Epic Theatre: Final Performance Evalution

Part 1: The challenges that we faced as a group was the lack of cooperation from all the members. IN the beginning, before our draft performance, many of the members were not focused on the task and they would be off of the topic. The fact that we would work efficiently as a team in the beginning that definitely reflected upon our draft performance, as we performed very badly. Later on however, we were able to talk about how we stage the scene as a group, and also we spoke our the acting and the gestures that would be done by certain characters to portray the themes that each of us had picked. Individually, the challenge that I faced was memorizing the script- which was mainly because we haven't practice it much therefore I could not say my lines enough to get it memorized. However before our final performance, I practiced the opening and my parts that I am in by myself a couple of times which got me the lines memorized. 

Performing Brecht was quite different and unique to perform to the audience compared to Romeo and Juliet and the scenes that we wrote from books last year. It was rather different mainly because of the elements of Epic Theatre. While we were practicing the scene, we had to keep in mind about the gestus, the montage, how to embed the themes that each member thought of, how to alienate the audience, how to break the third wall and many more. As a group, we merged the elements and themes that people picked. We showcased the themes through the elements gestus and montage. For example, my theme which was to show how men is disrespectful to women was shown through the fat prince and Natella Abashvili. The fat prince did not (or was not supposed to) stand up and greet her with a lot of remark. 

While the beggar was on the Fat Prince's legs, complaining about the taxes and war, there was a montage of a woman in a corner and a hand on the side facing towards the women. This was to show how the violence against women is still there. Also through the Fat Prince and the beggar's gesture was intended to show the different classes of people. This was also portrayed by a montage showing a farmer and a rich man. 
We also had a narrator/singer who was breaking the fourth wall quite a lot through out the scene which would give off to the audience a brechtian vibe.

Part 2: In the beginning of this task, I will be honest I was quite fed up with the group due to the lack of commitment, and also with my myself because I was not present at school for two classes and I was unaware of the situation. However, as time went on and we got everything sorted out after our draft performance, I believe that our group was in a much better state and we engaged. Therefore, I would give myself a 7, as I contributed in most of the staging, gestures, gestus, montage, and I had the longest lines and had all memorized by the final performance. 

Ayat: 8, as she clearly worked the hardest in getting all the group members to concentrate and she had great contribution on each aspect of the performance.
Hamza: 7, as he worked well with the staging, memorizing his lines, acting, and he remembered most of his cues. However he slightly off topic in the beginning of the task.
Ulughbek: 5, as he would be off topic quite a lot, however he has his lines memorized and his acting was well. 
Armin: 5, as she would be off topic quite a lot too, but she had her lines memorized and she knew her cues.

Part 3: I believe my group's performance went pretty well. During our final performance, all the members of the group had their lines memorized, and they all knew their cues. This resulted in the final performance to be smooth, or to flow well and sequentially. Also, each member tried to get into their character. As a team, we could have improved in projected the themes that the members picked in a stronger way. However I do believe that our audience was able to understand the "big issue". My theme which was to show how men is disrespectful to women was shown through the fat prince and Natella Abashvili. The fat prince did not (or was not supposed to) stand up and greet her with a lot of remark. While the beggar was on the Fat Prince's legs, complaining about the taxes and war, there was a montage of a woman in a corner and a hand on the side facing towards the women. This was to show how the violence against women is still there. Also through the Fat Prince and the beggar's gesture was intended to show the different classes of people. This was also portrayed by a montage showing a farmer and a rich man. Through the elements montage ans gestus, the audience should have been able to perceive the "big issue." Also, we had a narrator/singer who was breaking the fourth wall quite a lot throughout the scene which would give off to the audience a brechtian vibe. Therefore, I believe that we created a piece of Epic Theatre effectively. 

