Exercise: Kaos

At the beginning of our theatre lesson, we did an exercise called 'Kaos'. This game consists of 3 layers but we only did two layers to start off with for today.

LAYER 1 (VOICE):

We had to get in a circle and say someone's name around the room one by one. For example, Mr Rennison would say Edgar's name then Edgar would say Sam's name for example. Then, Sam would say someone else's name within then it would continue until there are no more names left to say and it would go back to Mr Rennison. 

Personally, I found the task quite easy. However, I had trouble remembering the person who said my name. Therefore, it made it quite hard for me to know when to come in and say a person's name in the circle. I had a fear of not wanting to mess up but one of the main objectives of the game is to NOT be negative and to embrace your mistakes. 

LAYER 2 (OBJECTS):

Still remaining in a circle, we had to throw a ball to another person that was different to the previous person who's name that was said before in layer 1. However, when you throw the ball, you have to say the name of the person you said in layer 1. For example, if Mr Rennison said Edgar's name in layer 1, in layer 2, he would throw the ball to someone who isn't Edgar e.g. Sam but would say Edgar's name when throwing it to him.

I think that this game helps us to stimulate our minds and get them working and thinking. The exercise was quite challenging for me as I had to think about multiples of different things whilst trying to successfully do something at the same time. Nonetheless, it was not the end of the world if we failed to succeed the exercise. If we did, we would have to acknowledge it then move on from it. We need to be able to learn from the mistakes we make and not down ourselves about it! Making mistakes helps to realise what went wrong then learn from it in order not to make the same mistake again.

I have come to the conclusion that Kaos is a perfect exercise to do in order to warm up before rehearsing Blackout. Blackout is quite a diverse play that is mainly set in a character's mind and thoughts. Within Kaos, you need to be able to access your mind and thoughts to successfully do the exercise well. Both the exercise and the play link as they both require the use of minds and thoughts to successfully do it well. 

What Locations Are Infered Inside The Text?

PAGE 5:

• Jail cell - suggests a claustrophobic feel
• He's talking from his mind

PAGE 6:

• Home - James' sanctuary
• Mentions his dad who was grim
• Remembering and reflecting on his past

PAGE 7:

• Kitchen - represents his homely feel
• Stairs - turn point, transition to darkness
• Granddad's house

PAGE 8:

• Granddad's house
• James' house

PAGE 9:

• School
• Atmosphere - dark, threatening

PAGE 10:

• Hospital
• Bedroom
• Jail Cell - Secure Unit
• Atmosphere - lonely, bare

PAGE 11:

• Night, bedroom
• External scenery - on the street

PAGE 12:

• House
• Atmosphere - intense
• Bedroom
• School - was isolated from it

PAGE 13:

• School - he's walking around
• Atmosphere - intense

PAGE 14:

• School - loves the pain
• Bedroom - where he lets out his anger the most
• ^it's his training room, chapel, church
• Atmosphere - tense

PAGE 15:

• Bedroom
• His home is his safe zone but then puts on a slasher film to remove the safeness
• ^film gets more grim as you read on

PAGE 16:

•  Bedroom
• Has pride

PAGE 17:

• Bedroom
• Reflecting and remembering his past
• Bedroom - alone now
• ^he shares his thoughts, he's talking from his inner head

PAGE 18:

• White walls
• Atmosphere - remorseful/sad
• Reflecting and remembering his past
• Park maybe
• James feels isolated and pressured after his revolution

PAGE 19:

• Alleyway
• Atmosphere - tense, scary

PAGE 20:

• Dialogue
• Away from home
• Home now
• Crime scene - frantic, scary
• Front room maybe

PAGE 21:

• Mind/jail
• Courtroom - judge
• ^exposed, the naked truth

PAGE 22:

• Courtroom
• Nervous
• Has no control
• Vulnerable

PAGE 23:

• Outside
• Home
• Bed
• Location details: Nazi posters, knives, mirror
• Lights on then off
• Talking from his mind/thoughts

Interpreting The Script: The Significance of The Time and Place In Which The Play Is Set

'Blackout' was written by Davey Anderson and was first performed on 4th June 2008. I have tried to search for the specific date which the play was actually written, not released. Unfortunately, I have not been able to find it so I will assume it was written near the end of 2007 or near the beginning of 2008. Also, the play is set in Glasgow where racism does happen.

From doing research, I found an article about two Mongolian men who were attacked by " RACIST teenaged thugs" with clubs and bricks in 2008 because of their race. This shows to me that racism does occur in Glasgow which connects to the group of skinheads in the play.

