Tuesday, January 17, 2017

Absurdist Theater; Samuel Beckett

Lab 1:
Please work on your play projects. There is a final exam next class (as well as your drafts are due Friday).

Added to your list of terms, please know the following plays and playwrights we read and/or studied during this course (congratulations, we have read over 25 plays in one semester!):
  • Talking With by Jane Martin
  • Spic-o-Rama by John Leguizamo
  • 'Night Mother by Marsha Norman
  • Oleanna by David Mamet
  • The Dutchman by Amiri Baraka
  • The Baltimore Waltz by Paula Vogel
  • Learning to Drive by Paula Vogel
  • Driving Miss Daisy by Alfred Uhry
  • Who's Afraid of Virginia Woolf by Edward Albee
  • The Mystery of Irma Vep by Charles Ludlam
  • The Vampire Lesbians of Sodom by Charles Busch
  • Red Scare on Sunset, Tale of the Allergist's Wife, Psycho Beach Party, The Woman in Question by Charles Bush
  • God of Carnage by Yasmina Reza
  • Antigone by Sophocles
  • Agamemnon by Aeschylus
  • Lysistrata by Aristophanes
  • Hamilton, An American Musical by Lin-Manuel Miranda 
  • Doctor Faustus by Christopher Marlowe
  • Twelfth Night by William Shakespeare
  • Titus Andronicus by William Shakespeare
  • Hedda Gabler by Henrik Ibsen
  • The Seagull by Anton Chekhov (& "The Boor")
  • Miss Julie by August Strindberg
  • Salome by Oscar Wilde
  • Trifles by Susan Glaspell
  • "Overtones" by Alice Gerstenberg
  • "If Men Played Cards as Women Do" by George S. Kaufman
  • Waiting for Godot by Samuel Beckett
Classroom 2:
Absurdist Theater:

Weather got you down? Feeling as if there's no point to life? Check out this style of writing...

Characteristics of Absurdism:
1. Characters are often threatened by an unknown outside force.
2. The world or diegesis of the play/film is unpredictable or lacks meaning which the characters must contend with.
3. There is often an element of horror or tragedy; characters are often in hopeless situations or trapped.
4. Dialogue is often playful, full of nonsense, repetition, or engages in silly wordplay or banter.
5. Plays are often funny, although theme is usually serious and symbolic. Absurdist theatre is often called "tragicomedy", having elements of broad humor and tragedy.
6. There is often a good deal of farce (mistaken identity, physical comedy, slapstick, sudden entrances and interruptions, etc.)
7. Theatre of the absurd often presents characters failing at something without suggesting a solution to the problem. Characters are often "losers" who cannot dig themselves out of the problems they find themselves in.
8. Characters are often unable to communicate with others (particularly about their feelings, desires, or needs).
9. Plot is often cyclical or repetitive.
10. Plots have a dreamlike or surreal quality to them, akin to nightmare. Plot events are often taken at face value; characters are unwilling or uninterested in examining "why?" something happens and instead react to "what" happens. Therefore plot is often lacking the cause. The effect is often stressed as being more important.
A Writing Prompt: in your journals/notebooks, please write 3 metaphors. While one half of the metaphor may be a grand human idea: freedom, love, justice, revenge, marriage, hope, wealth, etc. the metaphor you create should be fairly concrete: "hope is a thing with feathers", "love is a battlefield", "revenge is a dish best served cold". Come up with 3 metaphors.

Once you have 3 metaphors, select one to build an absurdist play around. Use the characteristics of Absurdism above to help give you ideas.

Now let's chat about absurdism.


Although various classical and important plays have toyed with absurd situations, it was the futility of WWII combined with the surreal and existential that birthed such a movement. When any moment we are threatened with total destruction, what else is there to do but sit stunned and blankly in misunderstanding, or weave a web of words that lack meaning?

Traditional theater often attempts to show a realistic portrayal of life. Situations and characters are firmly rooted in reality and the common human actions that result in drama. Most plays trust the word. Words we use carry meaning. But what occurs when, with the threat of nuclear annihilation, we are not able to use our human reason and the symbol of such reason (our words) to alter our own fate? If we remove the trust in language, reason, logic, and traditional conventions of story telling, we are left with something that has no inherent meaning, but in that shape is given meaning by its opposite. Modern life is futile, lacking a sensible God figure, in which the answer to the question "what is the meaning of life?" is a resounding blackness or emptiness. All is meaningless, particularly that which is supposed to bring the comfort of meaning (i.e., words).

