IB Theatre

What is it?  Beijing Opera is a combination of stylized action, singing, dialogue, mime, acrobatic fighting and dancing to portray a story or represent different characters and their feeling of happiness, anger, sadness, surprise, and fear. The characters range from being loyal or disloyal, beautiful or unattractive, good or bad. Their portrayal is always vividly displayed in bright costumes that show the styles of ancient China. It is regarded as the quintessence of China.  Means of artistic presentation:  Beijing Opera demonstrates dramatic performances and figures solely by combining 4 artistic methods: Singing, Dialogue, Dancing and Martial arts. Singing is used to intensify the appeal of the art form through distinct tones. Dialogue is the accessory of singing which is full of musical and rhythmic sensation. Dancing is the epitome of body movements requiring professional performing skills. Martial arts is the synthesis and transformation of traditional Chinese combat

The following photos are from my presentation used for the workshop I led in relation to the projection aspect of complicite: The use of projections is a significant necessity as if we wish to reflect the work of complicite, a major aspect of their work includes the usage of multimedia techniques, especially projections. Despite our lack of resource I was able to manage projecting videos I edited to include in the workshop although we experiences many technical difficulties as a result of faulty WiFi, although we were still able to form ideas through the different activities that we can utilize in our performance. They were able to perform quite well despite the difficulties we faced, and they were able to embody what I asked of them quite effectively. This workshop session helped us identify 2 possible scenes that could be included in our performance. The first would be the scene in which a projection of Aunt Lydia is showing, whilst the

This post consists of ideas we think of as we go through the process of developing our performance: - Using the novel/show of the handmaids tail we've decided that each of us will be a woman of distinct status as opposed to one another, and we will portray how women are being suppressed in society, despite their status. - We though of having the piano playing in the background of in certain sections of our play, in order to enhance the atmosphere and ambiance of the performance. - Mirror and then writing "object" in lipstick - Elaborate uses of projections: After watching a Complicite showreel our ideas using projections expanded further: Use of projection of a train at the end, running towards the train, and at the end we all stand on a the same level block to suggest that even though we have different status's we are all the same and being treated the same Use of projections to create a scene with us as silhouettes behind the projection, possi

Video notes: Colorful, traditional japanese (mount fuji, Japanese blossom trees) and elaborate setting Traditional story  Traditional Japanese instruments Use of voices, sounds Music dominating opening  Musicians are on their knees Unique characters rise from the stage, elaborate and detailed costumes 4 distinctive characters with their own specific costumes and props, each with a specific way of movement Symbolic dance like movements Set ways of movement and expressing themselves Originated in the Edo period Female role is played by a man, overly exaggerated, element of humor Handmade hair costumes Mie, the moment the actor holds a specific position that explains the character White face make up, provides an element of style that is easily recognizable  Both men and women act in Kabuki, but then banned women from performing in 1629 Onnagata -> men playing women roles Actors speak in monotone voice, focus on movement About historical events and moral conflicts ab

Location for performance: We visiting several areas around the school to plan out which location could be suitable for our performance, a location that allows us to use our space differently, allows us to use different levels, and brainstorm new ideas, and we narrowed it down to 3 locations: Our first Location was the stairs along with the area under the stairs: Once we saw this location a number of ideas flooded our heads, from the space we could use, to the ideas this locations permits us to form.  We could either have the audience sitting in front of the end of the stairs, so that they can view scenes on the stairs and beside the stairs as well as outside the window Or we could either have them sit beside the stairs against the wall where they could see under the stairs, through the window, above the stairs, and the left space This section behind the stairs would be used for transitions and hiding But it can also be used for verbal scenes that the audience c

Video summary:  https://www.youtube.com/watch?v=Z2ANMKeroi4&t=1006s https://www.youtube.com/watch?v=_4iWoCJ_t24&t=384s 2 main characters are Judy and Ms. Punch  Came from Italy around 1662 Humorous violence in the show (slapstick comedy) Puts something in his mouth to change the voice of the Puppet  Unique voice (Mr. punch) Slapstick puppetry Crocodile puppet always features Police man features as well  Judy has a baby  Little box, its mobile --> performance space   The performance was first found in the seaside Punch normally wear red and white stripes, red face and red clown nose  Red and white style on the box immediately suggests Punch and Judy  Aimed at children although it is for families because of some adult targeted jokes Song to get audience involved 'That's the way to do it", classic opening line, always said in Punch and Judy performances Audience interaction, breaking the 4th wall  Lots of arguing between Punch and Judy  Arg