Monday, December 6, 2010

Custom Christmas Card


Are you looking for custom christmas cards this year? It's not too late! Did you know that Website Designer NYC also offers graphic design services? I'll use my graphic design skills to make a custom christmas card that is unique! No one will have a card like yours!! Check out this project that was just completed. The client provided me with a professional photograph taken of her children this past summer. The challenge was "winterizing" the image to make it seasonal for a holiday card. Here is the original image:


(click image to view larger version)


The first step was turning the green grass into a blanket of white snow. The next step was changing some of the details to add a bit of the "Christmas" feeling. The slide was changed to red, the details on the baby's shirt were also changed to red. The most difficult part of this project was changing the rainbow colored lollypops to Christmas colors. Finally, some falling snow was added as well as a festive holiday greeting! Viola! The finished product:




(click image to view larger version)

Are you looking for a custom holiday card?
Contact Andrea: Andrea@thewebkey.com

Saturday, October 2, 2010

Websites for Singers

Websites for singers! Are you a singer in search of a custom made website? Your website needs to be as unique as your personality. Laura Parker came to me after reading positive reviews on my Yelp page. She is a professional opera singer that was looking to promote herself with her own custom made website.

Laura wanted to be able to post pictures, resumes, videos and audio clips on her site. Being that I have my masters in Theatre and a background in acting, I knew EXACTLY what Laura needed to be able to market herself in the performing arts. (Websites for actors, websites for singers, and websites for artists are my favorite websites to design!)

We talked about incorporating a blog into her website, so that she could post current news and general "musings". I also mentioned that a blog is the best tool she could use to help her with her search engine rankings! As far as the "look and feel" of her website, Laura wanted a clean, feminine design. Check out the finished product: http://www.lauraparkersoprano.com.





She said, "I looked at all of the yelp web designers, and after talking to Andrea on the phone, I knew we would be a great fit. Her intuition is absolutely incredible; she was able to capture my personality and my vision as if she'd known me forever. She's fast, efficient, and so easy to work with for a great price. I would recommend her to anyone, especially fellow artists and those in creative industries. I adore my website!"

Thank you, Laura and best of luck with the launch of http://www.lauraparkersoprano.com

To make it a full-circle story... Laura posted a great review on yelp for The Web Key: Website Design.

Monday, May 24, 2010

Graduation!

Graduation at Radio City Music Hall!


Certificate of Distinction awarded to Andrea Bertola
On May 10, 2010 Andrea received her Masters in Educational Theatre from NYU.   She joined over 1,300 masters and advanced certificate graduates in the Steinhardt School of Culture, Education, and Human Development Valedictory Celebration. The Theater at Radio City Music Hall was filled with proud and enthusiastic parents, grandparents, spouses, children and friends. The ceremony concluded with a rousing rendition of a Steinhardt favorite, "New York, New York" by the Steinhardt Music Theatre Ensemble.


Andrea was proud to be awarded a New York University Certificate of Distinction during the ceremony. Andrea was selected as Alternate Student Speaker to bring greetings on behalf of the class of 2010 at the 24th annual Steinhardt Valedictorian Celebration. This honor recognizes outstanding academic achievements, leadership and service to the New York University Community.

On the stage at Radio City Music Hall!
As a member of the dais party, Andrea marched in the processional and was seated on stage during the ceremony at Radio City Music Hall. It was an unbelievable experience that will not be soon forgotten.

Friday, May 14, 2010

Final Self- Assessment

Advanced Directing
New York University
Educational Theatre Program
Dr. Nancy Smithner
May 14, 2010

Final Self- Assessment

To articulate my personal growth that took place in this course is almost incomprehensible. This was by far the most challenging class I enrolled in this semester. I approached my work with vigor and ferociously defended the beliefs I have set for myself as to what makes quality theatre. I have honed my critical eye and raised my standards, knowing what I am capable of and never settling for less. I have defined my ideals of artistic integrity and look to reevaluate those ideals with every new piece of theatre I have experienced.

