Evaluation

On the 30th April my cast and I performed our promenade/multimedia performance of 'Antigone', we did two shows to the parents, and one other show to the year 11's. Although I didn't enjoy the topic I thought our performance was very well done and everyone did a great job, especially as it was both Theatre classes together, so there were 50+ of us.

The multimedia that we used in the performance was:

• Videos
• Megaphone 
• Projections
• Audio
• Mobile phones
• Torches

Multimedia enhanced the overall performance because it automatically turned an ancient piece of script into a modernised piece of theatre. It enhanced the performance greatly because it allowed the piece more opportunities to try new things and experiment with depth, dialogue and the acting itself.

I think that the multimedia spin on 'Antigone' had a great impact on the audience because as it is the modern day, multimedia and technology is a huge, common part of everyone's lives and watching multimedia in a theatre performance, I think it ables them to relate and engage in the show a bit more. 

If the show was put on without any multimedia, it would have been a bit harder to show the modern aspects of the piece, and that was the target we were aiming for when making 'Antigone' come to life, so no, I don't think it would have been as effective in our case. 

I think the most effective use of multimedia (from what I saw) was the news report in the prologue scene. I'm not just saying this because it was my group's scene, but because I think linking the political aspect of the play and a news report is extremely relatable to today's news. I also think the whole reporter being live, asking questions to Creon who's on the TV scenario gave the scene a unique twist, as it was very difficult to make but the end result looks very intelligent.

19/5/15 - Finishing touches

Multimedia is the use of a variety of artistic/communicative media, and it can be applied to Theatre to enhance and modernise performances for an audience of this day and age. We incorporated aspects of our mobile phone when responding to a moment of the chorus, we used the phone to play an audio out loud of everyone saying the chorus. Live-feed and Garageband have been explained in my earlier posts. 

My group and I's set to work with was the main foyer/reception desk, so this meant we had a very unique but difficult place to work with, it is a nice big space with plenty of depth and layers. If you used your diaphragm, you would be heard all round the room and the area wasn't crammed with anything so the audience would be able to see everything going on in the scene if it took place anywhere. A TV is right beside the front desk so it was very handy to show footage of films we created. The reception area would be a nice place to play audio or music as the speakers should be pretty clear in a place like that. Our site is a very busy place, and because this is the Brit School we are talking about, students, staff and visitors are always in the foyer, so trying to rehearse and then perform would be a tricky task to manage. Also with the amount of different people who aren't the audience in there, it was going to be hard to play and audio that the real audience would be able to hear.

As we did ensemble work last term, it was very easy for me to start working on the chorus straight away. I know that I'm a disciplined child so being focused and committed wasn't that much of a problem for me, however, it was a little bit hard at times to stay completely still as other kids would disrupt us from time to time. The multimedia that we incorporated with the chorus was mobile phone torches and audio. As said above, the audio was played whilst the chorus moved together, and the torches were used when the chorus were placed in the 'skyline' position, to look like lights in the city (this made Antigone more modern as it looked like more of an urban city.) Repeating the chorus lines to the phone was very easy, and learning the other very few lines of the chorus was simple too, yet I only knew them a few days before the actual performance because I was very busy and the Spanish trip did get in the way of everything, but I was ready for the performance with no worries. 