Part 4: 

Along with Vaneesa, Ulughbek, and Ryan's performance, we watch Noshin, Shubham, and Mifrah's performance. According to me, I thought their performance was the best reflection of a Brechtian play. This is because their scene was about a girl who gets raped but does not get any support from their parents and they claim to disown her as she is now impure. I thought their montage of sorrowful animals that have been abused complimented their scene about the girl. It really helped me get into the mood and understand the situation better. In the beginning of the play, they used a narrator that helped set the scene and for the audience to understand the play better. Also as the scene went on, they broke the fourth wall again and the narrator came on again to explain the scene. For application, I would give them an 8 out of 10. Along with the positive aspects and the proper brechtian elements, I also thought that the acting could have been a little more dramatic, for instance Noshin could have been more shocked and a bigger and bolder reaction from the parents (Mifrah and Shubham) would have been better. I feel like the theme of "rape" is a very serious one and it would involve major drama if it were to happen in reality. Although overall, I think their group did a good job!

Funny Unit: The Muslims are Coming Reflection

Unit Question: Can humor be used to break down cultural barriers or does it reinforce them?

As the "funny" unit commenced, our teacher (Ms. Kimmie) asked us to stand on an imaginary line with an end determining that humor can be used to break down cultural barriers, and the other with determining that humor rather reinforces cultural barriers. Not giving the theory too much thought, I placed myself towards the end that showed that humor could be used to break down the cultural barriers, not entirely, but well towards it-thinking about how we tease my best friend, about her religion and she does not mind or get offended. Throughout the unit, my perspective of the theory did not seem to alter as we focused mainly on how to make people laugh, and what it is that makes them laugh.

As a class, we spoke about how people find jokes, stand up comedies, acts, and behaviors funny if they can relate to it For example, I would find a scene funny if they spoke about the heat in Bangladesh sarcastically, because I've lived here my entire life and I still do, and I can relate myself to it. Even though I haven't lived in Canada or been there before, I would still find a scene about the extremely cold weather in Canada funny, because my friend lives there and he complains about it to me whenever we speak. My friend however, would find the scene funnier, because he can definitely relate to it better than I can.

Continuing on with our unit, we spoke about religious and racist jokes as well. Many of the world's population have a sense of humor where they find racist and religious jokes funny. In order to meet the demand of that particular audience, stand-up comedians, film writers, directors, authors has put in racist and religious jokes within their stand-up comedy, scripts, movies, books, and many more. An example of this would the video: "The Muslims Are Coming!"

Throughout the entire unit of "funny" while we discussing the topic of religious and racist jokes, we did an activity where we watched different videos and determined as a group if that particular video containing religious/racist jokes would be considered funny or not and our reasons for our answers. Often times, we thought that the punch line was taken far away from the limit line and we drew a conclusion cracking religious and racist jokes were funny but only to a certain extent. Till then, my opinion about how religious/ racist jokes can be used to break down cultural barriers had not changed. 

However, after watching the video "The Muslims are Coming!" my opinion has changed drastically. Being a muslim, and coming from a slightly religious muslim family, I would consider the video to be utterly disrespectful, offensive, and too stereotypical. The fact the muslims themselves are creating jokes about their own religion provoke the non-muslim population to crack the same jokes, and create similar jokes about Islam, which do not show their respect for the religion. Islam, just like all other religions, Islam a way of life with rules and regulations that the followers follow in order to live a peaceful life. Often times, the media broadcasts portray how muslims are the reason for a terrorist attack, which is fundamentally a conclusion that is drawn by investigators enquiring into the topic due to their failure in investigating properly and concluding the case to a simple close. This sort of a conclusion is made as frequently as there is an attack, and it seemingly creates a barrier between religions, races, and cultures. 

The reason that the "muslims" are creating such humor, is to "combat Islamophobia" as they have claimed, however they are literally restating what the media has previously stated, and reminding the non muslims of the attacks or acts that were apparently caused or done by muslims which is nothing but reinforcing the cultural barriers. If they wanted to combat these barriers using humor, they could have done so but using the components; contradiction and paradox and stated that what the media is exhibiting to the world is not true. Starting from one community or country would work as one spark starts a fire, and sparking America to change their views would have a great impact on the world. They used the components slapstick comedy and hyperbole, however they have used it to prove the media right, and to reinforce the barriers. 

