to establish mood on a proper stage, such as lighting, sound effects, and set design, which I will have to keep in mind for the future.
   Doing the tableaus reminded me of being aware of the audience when staging a scene. They don't necessarily have to see every actor at all times, especially if obscuring a character adds to their portrayal as being mysterious and secretive. However, in most cases, you'll want to keep the actors from having their back to the audience, and having the blocking allow as many audience members as possible to see the actor's gestures and expressions. For example, when we did the Sleeping Beauty tableau, the way we staged the first scene had to be tweaked multiple times to make sure that the princess and her parents were not blocked from view by the witch, or that Olivia and I did not have our backs to the audience the whole time.
   When it comes to the more directorial side of things, coming up with plots for the silent movies, and deciding how to stage the tableaus, showed me that simplicity can convey a message to the audience in a way that is not only easier to grasp and follow along with, but in certain instances, more impactful than something with multiple plot turns and complexities. At the same time, I also have to be sure that enough information is conveyed to keep the audience on the same page. This lesson came specifically from the Robin Hood tableau we did, where the transition between scenes two and three threw some people off. In my head, there had been a short confrontation between Robin Hood and the Wolf in between scenes, but all the audience saw was inconsistent staging. Deciding which information to share and which to leave out for the audience to think about for themself is something I am sure will be relevant for the Director's Notebook project. Another aspect which came into play when creating each scene was what genre the scene was going to be, as that affects both how the actors portray their characters, and all of the technical aspects.