In the hands of playwrights like Samuel Beckett, the portrayal of a such meaningless absurdity becomes a metaphor for our own modern lives--filled as they are with anxiety, fear, hesitation, incompetence, misunderstanding, and the lack of fulfillment.

Samuel Beckett: (Beckett will separate the true playwrights from those who just pretend to be talented or intelligent). Perhaps one of the strangest plays you are likely to see (there are several, actually--see below) is Samuel Beckett's End Game.

The story involves Hamm, a blind old invalid unable to stand, and his servant Clov, who cannot sit down. They live by the sea in a tiny house. The dialogue suggests that there is nothing left outside—no sea, no sun, no clouds. The two mutually dependent characters have been fighting for years and continue to do so as the play progresses. Clov always wants to leave but never seems to be able (similar to the characters in Waiting for Godot). Also present on stage are Hamm's legless parents Nagg and Nell, who live in trash cans upstage who also bicker continuously or talk inanely.

"The English title is taken from the last part of a chess game, when there are very few pieces left. Beckett himself was known to be an avid chess player; the struggle of Hamm to accept the end can be compared to the refusal of novice players to admit defeat, whereas experts normally resign after a serious blunder or setback."

Endgame lacks action, in Beckett's typical absurdist style. Critics have compared this play with Shakespeare's Hamlet (the protagonist Hamm, for example, is thought to be a shortened version of the name).

The implication in the play is that the characters live in an unchanging, static state. Each day contains the actions and reactions of the day before, until each event takes on an almost ritualistic quality. It is made clear, through the text, that the characters have a past (most notably through Nagg and Nell who conjure up memories of tandem bike rides in the Ardennes). However, there is no indication that they may have a future. Even the death of Nell, which occurs towards the end of the play, is greeted with a lack of surprise." The play suggests the futility of life, and the random boredom, argument for argument sake, and the waste of human effort.

Here's the full play with actor Michael Gambon (better known as Dumbledore). You may read a copy of this script (or watch the film performance) for extra credit. If you read it, please write up a short summary and evaluate or review the play. What happened in the play? Did you like it? Why or why not? This extra credit can be turned in no later than Friday, Jan. 28.

Another very strange play is Happy Days by Samuel Beckett. The characters are Winnie and her husband Willie. The play is essentially a monologue. The theme is domestic life. Same thing as Endgame.

And another very strange play is the play Play. This one with late actor Alan Rickman. Similarities to the two previous plays are obvious, I think.

And finally Beckett's masterpiece: Waiting For Godot part 1, and Waiting for Godot, part 2. Another version of the play with actors Zero Mostel & Burgess Meredith. And Waiting for Godot & Elmo. Please read this play (it will show up on the final exam). Enjoy!

HOMEWORK: Complete your play projects; Study (please study!) for your final exam.

Friday, January 13, 2017

Final Exam Prep

FINAL REVIEW
At their core, plays examine conflict through the verbal interaction of characters in a specific setting for a specific purpose (both that of the fictional character as well as the playwright’s IDEA (theme, premise, or message). Writers would be well served to:
  • ·         Write about issues that are important to the human race (either through parody, humor, drama, or tragedy, for example)
  • ·         Write with the actor and audience in mind. Plays are live performances. What is exciting or interesting about the setting, characters, or actions in the plot that draw us (the audience) in?
  • ·         Write with skill. Lines of dialogue must be clear, concise, specific, and, above all, artistic. Plays all started out as songs and poetry. Remember that.
  • ·         Write uniquely and creatively. Audiences want to be treated to new visions and new ways of thinking. Write plays that invite curiosity, debate, or insight. Write plays that intrigue or compel us to watch. That’s the job of a playwright.

Look through these vocabulary notes/concepts we have discussed during Playwriting. You should be able to write and discuss how these elements are found in texts we read for this course. I'll provide a list of the plays and playwrights we read next class. Look over your returned homework assignments for help in studying for the exam.

