Our first play at college is called '13' by Mike Bartlett. It's a play about 12 people who all share the same dream. The thirteenth person comes back from,what the 12 thought, was dead. The play was published in 2011 and has themes of high importance such as Politics, Royalty and Religion.
(The cover of the book represents, to me, seeing the light just before going to Heaven/death and the number 13 appearing at 'the end of the tunnel'.)
I believe that '13' has political elements as for the obvious suggestion in being that one of the characters is a Prime Minister; so politics nearly always revolves around these characters. Ruth is a conservative politician; as was Margaret Thatcher. Thinking outside the box, I understand that the title of the play is due to the number of characters whom are affected by the dreams; but it could also symbolize the Greek Chorus which normally consist of 12 to 15 members. The '13' represent the 'sheep-like' politicians in court who cheer and jeer in order of what is happening between the two parties (or Prime Ministers in the case of the video link). This relates back to the Greek Chorus because they react to what happens on stage; similarly to the politicians. An example of this is Act 1 Scene 13, Ruth's speech. In this scene a choral selection of actors listen and react to the things Ruth says. At times there are those who look hopeful and supportive of what she has to say, and those who look down in shame or anger. Nearing the end, those in favour of what she has offered cheer and vocally celebrate; just as the politicians do in the video.
https://www.youtube.com/watch?v=TsAa9VmwOaI This video backs up my suggestions of choral reaction, to what Gordon Brown says. And a lot of the play involves ensemble and choral scenes which is how I come to the conclusion that Politics is the main theme of '13' and the other themes all work around the main one; as we all do day-to-day by obeying the laws and regulations of Prime Ministers and Politics.
To begin with, we read through a short section of the play. By doing this, we could understand the basic storyline of the play and also the characteristics of each role. I read for Ruth in this casting workshop; Ruth is the Prime minister in the play whom is very authoritative. I enjoyed reading the part of Ruth because she was higher up than the other characters. Ruth would be a big challenge for me to play as she is strict, loud and very confident as you would expect from a Prime minister. However this is why I liked Ruth as I wanted to challenge myself and try new characters out instead of being type-casted as a polite and quiet character; which isn't pushing me out of my comfort zone.
Exploring the character of Rachel:
I expressed my opinions to Karen who then gave me the chance to read for Rachel. Rachel is a young, loud, confident protester. She is very quick with words and extremely feisty. When reading Rachel, I discovered that she is quite a comical character as she says and acts just as anyone would; meaning that the audience can relate to her because she is someone so realistic to them. Rachel is a character nothing like ones I've played before; and she would be a challenge for me to play because she is so loud. But I wanted to challenge myself and see what I can do...
In this image, you can see that Rachel (with Amir, her boyfriend) She is wearing an ordinary dress with a pattern on. However, this is not how I wanted Rachel to dress in our performance. I had imagined her to be wearing a more hippie-like outfit. For example, skinny jeans with boots. A baggy top with a long cardigan (thin material and perhaps a camouflaged look) Plenty of necklaces, bracelets and anklets, maybe even a bandanna.The look I am trying to get is like in the second image, the girl third from the left.
I want to experiment with this style of clothing because Rachel strikes me as a hippy whom likes to be out of trend/fashion and who likes to be individual with both her clothing and her opinions. I know from other costumes in the show,that I've researched, that Rachel will be very differently dressed from the other characters which is exactly her personality. I want her to stand out.I imagine her to always have her bag on her as well, as though she's ready for anything; her being so quick to react to anything and everything. However Amir, from what I know isn't that similar to Rachel which makes me wonder why Rachel, being so individual,would date someone who might not appear out of the ordinary. I think it could be because Rachel is trying to fit in; which then leaves me in the predicament of what sort of clothes does she wear?
Development on stage:
The majority of lines that Rachel says, in Act 1 so far, are expressed through a range of emotions. For example in Act 1 Scene Eight, Rachel is on the phone, extremely angry and shouting. The anger almost imedietly resolves itself when she hears the voice of John, who she thought was dead. This shows us the relationship that Rachel and John once had. I get the idea that Rachel and John once had a close relationship of just friends; but perhaps one of them (I'm not sure who) wanted more than just a friendship? The pure shock and confusion is demonstrated through the amount of pauses Bartlett includes in the next three short and snappy lines Rachel delivers. "Oh god...God...John?...How can?..." She then runs and slaps John. This is, to me, Rachels way of really showing John what she's feeling. As though she doesn't like to express her feelings out loud. When me and Frank (playing John) act this scene out, after the stage slap, John responds in an unnatural way for just being slapped. He stands as though he expected it from her. By doing this, we really show the relationship that they perhaps used to have before John left because, perhaps John knew her reaction would be similar to this. Rachel then hugs John which again shows John and the audience that she doesn't express her feelings verbally but more physically.
