Week 5
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Level 1
Class Objective:
To explore areas of space and space harmony
To find ways to enhance awareness of space and qualities on the body (character) level that it produces
"Your body has to live in space. Your body is carrying the voice around." Aaron Anderson; movement teacher, Theater Dept. VA Commonwealth Univ. USA
Areas of Bess:
Body- Overview and review of fundamentals
Shape- finding shape support in the body in relation to space
Space - dimensional scale, planes, and the cube
LMA principles:
Fundamentals continue to serve as a means for students to discover movement
connections while integrating use of the whole body
Theory is explored in applications of space to character
Space harmony is explored using written symbols for space, dimensional scale and use of planes, and the cube
Shape on a body level is integrated with explorations of space
Class activities:
Day one
Shape and dimensional scale
Space as an influence on your body and thinking
Body level changes as an influence on space.
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Day two
Review of shape/space exercises
Shape on a body level- (shape directional) review the dimensional scale
Use the term 'shape'
Grid/Planes/Diagonals in the Cube
Handouts given- space and dimensions and planes, space symbols, 'shaping' words
Observation assignment- How can the actor recognize in others the use of 1-2-3 dimensional and planal movement? 'Observations of others' assignment was given.
Teaching thoughts: How can the beginning actor begin to use, acknowledge, be aware of, and integrate spatial concepts and ideas? Beginning with the building blocks- the dimensions, the planes, the diagonals in the cube...what are some immediate applications to the acting process? Instructors have only begun to explore this concept with the students. The plan is to use this introduction as a means to enhance choices available to the actor in forming character. We also felt it important to introduce the notion of shaping on a body level to enhance spatial support.
Level 2
Class Objective:
To continue the work of physicalizing imagery from Shakespearean sonnets.
To reinforce the LMA system as a means to explore choices in developing movement material in both the Moving Sonnets and the physicalization of the Shakespearean roles the actors will be playing.
Areas of Bess:
Space - movement with awareness of the kinesphere; using a spatial image for generating movement
Effort - encouragement to explore a wide range of movement qualities, energies, and dynamics and then to refine and select those that best support the intention
LMA principles:
Aligning the impulse to move, with a conscious choice of space and effort
Inner to Outer
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Class activities:
Warm-up with efforts and space review
Revisit sonnet material from last week; recreate movement material
Drop in effort and a relationship to space and time
Class showings- read words of sonnet after showing
Class gives constructive feedback
--what resonated? What was captivating? What was fuzzy? Be specific.
Character work and Shakespeare: walk in the part; find an action- sitting, standing, leaning; make notes; work on adding elements of LMA- information sheets distributed
Teaching thoughts:
Some students who felt 'stuck' seemed to have lost the inspiration for the sonnet…one student thought it felt like 'choreography' or dance...[translation: feeling stuck was equivalent for performing only the 'outline' of the movement] or they have lost their original inspiration for the movement in the sonnets.
Instructions were to: 1. Go back to the words - revisit the inspiration; allow impulse to move to come from text; text drives the movement...free up, allow for spontaneity. 2. Keep it loose, don't try to set everything- work from the motivation to drive the form. 3. Allow for those who request to change to a different sonnet; begin with an open mind and body