11/30/09

Quotations: Volume 42

Here are some of the educational, inspirational, and humorous quotations from my classes this week:

(Disclaimer: quotations are often taken out of context and may not accurately reflect the way they were originally intended)


"This is not a debate session. FYI."
- Voice Professor, when she was giving notes on our RP

"[O.D.], don't get any closer to me!"
- Voice Professor, when it appeared that O.D. was following her

Newbie: I don't know how [Head of Program] does it. His curtain speeches are great, but I would sound so cheesy if I said some of that stuff.
Voice Professor: He can get away with it because of his height.

"I'm not very professor-ly."
- Voice Professor

(Angela came into class wearing a tutu that she had made the night before... because she's awesome. And then in Voice class, she started tremoring in the tutu.)
Wifey: (seeing Angela tremoring in half-plow) Angela, that looks so funny in your tutu.
Angela: I know. Why do you think I chose the half-plow? I was gonna do first position, but this was so much more entertaining.
Newbie: (laughs)
All-The-Way: I just can't look at you.
Voice Professor: This group is definitely talented and unique.

(while the group was suggesting "doing" verbs for sonnets)
Angela: What about "to lather"?
Acting Professoressa: To lather? Like soap?
Angela: Yeah! It works for me.
Acting Professoressa: Angela, you are the strangest person...

(after a tangent about John Wayne)
Acting Professoressa: Okay, that's great, and now let's get back to the sonnets.
Big Show: Yes, sorry.
Acting Professoressa: It's okay. John Wayne was a big fan of the sonnets. I've heard that many times.

(Acting Professoressa had announced that we would take a break after finishing the current task. When it took longer than expected, she encouraged us to pick up the pace.)
Acting Professoressa: Come on, let's go. I need a cigarette.
Big Show: Me too.
D-Train: Me too.
Acting Professoressa: I'm such a role model.

"I think 'spanking' is fabulous."
- Acting Professoressa, on using "to spank" as a "sensual doing"

"If you wanna blast off, that's something you do in private."
- Acting Professoressa, after someone suggested "to blast off" as a non-literal "doing"

"To shank her?"
- Thrill, suggesting a verb as a "doing" for Newbie's sonnet

"Blast her! Blast her! Positive energy! Blast her!"
- Acting Professoressa, instructing Newbie on how to use a doing in her sonnet

(before a sonnet that Newbie was delivering to Wifey, who was playing Newbie's dying grandmother)
Acting Professoressa: Quiet, everybody!
(Killer coughs)
All-the-Way: [Killer]!
Acting Professoressa: [Killer], I said to be quiet.
Wifey: That's alright. Coughing and sneezing is welcome. Makes me feel like I'm in a hospital.

11/25/09

Wednesday, November 25

VOICE
I've been looking forward to today for awhile. Why? Because on the day of the Voice Showing, the 1st-Years and the 2nd-Years warm up together! Tremoring with an entire extra 12 people? SO MUCH FUN. There's so much energy flowing through the room, and it has such a great synergy to it.

It turns out the 1st-Years have actually learned a couple of tremors that we haven't yet. (I'll pretend not to be jealous.) Voice Professor said that she's waiting to teach us the partner tremor and group tremor until we do Machinal next semester. I don't know why we never did the Cross Body tremor... We stretch in that position in Movement Class. Honestly, I'm not sure I'd get much of a tremor in the position, but I'm totally going to try it.

VOICE SHOWING
A lot of people came to support us, including our other professors, some sponsors from the community, some of the 3rd-year students, and some relatives. It was lovely. :)

The 1st-Years showed off their stellar tremoring skills. I felt like a proud parent... Even though I'm not related to them or maternal over them in any way... and I have nothing to do with their progress... But I was proud of them.

The 2nd-Years started off by reciting our chunks of "Lady with the Lapdog" using Standard American dialects. It had been so long since we'd done it, that I actually got really invested in the story as I was listening to it. It made me a little emotional, actually. I do enjoy it. I'm glad we revisited it.