Scenes from Antigone:	Multimedia used and locations	How did the multimedia in each scene enhance the performance?
1. Creon announces that Eteocles will be honoured and Polynices will be shamed and left un-buried.	Video to be shown on screen in reception.	The video shown was a news report, and as it was a TV it gave a nice modern atmosphere to the play, and it had only just started.
2. Antigone goes to Ismene to persuade her to assist the burial of their brother. Ismene refuses.	By the tree - video shown of the thoughts of the characters.	---
3. Antigone goes to bury her brother.	Round of wooden stumps.	The wooden stumps makes the scene more stylized in a way, because it is showing that the body is the centre of attention, so you focus on it more
4. Creon looks for the support of the chorus of Theban Elders in his  decision to leave Polynices unburied.	Creon announces from fire escape door of 415 - chorus round the tree looking up. Audience looking up also.	Creates big layer and that easily tells the audience who has the most power.
5. A Sentry reports the burial of Polynices. Creon insists that the Sentry finds out who or face death.	Filmed footage of event is shown on screen top of stairs. Sentry talking to Creon.	---
6. Chorus sing about honouring gods.	From the yard up to windows of 413 Recorded chorus played.	Without the need to both say the lines and do the movements created an effect because it felt as if maybe the Gods were saying it because it was played from above.
7. Sentry returns with the Culprit: Antigone. Creon confronts her.	Burst into 413 - audience turn to see. Lighting used.	---
8. Creon confronts Ismene. Ismene tries to confess but Antigone won't allow it. And in the end, the two sisters are imprisoned.	Still in 413 but Creon live speaks to a projected Ismene. Antigone is walked out the room and joins the real Ismene - escorted off. Lighting used	---
9. Haemon both pledges allegiance to his father, Creon, and asks that Antigone be spared. After the discussion deteriorate, Haemon storms out vowing never to speak to him again.	Traverse in 413 - iphone lights as the two talk. Throughout confrontation, lights go out, one by one.	---
10. Creon choses to spare Ismene, and to bury Antigone alive. As she is dragged out, the chorus express their Sorrow.	One light left on Creon's face. Sound of s body being dragged...etc.  Projection and video used	---
11. Tiresias attempts to advise Creon that what he is doing is wrong and that the Gods are angry. The prophecy of a dead son is mentioned.	Tiresias never moves his mouth but what he says coupled with weird underscore is played through speakers of 415. Projected video played	---
12. The chorus, terrified, begs him to take Tiresias' advice. Shaken, Creon agrees to release Antigone and bury Polynices.	As many chorus as possible fill cavities of 415 and urge Creon. Three doors and side grated window thing.	---
13. Chorus deliver a choral ode to the god Dionysus.		---
14. Messenger informs Eurydice of Haemon and Antigone's death.	Filmed footage on repeat of Haemon stabbing himself and Antigone hanging, swinging from a branch.	The video repeating itself shows that it's constantly in the minds of Eurydice, which is quite creepy and eery because of the tragic contents.
15. Carrying the body of his dead son Haemon, Creon is then met by a 2nd messenger informing him of Eurydice's death.	Audience back outside looking at tree. Creon walking through the courtyard, holding Creon, confronted by messenger at the tree. Chorus look down from 415.	---

29/4/15 - Multimedia lessons and what I've learnt

Lack of posts has lead me to write my multimedia lessons in one big summary. The few weeks we've had for this topic, I've learnt a lot about multimedia and how it is used in Theatre in many different forms. Through the lessons we've learnt about live-feed and the many ways we can use it in a piece. We have learnt about 'Garage Band' and how we can also use that in multimedia performances. We have also been thinking a lot about the main question of this topic, talking as a whole group for the many different answers. 

Live-feed is the manner for which a live broadcast is fed through to you via television or the internet. Live-feed is another use of multimedia that can be used in a piece of Theatre. An example of adding this form of multimedia could be: A conversation between two characters could be taking place on stage, however, one of the characters isn't actually in the room, they are being presented as a projection using live-feed. The character on the stage would be standing next to the projector, responding to the character on the screen as if they're in front of them in the flesh.

Garage Band is an app (and there are many others like it) where you can learn, play, record, and most importantly make pieces of music with different instruments. This app is really useful because you can make your own unique soundtracks to go along with your performance. 

CCTV is an example of live-feed

A screenshot of Garage Band

(Note- please be careful when typing 'Live-feed' onto Google images, I've learnt to never do that again!)

16/4/15 - Recording and choral work

This lesson we recorded the moment of choral speaking and some breath. We recorded ourselves saying the chorus as it will be another element of media usage for our performance, rather than someone just reading it out whilst we perform. We want as many diverse types of media as possible to show what we can do and what we are capable. We also recorded ourselves breathing because that audio can be added in the background of something to give it a more in-depth atmosphere. Adding it to the back of a tense scene would amplify the emotion that is being shown.

As our main question for this term is how we can use media to make a performance relevant to modern-day audiences, we discussed in our groups and as a class, how the pieces we were creating were relevant to contemporary audiences. 
My piece is relevant to today's audiences because we are dealing with the topic of democracies and dictatorships. Creon is a dictator, and his message to the people of his city can give the audience an in-sight of what it is like to live in a dictatorship, as the UK is a democracy, most of us have never experienced being in one.
Our piece of multimedia is a clip of a 'news report' of Creon, showing on one of the TV screens. This is definitely relatable to modern-day because we have Creon giving a speech and answering questions from the press, which we see a lot of politicians do. (E.G. in elections) We also have a small bit of music that plays when Antigone angrily enters the stage, we did this because the use of modern music brings us to modern day more. 

Our main focus today was getting the filming done, and it went very smoothly, with special thanks to Aaron as he is playing Creon for our scene. Aaron already knew the basics of what he was going to say in the video, so he just had to rehearse a few times and then as a group we decided exactly how the lighting would be, where the film would take place, and how Aaron should say his lines. 

26/4/15 - Context

Apologies again for the late posting, I have been held up for many reasons but I shall be catching up as fast as possible.

On Thursday 26th March, the cast and I explored the scene between Antigone and Creon. We chose partners (I went with Lloyd) and we were given either one of two scripts. They were two interpretations of the original script, and we had to act them out with improvisation. We were given script '2'.