In order to keep challenging myself with the course work, I explored our assigned readings with eagerness. When I came across an unfamiliar name, theory, technique, etc. I would research it online. Many times that research would lead me to new research, which would lead me to new research and before I would even realize it… 2 hours of concentrated learning had gone by and I was still on page 3 of the reading. That is really the beauty of the internet. It was in these moments that I relished in my role as a student of the theatre. I have gotten such immense pleasure out of directing and our assigned readings that I wanted to soak up more material. I was like a sponge. Coming from a girl that struggled with some devastating learning disabilities through out my childhood and adolescent years… (dyslexia, dysgraphia, ADD) I really savor the moments when school ignites a deep passion to learn. It is such a radically different feeling from what I am accustomed to, I could write an entire book on the ways a class such as “Advanced Directing” has changed me in my role as an accomplished learner. I’m leaving for a vacation to Italy on Tuesday and I’m excited to take some of the readings from the class with me. I’ll have a whole looong plane ride to delve back into the material and reevaluate it based on the experiences I had in class.

I can’t wait to direct my next full scale piece. I am salivating! I have all of these tools and no venue to work in! This class has given me a plethora of techniques, tools and ideas just waiting to be used! My one regret, I wish we had gone into some “career development” talk. How to make connections and where to find more professional directing opportunities. I’m very eager to direct in “the real world” again, and I’m a little confused as far as which route I should take to work towards that goal. I am inspired by directing, it engages my artistic interests on so many levels. From design to research, inspiration to collaboration; I find directing wholly fulfilling.

In finishing this course I feel as though I have a strong understanding of many of the techniques we learned and confidence in my ability to facilitate several of them as a director. I am anxious to explore future productions through the eye of the director and help others to make connections to theatrical work. I was passionately dedicated to my scene work and able to learn from my mistakes. I maintained my attention to detail and made clear choices in my directing that translated onto the stage. I enjoyed the weekly reading assignments and made notes of my favorites so that I can revisit them in the future. Being that I plan on teaching in colleges and communities I am excited about the freedom I will have to explore this work in a way that mirrors your facilitation of the techniques.

I learned the most about myself as an artist and learner. I redefined my identity by taking ownership of the type of student I was versus the type of student I have become. By challenging myself and overcoming personal obstacles I have made the connection of how to use the content learned in class and apply that passion to my everyday life. I have become an astute observer of the nuances in our world and my artist eye has only improved from that realization. I leave this class with confidence in my capability as a director, an artist and as a hungry student, which is truly the most priceless lesson of all.

Monday, May 10, 2010

My Speech!


Putting on my cap & gown in the Rockettes' dressing room at Radio City Music Hall!
I was honored to be chosen as the alternate student speaker for the Steinhardt School of Culture, Education, and Human Development’s Valedictory Celebration. Meaning: if the student speaker was unable to deliver her remarks on behalf of the graduating class, I would be asked to stand in her place. On stage. At Radio City Music Hall. Dream come true!!!!!

So… as promised, I am posting my speech that went unused that afternoon. (And a special "thank you" goes out to my Educational Theatre Facebook Friends--- for the inspiration...and memories!)
Enjoy!
-Andrea


Valedictory Celebration 2010
Alt. Student Speaker Speech
To paint the most vivid picture of the daily life of my fellow Steinhardt graduate students, I would like to begin by reading a few Facebook ‘status updates’ that I have collected from my classmates over the 2009-2010 school year:

“I spend more time with William Shakespeare than I spend with my boyfriend. Houston, we have a problem.”

“My bed is multi-functional. It is simultaneously acting as a study hall, a library, an Internet cafĂ©, a Trash Receptacle, and a late-night diner. The one thing it’s not functioning as? A place to sleep. ”

“Does anyone have a skeleton of a cat, a feather boa, an 18th century globe, or a CD with ‘sounds of the subway’ that I can use in a scene for class tomorrow?”

And finally, my favorite:

“200 pages read, 200 to go, 5 hours til class… Why am I on Facebook right now?”

In all seriousness, I stand before a dynamic group of hardworking, ambitious, inspiring graduates who have devoted their lives and made many sacrifices to be where they stand today! I am humbled to be chosen as the student representative of the Steinhardt class of 2010 and I would like to offer my heartfelt congratulations to my colleagues and peers. We did it!