  • Premise: a deeply held belief by the playwright which shapes a script.
  • Conflict
  • Structural Unity: all parts of the plot (exposition, rising action, turning point, climax, resolution, etc.) should work and fit together.
  • The classical unities: the unity of time, place, and action. A well-written play should encompass only a short amount of time, use one main setting, and have only one main plot (subplots can occur, but only one plot should be the main plot). 
  • Inciting Incident: the point of attack, the inciting incident forces the protagonist into the action of the play's plot.
  • Events
  • Major Dramatic Question (MDQ): the hook that keeps an audience interested in a play; a dramatic question that a reader/viewer wants answered.
  • Major decision: A decision a character makes in the plot that creates the turning point for their character.
  • The three C's: Conflict, crisis, complication: obstacles characters must face for an interesting and dramatic plot.
  • Rising Action
  • The dark moment/crisis: the lowest moment of a character's struggle--when all the world seems lost, the fight unbeatable, the "darkest hour before dawn" -- a stunning reversal of fortune and sense of failure.
  • Deus ex machina: a contrived ending. Often one in which the characters did not have a hand in solving. (It is more interesting to see a character deal with their own problems rather than an outside force solving it for them.) literally, a "god from a machine"
  • Enlightenment: When the protagonist understands how to defeat the antagonist. A revelation that begins the movement toward a climax.
  • Climax
  • Catharsis
  • Structure: (Ten minute play format, One act plays, Full length plays (2, 3, 4, or 5 act); Monologues/Soliloquies
  • Acts, scenes
  • Commedia d'ell Arte 
  • Masks, Cross-dressing; pantomime
  • Absurdist Theater 
  • Constantin Stanislavski & the Moscow Art Theatre
  • Farce
  • The Event: a uniquely significant moment in the character's lives
  • Time lock: setting up a time limit or specific deadline characters have to meet in order to spur them into action (for example having a script project due...)
  • French scenes
  • Place & setting
  • Theme
  • Scenario: an outline for a writer to identify major/minor characters, plot, and setting used BEFORE writing a script
  • Catalyst: the event in the play that causes a character to take action
  • Character flaw
  • Creating credible characters
  • Protagonist
  • Antagonist
  • Subtext: what is not said in a character's line. The subtext are the subtle details or clues used by the actor to develop their character.
  • Beat: a short exchange of dialogue
  • Different types of beats: physical, behavioral, inner-life
  • Time lock: a deadline for a character to achieve his/her goal in a scene or play
  • Sign post/Pointer: foreshadowing or hints that something will happen in a play
  • Backstory
  • A Confidant: a character the protagonist or antagonist can talk with to reveal necessary backstory
  • Verisimilitude: the semblance of truth in characters and setting. "a king should act like a king, not a foul-mouthed beggar."
  • Peripety
  • Hamartia
  • Agnorisis
  • Dialogue (tips and advice)
  • Aristotle's 6 Parts of a Play (Plot, Character, Idea (theme), Language (dialogue/diction), Music, and Spectacle) 
  • Theatrical/literary periods: realism, modernism, absurdism, symbolism, comedy, naturalism, romanticism, Elizabethan, tragedy, comedy, etc. 
  • Contributions of various playwrights: Ibsen, Shakespeare, Chekhov, etc.
  • Play development & workshopping a play 
  • Writing and rewriting a script (advice)

Thursday, January 12, 2017

Workshop; Play Project; Early 20th Century One Act Plays

Period 1. Please do one of the following activities in the lab:

A. Workshop.
Step 1: Copy or transfer your play script to Google Docs (if you haven't already used the program to write your script).
Step 2: Select up to 2 other students whose feedback you would like for your project. SHARE your google document script draft to this person. You may also select me, as your teacher, as your 2nd or 3rd reader.
Step 3: Let your peer reviewers know what kind of help you would like to get feedback on. Send a note about what kind of help you want the reader to help you with:
  • Formatting
  • Grammar, spelling, syntax
  • Character development suggestions
  • Plot development suggestions
  • Suggestions about structure/organization
  • Diction, language use, theme suggestions, etc.
  • Other (specify your request)
Remember to give your peer reviewers the option to edit or comment on your Google doc. If you keep your Google doc as READ ONLY--your reviewers cannot provide in-text commentary.

Step 4: Read any texts sent or shared with you. INSERT comments to assist your writer based on step #3 above. If a student simply sends you a script without knowing what you should look for, please either ask that peer, or give general thumbs up or down comments (you do not need to provide written feedback for your peer in this case).

Step 5: Fill out one of the participation/workshop slips for today's participation.

Or

Continue writing your play projects. These drafts are due next week.

Period 2:
Please get into groups of 4-5. Read the following one-act plays by early American 20th century writers:

If Men Played Cards As Women Do by George S. Kaufman
Overtones by Alice Gerstenberg
Trifles by Susan Glaspel

HOMEWORK: Your play projects are due next week. There will also be a final exam. Please begin studying for this. Complete any play readings you did not complete during class.

Tuesday, January 10, 2017

Wednesday

I will not be teaching on Wednesday. Please finish reading The Seagull today with the substitute. If possible use the library or lab to work on your play projects.

Try to note the use of symbolism in the play. What, for example, does the seagull represent and why?

