#interim presentation

In our piece, we are using the carrot to move through the dramaturgical structure of the ten stages of genocide (as formulated by Gregory Stanton).

In our Interim sharing, we showed the first three stages: classification, symbolisation and discrimination. But how do we get to stage nine - extermination - in our piece?

We have since come to the idea that to kill a clown is to eradicate their ability to perform/appear/laugh/fail/speak. Do we gradually turn into our naturalistic human selves as more and more restrictions get put onto our clowns, making it impossible for them to be impulsive and authentic?

What are the mechanisms of speech within our piece? Is the official language of politicians and performers English, whilst our clowns speak in gibberish in private? We do not want to make it seem like the UK is the oppressor and we, as clowns, are immigrants. To avoid this, we need to reference more 'iconic' political structures from across the world, not just the house of commons.

Why Shakespeare? This grounds us even more in a UK-based world - do we want this? In The resistible rise of Arturo Ui by Bertolt Brecht, one of the characters uses text from the play Julius Caesar to practice his political speech. Can we reference famous politicians' rhethorics in this way in our play as well? Again, it would be good not to just pull from Shakespeare, but to open up our clown world to more global references as well.

We must work out our group dynamic and individual characters more: what is the status order of our clowns? What makes them unique within our clown world? How do they relate to carrots, the government, rules, what are they passionate about? We scheduled a workshop with Lynne to help us with this, and we will also be exploring some Michael Chekhov exercises in our next rehearsal.

We have a show! Well, part of a show. Really like a sketch of a show...

But it's something. We know where we are going and we know what vessel we are taking to get there.

Class 5.1 Interim Presentation

Interim presentation

I developed four of my thumbnails from Monday’s class and fleshed them out into 4 A4 concepts.

Based on the feedback I received in class I plan to further experiment with the layouts, copy and compositional elements of the first, third, and fourth posters. (left to right, top to bottom)

Week 9.1 | Interim Presentation

In class we had our interim presentation. Marie and I worked on three different concepts; Lego, Guess who? - Doors interpretation and Connect Four

For the actual presentation we showed only the connect four and guess who - door interpretation, however I during and after the presentation I thought that  we should also show the Lego one as that was, I think, stronger than the other two. 

I think what I learnt from the presentation, is to not limit ourselves, even if we were suppose to only show just two concepts. The presentation is to show what you have done so far, and what you are thinking about doing and if you’re unsure on which direction you wanna go, just show everything, because you’re better off having that option and knowing if its good or bad, rather than not knowing at all. 

I think it was a good decision, as LEGO was the one that was chosen out of the three of them, as it was a “game” that everyone of all ages recognised, and it’s also not a game where it limits the amount of people who can play, and at the end everyone is a winner, no one looses, which is what you want a happy and safe environment that people would like to attend. People who helped us critique also gave us some more ideas to push the concept even further.

Week 9.2

In class we did a touchpoint matrix. 

Interim Crit