Did you know the United Nations proclaimed 2010 as the “International Year of Youth”? This is an effort to harness the energy, imagination and initiative of the world’s youth in overcoming the challenges facing humankind. I’m just glad that I didn’t have to give the graduation speech last year. 2009 was declared the International Year of the Gorilla! This year, with the “International Year of Youth” the UN aims to encourage dialogue and understanding across generations and to promote the ideals of peace, respect for human rights and freedoms, and solidarity. What an appropriate year for this year’s class of Steinhardt Students to graduate! Those goals of the UN are the very same ones many of today’s graduates have dedicated their lives to, via their studies here at NYU. As Dean Brabeck wrote in her open Letter to the Secretary of Education, “The Steinhardt School of Culture, Education, and Human Development embraces the vision of educating the whole child. The faculty and staff prepare professionals to work collaboratively across the fields of education, psychology, health, media and the arts.”

In all of the classes I have taken at NYU, one lesson stands out amongst the rest. In the educational theatre department we had a passionate discussion about a famous speech by New York Times best selling author, Sir Ken Robinson. He is an internationally recognized leader in the development of creativity. He is quoted as saying, “Creativity now is as important in education as literacy, and we should treat it with the same status.” He spoke of how the value of the creative arts is greatly underestimated when educating our youth. Whether you are a graduating student in the department of education, psychology, health, media or the arts; I’m sure you would agree with his sentiments. In preparing our youth for their future roles in society, I can not think of one profession where creativity does not play an essential part. Consider professional careers such as: business management, architecture, advertising, marketing, media, public relations, science, psychology, engineering, and teaching. Creativity cultivates problem solving techniques used in all of these occupations; it is an essential part of innovation and invention. Personally, I believe the most influential benefit of encouraging creative self expression in our youth is its unique ability to cultivate personality growth while promoting self confidence. With that self-confidence, our youth will be empowered when they are encouraged to dedicate themselves to fostering progress towards the United Nation’s goals of freedom, peace, and solidarity for all of humankind.

Being a student in Steinhardt’s award-winning Educational Theatre program, as theatre arts educators, we aim to support the growth of imagination in our youth by using creative drama to foster a learning environment where creativity can blossom. Every single week, I watch in awe as my classmates work with the youth of New York City. The passion and dedication that they pour into their work is truly life changing. You don’t need to look any further than on the faces of the children, faces that light up at the chance to creatively express themselves. Children who tell us—they feel as though they are genuinely being heard--- for the very first time. Life changing, one child at a time.

All Steinhardt graduates, in every department, know the value of creativity in inspiring youth. The creative solutions of prior generations – from a musician’s improvisation to our professors’ sometimes eccentric solutions to pedagogical problems – have inspired us thus far. Now we have the opportunity to go out into the world and are well equipped to inspire future generations with our own creative solutions in the arts, in education, in psychology, and in the media, just as the United Nations suggested.

Today, the 2010 graduates of the Steinhardt School of Culture, Education, and Human Development leave NYU eager and ready to fulfill our roles as leaders in this exciting field of human development. We live during difficult times in an ever changing world and we are ready to make a difference. I am confident that the Steinhardt School has given us tools, inspiration and motivation to tackle the goals of the “2010 International Year of Youth”, not only in 2010 but for the rest of our lives. Yes we can!

Now, I have one final Facebook status update* for you today. This is from my own account and was posted this morning. It says, “Farwell, NYU… and Thank You. From the bottom of my heart.”


* Alternate Ending:
Take out my cell phone and actually update my facebook status at the end of the speech. While I read the last line…
Copyright © 2010 Andrea Bertola
All Rights Reserved


Friday, April 30, 2010

Memorization Technique

Today we started with a memorization technique that Nan taught us. It was awesome! 
First we had to free write a story we recalled from our childhood. Something about family. I wrote about my crazy grandmother! I love the freedom of free writing and not having the chance to edit yourself. I think it’s so important for an actor to do.

After that we read the pieces out loud. After that we paired up with a partner and assigned a specific imagery picture to each word. Nan told us, when actors forget their lines, it is because they don’t have an image for the word. How cool! I didn’t know that. It totally make sense. Assigning imagery to each word added so much color to the work. I wonder how that works when an actor is really enthralled with their character. My first reaction would be to think that the imagery would work against deeply emotional character development. I guess it ties the actor’s life and experiences in with the life of the character…helping to blend the two. Very interesting! Either way… it really did help me memorize my piece. I was able to perform off book! Crazy!

Oh the places You’ll Go...