HOMEWORK: Finish reading the Seagull if you didn't finish in class. Play projects are due next week.  

Sunday, January 8, 2017

Peer Workshop (Play Projects); The Seagull

During period 1 (until 8:00), please do one of the following activities in the lab:

A. Workshop.
Step 1: Copy or transfer your play script to Google Docs (if you haven't already used the program to write your script).
Step 2: Select up to 2 other students whose feedback you would like for your project. SHARE your google document script draft to this person. You may also select me, as your teacher, as your 2nd or 3rd reader.
Step 3: Let your peer reviewers know what kind of help you would like to get feedback on. Send a note about what kind of help you want the reader to help you with:

  • Formatting
  • Grammar, spelling, syntax
  • Character development suggestions
  • Plot development suggestions
  • Suggestions about structure/organization
  • Diction, language use, theme suggestions, etc.
  • Other (specify your request)

Remember to give your peer reviewers the option to edit or comment on your Google doc. If you keep your Google doc as READ ONLY--your reviewers cannot provide in-text commentary.

Step 4: Read any texts sent or shared with you. INSERT comments to assist your writer based on step #3 above. If a student simply sends you a script without knowing what you should look for, please either ask that peer, or give general thumbs up or down comments (you do not need to provide written feedback for your peer in this case).

Step 5: Fill out one of the participation/workshop slips for today's participation.

B. Writing.
Keep writing your play projects. Complete option A when you need to. Deadlines for the play project are Jan. 20. This is also the probable date for your final exam for this course. There is no exam for this class given during mid-term week.  

Period 2 (8:00)
Please go down to our classroom to read The Seagull together. Choose a character role from those available and let's read The Seagull.

Russian Playwright and short story writer, Anton Chekhov’s The Seagull is the first of what are generally considered to be his four major plays (The Three SistersUncle VanyaThe Cherry Orchard are the others). The Seagull was written in 1895 and produced in 1896. It dramatizes the romantic and artistic conflicts between four characters: the fading leading actress Irina Arkadina, her son the experimental playwright Constantine Treplieff, the ingénue Nina, and the author Trigorin.

Similar to Chekhov's other full-length plays, The Seagull relies upon an ensemble cast of fully-developed (and quirky) characters. In contrast to the melodrama of the mainstream theatre of the 19th century, actions (example: Constantin's suicide attempts) are not always shown onstage. Characters tend to speak in ways that skirt around issues rather than addressing them directly, a dramatic practice  known as subtext. In fact, it is this failure to communicate that creates much of the conflict in Chekhov’s work. The practice of subtext, although found in Shakespeare's plays, gained so much popularity in play writing, that no successful script today is without it.

The Seagull alludes to Shakespeare's Hamlet. Arkadina and Treplieff quote lines from Shakespeare's tragedy before the play-within-a-play (and even the play-within-a-play is a device used in Hamlet!) Treplieff seeks to win his mother’s favor back from Trigorin, much as Hamlet tries to win Gertrude (his mother) back from his uncle Claudius.

The opening night of the first production was a failure. “Vera Komissarzhevskaya, playing Nina, was so intimidated by the hostility of the audience that she lost her voice. Chekhov left the audience and spent the last two acts behind the scenes. When supporters wrote to him that the production later became a success, he assumed they were just trying to be kind.” When Constantin Stanislavski (a famous director and acting teacher) directed the Seagull in 1898 for the Moscow Art Theatre, the play was successful and well regarded. Stanislavski's production of The Seagull became "one of the greatest events in the history of Russian theatre and one of the greatest new developments in the history of world drama."

IMPORTANT VOCABULARY CONCEPT:
  • Subtext: important meaning in what is not said in a character's line. It is the unspoken meaning or message in a literary work (scene, play, film, story, etc.) Subtext for an actor are the subtle details or clues used by that actor to develop his/her character based on reading between the lines. Usually, paying close attention to the motivation or reason why a character speaks, rather than what he says. 
HOMEWORK: None. Play projects are due Friday, Jan. 20.

Wednesday, January 4, 2017

Play Projects; One-Acts; Anton Chekhov's The Seagull: Day 1

Period 1: Please use your time in the lab today to work on your play projects. Turn in any homework you may need to turn in (including the viewing notes for last class' Hedda Gabler). See previous posts for details.

Period 2: Pickup The Seagull by Anton Chekhov. Keep your Miss Julie scripts.