On page 9 in 'Blackout', you see skinheads (the bullies) mocking and tormenting James because of his hair and how he dresses. James had long hair but eventually cut it all off to give the bullies what they wanted.

Description of skinheads:

• Short hair (have it cut with a #2 or #3 grade clip guard). It'd be cut very short but not bald.
• They would wear shoes like Dr Martens and levi jeans
• Wear long or short-sleeved button-up shirts or polo shirts

FEMALE SKINHEADS



MALE SKINHEAD IN 1977



For more information on the attack, you can read the article here: http://www.dailyrecord.co.uk/news/scottish-news/exclusive-immigrant-tells-of-horrific-racist-981308

DEFINITION OF A SKINHEAD

'A young man of a subculture characterized by close-cropped hair and heavy boots, often perceived as aggressive, violent, and racist'.

Warm Up Notes

Above are 4 warm up videos to show you how to do some of the warm ups we do in theatre. Enjoy!

Why Today's Lesson In Theatre Was Successful

Today in theatre, we performed our own scenes that we devised by taking out 8 lines from the play 'Blackout. The lines that we used were:

• Everything went black 
• Blackout
• Imagine
• It was like being in a dream
• You dirty beast
• You shake your head
• Death to the gimp!
• You open your eyes 

Our scene was about a character having a nightmare and there were voices trying to intimidate them. To perform this scene, we used end on stage as the theatrical configuration.

I believe as a whole, not only did our (Holly, Chloe, Clay & I) scene go well but everyone else's did as we were able to have complete control on what to do. It allowed us to be creative, think deeply into how to perform our scenes and try to co-operate versatility within our performances. 

Tackling a play with such freedom to interpret it any way possible through your body allows you to be abstract, flexible and open to things with your body. For example, having a scene about a nightmare can allow you move in peculiar ways to represent the scariness of a nightmare and etc.

During rehearsals for this scene, I believe that we all worked well with each other as we tried to include everyone's ideas and contributions. We did this by sitting in a circle and taking turns to see what ideas we had. Afterwards, we would come to a conclusion of what we were going to do making sure everyone was happy. My strengths in this exercise was being able to give ideas to the rest of the group, thinking of choreography for the scene and making sure everyone agrees with an idea. However, my weakness was that I wasn't confident in the character I was playing: the character having the nightmare. As my role had more movement rather than words, I had to show emotion through my body predominantly. 

In order to improve for future exercises, I have to allow myself to be open to any role I'm given regardless if I'm not used to the role. Doing this will boost my skills as an actress, improve my versatility and will make me feel more comfortable and more open-minded to a variety of roles. 

Research Blog Topics - Types of Theatrical Configurations & Ideas For Staging

Types of Theatrical Configurations:

• In a round - to perform in a circle
• Promenade - when your scenes are staged in different places throughout the play when performing it
• Traverse - when the audience is placed on either side of the stage (like a catwalk).
• Immersive - when you're acting within the audience 
• End on - when there is flat staging (e.g. the Obie Theatre)
• Thrust - when you have an apron of staging, this allows you to be end on but also in the audience

Ideas For Staging:

Chloe and I had the idea of using thrust as the theatrical configuration for the play. At the beginning of the performance, one actor/actress could lay on a bed placed right in centre stage in the character of James pretending to think. Then, the rest of the actors/actresses will come out of the audience one by one saying a line each from the first scene of the play. To create versatility and think outside of the box, the performers would be positioned in different locations within the audience. Once everyone has reached the stage, they could circle around James and walk around him still saying their lines one by one but at the same time. The noise they'll create together whilst repetitively saying their individual lines will eventually crescendo then will come to a halt when the actor/actress on the bed suddenly snaps out of their thoughts and zones in noticing their surroundings. Whilst the character is on the bed, there should be a red spotlight on them. I think the colour red would be good to use as red has connotations of danger.

Overall, thrust would be a great theatrical configuration to use as it allows you to not only be end on but also gives you the opportunity to move within the audience. 