I had originally decided to deconstruct Klaus Kinski’s book, “Kinski Uncut”. As I was reading it, the text was so dark that I thought it would be interesting to juxtapose it with something really childlike and innocent. “Kinski Uncut” follows Klaus through his chaotic life. It’s an erotic story as he explains (it vivid detail) his never-ending desire for women. I thought juxtaposing this story with “Oh the places You’ll Go” would be very interesting. That particular Dr. Seuss book is often given out as a graduation present. It is a symbol for the opportunities that lay before a young person. I wanted to explore what happens when a person takes the wrong road. I also wanted to explore Klaus’ book from the perspective of the scorned women he left behind. I chose to have the (literally) hundreds of women he left behind represented in one person. Of “all the places you’ll go” how far could a person get to that line? What is the ultimate revenge? I wanted to push myself in this scene and explore a really dark topic. I wanted to see if I would be able to create and direct a powerful piece that doesn’t rely on fluff, pop culture, comedy or any other tricks I have up my sleeve.

Below are some excerpts I cut from the Dr. Seuss poem. As you can see… when they stand alone they are quite dark:

Oh! The Places You’ll Go!
You won’t lag behind, because you’ll have the speed. 
You’ll pass the whole gang and you’ll soon take the lead. 
Wherever you fly, you’ll be best of the best. 
Wherever you go, you will top all the rest.

Except when you don’t. Because, sometimes, you won’t.

I’m sorry to say so but, sadly, it’s true that Bang-ups and Hang-ups can happen to you.
You will come to a place where the streets are not marked. 
Some windows are lighted. But mostly they’re darked. 
A place you could sprain both your elbow and chin! 
Do you dare to stay out? Do you dare to go in? 
How much can you lose? How much can you win?
You can get so confused that you’ll start in to race down long wiggled roads at a break-necking pace and grind on for miles across weirdish wild space, headed, I fear, toward a most useless place.

The Waiting Place…for people just waiting.
I’m afraid that some times you’ll play lonely games too. 
Games you can’t win ‘cause you’ll play against you.
All Alone!
Whether you like it or not, Alone will be something you’ll be quite a lot.
And when you’re alone, there’s a very good chance you’ll meet things that scare you right out of your pants. There are some, down the road between hither and yon, that can scare you so much you won’t want to go on.

But on you will go though the weather be foul. 
On you will go though your enemies prowl. 
On you will go though the Hakken-Kraks howl. 
Onward up many a frightening creek, though your arms may get sore and your sneakers may leak. 
On and on you will hike. 
And I know you’ll hike far and face up to your problems whatever they are.

I took the idea of “the waiting place” and thought of it as a sort of ‘Limbo’ where people are waiting all alone. They might have to face their fears. A “weirdish, wildish space where you find things that “scare you so much you won’t want to go on”. I decided to use the idea of abortion and a woman’s womb. A woman taking back control of her body. I wanted it to be heavy on symbolic meanings so that an audience could impose their own story on the piece. I wanted to play with universal themes. However, I needed to have a very clear story for my actress. You can’t play universal themes if you don’t have an underscoring thru line. This just leads to confusion.

The story we came up with for my actress:
She was in love with Klaus and would do anything to be close to him; however he just used her for sex. (like many of the women he describes in the book). She was poor, desperate and not well educated. She has no identity other than when she is with him. He gives her self-worth. The type of woman that puts a man before herself. No confidence, no self respect. She found out she was pregnant with his baby and he wanted nothing to do with her. This enraged her. She thought the baby would change their relationship. She despised him and she despised herself. Even worse she despised his growing fetus inside of her. The rage empowered her to take the life of the baby. She tried to terminate the pregnancy. She ended up killing herself in the process.

As the scene begins she wakes up in a hazy fog, as she finds herself in “limbo”… however she doesn’t know where she is yet. She finally discovers the blood on her hands (symbolic) and realizes where she is. She tries to wipe the blood off her hands and this results in staining her white dress with blood (symbol). She starts hearing voices and seeing bits of her life flash before her. She hears her own voice and sees herself in the mirror. The last voice of Klaus, saying, “We can’t be together right now.” She falls to the floor in a fit of despair. As she rises, we see that her skirt is covered in blood. Her womb bleeds for him.

