TIP Notes: Chapter 1, p. 11-25

Truthful acting is when you are fully in character

Stanislavski: “the actor must not only experience the role inwardly, he must embody that inner experience physically. Outer experience relies very strongly on inner experience”
“Every one of our movements onstage, every word must be the result of a truthful imagination.”

Imagination is immersing yourself in the moment with the given circumstances; active imagination requires the use of the five basic senses
Exercise 1: By imagining yourself in different locations, you can get across a lot even when just standing still

The magic if serves as the question that stirs your imagination

Objective = the character’s goal in the given circumstances; action is how they try to fulfill their objective

Exercise 2: To develop your character naturally, allow your imagination to run freely (without getting off topic); go into detail to discover the truth of the character
This will further develop your ability to imagine

Free body: you need to be fully relaxed and unoccupied with your own self before you can step into a character and give a truthful performance

Three kinds of communication:
1. Movement
2. Voice
3. Rays (a kind of psychic link between people)

Exercise 5: You work most efficiently as a group when you are open and committed to what you are doing, and fully trust your partners

Group Project 1 Reflection (“Frenemies Close, Friends Closest”)

I was honestly somewhat nervous going into our final performance of this project. Due to a lack of a fully detailed script, every performance that we have done of this scene has been slightly different. In particular, as I noted in the end of my last blog, it took me a while to decide which of my initially ad-libbed lines I wanted to stick with, and the wording was never exactly the same. Also, as the paper-ripping incident yesterday showed, you can never really be sure that everything will go exactly as you envisioned, and while some times this can result in something positive, it can also be for the worse. I like to have everything under control, to set everything up to be the absolute best it can be, but I obviously can’t direct my peers in the middle of a scene, and I have to accept that they know their characters far better than I do. Thus, each practice run has had good and bad moments that I had to keep in mind going into this final performance, which I wanted to be as close to perfect as possible.

Fortunately, by the time I was the only one left on stage, all of those fears had been alleviated. There were no major mistakes or tangents, only a few brief moments of awkwardness on my end, and I could see the improvements my peers had made, especially in projecting their voices while staying true to the emotions of the scene. We were all confident enough to edit and upload the clip immediately, even though we still had time at that point to do a second run through if we wanted. If I had total control, there are one or two things that I would have gone back and changed, but when I step back and look at the finished project, those little details become relatively unimportant.

I have a strong sense that by doing more collaborative works such as this, I will loose that fear of not being in control of what we’re working on. If I worry less about “doing well” on the projects  and focus more on having fun, not only will it be less stressful, but all of us will be more free to get into character and express ourselves through our acting. I hope that Helen and Youngchen had similarly positive feelings about this experience, and that we will continue to improve our collaborative skills in the future.

Group Project 1 Progress Report ("Frenemies Closer, Friends Closest")

    I am very proud of all of the work we’ve put into our group scene so far, and what it has resulted in. It took us a little while to settle on a basic premise we all agreed to, and even after we had a skeleton of a plot, there was stuff that we ended up adding in the process to flesh it out more, including the whole ending with Allie trying to get the others to sign her petition. At this point, I feel that we are near total completion of the scene, once we smooth out a few bugs.
    When looking back on how our scene evolved, a part of me feels that I may have done too much in shaping it compared to my classmates. I had come up with a very basic idea for the scene in advance after looking ahead on the portal: since all our characters happened to be children, I thought it would make sense to set our scene in a school cafeteria after the events of Helen and Yongche’s monologues. When it came time to discuss our ideas, though Helen and Yongche had some different ideas for settings, we ended up back at my original plan in a roundabout way. In earlier drafts of the script, I also feared that I was somewhat dominating the scene, and so attempted to write myself out of the middle entirely. However, in the end, I was very happy to see Helen and Yongche add to the scene through how they prorated their characters. Nicole is less open to people who she doesn't know but is more willing to go along with people she considers friends, while Austin shows eager honesty, a strong sense of justice, and fierce loyalty for his friend. I feel that the resulting scene is not only far more balanced than it was at the start of this development, but also more interesting in terms of themes presented, like loneliness and friendship.
    As we rapidly approach our final performance of the scene, I feel there are a few smaller things that we could still work on. For my part, I think that I should work on solidifying my lines more over the weekend. Most of my dialogue started off as bullet points that I filled out with ad libs and then continued to reuse if they stuck with me. However, I do not want to waste too much time with filler when performing, so I need to decide for certain which lines I will be using. In terms of my classmates, I personally feel that they could both work on increasing their volume while still staying true to the emotions of the scene. In addition, Helen could work on keeping a straight face, and I think Yongche could show more levels of anger when arguing with me at the end. Other than that, I am very confident that we are ready to give a great final performance of this scene.
 