The Playwright's Intentions and How They Impact On The Play

I think the playwright's intentions was to show how depressing a troubled teenaged boy's life can be. They were trying to tell the audience his story through his eyes and what has happened in his life to effect him now. Also, I think another of the playwright's intentions was to get us thinking throughout the play as it starts us of with the first word being "Imagine" in the play. This impacts the play by making it flow as if it's a monologue and James is the only character as the play is telling his life story. However, once we read more indepth into the play, we begin to see that more and more characters are involved. Although this play may seem quite upsetting, it's good that the playwright is making us aware that the things presented in the play do occur in real life situations! In order to be a great actor/actress, you need to be aware of the current world around you so that you are able to portray different roles. With 'Blackout' being a gothic play in some sense, it educates us on how things can be in the world for teenage boys or even anyone.

The Play's Themes and Issues

• Bullying - on page 9, you see James being called horrible names by his peers and getting beaten up by them because they think he's a "goth". 
• Depression - on page 14 and 15, it is written that James refuses to see his grandfather that at this point in the play we know he loves dearly. James would rather stay in and watch a gory film with blood and killing. Therefore, this must show he is at a depressing point in his life if he'd rather watch something so gory and horrid that he didn't think was gory enough than see his granddad that he so called loves!
• Death - on page 17, we are told that James grandfather dies of cancer which will definitely scar James. The last time he could see his granddad, he refused because he'd rather watch something  depressing and unpleasant
• Crime (murder) - on page 20, James has been accused of attempted murder. When he was drunk and smoked quite a lot, he was not himself and nearly strangled someone to death. 
• Peer pressure - on page 19, his peers have given him drugs and alcohol to drink. James didn't want to feel like the "wee nerdy" and took what he was given so they didn't think he was a coward.
• Abuse - on page 6, we are told that James' father abused his mother which would obviously traumatise any child who would have to witness their mum getting beaten up by their dad every single day at a young tender and fragile age. Also, on page 9 we see James being abused by his peers hitting him with a belt, kicking him in his ribs and throwing him down the stairs. 
• Love - on page 7, James describes his love for his granddad and the father-and-son relationship they have. 
• Hate - on page 13, James retaliates to the bullies and loses his temper and lashes out by throwing a chair at them and giving them what they want: a reaction.
• Confusion - on page 5, at the very start of the play, James starts of as being confused and unaware of what has happened to lead up to the point of his life that he's in. He asks himself questions such as "where am I?", "what did I do?" and etc.

Overall, I feel as if the overall themes and issues of the play is about depression, abuse and anger when tying to sum up all of the themes presented above. 

DEFINITION OF A FASCIST

Collins School Dictionary Definition

Fascism: "Extreme right-wing political ideology or system of government with a powerful dictator and state control of most activities. Nationalism is encouraged and political opposition is not allowed. "
Therefore, a fascist would be someone who believes in nationalism (when the government controls everything and belief  that you are superior to others).

I believe that social fascism was displayed when the bullies in the play we're being horrible to James and believing they were better than him. If you refer to page 9, you can see James being called names such as "the gimp", "dirty beast" and etc. The bullies belittling James shows that they feel there are more superior than him in order for them to feel like they were able to call him such terrible things.

Research Blog Topics - First Impression Of The Play

First Impressions of The Play

My first impressions of the play is that it is about a young teenage boy named James who has been through a lot in his life which has negatively affected him in the future. For example, in the play, it mentions how his father used to beat his mother "to a pulp". This could mentally traumatize a young person as they should not be witnessing such things at a young age. This could be one of the reasons why James seems like such a depressed and lonely character.

Throughout this play, you are taken through James' story of how he became so depressed and disheartened from an early age. His mother wasn't the wealthiest person in the world, he was bullied by his peers and nearly killed someone and almost was put into jail for it! Despite his mum's financial problems, she still provided for him which shows that he still received love from at least someone. Also, he was very close with his granddad as shown in the play. Sadly, James' granddad died of cancer later on in the play. On page 17, James says "You'd remember the night your granddad died. That's when you died inside". I think at this was a point in the play, James hits rock bottom. He mentions in the play on page 7 "But you'd remember your granddad. He was the closest thing you had to a proper father. He put you under his wing. He did everything a dad would do...". This demonstrates the close relationship James had with someone in his life and the relationship that made him happy. Although, as you read on, you see James getting more and more depressed in result to his granddad passing.

Also, the play is quite choppy. It talks of past experiences and every word has a meaning and cliffhanger. For example, the first word of the play is "imagine". This shows that already the play could be about someone's thoughts and that they have to use the imagination from their minds to prove this. 

Overall, I think the play is depressing because of the life story James has. However, his can be the true reality of some people's lives and we should be aware of this. Not only does doing theatre help you improve as an actor/actress but it can help to educate you on real life dramas.