Tuesday, 20 February

Rehearsal

In a cold weather, six of my dancers and I, walked past the campus and found a big black industrial wall, ready to accommodate dancers’ “Body pressure”.

Facing and not the camera, the dancers were pushing in their way the wall while reciting the words of the text.

But why?

Marina Abramovic’s “Body pressure” included a glass wall and her body, when behind her there played a recording of her reciting the text.

I wanted to make something similar, but not the same. I wanted a one-sided wall, so that the audience would have to only take in what they see without approaching, going round or focus on the wall. I, also, wanted to give color to my video, so the dancers are wearing colors instead of one-color outfits. However, they all wear red lipstick; a reason for that will be later revealed. Lastly, they are reciting the text without recording but live. It is difficult to see who is reciting which line and that makes it more distant and difficult to connect the bodies to the voice. If we think more about it, this is what Marina Abramovic did: she removed her voice when she was performing, while adding it on her; not with her or in her or out of her.

The video that will be edited, will be projected during the first part of the final choreography in-progress I will make on “Body pressure”.

Find out more about the choreography and my ideas, that I base on Marina Abramovic’s performance and documentation on “Body pressure”,
the readings, the discussions with my tutor and classmate and my ideas by clicking here.

Lesson on performance

How can performance be every action that is being watched by an audience?

My in-the-box mind cannot even think about it.

Please follow this link to read my ideas on this.

Easy guide to follow my train of thoughts

I am adding this blog post for the readers that are curious in finding out how I am choosing what I feel is important or interesting, how I connect everything and why I am writing them on the blog.

The academic readings are mandatory readings for our MA Choreography, but are also mandatory for our careers later as choreographers. We have been being taught of what choreography, choreographic strategies, dance facilitation, research and now performance art is; tools that will be greatly used to expand our horizons and think out of the box we have been into.

You can see that in my definition of choreography and the latest posts I am writing on how I change this definition over time.

In my posts I’ve been using quotes and shapes I find interesting and I add many ideas from our earliest readings that I believe connect to the big debates we are having and studying.

Also, there are other readings, such as about Marina Abramovic’s Seven Easy Pieces, which are less extended, although the articles were full of information and ideas. The reason for that is that I am not a critic, I don’t want to be any, while I believe we ought to take some elements that may affect our future works or -at least- way of thinking.

Isn’t that what dance does to us?

It enchants us and make our brain think creatively (and maybe emotionally).

Tuesday, 13 February

Today it was a very productive day.

I had my first rehearsal with my dancers on the piece “Body Pressure”, one of the Seven Easy Pieces of Marina Abramovic. Though it might seem really nothing, the dancers reached what I wanted them to understand: pushing against a wall can become easier, more exhaustive and more natural all in the same moment. As they told me, they felt good towards the end. This is good… Because they are going to be repeating it hundreds of times!

Also, afterwards we had an Examining Choreography class, where we performed our own scores inspired by the Seven Easy Pieces. I chose the “How to explain pictures to a dead hare”.

Jamie, my classmate, performed a piece inspired by “Conditioning” and it was interesting because we participated, too. I had to tape his feet on the wall. It was very creative for me and I was feeling I had to make many decisions, as to where to put the tape, if I hurt Jamie, how fast to do it… Because I was running out of time.

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In the end of the class, Kayla Bowtell, our teacher, gave us her score on “Body Pressure” and “Seedbed”. She gave us two eggs and was giving us tasks: tie the egg on your heal, move forward, find each other with your eyes closed, look at each other with your eyes closed, now look at each other at your own time, start using Body Pressure based on the text (where Jamie was pushing me with so much strength, I really feel my back ache!), then we had to rest on/in each other, create 3 poses for each other’s body and repeat 30 times and when we finish, sit down and look at each other, move the chairs towards or far from each other and then the Body Pressure text was on again. So exhausting…

But, I can feel so inspired today. It is amazing what bodies can do, if you don’t tell them to dance, but to just push or use their minds for their bodies! I, also, feel changed. Like I gave a fatal punch to a brick wall of limitations in my mind.

Chapter 6: Interactivity

6.1 Boalian perspectives on interactivity in theatre

By John Somers (pp. 148-156)

interactivity
interactivity
  • “(…) Fiction is vitally important – indeed we may live more by fiction than by fact. It is living by fiction which makes the higher organisms special” (Gregory, in Roses 1985:16)
  • Boal’s principal contribution [to interactive theatre] was to remove the “fourth wall”, which in most theatre forms through time had clearly separated audience and actor spaces.
  • The artist may make forays into the auditorium or invite audience members into their space. Typically, this happens when magicians or stand-up comedians perform. They can see and talk directly to the audience.
  • Key areas of concern:
    1. Sincerity: where an audience is invited to become involved in the affairs of performed characters, they need to feel that they will not be taken advantage of
    2. Targeting: interactive theatre is often targeted at specific, generally homogenous groups
    3. Authenticity: the programme developers have to conduct rigorous research on the topic they wish to deal with
    4. Relevance: the research should also reveal what the target group will find relevant to their personal or professional lives.
    5. Validation: audience members are more likely to become engaged with the story if it validates their experience
    6. Audience size: the audience numbers are restricted; it is more difficult to engage the moral concern of very large groups
  • The style of acting used in interactive theatre may be highly naturalistic. Actors must remain alert and respond in role to audience demands and suggestions.

 

6.2 Interactivity at the work of Blast Theory

 

Matt Adams in conversation with Alice O’Grady (pp.156-165)

 

“Interactive work has to be unfinished”

-Brian Eno

 

Pitches, J., and Popat, S. (ed.) (2011) Performance Perspectives: A Critical Introduction. New York: Palgrave Macmillan

6.3 Interactivity: functions and risks

By Alice O’Grady (pp. 165-173)

 

  • In a performance setting, there exists the potential for a number of different channels of interaction. Interaction may occur
    between artists
    between artists and audience
    between the artist/ audience member and a computer system
  • Steve Dixon (2007:563) offers four categories of interaction:

Steve Dixon

  • In interactive theatre, performances are usually planned or structured in a very tight manner, but with great gaps to allow for interaction to take place.
    The work cannot progress without audience involvement.

 

Pitches, J., and Popat, S. (ed.) (2011) Performance Perspectives: A Critical Introduction. New York: Palgrave Macmillan