Journal Reflections
In this class, we were required to reflect upon our movement work every few weeks in our class journals. The entries featured on this page are a select few from the several that were recorded over the course of the fall semester.
The first portion of the journal reflections features an activity assigned to us in which students were to keep track of mood changes and eating habits/sleeping habits for 5 consecutive days. After recording the data, we were told to right an overall reflection on how we felt about these observations and if any correlation could be formed.
The second reflection coincides with a solo movement devised piece I had to perform in class. This performance was an accumulation of different techniques taught throughout the semester, and it also integrated some Shakespeare work as well. Sonnet 29 was the inspiration behind the piece, and students were instructed to create a movement landscape based on the text.
The third reflection is in regards to on a class performance based on Stanislavski's technique with animal work.
Mood and Food Intake Tracker Data
Mood and Food Intake Reflection
Devised Piece Reflection
Sonnet 29
With this performance, I had to memorize the text before choreographing any other element. The first "draft" started out as movement with the text. Then, as the movement work was workshopped more and more each week after the initial run through, the movements become more specified. Alongside polishing the actual movements, I decided to add music to the performance as well. The music was not audible to the audience, as I had made a choice to make it so that only I heard the music. It certainly impacted the performance since they were relying on my pace to keep up with the tempo of the piece.
I also created a "movement map" in which all of my technical movement work was documented next to the text so that I could map everything out. Mapping out the beats per line made the piece easier and clearer to digest. Once each specific portion was marked, it made it a much smoother transition to make all the concise movements flow together into one piece.
This performance gave me the tools and preparation to improve upon my discipline as a student and a performer. The weeks of prep time, paired with individual outside-of-class work time made me feel confident in my material. it also forced me out of my comfort zone since I had never performed in this style before. This project allowed me the liberty to be creatively expressive. I was responsible for establishing the movements, choosing the song, and having material ready to present to the class.
Stalinslavski Animal Work Reflection
At the beginning of the semester, we were assigned a performance in which we had to go to the zoo to observe an animal, and then we had to act like said animal for 3 minutes in class the following week. I became immediately uncomfortable with that concept because I had never done any acting work like that. This project made me a bit anxious going into it, but I still went to the zoo to observe my animal of choice. When I was there, I couldn't help but become fascinated by the sloth bear. They were smaller for a bear's size, and they were so relaxed and comfortable in their environment. I then got to thinking: If I have to perform in a way that makes me extremely uncomfortable, then I should perform as something that is feeling the complete opposite. The weekend before the in-class presentation, I stayed in my room for a few hours "practicing" to be the perfect sloth bear. I couldn't tell if I was getting it, but I stayed committed and prepared myself to the best of my ability. In class, although extremely nervous to present, I went ahead and carried on with the performance. It was honestly very fun and liberating to do in the moment. Afterwards, I was genuinely proud of the work I completed in class with this project. Along with the devised piece performance, it pushed me out of my comfort zone and it pushed to think outside the box and truly commit to my acting choices.