Another one of Rachels and Johns scene is Act 1 Scene Ten, in this scene Rachel approaches John, who is expecting her, they have a one-sided heated discussion. In our personal blocking time, me and Frank ran through this scene with just the simplicity of two chairs. Rachel standing and looking down on John and pacing in her anger. This idea was changed dramatically to a large block acting as our two chairs. We then take it in turns to move to different sitting positions on the block. For example when Rachel faces left, John has his back to hers. This way we can show the audience John and Rachels relationship between each other, and by showing that they never agree; so they are always facing away at various times in the scene.
This image shows you the block used for this scene, and it also shows you the positioning of both characters representing there not so close relationship.
Workshop sessions:
Basing our workshops on the work of Frantic Assembly, a Physical Theatre company,we tried out some relays in lessons. In groups we ran to the other side of the theatre and back again. This made us competitive in the different groups and made us work together as a team to win each relay. Following the relays, we then had to create a short story using the idea of the relays. My group created it into a war front. I came up with the idea of the three girls using Physical Theatre to make a gun, at the far left side of the stage. The three boys, in slow motion, stood up. Back to normal speed, ran the 'relay track' until the 'gun' shot them down. One solider fell to the floor very dance-like to represent the cowardness of not wanting to die; he was the last out of the three to be killed. This workshop had us narrow our thoughts as we had to relate it to the relays in some way.
These are some other workshops we tried out;
All three of these activities we tried out are used in a street scene between Holly and Mark in '13'. This scene is on the streets and to fulfil this location other members of the cast are walking on and off stage at various intervals. Individually we recite our 'Home' sequence doing ordinary things such as using a mobile phone, listening to music or just keeping ourselves to ourselves as so many do now. In one corner we have a pair repeating a chair duet constantly as though they are sat on an ordinary park bench. These all help to add to the bustling and unpredictability of the streets. With actors entering and exiting the stage doing different things makes the scene more interesting and lively giving the audience more to watch.
I believe that '13' has political elements as for the obvious suggestion in being that one of the characters is a Prime Minister; so politics nearly always revolves around these characters. Ruth is a conservative politician; as was Margaret Thatcher. Thinking outside the box, I understand that the title of the play is due to the number of characters whom are affected by the dreams; but it could also symbolize the Greek Chorus which normally consist of 12 to 15 members. The '13' represent the 'sheep-like' politicians in court who cheer and jeer in order of what is happening between the two parties (or Prime Ministers in the case of the video link). This relates back to the Greek Chorus because they react to what happens on stage; similarly to the politicians. An example of this is Act 1 Scene 13, Ruth's speech. In this scene a choral selection of actors listen and react to the things Ruth says. At times there are those who look hopeful and supportive of what she has to say, and those who look down in shame or anger. Nearing the end, those in favour of what she has offered cheer and vocally celebrate; just as the politicians do in the video.
https://www.youtube.com/watch?v=TsAa9VmwOaI This video backs up my suggestions of choral reaction, to what Gordon Brown says. And a lot of the play involves ensemble and choral scenes which is how I come to the conclusion that Politics is the main theme of '13' and the other themes all work around the main one; as we all do day-to-day by obeying the laws and regulations of Prime Ministers and Politics.
To begin with, we read through a short section of the play. By doing this, we could understand the basic storyline of the play and also the characteristics of each role. I read for Ruth in this casting workshop; Ruth is the Prime minister in the play whom is very authoritative. I enjoyed reading the part of Ruth because she was higher up than the other characters. Ruth would be a big challenge for me to play as she is strict, loud and very confident as you would expect from a Prime minister. However this is why I liked Ruth as I wanted to challenge myself and try new characters out instead of being type-casted as a polite and quiet character; which isn't pushing me out of my comfort zone.