Next we did "chewing and shaking the hum" as well as doing our "pitch ladders", in preparation for a short (and loud) demonstration of our screaming/yelling work.

Finally, we showed how we learned how to score Shakespearean text. Each of us had an element to mark on the text (which Wifey had written on the chalkboard), and then explain what the element is and how we use it. I got to explain both Antithesis and Breathing.

Yay for a successful showing!


ACTING
Newbie continued working on her sonnet (#18), which we started yesterday. Here are some of the "doings" she went through...

Q1: to praise/to nudge/to fluff
Q2: to reassure/to rock/to cradle/to squeeze/to compress/to press
Q3: to inspire/to inflate
C4: to pledge/to bind/to bond/to massage/to blast/to uncork

Then we moved onto Wifey (#34)

Q1: to pink
Q2: to pierce/to lick/to tease
Q3: to block/to freeze/to warn
C4: to kiss goodbye


For next Tuesday, we are to scan our monologues and be ready to do table work on them.

11/24/09

Tuesday, November 24

VOICE
We decided everthing we're going to do for our Voice Showing tomorrow (which is supposed to be an open class). I have to look at "Lady with the Lapdog" again, since we finished that work in September... It seems like eons ago.


MOVEMENT
Movement Professor returned, and wanted to see what we learned in our 4 days of tap classes. She spent about 40 minutes choreographing a little tap routine that we may-or-may-not end up doing in our Movement Showing a week from Friday.

After that, we moved onto our Contact Improv trios.


ACTING
Acting Professoressa says that the next step that we have to take with our monologues is determining "How can this heightened language help me to get what I want?" We have to go for the power of the language, and try to use the opportunities that Shakespeare has given us.

Big Show worked on his sonnet (#97). Here are some of the "doings" (tactics) that he tried.

Q1: embrace/kiss deeply/beg/tug
Q2: charm/tickle
Q3: beg/tug/embrace/kiss deeply/wring/massage/squeeze
C4: clutch

Two-Shots-Up has sonnet #62...

Q1: confess/grab
Q2: seduce/soothe/lick
Q3: expose/jolt
C4: glorify/caress

Killer has sonnet #43, which Acting Professoressa noted is one of her favorites.

Q1: nuzzle
Q2: praise/body worship (btw, how hot of a verb is that?!)
Q3: kindle/awaken/arouse/spank
C4: spark/freeze


And then I went!

After my first read of it, Acting Professoressa gave me the note "Leave your face alone."

Big Show volunteered to play my "other" for my second try.

My original Doings were:

Q1: comfort/caress
Q2: engage/grab
Q3: bait/drag/(tease)
C4: excite/massage

The only one we ended up changing was the third quatrain (which seems to be one that EVERYONE ends up changing). So now it's...

Q1: comfort/caress
Q2: engage/grab
Q3: tease/tickle
C4: excite/massage

After the second time I read it, Acting Professoressa said it was greatly improved, and that I needed to remember what I did that changed it so greatly. She called it "trusting yourself". I would call it "simplifying"... or maybe "not worrying about whether my audience understands it" (because although the goal is always to get the audience to understand what we're saying, I have a tendency to underestimate them and overplay things in order to make sure that they get it).


Newbie started her sonnet, but we changed her premise, so we're starting with her again tomorrow.

11/23/09

Quotations: Volume 41

Here are some of the educational, inspirational, and humorous quotations from my classes this week:

(Disclaimer: quotations are often taken out of context and may not accurately reflect the way they were originally intended)


(in the sentence "The tumultuous news assumed the duke fought a duel in the nude", O.D. was trying so hard to work on his liquid-u that he put one in the word "fought", which made the whole class burst into laughter at the amazing-ness of his newly created word)
"Everyone take your pronouncing dictionaries; change it."
- Voice Professor

"'Whoreson dog.' I want you to use that expression next time you're dissatisfied with someone."
- Acting Professoressa, quoting Cymbeline

"I think he's having a metaphor meltdown."
- Acting Professoressa, on Cloten in Act II, scene iii of Cymbeline

O.D.: Wales is considered this especially dreary part of England...
Acting Professoressa: I got food poisoning in Wales; I can vouch for that.