Epic Theatre: Draft Performance Reflection

Our group; Hamza, Ayat, Ulughbeck, Armin, and myself, performed the first scene of the Caucasian Chalk Circle. Due to many of the members, including myself, missing school days that we had drama, our group could not practice as a group sufficiently. Ayat, Ulughbeck, and I were assigned to work with the acting of the scence, and Hamza and Armin wew assigned to work on the gestus and th Montague. However, due to circumstances that we were situated in (members missing frequently),  the people that were working on the scene, all concentrated on the acting; gestus, gestures, props, positions, and sequence. For the final performance, our goal as a team would be to greatly on our assigned jobs and to make sure every member attends school. As a group, our strengths were that most members could get their lines memorized- except for myself, as I did not have my lines memorized. One of my strengths were that as a group member, I was more focused, and contributed in the gestures of the scene. As an individual goal, I would make sure I have all lines memorized and the scene practiced at least thrice. 

Epic Theatre: Priority List

1.     Actors: Characters- Governor, Governor’s wife, Michael, Grusha, First Doctor, Second Doctor,

2.     Lines must be memorized

3.     Stage directions should be followed

4.     Costume: - Governor, Governor’s wife, Michael, Grusha, First Doctor, Second Doctor,

5.     Props: White coats for doctors, Stethoscope for doctors, Fake guns for soldiers,

6.     Scene must be practiced

Michael:

·      Shirt

·      Pants

·      A toy

Second Doctor:

·      White coat from the science department

·      Stethoscope from the nurse’s office

Epic Theatre: Bertolt Brecht Research Task

Part 1: Historical Context of Brecht's life (Major Events, Geography, etc.) & simple Biography 

Bertolt Brecht is a german poet, and a marxist that eventually came up with the type of theatre called "Epic Theatre". He was born in Germany, on February 10th into a family with a catholic father, and a protestant mother. As a child, he had a heart disease called congenital heart condition as well as a facial tic, for which he was taken to a sanitarium. He went to a protestant school, and then later a private school where he suffered from a heart attack. Brecht has read a German translation of the Bible. Also, while growing up, he has joined in with a local newspaper, writing for it. He left school at 19, and beginning working from the war. However, he continued his education career at University as a medical student as well as writing a play called "Baal" about sexually transmitted diseases- which bring up the topic of his own interesting sexual life. 

Part 2: Brecht's Major Influences & Beliefs 

Bertolt Brecht's epic theatre was greatly influenced by Charlie Chaplin, and Karl Marx. His twist sense of humor and the political components and beliefs of the form of theatre was mainly impacted by his two oxymoronic influences. Being a young man, Bertolt Brecht was associated with artist, actors, cabaret musicians, and clowns- which also impact his unique theatrical form. He had realized after endeavouring the path of playwriting that it was the best form of expressing the social and political aspects of the nation. 

Part 3: Major Tenets/Characteristics of EPIC THEATRE 

A few of the elements of Epic Theatre are that: 

• Each scene is for itself, and the scenes are not in a consequent form 
• All scenes are in narrative
• The scenes are set in such a way that the spectators feel as if they are observers
• Breaking the fourth wall- when the actors address the audience directly 
• Alienation effect (Verfrumdungesffekt)- The use of lighting, sound, and acting in such a form, tha the audience members question it
• Gestus- The expression of an emotion of social and political aspects through a particular geture
• Gesture
• Morality
• Narrator to narrate the scenes, an addition to commentary (song, singer)
• Didactism- The teaching of a moral lesson

Part 4: Major differences of EPIC THEATRE vs. dramatic theatre of the time 

Dramatic Theatre	Epic Theatre
Plot	Narrative
One scene after the other	Each scene for itself
Involve the spectator in a stage situation	Turn the spectator into an observer

Part 5: Impact of Brecht's work in contemporary theatre

Contemporary theatre is the type of theatre where the performance is not separated from the audience. Many forms of contemporary theatre include thrust, amphitheatre, and theatre in the round. Along with epic theatre, Brecht has had an impact of the theatrical form of the contemporary theatre as well. His perspective of expressing the social and political through theatre as contributed in the development of many types of theatre; including epic, and contemporary theatre. 