She finds the bowl of water and decides to cleanse herself. (A symbolic baptism). As she pours the clear water into the bowl, it fills with red blood. She tries to cleanse the blood from her hands and at the bottom of the bowl she discovers the placenta. She instantly connects with it and mothers it. She rocks it and kisses it. Sorry that she terminated the fetus’ life out of revenge. For once, she is in control. She has her own identity away from Klaus. In a final symbolic moment she ingests the placenta as a way to become whole once more. She has resolved her tormented feelings and can leave limbo. Symbolically the baby with go with her. Blackout.

Inspiration Pictures:

 


 

 


Yikes. Pretty sick. I don't know where this piece came from! But I think it’s beautiful at the same time. Though I’m prochoice, I didn’t want this piece to be political in nature. I tried to find balance. She terminated the pregnancy, which is a prochoice stance… yet she ended in limbo, which leans towards the stance of the prolife team. However, she could be in limbo for a number of reasons: killing herself, revenge, unresolved issues, self loathing…etc. She could be in limbo because the baby died with the “original sin”. Or it could be perceived as a dream/nightmare.
Luckily enough after scouring the internet for audio versions of the poem, I found a version that someone had made for an art project. They had used some of the text, but integrated it with really creepy music! Perfect.


I wanted to use a fog machine... I felt it was really important to create the right atmosphere.

In rehearsal we did a ton of emotional work as we deconstructed the moments. I wanted her emotional reactions to the scene to be authentic. Everything else is so gruesome and horrifying that we need the audience to become immediately invested in her and willing to go with her on the journey. I felt as though leaving a sense of ambiguity would “hook” them. Their curiosity would lead them through our story.

Each person in the audience will be engaged as they as themselves:
Who is she?
Where is she?
What is wrong with her?
Who are the voices she hears?
What does the blood represent?
What does her white outfit represent?
What does the water represent?

And finally, I hope it would foster dialogue and begin a conversation on the ‘controversial’ subject of abortion, life, death and the afterlife.

After notes:

I was thrilled with my scene. I was glad the smoke machine worked so well. I own the machine and have used it in numerous performances before so I knew how to alter it for the purpose of using it in a classroom environment. I had adjusted the ratio of “smoke juice: to water” this way it wouldn’t bother anyone’s eyes, or lungs…and it wouldn’t set of the smoke alarm in the building. It’ was basically a 90% water solution. This worked against me in some ways, because had there been more fluid the smoke would have stayed in a thicker layer on the floor, instead of rising up and evaporating so quickly. I had really hoped to create the illusion of her walking through the clouds…but I think a moody atmosphere was achieved, so I’m happy with that. The scene was visually beautiful. I think the grey walls, big windows, and use of the setting natural light really helped to set the mood. The red blood added serious “shock value” especially against her stark white dress in the blank space. I was excited when people had asked me later--- “where did you hide all of the blood?” This was the first time I had ever used elements of “magic” in my scene and I’m glad that it turned out so well! I definitely ruined a couple of shirts practicing THAT one... but it was totally worth it.

This scene was such a stretch for me and I was cringing while I watched the scene. It went against every bone in my body to rely so heavily on the emotional work with my actress. I have never used a bare stage and those first minutes of her exploration killed me! I was afraid the audience would be bored! I had to trust myself and trust our work. I was rewarded as I watched the faces of the audience and they seemed to be captivated! Success!

Friday, April 23, 2010

Advanced Directing

Today was a great class! There were so many instances where I thought to myself, “I could use that in rehearsal” or “this would be great to use when working with kids! I feel like this class helped to cement my knowledge and understanding on the technique. We revisited the viewpoints work in crossing the space. This time, instead of feeling intimidated, I felt free to explore. I made a mental note that this is not a great activity for someone that is insecure or vulnerable. There must be some sense of ensemble and trust within the group for it to be successful. This time, being that we knew eachother better I feel as though the work was better.

I loved the part where we added a word to our movement. The scenes that immerged were so fun! You could literally see new worlds develop right before your eyes! What an interesting way to create a new story! It would allow the collaborators to explore new worlds with new rules! Fascinating! I also enjoyed the ritualistic nature of the whole exercise. It forced participants to honor the “sacred space” and commit fully to their actions.

Next, we brought the work into work with text. We stood in two lines across from eachother and read a small scene in unison. One line was one character and one line was the other. It felt odd. Having to speak in sync with the whole class felt very limiting. We had to think as one unit. It forced us to be in tune with the people around us. I’m not quite sure how this would work in a rehearsal process. I think it would be time consuming, to say the least.

