We Happy Few

This unit is focusing on the final end of year show We Happy Few By Imogen Stubbs

Thursday, 1 April 2010

Monologue Reviewing the Storyline

Research of South Africa and the apartheid

I have done some research on where Hester herself has come from and why she went there. At the time of the play the apartheid in South Africa was in motiton meaning many blacks were colonised in certain areas. Here is a map of the Apartheid settlements.



Johannesburg in the north east area has Black Colonies surrounding it. This suggests to me a reason as to why Hester went to Johannesburg, she would not feel so socially outcasted due to her line of work. Compared to the Cape area where Port Elizabeth is this has a higher population of white communities compared to the East of south Africa.

Looking at this also gives an insight to the hideously long journey from Johannesburg
to Port Elizabeth. Then imaging it with the conditions dry and hot with no air conditioning. This really helps to hightlight the description of the train journey in the monologue.


10/2/10

I have found the a copy of the book, the play itself has only two characters, Hester and Johnnie. Previously a brief synopsis mentioned that Hester had been left home when she was 21 approxiamently and now has returned 12 years after, she has been or currently is still as prostitute.

Key points from the story

- Set in the Johannesburg vacinity
- During the 1960's (approxiamently the time of the apartheid)
- South Africa is a rather religious country even today
- Both Hester and Johnnie are Afrikans
- father is dying, but not seen
- Johnnie cared for his father

Second Reading "Top Girls" / Finding Monologue

2/3/10

Continued with round the table work now started to review the potential characters Marlene and Joyce. Notice a difference in Marlene character from beginning to end, felt that the maturity drops in the final act.
At this point we are considering which roles would be suited, both Liz and I ran through the piece playing both characters. After that I felt that I was drawn to Joyce compared to Marlene, Joyce is Marlene's unsuccessful sister.

To understand a better insight into the setup of the final Act with reviewed the video of Top Girls (1991) directed by Max Stafford-Clark. From this I was able to see the scene acted out, aswell as others interpretations of the scene.

Also I researched into Soap drama especially the scene in Eastenders between Carol Jackson and her son Billie. This gave the impression of a coffee table scenario with the build up of tension.

I wanted to get an idea of the pressures that Joyce was under;
-firstly she is not as well educated as her sister
-she bringing up a child of which isn't hers
-she is a single parent.
-she supports herself and her daughter through four different cleaning jobs.

Compared to her sister who is very much a modern professional woman, a conservative and at that time a supporter of Margaret Thatcher.



Here there is divid between the two sisters, this contrast must be apparent during the performance. The difference between modern independent and the not so.

The Hagen Exercise Character study

Who am I?

My name is Joyce I am in my late thirties, I live near Ipswich. I live with my sixteen year old daughter called Angie. Angie is not my daughter when my younger sister Marlene was seventeen she got pregnant and I said I would look after the child as if it were my own. Angie is an adventurous girl but I do feel she is not focused, especially at school she doesn’t hang around with kids her own age. The only friend I know of is a girl that lives near by called Kit she is twelve.

What time is it?

The year is 1982; Margaret Thatcher has just come into power of the government for 3 years. I don’t rate her a lot but I wouldn’t want to cast my judgment. I don’t understand politics very well as others.

Where am I?

It’s nighttime, Angie is upstairs getting ready for bed. I’m sister at the breakfast table in the kitchen my sister Marlene is opposite me; we are drinking whiskey I am smoking a cigarette.

What surrounds me?

There is a bottle of whiskey that Marlene brought over; she just took it out of her bag. The light from the hall way is shining through onto the kitchen; Marlene is filling up her glass. I have my packet of cigarettes beside my ash tray in the middle of the table. There are some old cigarette buts in the ash tray from earlier on.

What are my given circumstances?