Version '2'

I really enjoyed the style of writing in this version because it was quite wordy and I think that really works with the whole concept of 'Antigone'. The play is an intelligent, political piece and long, detailed dialogue helps show that.
This scene as very different compared to the other script that was used in the lesson. As this script used formal language, the other did not, it seemed to be a more modern interpretation. With simpler words and smaller passages of speech, I much preferred my script because I feel the other took away the true meaning of 'Antigone' slightly.
The language was very diverse between the two scripts. The language actually changed the character's personalities. My script showed Creon as the bad guy, he seemed more horrible to Antigone while she was only trying to state her opinion. The other script, however, showed Antigone as the one in the wrong, and Creon as the one who was telling her she did wrong, but gently. Two very different interpretations. 

We were then put into groups (Amaia, Lloyd, Tim, Daniela and me) and we created our own version of Antigone, focusing on setting it in a specific context. We especially had to focus on the language that we used.

Rehearsing 

Our group created our own scene of Creon finding out that Antigone had buried Polynieces, and confronting her.
The setting we used was a 'Downton Abbey' vibe, so it was set in a mansion, with everyone being posh and speaking articulate. 
The characters we developed were Creon, Antigone and Ismene. As I'm playing Ismene in the final piece, I'm glad we worked on her character as I managed to get a taste of how us as a cast, interpreted her.
The language we used was stereotypical 'posh', and we made sure to articulate each and every word.

We performed our finished scenes to each other and took down some quick notes, here are mine:

Jed's group

• School life
• Smooth
• Speaking in sync, well rehearsed chorus
• Gossiping/ranks of status different but worked

Benji's group

• Social media
• Humour
• Well thought out
• Related to real life

Sherene's group

• Slang
• Very different but tells story
• Swear words showed the anger

Poppy's group

• Big Brother concept
• Very clear what is going on

Roseby's group

• Mafia
• Serious, more business-like

Harmony's group

• Very aggressive

Alabama's group

• Pub setting
• Antigone is reckless
• Used the form of losing a job, instead of death
• Relatable context

26/3/15 - Set Design 'Antigone'

A task during the Easter holidays was to design and make/draw a scene that would be shown in a version of 'Antigone'. This is my design. 

It is based around the World War II era. I did this as if a war has just ended, as that is what happens in 'Antigone'.

I chose the stage and audience to be straight on because from the way the stage is set, this would be the best way for it to be appreciated. I want the stage to be shown exactly how it is in the picture for everybody. I think this will give the set/stage depth and layers, especially as it will make Creon look more important as he placed at the back, higher than the rest of the set.

This scene would be the prologue to 'Antigone' as it would show Creon announcing that Eteocles will be buried and Polynieces left unburied.

The colours I've used are very simple (blue, red, green and brown) but I've decided to make them duller to show how dirty and run-down things are after the war. The blood on the walls represent the bloodshed of the war, and shows what Creon has to start off with when as he is a very new ruler. 

For the lighting, the whole stage itself would be pretty dark except for spotlights on Eteocles' grave, Creon and Polynieces' body so that they stand out, and it is easy to tell that they are the most important things on stage at the time.

The overall mood I want is a sort of eery silence (apart from Creon's booming announcement) that is in mourning but also dark as it is post-war.

4/4/15 - Research

Some of these blog posts will be transferred into the specific categories, determining on the content of them. But for now they will remain as individual posts until I get round to it.

Thursday 19th March

For the first half of the lesson, we watched a few videos about the historical context of Antigone.

BBC Ancient Greece The Greatest Show on Earth 1of3 Democrats

An Introduction to Greek Tragedy

Here are my notes from the videos:

For the second half of the lesson, we were able to finally practise reading parts of the real script. We had to partner with someone of the same sex (I was with Poppy) to play the roles of Antigone and Ismene. We were asked to just read the first scene to each other. As I was speaking as Antigone, I had a few paragraphs to deliver, which I found quite a mouthful to read. As I haven't had a lot of experience with different types of Theatre, this script and how it is set out is another new challenge for me. I found myself tripping over my words as I read out the mini speeches given by Antigone, but I did my best to add emotion and facial expressions/hand gestures/body language when needed. 

What is also weird about the script is how it is written and laid out, there are no stage directions apart from the 'entrances' and 'exits' so it leaves a lot to the imagination when bringing the piece to life. This script reminds me of the 'East-End Tales' script because of this feature. 

We also had to get into partners of boy/girl as we read out a scene that only included Antigone and Creon (I was partners with Eric).  As soon as we started to read the lines to each other, we immediately clicked into our roles, and managed to get the mood of the scene right. I think that having to act from the script straight away without analysis is really helpful for an independent thought process, it made me think for myself of the character traits everybody has, and their personality. 

- Matilda ^_^