• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11

Performance Composition

Extracts from this document...

Introduction

Siobhan Donohoe Helena Goldwater Performance Composition PERF2503 Reflective Analysis: Semester One The words performance and performer are so often used in a various number of contexts that their true definition has, in a way, been diluted. Performance is essentially a disputed concept. It is also a complex and constantly shifting concept. One of the main things that I found challenging yet fascinating on this module is the exploration of the definition of performance and a desire within myself to define it. Our understanding of the term "Performance" has inevitably developed over the duration of the course and the consideration of this definition is where my creativity sprang from. At one point or another we are all conscious of playing a role. All human actions could potentially be perceived as a performance. Therefore, if you are conscious of yourself you are performing. Some people's actions are carried out without thought, but when we think about them a consciousness is present and this is what equates them with being a performance. The distinct conflict between traditional theatre and modern performance that was outlined at the beginning of the course caught my attention immediately. Traditional theatre centered on developing a dramatic role i.e. Shakespeare's Macbeth and when devising a play in class I often took the same attitude and undertook a specific role or characteristic in my character. Whereas, In Modern Performance, work is not based upon a character but rather the performers own experiences or own bodies as a stimulus. ...read more.

Middle

This once again, reiterates the disputed definition of performance. That argument being- Can these dangerous acts be classed as performance? And theatre's questioning as to why these performers would go to such limits and what is the message they are trying to convey to the audience? When we had to write a review of our piece from the point of view of an audience member, this allowed me to develop my understanding of the expectations and requirements of an audience. Life encourages you to put the "Boot on the other foot" so to speak, this was reflected through this task of the review. After writing the review on my piece as if I had already performed it, I had cut out certain elements of my final piece as I didn't think they were appropriate after taking into account my personal reaction in the position of reviewer. The sections I had excluded from my final piece were intimate interactions with the audience, which after careful consideration believed them to have a more negative effect on the audience than a positive one. Performers should be attentive not only to the audience needs but also be aware of the audience- performer relationship. An audience member requires closeness to share in the experience and distance to observe it. My understanding of audience- performer relationship was crucial to the progression of my final piece. ...read more.

Conclusion

The source being how the artistic observance of death helps illuminate life. Its echoed in my piece in the line where I say "Death is the mirror in which the true meaning of life is reflected." Overall I wanted to convey an alternative attitude to the deliberation over death. My development as a result of this module is not only restricted to developments in performance but also in art and even life in general. I had to question myself as to where I find my own uniqueness and identity? And how is this displayed through the act of performance. These are questions that prompted me on this module and where I found my source of encouragement. I have learnt to expand my imagination and see past the original idea at hand, this was helped in the exercise where we contemplated ten other locations for our piece. This allows us to engage more in the actual process rather than the conclusion to it. My ideas developed laterally as opposed to centering my attention on the final product. In my final piece I drew upon many of the aspects I have learnt in the exercises over the course of the module. And within each one I have developed my own sense of understanding towards different approaches and techniques. Some of the tasks set have challenged my existing ideas and given way to new and diverse methods which I hope to progress and build on in the future. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Plays section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Plays essays

  1. Evaluation of final performance- devised piece.

    I first of all started of with confuses facial expressions and frowned lot to try and show this. As the tension built up my volume increased, when I got seriously annoyed with them I started screaming because I was distraught with what they had done.

  2. Three sister Anton Chekov analysis and review of a performance.

    His physicality and voice were very interesting and he gave a great sense of being ambiguous in what and how he spoke. We could never tell what was on his mind only how he was feeling. An outcast. His mannerism of spraying his hands was very important as it was an act of trying to remove the smell of death.

  1. Language of Performing Arts

    This highlights that the tone has changed and panic is the main mood and we are in the part B - the contrasting section. To illustrate the calm mood in the first section we use the general space throughout the motif and are only close together to show intricate movements between us.

  2. A Comparison between 'The Godmother' and My Self-devised Performance

    Also in modern England everybody seems to have very high aspirations but his also works that if they fail in their aspirations they will fall harder. This is the flip side and there are a high number of cases of depression and also of frustration about failing.

  1. Community Performance project.

    Texture was added with the use of small percussive instruments and a guitar was added later in the developmental stages. We created the lyrics in the true Brechtian style- to tell the story. This piece we performed whilst leading the audience to the gate [for music and lyrics see appendix

  2. PerformanceIn performance there are three stages of development when creating a performance piece with ...

    Therefore it is essential that emotions and reactions become absorbed in the fictitious world of the character and are not reproduced mechanically or the illusion of reality will be lost. This concept is best defined in the following Stanislavski quote...

  1. The stimulus we were given to look at was the play 'Too Much Punch ...

    Vi is Jo and Judy's mother. She also has another child called Johnnie, but he isn't mentioned very much in the play. Before the accident, Vi had a special relationship with Jo and referred to them as being 'really good friends as well as mother and daughter.'

  2. Evaluate the use of acting techniques and staging elements in Wild Bride. Make ...

    A physical skill that Stuart Goodwin incorporated into his performance was his physical shift from Prince to pear. Whilst mimicking a pear the Prince covered his mouth with his clipboard, whilst delivering the pear?s lines. Although it was made it clear to the audience that it was the Prince that was speaking this role.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work