Blood Wedding
We started the lesson by creating a simple movement in pairs where we couldn't break contact with one another. In our pair we started back to back, then turned so our foreheads touched, before sinking to our knees, then straightening again and turning around so we were back to back like we were to begin with. We then were told to make this movement show the meeting of two strangers who fell in love. We did this by making our movements slow and gentle and used our facial expressions to show our feelings of affection. We also added moments where our hands met and when we turned to face each other with our heads bent forwards we gently placed a hand on the others face and this created a really tender, intimate moment in our movement.
After this we moved to the studio space to see a stimulus - the room was dark except for a warm spotlight on a raised table with a low back light of blue and a circular pattern on the wall from the light which reminded me of fallen leaves. The table was draped with red cloth with a wedding dress on it that was scuffed and covered with mud, as if someone had worn it running through the woods. Next to the dress was a switch-blade knife and around the base of the table was a thick rope. In the background was the sound of crickets and wind. Based on the stimulus and the movement we'd just made we were told to guess the story of the play 'Blood Wedding' with only this to go on, I thought that the play could've been about two people who weren't supposed to meet but they fell in love and got married. From 'Blood' being in the name and the knife I guessed that the family of the bride disapproved and attempted to get rid of the new groom and either one of or both of the couple ended up getting killed.
We then split into groups of four and made three images to explain what we thought happened in the story; we thought largely the same thing but one person in our group thought that the knife belonged to the groom's jealous brother, we all agreed that was an interesting idea and incorporated it into our movement. We showed the jealousy of the brother in our use of proxemics by starting with him standing close to the groom in the first image - this had two pairs of people walking in opposite directions but the bride and groom to-be were touching hands with a space between them - then by the second image there was a large gap between the brother and the groom in the 'wedding' image to show the growing distance between them in their relationship and how the brothers no longer felt the same connection. If we had more time I think we could have made our transitions smoother and given them more meaning as we just moved into our next position, for example we could show the deterioration of the brothers' relationship and the growing resentment of the brother by having him try and separate the bride and groom and, using the ideas of the first movement we did, physically breaking the constant bodily contact of the couple, by pulling their hands apart in the transitions for instance, to symbolise his jealousy before he finally resorted to using the knife.
After this we moved to the studio space to see a stimulus - the room was dark except for a warm spotlight on a raised table with a low back light of blue and a circular pattern on the wall from the light which reminded me of fallen leaves. The table was draped with red cloth with a wedding dress on it that was scuffed and covered with mud, as if someone had worn it running through the woods. Next to the dress was a switch-blade knife and around the base of the table was a thick rope. In the background was the sound of crickets and wind. Based on the stimulus and the movement we'd just made we were told to guess the story of the play 'Blood Wedding' with only this to go on, I thought that the play could've been about two people who weren't supposed to meet but they fell in love and got married. From 'Blood' being in the name and the knife I guessed that the family of the bride disapproved and attempted to get rid of the new groom and either one of or both of the couple ended up getting killed.
We then split into groups of four and made three images to explain what we thought happened in the story; we thought largely the same thing but one person in our group thought that the knife belonged to the groom's jealous brother, we all agreed that was an interesting idea and incorporated it into our movement. We showed the jealousy of the brother in our use of proxemics by starting with him standing close to the groom in the first image - this had two pairs of people walking in opposite directions but the bride and groom to-be were touching hands with a space between them - then by the second image there was a large gap between the brother and the groom in the 'wedding' image to show the growing distance between them in their relationship and how the brothers no longer felt the same connection. If we had more time I think we could have made our transitions smoother and given them more meaning as we just moved into our next position, for example we could show the deterioration of the brothers' relationship and the growing resentment of the brother by having him try and separate the bride and groom and, using the ideas of the first movement we did, physically breaking the constant bodily contact of the couple, by pulling their hands apart in the transitions for instance, to symbolise his jealousy before he finally resorted to using the knife.
This is a link to the video of me explaining our end movement from this lesson. The quote we used was "Let there be no shadow, no hidden corner to which they can escape" (it's difficult to hear in the video).
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