After that, we broke off into pairs and deconstructed the text. I was paired with Pip and we turned the scene into a conversation between a chair and its owner. It was fun and playful and really helped me to understand what deconstructing a scene feels like. There were so many different versions! I love seeing how text could be played in so many different ways!

Finally we did an activity with the text that reminded me of the “shadowing” work that I did in my drama therapy class. We had one person read the text and someone else would speak the subtext. Another version was reading the text and having someone narrate the action. I really enjoyed this! This is a great exercise to bring into class to teach to young actors. It deals with trust, spontaneity, improv, subtext, cause & effect.

Friday, April 9, 2010

Abstraction and Deconstruction/ Environmental Theatre

This week’s reading: The Messingkauf Dialogues, “The A-effect” and “A model for mother courage and her children” in Directors on Directing both by Bertolt Brecht.

In “A model for mother courage and her children”, I like what he said about “to act old age”. I think this is an important section, especially if I plan to direct teens in my future. He talked about a young person’s first instinct to put on a “voice” and gestures as though they were old. Instead, he argued that the lines in the text are written for the role of an older person and they should emerge on their own if you isolate the text--- one after the next. He claims they will “age” visually and gradually by absorbing the reality of their lines.

He had another interesting point about taking your time at the end of the play. He said if the movement is extended, a moment of irritation arises. If it is prolonged even further deeper understanding sets in. I love to use this idea in my directing pieces. I tend to enjoy creating visual bookends for my work. A strong tableau does so much for a piece…when done correctly. A picture says 1,000 words and these moments of silence allow the audience to “simmer” on their thoughts. Hopefully a clear end picture will confirm any questions they have…or even raise new ones. I have used this technique at the end of my scene after Steph leaves and the fight is over...I felt it was important to show Greg on the bed, by himself. Completely dejected. I think its an eerily quiet end after such a loud and chaotic scene.

I also enjoyed Brecht’s musings on small meaningful gestures. The little discoveries in the nuances of human nature. He gives the example of the woman and her change purse. I must remember to add meaningful gestures that have nothing to do with the words in the scene, but add a touch of flavor and informs the audience of the character’s personality. I think these meaningful moments enrich both the actor and the audience’s experience.

In “The A-effect” Brecht speaks of the Alienation effect. The “A-effect” is the alienation-effect needed for spectators to break out of empathy with characters and storyline. The spectator is invited out of the passive role designed for them in dramatic theatre, and take on a critical and suspicious role. It is accomplished in epic theatre by doing everything dramaturgically imaginable to keep the spectator from taking flight in the suspension of disbelief.

This Epic theatre is a whole new world for me. Being an actress who is enchanted by the naturalism approach to theatre, the little that I did know of Brecht had never really piqued my interest to investigate further. My passion for the theatre is directly connected to my ability to identify with the characters on the stage and become emotionally involved with their reality. I had thought this to be in direct contrast with Brecht’s theories. However, as a responsible future teacher of the theatre, I realized it is my duty to submerge myself in the teachings of Brechtian theatre, before I wrote it off completely. I’m glad I did! From these readings and after doing some research of my own online, I have discovered that Brecht’s epic theatre allows theatrical productions to engage an audience and forces them to think. It would surely be a mistake to create a production that neglects Brecht’s theories of challenging an audience to reevaluate their worldview! It is clear that Brecht was passionate about changing the world, using the theatre as a classroom; and that is definitely a concept that I can get on board with.

The Messingkauf Dialogues

This week’s reading: The Messingkauf Dialogues, “The A-effect” and “A model for mother courage and her children” in Directors on Directing both by Bertolt Brecht.

In “A model for mother courage and her children”, I like what he said about “to act old age”. I think this is an important section, especially if I plan to direct teens in my future. He talked about a young person’s first instinct to put on a “voice” and gestures as though they were old. Instead, he argued that the lines in the text are written for the role of an older person and they should emerge on their own if you isolate the text--- one after the next. He claims they will “age” visually and gradually by absorbing the reality of their lines.