Monologue 1 Reflection ("It's That Time Again")

When choosing which of the monologues offered to perform, I chose the monologue "It's That Time Again" because I felt confident playing a character who can be cute, snarky and threatening. I decided to play the character, named Allie in the script, as a girl around age ten due to the reference to Disney World in the script, and because of that I used a high-pitched, somewhat squeaky voice that dips more towards my regular voice when Allie enters her creepy mode. I quickly decided at what points it was important to have my mood shift from bubbly and innocent to frustrated and cruel. The more I practiced the monologue, the smoother these transitions became, pinpointing more moments that could serve as smaller transition moments. 

This monologue specifically is meant to be spoken to another unseen character, Mrs. Seibert. As I was developing the monologue, the main feedback I received from others was to leave more pauses for places where Mrs. Seibert would likely interrupt, as well as leaving room for the audience to breathe and fully absorb what just happened. So, I took notes on where it would make sense to have long and short pauses, and imagined what might fill those pauses if this were a two-person performance where someone else was playing Mrs. Seibert. From there, I practiced my reactions to these unspoken lines, so that I would not just be standing there with a blank face during the pauses when performing the monologue. I also got suggestions to add more of a physical aspect to my monologue, which I did my best to incorporate through small things like rapidly tapping my foot when impatiently waiting for Mrs. Seibert to answer the door.

From doing this monologue, I have learned to consider the context of the scene I am performing, such as with the unseen presence of Mrs. Seibert. I have also learned to try to keep the audience invested for every second of the performance, through facial reactions and physical movements, even when I am not saying a line. In addition, from seeing the progress of my peers, I was reminded of the importance of memorizing your monologue as early on in the progress as possible, as it is difficult to develop the emotions of the scene when you are struggling to remember your lines. Seeing my peers' monologues also showed me how having high contrast between beats in a scene makes it much more complex and interesting. For example, Helen initially performed her monologue in a sad tone for the whole thing, but in her final performance, she shifted into being angry in the middle, which showed just how frustrated her character was. 

Next time we do something like this, I hope to be able to use the space around me more, as the nature of the monologue I chose this time somewhat dictated that I had to be standing in an imaginary doorway for most of the time.

Monologue 1: "It's That Time Again"

Genre: Comedy
Character: Allie, a young girl
Link (click here)

All You Need is Love: Review of Elm Shakespeare Company's "The Tragedy of Romeo and Juliet"

Friday night, I say a performance of Shakespeare’s classic romantic tragedy, “Romeo & Juliet”, at Edgerton Park in New Haven, performed by the Elm Shakespeare Company. The story of the two underage lovers from Verona’s feuding families who would rather die than live apart has been read, performed, and analyzed for centuries, as well as being constantly referenced and parodied in pop culture, to the point where it has become the quintessential tragic love story. One of the most important aspects of adapting this play in modern times is making the romance at its core believable for an audience who has been exposed to this story’s influences and may see Romeo and Juliet’s love as cliche and a lustful crush rather than true love. In this respect, as well as many others, I feel that Elm Shakespeare company’s adaption definitely succeeded.

The two leads have very strong performances. Steven Lee Johnson played up the goofier side of Romeo, while Courtney Jameson gave my favorite performance in the show as a less passive Juliet. Most importantly, the chemistry between the two of them was very strong, especially as their secret relationship developed over the course of the show. Despite knowing how their story was going to end, I found myself rooting for them due to the sincerity of their love for each other as the actors portrayed. The others actors, on the whole, also gave great performances, in particular Juliet’s nurse, played by Gracy Brown, and Romeo’s friend Mercutio, played by James Udom. However, there were two performances I disliked. Firstly, I disliked that the woman who played Juliet’s cousin Tybalt, who was a substitute and is thus unfortunately mot listed in the program, yelled nearly every one of her lines. While Tybalt was clearly a wrathful character, the constant screaming became monotone and felt out of place at points. Less significantly, I found that Andrew Borthwick-Leslie’s performance as Romeo’s father Lord Montague in his first scene was sub-par, with the way he said his lines coming off as awkward. Fortunately, he was better in the final scene.