Discussion of Salome, Miss Julie, (and Miss Julie  with Helen Mirren as Miss Julie, clip from 1972 production) and Miss Julie with Colin Farrell (trailer); and a production of The Boor.
  • Questions about the plays?
  • Compare/contrast the stories/characters.
  • Each one-act play deals with power, men/women, and class distinctions. How do these themes present themselves in the 3 plays?
To understand Naturalism, it is important to know that it was a reaction against the two literary periods that came before it. These are:

Romanticism (1798-1832/1850): Reaction against reason and the Neoclassical/Enlightenment periods, it celebrated nature, spontaneity, imagination, and subjectivity. The ode comes back into favor. As well as women writers who begin to consider equal rights and education. Jane Austen, Mary Shelley, later the Bronte sisters. various poets: Byron, Coleridge, Wordsworth, Shelley, Keats; Gothic literature and the supernatural (Mary Shelley, Edgar Allan Poe, The Brontes), etc.

Realism (1830-1900): The period of literature that attempts to portray life honestly, without sensationalism, exaggeration, or melodrama. Characters and plots are taken largely from middle class for middle class readers. Ordinary contemporary life. Dickens is probably the best example of this, although he did tend to be a bit Romantic too (Christmas Carol, for example...)

Naturalism (1865-1900) attempts to go further from realism to suggest that social conditions, heredity, and environment affects human behavior. Plots often revolve around social problems, characters are often drawn from lower classes and the poor, perhaps in an attempt to explain their behavior. We will see these themes in Miss Julie, Hedda Gabler, Salome, and to some extent in Chekhov.

Begin reading Anton Chekhov's The Seagull.

HOMEWORK: Read Strindberg's introduction to Miss Julie. Examine how elements of Naturalism are present in his script. Consider what we, as contemporary playwrights, might be able to learn from this. Explain what you might have learned from reading Miss Julie and Strindberg's introduction. Work on your play projects. Bring your Seagull scripts back with you to our next class.

Sunday, January 1, 2017

Hedda Gabler

Henrik Ibsen (1828-1906) is known as the "father of modern theater." Among his controversial plays, A Doll's House and Ghosts are among those that caused much scandal during their performance. Hedda Gabler, however, has been compared to Shakespeare's character Hamlet because of the difficulty of the role. In any case, Hedda Gabler is a masterpiece of character design. Let's watch!

Hedda Gabler by Henrik Ibsen
First published in 1890 and produced in 1891 to negative reviews, Hedda Gabler has become one of Henrik Ibsen's most remembered plays apart from A Doll's House, An Enemy of the People, The Wild Duck, Ghosts, and the Master Builder. This is primarily due to the rigor of the acting role of Hedda Gabler. As a character, Hedda is at once a romantic feminist but also a manipulative, conniving villain. Hedda is neurotic, a child with a stormy ego. Her superego (represented by society and her married life) clashes with her id (her impulses and desires) in Freud's psychology. She is a tempest of a character, full of contradictions and subtext that makes playing her onstage a joy for any serious actress.

In the play Hedda is the wife of Jorgen Tesman, but has had an earlier love affair with her husband's rival, Lovborg. In a gentler, simpler age this sort of behavior was considered shocking and inappropriate. The ending of this play made people very uncomfortable at the time. Hedda's sociopathic traits caused an uproar when this play was first produced.

Other characters in the play include:
  • Jørgen Tesman, Hedda's new husband; an academic
  • Miss Juliane Tesman, Jørgen Tesman's aunt
  • Mrs. Thea Elvsted, Jørgen's friend and Hedda's school rival
  • Judge Brack, friend of the Tesmans; a judge (he represents law/order & moral society)
  • Ejlert Løvborg, Jørgen's academic rival whom Hedda previously loved; a recovering alcoholic
  • Berte, servant to the Tesmans and to Jørgen as a child
The setting takes place in the interior of a reception room (like a living room, it was meant to accommodate guests).

There are four acts: each act has only one scene. The set does not change, so it's just lights up and down to indicate time passing.

HOMEWORK: Please read August Strindberg's Miss Julie, Oscar Wilde's Salome, and Anton Chekhov's The Boor. Examine the scripts for the major action occurring in the play and how the authors attempt to compress and tighten their stories. For each play, answer how the one-act centers around one major action (or EVENT). Identify and explain that event in writing. To help you, consider the Major Dramatic Question you have as an attentive reader. (i.e., what do you want to know about the characters or the situation by the end of the play?) This homework assignment is due Thursday, Jan. 5. 

The Murky Middle (Even More Advice)

Aristotle wrote that stories should have a beginning, middle, and end. Middles can be difficult. You might have a smashing opening to a stor...