Exploring the character of Rachel:
I expressed my opinions to Karen who then gave me the chance to read for Rachel. Rachel is a young, loud, confident protester. She is very quick with words and extremely feisty. When reading Rachel, I discovered that she is quite a comical character as she says and acts just as anyone would; meaning that the audience can relate to her because she is someone so realistic to them. Rachel is a character nothing like ones I've played before; and she would be a challenge for me to play because she is so loud. But I wanted to challenge myself and see what I can do...
 |
| Image of Amir and Rachel. Boyfriend and Girlfriend. |
In this image, you can see that Rachel (with Amir, her boyfriend) She is wearing an ordinary dress with a pattern on. However, this is not how I wanted Rachel to dress in our performance. I had imagined her to be wearing a more hippie-like outfit. For example, skinny jeans with boots. A baggy top with a long cardigan (thin material and perhaps a camouflaged look) Plenty of necklaces, bracelets and anklets, maybe even a bandanna.The look I am trying to get is like in the second image, the girl third from the left.
 |
| Group of Festival-like dressers.Influence for the costume of Rachel. |
Development on stage:
The majority of lines that Rachel says, in Act 1 so far, are expressed through a range of emotions. For example in Act 1 Scene Eight, Rachel is on the phone, extremely angry and shouting. The anger almost imedietly resolves itself when she hears the voice of John, who she thought was dead. This shows us the relationship that Rachel and John once had. I get the idea that Rachel and John once had a close relationship of just friends; but perhaps one of them (I'm not sure who) wanted more than just a friendship? The pure shock and confusion is demonstrated through the amount of pauses Bartlett includes in the next three short and snappy lines Rachel delivers. "Oh god...God...John?...How can?..." She then runs and slaps John. This is, to me, Rachels way of really showing John what she's feeling. As though she doesn't like to express her feelings out loud. When me and Frank (playing John) act this scene out, after the stage slap, John responds in an unnatural way for just being slapped. He stands as though he expected it from her. By doing this, we really show the relationship that they perhaps used to have before John left because, perhaps John knew her reaction would be similar to this. Rachel then hugs John which again shows John and the audience that she doesn't express her feelings verbally but more physically.
 |
| Me and Frank playing Rachel and John. |
This image shows you the block used for this scene, and it also shows you the positioning of both characters representing there not so close relationship.
Workshop sessions:
Basing our workshops on the work of Frantic Assembly, a Physical Theatre company,we tried out some relays in lessons. In groups we ran to the other side of the theatre and back again. This made us competitive in the different groups and made us work together as a team to win each relay. Following the relays, we then had to create a short story using the idea of the relays. My group created it into a war front. I came up with the idea of the three girls using Physical Theatre to make a gun, at the far left side of the stage. The three boys, in slow motion, stood up. Back to normal speed, ran the 'relay track' until the 'gun' shot them down. One solider fell to the floor very dance-like to represent the cowardness of not wanting to die; he was the last out of the three to be killed. This workshop had us narrow our thoughts as we had to relate it to the relays in some way.
These are some other workshops we tried out;
- Chair Duets: We experimented with another of Frantic Assembly's workshops, the chair duets. These are between two people on chairs. Using three moves per person, you can move your hands, heads and bodies to create a sequence taking it in turns to move. We used some of these chair duets in a public scene (read on) This video is a Frantic Assembly inspired video of some A-level students chair duets. https://www.youtube.com/watch?v=UJ_9Eaog2yw
- Push, Pull, Swerve and Duck: For this we created a short sequence including a push, pull, swerve and a duck. These alone create they're own story basing on the speed the sequence is performed in.
- Home: This activity was done with four groups. We all had our own home (one corner of the theatre) we then had to walk together like a shaul of fish to four different points in the room.
- The Keypad: In a cluster and only using our heads, we all looked in different directions according to the the location the number on a keypad would be. Watching this from the audiences perspective, it is very effective and looks well rehearsed. The image is my drawing of the Keypad to help me remeber the activity. It shows the cluster moving their heads to the three different numbers.
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| My drawing of the Keypad workshop. |
All three of these activities we tried out are used in a street scene between Holly and Mark in '13'. This scene is on the streets and to fulfil this location other members of the cast are walking on and off stage at various intervals. Individually we recite our 'Home' sequence doing ordinary things such as using a mobile phone, listening to music or just keeping ourselves to ourselves as so many do now. In one corner we have a pair repeating a chair duet constantly as though they are sat on an ordinary park bench. These all help to add to the bustling and unpredictability of the streets. With actors entering and exiting the stage doing different things makes the scene more interesting and lively giving the audience more to watch.
WEEK 1
ReplyDeleteI love your interpretation of the book cover! You demonstrate some excellent considerations regarding your role and have provided some detailed examples of your exploration in rehearsal as well as considering the character relationship to John. Well done!
I agree with your costume choice for ‘Rachel’. You provide detailed insight into the work of Frantic and example how we have applied this in rehearsals. An excellent research example of ‘Chair Duets’ Well done!
ACTION:
1. Check Grammar in opening statement.
2. You could include some insight in your introduction into what or why you believe the play to be political. Provide some quotes from the text your responses.