Bibliography: 

http://www.gradesaver.com/author/bertolt-brecht/

http://en.wikipedia.org/wiki/Epic_theatre
http://academic.evergreen.edu/curricular/ppandp/PDFs/Brecht-a%20brief%20overview.pdf

Funny: End of Unit Reflection

In regard to your preparation for your summative task, comment on:

-Why you chose to work independently on a standup routine or group sketch.

I chose to in a pair instead of working independently and doing a stand up routine is because as I personally find a sketch with two discrete character roles is funnier than a stand up. I find stand up comedies funny too, however I believe that if the audience is shown a particular scene by acting it out, the audience would understand it better and find it funnier, than just hearing about it from the stand up comedian. I also believe being in a group gave me a better chance at using facial expression, gestures, body language, communication skills, whereas while doing to the stand up comedy, I would not have been able to use these theatrical features as much.

-Why you chose the Sketch you chose or how you came up with material for your Standup routine (writing process).

The reason we chose to do a scene with a teacher and a student is because it’s a role that we view every day at school. Many teachers and students have a quite an interesting relationship. Often times, the naughtiest student will wear a mask of angel when they’re around a strict teacher. Also, some teachers and students have a love-hate relationship, where they enjoy teasing, being sarcastic, and making jokes of one another. The student and teacher in the scene that we picked to perform held a good relationship. It could be sensed that the student was a little temperamental due to his test score, and the teacher held a tired, and fatigued characteristic. As the scene reaches it’s ending and the two characters somewhat exchange roles. The student becomes submissive to the teacher who begins to assert power as he figures out that the student was wrong. I found this funny as the two characters suddenly just change their roles; the student begins to speak angelically from ranting on, and the teacher beings to pay attention and yells at the end from being monotonous.  I chose to do this scene as I found this particular element funny, and I thought my peers and my respected teacher would find it funny as well.

-Discuss the rehearsal process--what worked well, what was challenging?

The rehearsal process went better than expected. We were both on task, and we practiced the scene quite a few times. Throughout our many performances, we assisted each other to improve upon the emphasis on certain words, the pronunciation of words as well the actual actions as well. Also, during our practices, our teacher helped us improve the scene massively as she guided us on how to position the props (table, chair), and also told us which actions, and emphasis on words sound better and funnier.

-Discuss your personal performance choices (voice, gesture, facial expressions, body/physicality) and why you made those choices for your performance.

I chose to use facial expressions as it helped portray my characteristics better.  I reacted to the teacher’s comments with large facial expressions that showed confusion, anger, and rudeness.

I also used body language and physicality while slamming the test paper on the table a couple of times, and using big hand gestures to make myself thebolder character.

In regard to your Rough Draft performance, comment on:

-How the performance went (How did you feel while performing? What worked? What didn't work?)

I believe that the performance went pretty well. The goal of making the audience laugh was definitely met, and we got feedback saying that “It was really funny”. I felt quite confident while performing as the character of the student matches my actual characteristics, and because I trust my drama class. I believe that the gestures worked, as they helped make the scene funnier. However, I could’ve improved upon by making my gestures even bolder and reckless to make my character even funnier after the shift of character in the ned of the scene.

-Record in your blog the feedback notes you got and discuss whether you agree or disagree with feedback given (point by point).

I was asked to be even more bold and reckless, which I agree to it as it will help to signify the change of character at the end of the scene.

-Discuss what you think you need to focus on and do some goal setting in In regard to others' feedback order to better your performance for your Final Draft.

I need to focus on becoming even more bold and reckless in the final performance, therefore the goal that I am setting myself is to practice many times as possible to try to become louder, and make my actions bigger each time.

In regard to your Final Draft:

-Upload a video of your final performance into your reflection.

Have not performed as partner was hospitalized.

-Discuss how you felt about performance--What worked? What didn't work?

Have not performed as partner was hospitalized.

-Discuss your performance through the "lens" of your feedback--did you improve?

Have not performed as partner was hospitalized.

Explain in which aspects you felt you did or did not improve.

Have not performed as partner was hospitalized.

-Share your overall feelings