I’m single parent I was married to a man called Frank; he seemed quite protective and didn’t like me to go out. Eventually he left me for a younger woman, I feel deep inside that it was because of Angie but I would never say. Angie’s real mother, Marlene my sister hasn’t been to visit for six years; I hate the fact I gave up my life to raise her child so she good have a life and adventures. Marlene does make me feel guilty sometimes especially when I blame Angie for the lose of my baby through stress. Angie doesn’t know that Marlene is her real mother I have kept it a secret for about sixteen years and have never told her. Unlike Marlene I do not have a well paid job or one that I enjoy, I have four cleaning jobs, it just about gets me and Angie by, I can’t find a better job because I don’t have the qualifications.

What is my relationship?

Marlene is my younger sister, you would expect there to be a close-ness after everything I’ve done but she just doesn’t seem appreciative of it. It angers me as well that I have to make up for what she never does I look after her child, I visit our mother some one who I’m surprised recognized her. She just boasts about how wonderful everything is with money and trips, she says she would help me out but I will just look weak in front of her, she would just love to see me begging.

What do I want?

I want Marlene to understand everything that I have had to give up for the sake of her career and her “glamorous” lifestyle.

What’s in my way?

Marlene turns the blame onto me, it’s always me that is made to feel guilty never her. Every time when I say something she doesn’t want to hear she changes the subject, starts talking about her, or starts crying.

What do I do to get what I want?

Sometimes I don’t always get what I want, Marlene has the ability to out smart me because she smarter then I am. All I know is snapping comments which sometimes hit a nerve however they never quite work and always seem to back fire on to me.


Monologue Hester(Hello and Goodbye)

I have found a monologue piece from Athol Fugard's Hello and Goodbye, I have not yet read the piece. However am still trying to find copies.
Key points I have found so far on Hester, early thirties, white, south African. I chose this piece as a chance of discovery of the south african accent, I am not unfamiliar with the accent as my brother law is Afrikans, and comes from a similar location that the play is set.

Wednesday, 24 March 2010

"Top Girls" The first reading

23/02/10

As part of the group naturalism piece I will be doing Caryl Churchill's "Top Girls". When reading the play any play in fact the first reading is very important this is where you can either have complete dedication to the piece or not so.

From the first Act I was very much drawn into the piece found it funny however did lose the flow gradually.

Monday, 1 February 2010

Rehearsal Reviews

These are the notes taken from rehearsals during the project. I have bolded areas of importance for me personally. Photos taken during rehearsals and devising.

12/01/10

First rehearsal with completed script.
- must be completely sure with the script otherwise script must be altered
- new song for rainbow crow, new tune, learn song know it
- main tain that energy
- try not to adlib

Personal improvements
As this was one of the last rehearsals it starts become very tense and with the confusion of the script and your own way of devising the intial narration one must be sure which one to go with.
Other circumstances this rehearsal lead to change of certain circumstances leading to new castings more roles. Therefore learning narration of rainbow crow personally I would prefer to go by the script seeing as this has been so late in the day.



5/01/10 - Shown to Chris L/loraine/Chris W
- Learn song completely
- neutral stance
- Always energy
- take the risk
- always maintain the focus on even off stage
- No talking off stage
- Sort how the apple will be placed on and off stage
- Snake Link
- Coyote make more of a sound
- add a sound or visual for "quickly animals are coming"
- marry was the narration is to the physicality
- bring back the music
- narration for eagle
- horse spacing - sort narration overal for pigian warrior
- use the costume to house the snow fabric
- opening the clouds sound effect
- work together for billowing clouds
- narrator talk out to audience- develop echo in well
- make more of losing tail
- spin weasel
- buffalo music
- narration music

Personal Improvements
Continue to develop animal physicality and maintain both on and off stage,
aware of spacing throughout as narrator and as animal
more energy throughout.