Iceman: It's kind of like a simile.
Angela: (laughs) I love that you used a simile to call it a simile.

Wifey: (moment of realization) Ahhh!
Acting Professoressa: (in a baby voice, as people sometimes use to talk to infants and pets) Did you just get it?
Wifey: I did.
Acting Professoressa: (reverts to normal voice) I'm sorry. I don't know why you just turned into my dog. I talk to my dog that way.
Wifey: It's okay. You love your dog.
Acting Professoressa: I do!

"Halfway between the "I" and the "i". That's sort of the [1st-Year Acting Professor] vowel, isn't it? Like 'seewhatimean'?"
- Voice Professor

"You say, '[Voice Professor] says this, but whatever you'd like.' That way it takes the weight off of you and puts it all on me. And you've also said, 'whatever you'd like.'"
- Voice Professor, on what to do if a director at the Conservatory/Rep Theatre asks us to change the way we're saying something in dialect

"They're really useful. See, I'm using one. Auntie [Acting Professoressa] uses one."
- Acting Professoressa, on how using a bookmark as a guide for which line you're reading can be helpful in Shakespearean texts

All-The-Way: My first sensual doing was 'to twist his arm'.
Acting Professoressa: Yeah, that was like an AK-47 in his face.

(on acting sonnets)
Acting Professoressa: You have to über-land that couplet so that they know it's over.
Killer: Put a button on it.
Acting Professoressa: Yes. A button. An Elizabethan button.

"Make some noise. You're having sex. Just make some breathing noises..."
- Acting Professoressa, helping to set the scene for a sonnet

"Try to get your 'Need' met and be a mensch at the same time. That'll make the gods smile on you. Even if you don't get your 'Need' met."
- Acting Professoressa

"He knows all too well the sounds of her in the throes of rapture."
- Acting Professoressa

"I'm willing to watch it. I'm waiting.... I'm unsure on the premise, but I'm willing to watch it."
- Acting Professoressa, after it was proposed that D-Train's sonnet begin with him walking in on lovers

11/20/09

Friday, November 20

VOICE
We spent the entire class working quietly on our transcriptions of the monologues from The Importance of Being Earnest.


TAP WORKSHOP
Thanks to Dance Instructor, I think we're pretty solid on our Time Steps now.

At the end of class, he let us do some Swing as a reward for a long week of Tap.


ACTING
We did an exercise where we each recited our sonnets to a partner while physically doing things to them.
First Quatrain: Push partner
Second Quatrain: Pull partner
Third Quatrain: Push partner to the floor
Couplet: Help partner back up

It was actually really helpful in separating the beats of the sonnet.

We each got up and did our sonnets quickly for the class, and then we started working with some people more in depth.

Acting Professoressa keeps trying to instill in us not to emphasize words in the same way we do in daily life. Words to not emphasize include:
- so
- must
- not
- no
- don't
- me
- I
- mine
- myself


Here are some of the verbs that D-Train tested out for his sonnet (#27, if I remember correctly)...

1st: to incise/to laser/to throttle/to grab/to brace/to mold/to squeeze
2nd: to grab/to laser/to pierce
3rd: to stroke
Couplet: to amputate/to draw a line in the sand


Here are some that All-The-Way tried for sonnet #61...

1st: to accuse/to twist his arm/to tug/to stroke/to flick/to test
2nd: to stroke/to question/to plead/to nail/to laser/to wring
3rd: to shake/to wake up/to discover
Couplet: to shove/to say goodbye/to release

11/19/09

Thursday, November 19

VOICE
We recited texts after Paul Meier on his CD, trying to get all of the RP sounds.