Part of what may have made Lord Montague’s lines sound strange in the first scene was the dialogue itself. It took me a little while to get used to Shakespeare’s wordy dialogue being spoken. This was made easier by the younger actors reading the lines in a more modern tone, as it made me able to tell what the line was trying to get across without fully understanding the language being used. One example of this is when Juliet said her famous line, “Romeo, Romeo, where art thou Romeo?” Rather than saying it in a longing tone, Courtney Jameson performed it as a moment of frustration, which even got a chuckle from the audience. The play was also somewhat modernized by the modern clothing the younger characters wore, the best example being Romeo’s outfit. He made his entrance in a red T-shirt, camo pants, and sneakers; and for his wedding, Romeo only bothered to put on a slightly fancier plaid shirt. I liked how this created a divide between the older generation, who were stubborn in their hatred for each other, and the younger generation, who, at least in Romeo and Juliet’s case, were able to look beyond their surnames.

There was one modernization the play made which brought it down for me, however, and that is the use of pop songs as transitions. Other than the very first and last songs used, I found it distracting, especially when it was a song I recognized. For example, after Mercutio and Tybalt’s deaths, they played a song from the animated movie “Book of Life”, and immediately my thoughts turned to why they chose to use that song, rather than the scene itself. Fortunately, this is the last complaint that I have about this adaptation.

The set was beautiful, and the lighting was excellent, complementing the scenes perfectly. For example, whenever the scene was focused on Juliet’s family, the Capulets, the lighting was fully blue, to match the blue color scheme of the family’s outfits. The other families’ costumes were also color-coded, making it easy to tell who was related to. There was also a small detail I noticed and appreciated relating to this: when Romeo snuck in to the Capulet’s dinner party, he wore a blue bandanna around his neck to fit in. The fight choreography was amazing and always exciting, and the background characters managed to have something to do without distracting from the focus of the scene. 

In the program is a note from director Raphael Massie, where he explains that with this adaptation, he wanted to express how love is all all-powerful force that allows people to see “just how inconsequential the differences we use to discriminate are by comparison. We are one humanity.” From the outside looking in, it may seem that the suicides of the protagonists in the show’s finale would go against this, but their love is not the only such bond in the play, with there also being a large focus on friendships and family relationships, and in the end, the legacy of the tragic lovers ensures peace at last for those who survived. As Massie says, “Love is the answer.”

Introduction Blog

Hello, I'm Jenna Denomme! I'm a sixteen-year old junior at Cheshire Academy, and am enrolled in the full IB program. I'm a reader, writer, singer, and gamer, who likes fantasy and sci-fi, RPGs, and puny titles (if the title of my blog didn't tell you that). I have a lot of ideas that I haven't gotten too yet, because I'm more of a procrastinator than I should be and less of an optimist that I should be.

...Is this too informal for a school blog? Sorry.

Anyway, here are three facts about me that are relevant to this class.

1. I have performed in one play each year I've been at Cheshire Academy. I was Theodosia (the old wealthy woman) in "Bone-Chiller!", in the ensamble of "Once On This Island", and Theo (the leader of the band No Vacancy) and a teacher at Horace Green in "School of Rock". I will be auditioning for "Les Misérables" in the winter. In middle school, I was also a Munchkin and a citizen of the Emerald City in my school's performance of "The Wizard of Oz".

This is a picture of me from when I preformed in "Once On This Island" here at CA

2. I have seen multiple Broadway plays, starting with "Matilda". In the past five months, I have seen "Hamilton", "Dear Evan Hansen", and "Charlie and the Chocolate Factory", and my family plans on going to see the Broadway revival of "Once On This Island" opening later this year.

A picture my Nonna took of me at "Dear Evan Hansen"

3. I first got into "Hamilton" and "Dear Evan Hansen" thanks to the Internet, and thanks to their fandoms have also fallen in love with two off-Broadway musicals, "Heathers" (a high school musical but with murder) and "Be More Chill" (a high school musical but with a literal chill pill). The YouTube communities for these musicals even inspired me to start a series of animatics (like animation storyboards) for the "Dear Evan Hansen" soundtrack. Currently I've only finished my animatic for the first song, "Anybody Have a Map?", which you can watch on my YouTube channel, "Agent Raven" (yes I'm self advertising in a blog for school, sue me).

The thumbnail for my video

I signed up for this class not just because I love theater, as was shown above. I am fascinated by the art of acting - specifically, how a person can step into the life of a character separate from themselves and yet still make the audience believe that they ARE that person. In addition, different actors can play the same character in different ways, based on subtle things they pick up on in the script or by adding pieces of themselves or similar characters from different works to the performance. While theatre is not my main interest in the arts world, I hope that by taking this class, I can learn not only the history of theatre and how much goes into making a show happen, but also what it's really like to be a serious actor. If anything, the experience with getting into a character's head may help me when doing my own creative writing.