He had another interesting point about taking your time at the end of the play. He said is the movement is extended, a moment of irritation arises. If it is prolonged even further deeper understanding sets in. I love to use this idea in my directing pieces. I tend to enjoy creating visual bookends for my work. A strong tableau does so much for a piece…when done correctly. A picture says 1,000 words and these moments of silence allow the audience to “simmer” on their thoughts. Hopefully a clear end picture will confirm any questions they have…or even raise new ones.
I also enjoyed Brecht’s musings on small meaningful gestures. The little discoveries in the nuances of human nature. He gives the example of the woman and her change purse. I must remember to add meaningful gestures that have nothing to do with the words in the scene, but add a touch of flavor and informs the audience of the character’s personality. I think these meaningful moments enrich both the actor and the audience’s experience.

In “The A-effect” Brecht speaks of the Alienation effect. The “A-effect” is the alienation-effect needed for spectators to break out of empathy with characters and storyline. The spectator is invited out of the passive role designed for them in dramatic theatre, and take on a critical and suspicious role. It is accomplished in epic theatre by doing everything dramaturgically imaginable to keep the spectator from taking flight in the suspension of disbelief.

This Epic theatre is a whole new world for me. Being an actress who is enchanted by the naturalism approach to theatre, the little that I did know of Brecht had never really piqued my interest to investigate further. My passion for the theatre is directly connected to my ability to identify with the characters on the stage and become emotionally involved with their reality. I had thought this to be in direct contrast with Brecht’s theories. However, as a responsible future teacher of the theatre, I realized it is my duty to submerge myself in the teachings of Brechtian theatre, before I wrote it off completely. I’m glad I did! From these readings and after doing some research of my own online, I have discovered that Brecht’s epic theatre allows theatrical productions to engage an audience and forces them to think. It would surely be a mistake to create a production that neglects Brecht’s theories of challenging an audience to reevaluate their worldview! It is clear that Brecht was passionate about changing the world, using the theatre as a classroom; and that is definitely a concept that I can get on board with.

Friday, March 12, 2010

Drama Therapy Definitions

Jacob Levy Moreno
(born Bucharest, Romania, May 18, 1889; died New York, USA, May 14, 1974) was an Austrian- American leading psychiatrist and psycho sociologist, thinker and educator, a Sephardi Jew born in Romania, the founder of psychodrama, and the foremost pioneer of group psychotherapy. During his lifetime, he was recognized as one of the leading social scientists

What is Drama Therapy?
The use of theatre techniques to facilitate personal growth and promote health
Often, drama therapy is utilized to help a client:
• Solve a problem
• Achieve a catharsis
• Delve into truths about self
• Understand the meaning of personally resonant images
• Explore and transcend unhealthy patterns of interaction


Role Theory
A perspective in sociology and in social psychology that considers most of everyday activity to be the acting out of socially defined categories (e.g., mother, manager, teacher).

Bibliodrama
Bibliodrama is structured in five steps. The steps are a progressive journey into the text. They begin with description, continue by gradually immersing the
players into character, and culminate with playing out a scene. Finally, the
players are debriefed and what has been learned is reviewed through the step
labeled, “Closure.” An important aspect of Bibliodrama is that any of the steps
may be chosen to fit into a lesson without the other steps, or in combination, as
suits the leader, time constraints, or dynamics of the group

Puppetry in Therapy
The puppet becomes a mediator, with the potential to reach the child and provide an acceptable outlet for expression of feelings. Often a child is too young or frightened to verbalize the complexity of medical treatment. A puppet becomes a friend who can touch, comfort, and react to what the child thinks or feels. By entering the child’s world of fantasy and imagination, a puppet can help to identify fears and misconceptions and teach children about what is happening to them. We will examine the drama therapeutic projective technique and theatrical technique of puppetry

Define projection
Projective identification is the process whereby a person identifies with a character in a story.

Dramatic distancing
refers to the way that emotional and psychological problems can be accessed easier through metaphor. The client has a distanced relationship through metaphor to these problems that makes them easier to tolerate.

Psychodrama
Psychodrama's core function is the raising of spontaneity. is a form of human development which explores, through dramatic action, the problems, issues, concerns, dreams and highest aspirations of people, groups, systems and organizations. It is mostly used as a group work method, in which each person in the group can become a therapeutic agent for each other in the group. The audience is fully involved with the dramatic action. Audience involvement is either through personal interest in the concerns of the leading actor, called the protagonist; or through playing some roles of the drama which helps the protagonist; or taking the form of some of the other elements of the drama

Sociodrama
is a dramatic play in which several individuals act out assigned roles for the purpose of studying and remedying problems in group or collective relationships.[1] It was developed by social scientist Jacob L. Moreno to explore sociological interests using the techniques he originated in Psychodrama for Psychology

Playback Theatre
is an original form of improvisational theatre in which audience or group members tell stories from their lives and watch them enacted on the spot. Playback Theatre is sometimes considered a modality of drama therapy. Founded in 1975 by Jonathan Fox and Jo Salas. Fox was a student of improvisational theatre, oral traditional storytelling, psychodrama and the work of Paulo Freire.