TAP WORKSHOP
KEEP IN MIND: Today was Day 3 of our tap workshop. Most people in the class have never done tap before, so the fact that we're doing the things we're doing is really quite impressive.

We did what Dance Instructor says is "what people will do at an audition when asked to do a Times Step." We had already learned singles, doubles, and triples. This one goes:
Stamp; hop shuffle step; flap step
(and then the next stamp comes RIGHT after the step... There's a beat between the stamp and the hop)

We also started what Dance Instructor called "Rhythm Tap". I think he said what we were doing was an "essence" (I might have the word wrong... it started with an E)

He called this combination the "Bus Stop" step, because it's something that you practice while waiting for the bus.
flap heel heel brush heel toe heel

(It's a backwards brush... For some reason, I want to call it something else... Like a pick-up? Or a spank? Are those the same thing? Are they even real terms? It's been a LONG time since I've tapped, and I can't remember anymore.)


ACTING TUTORIAL
I met with Acting Professoressa at lunch. At our reading of Cymbeline, she says I've been pushing too much, and that I need to trust the text more. She was worried that I was vocally trying to play an emotional state. I wanted to meet with her about it to try to correct it as soon as possible. I think I've figured out how to correct it.


ACTING
We finished reading Cymbeline. It was a wild ride. And a lot of fun.

It actually makes me wish that I had some sort of class or reading group where people just got together and did table reads of plays for fun.

(NOTE: If such a place/group/class exists -- ANYWHERE -- please tell me so that I can get in touch with someone to figure out how it is run... Maybe in the future I can replicate it.)


Favorite line of the day:
"Hang there like fruit, my soul,
Till the tree die."
- Posthumus, while embracing Imogen after they've been reunited

11/18/09

Wednesday, November 18

VOICE
RP (British dialect) is getting easier as we go. I was reciting old monologues of mine on break attempting to apply the dialect to it, and I thought I was doing pretty well, actually. Of course, I thought I was doing pretty well yesterday when people said I sounded Southern, so I might be way off base... But I think I'm getting the hang of it.

We went through the rest of the "Signature Sounds" sentences from our book, trying to nail down the rules for the dialect that we've been learning...

1. A lot of better writers print a lot of little words.
(Focuses on keeping the "t" sound unvoiced, aspirated, released, and plosive... so basically, keeping it as a light, crisp "t" instead of letting it become muddled or like a "d")

2. The tumultuous news assumed the duke fought a duel in the nude.
(This is for the "liquid u". After the consonants t/d/n/l/s and before the [u] vowel, there is USUALLY a [j] sound -- so it's like a "yuh". A good way to hear the difference between a normal u and a liquid-u is to compare the words "beauty" and "booty".)

3. He laughed as he danced to the bath past his aunt in pajamas.
(This is the "ask list", where the vowel shifts from the first vowel of "apple" to something closer to the first vowel in "father". There should be a lot of space at the back of the mouth than we have, and the jaw isn't fully released. You have to consult a dictionary or an RP speaker in order to know what words have this shift.)

4. Paul's daughter Laura is awfully awkward when she talks and walks.
(This vowel is long, round, and open. Voice Professor calls it "plummy".)

5. The first early bird murdered thirty turning worms.
(In the "stir" lexical set, Brits don't pronounce the "r" unless it's intervocalic, aka between two vowels. I refer to this as being "R-less", although the technical term is "non-rhotic".)

6. An enormous tornado tore up the store this morning.
(The "north" set is R-less, making it sound a lot like the vowel in Example #4. Note that in this sentence, the "r" IS pronounced in the word "tore", as the word after it begins with a vowel. More on that in #14.)

7. A star called Marx stole our hearts with his harp.
(The "start" set is R-less, making it sound kind of like in Example #3)

8. Our brother and sister met a lawyer from Denver.
(The "mother" set is R-less, so everything ends on the vowel.)

9. Oak Road is zoned for mobile homes only.
(In the "goat" set, there's a diphthong that glides from a schwa to a U. If you go too far with this one, it sounds really fake and stage-y. This particular sentence also contains the word "mobile" which rhymes with "isle", whereas in most American accents it would rhyme with "dull". This is true of all "-ile" words.)