15/12/09 - Shown to loraine

- Sort out the fabric too messy
- Further Chris Walker animal work
- Narrators in cue with eachother, no gaps, more narration
- Music for Coyote and the snake
- Pick up Pace
- Narrators share with audience, move away from the side
- Deal with the singing of rainbrow crow
- Discuss with Chris, animals react with rainbow crow
- Put more focus on Lakota and the Eagle
- Upstaging each other/ Notice Blocking!
- Woman in the sky
- More humour in the rabbit loosing tail
- Buffalo too many, 3 People not needed
- More music in Buffalo
- Can musicians hand headdresses rather then characters
- Get sticks off stage, clean up
- Need music for returning storyteller

Personal Improvements from rehearsal
- Need to become more confident with the narration
- Aware of staging avoid blocking
- narrators sing with rainbow crow
- clearing stage correctly
- making rabbit more humourous
- Overal further animal work


Nov- Dec 09 Shown to Chris W

- fluidity with the warriors,
- too one sided on stage
- get to position early no fidgiting
- one movement
- wings need to be on time
- set a posture
- need to be on cue
- more music
- storyteller more music/magic
- still too still(hummingbird)
- Tree one movement
- music needed
- oragnise thistle bush
- more movement
- don't restrict arms too much
- flowers set pattern,simple routine
- work on coyote movement
- more music/ no dead noise
- change the levels between narrators and animals
- bring the clouds
- Use the space

Saturday, 12 December 2009

Moving with the animal research

So far we have experimented with animal movements but we haven't used the research to the limits.
Today we focused on the animal movements with Chris W. It was centered on getting the animals right. So far the animals that I have worked on with Chris has been the horses.
The original idea for the horses was to use walking sticks to imitate the legs, however doing this does not capture the stature and physicality of the animal.
therefore we needed to delve deeper into the animal.

Then I thought of how horses have been presented by humans when on stage. An example of this was "Equus" where the actors used there whole body to imitate the front half of the animal which was very effective. when seeing it live the horses looked believable and made a great impact on the audience.

(image taken from http://www.international.ucla.edu/cms/images/EQUUS%205.jpg)

The Final interpretation of the Horses



Rabbit

Working with the Chris on the rabbit was to plan a scenario for the rabbit and reasons for their actions. Therefore i experimented with the rabbit stopping starting the jumps but making it a definant "rabbit jump" rather than a jump. I looked at some videos of rabbits and picked up on the sequence jump, jump look up.

The movement of the Thistle bush and flowers



The original concept of the thistle bush was a line with fabric however the technical side of moving the fabric did seem impractical at most times and the thistle bush did lose the sense of being a bush. When speaking with Chris we discussed the movement of the bush as being a similiar movement of scholing fish, overlapping one another, and one movement, cascading into one another. I did some further research of scholes of fish and their movement in order for us to interpret our own. (consult schooling fish video botton of page)

Designing Masks, Making Masks, Painting Masks

We are not just performing the show we are helping with all elements with the help of technical crew, stage managers and costumiers. My task in the group is mask designer this is where I work with Penny the costumier to design the masks that will be used in the show.

Step ONE
As I had to keep with Native American theme i researched their outfits and headresses they used for dances, festivites or everyday life. Also to research the animals to give traits of their physical appearence.






Step TWO
With these images and the research I could design the masks and begin to make smaller tryouts.
These tryouts are not the set layout but give an idea on how they are two be made.



Step THREE

With my mini designs Penny used the template to enlarge them to scale and simplifying the designs.

Process-
-First Draw a design that would not involve to many seperate pieces but was still easy to work with.


- Next is to bind the shapes together, we found it easy to use office equipment to attach papers, it does not restrict the movement of the mask but still is secured easily.




- Using the heat gun you can then manipulate the plastic to any shape, this really worked well for ears, beaks and whiskers.





- A few of the masks before painting.


Claire wearing Crow



Sophie wearing Horse

Periodical Evalutation- Video Review

So far we have done one rough run through which was filmed so we could review it.
After reviewing the video we made notes of improvement to improve it, these are the notes made by the group so far.







Points taken from Video and notes

- experimenting with the movements
- remembering that it's a kids show, appeal to the children
- bring in more magic
- more music
- make it funny
- getting the right pace for the show
- keeping to the original style