Today we combined all our pieces together to create one performance. After everyone showed their piece to the class, we worked out a storyline and slotted each piece into the right place to create the performance. We the main forcus of our performance would be the adults forgetting how to dream, and a group of superheroes giving them the power of imagination to help them dream again.
What ideas did your group come up with?
Instead of generating ideas, the lesson was focused on getting our whole piece set out and ready for the show. We adapted everyones piece so they would link together and also gave people individual parts so that everyone said something during the play.
Why have you chosen some of these ideas to develop further?
Our idea of Rory saying what he was dreaming about and us becoming the characters in his dream was developed further by having various people pop up about what they dreamed about. For example, Connor would stand on a stall like an excitable child and shout "me me me!", so indicate it was his turn to share his dream with the audience. We'd all rush towards him and gather around his stall which helps our audience know where their focus should be. Connor would say "I want to be" and then a ding would go off at the same time as someone would put a cardboard cut out of a cloud above his head. This would show that he is dreaming and also, because this action is repeated with every person who presents their dream, it gives this section a sort of rhythm and helps it flow because there are similarities. After that Connor would say "a race car driver", and we'd all become race car drivers and move all around the stage to create an excitable atmosphere which would contrast with the next section.
We also decided on costumes. At the beggining everyone is frozen as a toy and we had to dress up as that toy. I am a fairy so I've decided to wear a pink dress and wings. People who don't have so obvious characters, will wear clashing colours and ridiculous assesories so it will be visually entertaining as we will be dress as exciting as our play will hopefully be. It also shows how even when we are boring adults in the last section of the play, deep down we're still children and have the potential to dream as we are sill dressed that way.
Why did you reject some of the ideas?
Because this lesson was more focused on creating the structure of the piece rather than coming up with ideas, there was less rejection. However, there was one sequence where in partners we had to create a short sequence of movement which Jake, would then stop and tell us "we can't dream". At the beggining we planned to do this as a whole class, however for a young audience it would be hard to understand such a small burst of energy and how it was siginificant in the piece. So instead, we decided to go into the space two groups at a time where Jake would tell us we can't dream and then we'd melt to the floor so the next set of groups could walk in. This idea of repetition is good for a young audience because it gives them time to process what's going on.
What techniques are you using? Why is it suited to your audience?
We are using a variety of techniques, including physical theatre, choral speaking and interaction with the audience. Audience interaction is common in childrens theatre because they often lose interest so by getting them involved, it re-engages them and will keep them concentrated for the next section. Choral speaking enphasises the message we are trying to put across because of the volume and having everyone involved.
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