10. They stopped a lot of nonsense at a college in Watford.
(This is a short vowel. It's the vowel that we're SUPPOSED to use in "God's honest hotdog", but that many American dialects actually use too bright of a vowel on... So it's hard to explain on a blog. For me, the shift is making it a little rounder, and a lot quicker. This sentence also contains "nonsense", which is a "one-off", meaning that it's just one word that you have to memorize the pronunciation of as it doesn't fall under a rule. The pronunciation is like "NON-suhns", as opposed to my home dialect of "NAHN-sehns".)

11. A crowd was shouting loudly down in the town by the fountain.
(This isn't actually a shift for most Americans. We skip over it in class.)

12. Courage is needed for curry in the borough of Durham.
(Instead of r-coloring on the vowels, the "r" becomes a consonant, separate from the vowel. The easiest way for me to think about this is that these words are separated into syllables differently than in General American. Instead of "KUR-idge", it's "KUH-ridge". "KUR-ee" becomes "KUH-ree", "BUR-oh" becomes "BUH-ruh", and "DUR-um" becomes "DUH-rum".)

13. In Paris, Harry shot a sparrow from his carriage with an arrow.
(This vowel is more like "apple" than "air", and it has the same sort of separation of syllables as in Example #12. "PAIR-ihs" becomes "PAH-rihs", "HAIR-ee" becomes "HAH-ree", "SPAIR-oh" becomes "SPAH-roh", "KAIR-idge" becomes "KAH-ridge", and "AIR-oh" becomes "AH-roh".)

14. The Shah of Persia insists that Maria is to never abandon her uncle.
(This example deals with two different shifts. The first is the "linking r" that I mentioned earlier; "never-abandon" and "her-uncle" both need the "r" to be pronounced because it falls between two vowels, so that the words are still understandable. The second is called an "intrusive r"; when a word that ends with a vowel comes right before a word that begins with a vowel, sometimes people put a random "r" in there where there isn't one. You don't HAVE to do it, and just because a character does it sometimes, doesn't mean that they do it EVERY time. In this example, it can be used at "ShahRof", "PersiaRinsists", and "MariaRis". It's a LIGHT r sound; don't sound like a pirate.)

15. We had a lovely, silly party when Billy turned fifty.
(When an "ee" pops up in the final position, RP speakers use either a, "ih" sound like in "sit", or a softer "ee" than we have so that it's almost blended with the "sit" vowel.)


TAP WORKSHOP
Here's what we've gotten through so far:
- slap
- flap
- shuffle
- ball-change
- hop
- heel
- single Irish (shu-ffle hop step; shu-ffle hop step)
- double Irish (shu-ffle hop step; shu-ffle ball-change)
- single Times Step (shu-ffle hop step; f-lap step)
- double Times Step (shu-ffle hop; f-lap f-lap step)
- triple Times Step (shu-ffle hop shu-ffle step; f-lap step)

I've actually learned Times Steps a few different times in the past, and it's slightly different every time, which Dance Instructor acknowledged to be the case. But I like his way best.

Dance Instructor said I did a lot better at being grounded and more relaxed today. I'm glad. :) It was fun.


ACTING
We are now up to the middle of Act IV, Scene ii in Cymbeline.

In every section of the text, Acting Professoressa assigned one person to do a little dramaturgy and be prepared to answer questions about what things mean. She has been calling this person alternately the Maven, the Master, the Scholar, etc. I am the Maven for Act IV, Scene i-ii. In the Folger edition of the text, Act IV, Scene ii spans FORTY PAGES. It's like, the longest scene ever. In some ways, it sucks to be Maven for it (I spent a long time trying to make sense of everything I could so that I'd be prepared to answer questions)... but mostly, it's fun. I have a great love of being the person with the answers. :) (Is that obvious about me from this blog? Probably.)