Doubling
is a technique where a participant, perhaps asked by the psychodrama director, supplements the role (self, role reversal) of the the protagonist, usually by standing behind the them and saying things that the protagonist might want to say or is withholding. In this way one is able to hear things that may (or not) reflect what they feel or think. Thereby, the doubling can help provoke abreactive and mental catharsis, insight, and transformation


Developmental Transformations
Developmental Transformations is a practice involving the continuous transformation of embodied encounters in the playspace. Designed to enhance personal growth through improvisational free play, the method has been developed by drama therapists over the past twenty years. Generally, Developmental Transformations is attractive to people who like to (or who want to) play, move around, and make noise during their sessions
Emotional narrative vs. Literal Narrative

Monday, February 8, 2010

Warm-Up Activity: Down

Dance-based warm-up: called "Down."

• To play "Down," have your group assembled in a large circle
• Take turns--or, collectively as a group, you're going to sing this song:

  •    “D-O-W-N. That's the way we get down. Uh-huh. D-O-W-N. That's the way we get down. Uh-huh.”

• At that point in time then, whoever in the circle has the focus is going to ask another person this following sequence of interactions:

Person 1: Hey, Andrea.
Person 2: Hey, what?
Person 1: Hey, Andrea.
Person 2: Hey, what?
Person 1: Show me how you get down.
Person 2: No way.
Person 1: Show me how you get down.
Person 2: Ok.
ALL: D-O-W-N. That's the way we get down. Uh-huh. D-O-W-N. That's the way we get down. Uh-huh.
Person 2: Hey, Melissa.
Person 3: Hey, what?
Person 2: Hey, Melissa.
Person 3: Hey, what?
Person 2: Show me how you get down.
Person 3: No way.
Person 2: Show me how you get down.
Person 3: Ok.
ALL: D-O-W-N. That's the way we get down. Uh-huh. D-O-W-N. That's the way we get down.

And the energy just gets passed around the circle. Everyone dances and has a good time, gets loosened up. And that's how you play "Down."

Sunday, February 7, 2010

Lesson Plan: Writing Prompt

This is a lesson plan for highschool students, to be used as a writing prompt....

The Fame GaME


Many people thrive on the celebrity culture and the hopes that they can one day make it into the tabloids with fame and fortune at their beckon call. Many celebrities are even considered to be role models for young adults. Should they be? What makes a good celebrity role model? As aspiring actors, some of you might be the next generation of celebrities! How would you use your fame for good?

Writing Prompts…

Would you rather be famous for your talent or for a tabloid scandal?

How are you a celebrity in your own world? Is it “cooler” to be an individual or to model yourself after a trendy celebrity? What are celebrity trends that you just DON’T get?

How do celebrities affect your body image? Do you think they know? Do you think they care?

Has your opinion of one of your celebrity role models been changed based on their bad behavior? Think about Tiger Woods, or Lindsay Lohan. What would you say in a letter to them? No holding back!

What bad manners or behaviors do celebrities “get away with”? How would your relatives, teachers, or ‘authority figures’ react if you displayed those same behaviors?
Discuss a negative influence that a celebrity has had on your life or the lives of your friends.

Why do celebrity deaths deeply affect so many people? Think about recent celebrity deaths that might have been avoided: Michael Jackson, DJ AM, Britney Murphy, Heath Ledger, Anna Nicole Smith, etc. etc. etc.

Celebrities normally get paid many times the amount that firefighters, teachers and policemen earn.  Do you think celebrities make more money than they deserve?

Use a celebrity “catch phrase” as a hook, perhaps in opposition to how the phrase was intended. For example: “Celebrity DUI’s – not hot. Using your fame to raise money for Haiti? That’s hot.”

Does Fame bring happiness?

Dear _____________ you are NOT my role model….

If I was famous…..