Period 3. Andy's Lesson
In this lesson we discussed devising a performance using either Mime, Butoh or Mutuality.
The stimulus has to be a mirror.
Mime - Assessment criteria
- Facial expressions
- Physical over exaggeration
- Clarity of movement
- Clear character
- Effective visualisation
- Breaking up movements
- Indicate:
- Personality
- Weather
- Relationships
- Character
- Surroundings
- What you are doing
- Subtext
- Staying in character
Butoh - Assessment criteria
- Stay in role
- Clear movement vocabulary
- Be in the moment
- Originality
- Improvisation
- Show emotions through body and face
- Think out side the box
- Non representative movements / abstract
- Detailed movements
- Differences between tension and Relaxation
Mutuality - Assessment criteria
- Contact improv
- Mime improv
- Complementing movements
- Good repore - Interact with partner (Improv)
- Movement Flows - naturalistic
- Fluid transitions
- Add detail to movements (Not complicated)
- Presence of research
- Pre Rehearsed movement vocab
We then discussed things that were associated with Mirrors and made this list.
- "Mirror mirror on the wall, who's the fairest of the all?"
- Fairytales, Snow white
- Shows the inside of yourself, the person who you are compared to the image you put on.
- Reflections
- Eating disorders
- Personality Disorders
- Man In The Mirror - Michael Jackson
- Paparazzi
- Depression
- Twins
We would then get into groups and put together a performance involving mirrors, in either Mime, Butoh or Mutuality.
Hello Hayley,
ReplyDeleteIn respect to this log book, you need to identify the key features of each of the genres, (e.g. Greek theatre: the skene, the use of full face masks); you need to identify the key exercises that we did in class, (e.g. reducing the script to a few words and then creating actions to highlight these words); and finally you need to explain these features and exercises, (e.g. Greek theatre actors used large masks and engaged in physical theatre in order to assist spectators who would have found it difficult to see and hear the performance, as they were positioned a long way away from the stage. In rehearsal we reduced the script to the most important words and then 'actioned these words because this would assist the students in understanding the key aspects of the performance.)