Pages 17-27
Week 6
Pages 27-61
Week 7
Pages 61-81
Week 1
Pages 81-110
Week 2
Pages 110-144
Week 3
Run through
Week 4
Easter
Week 5
Dress rehearsal in school
Week 6
performance
Week 7
Evaluation
Monday, 9 February 2015
Monday, 26 January 2015
The Class' Ideas for Scenes 1-16 In Act 1
ACT 1 SCENE 1
Fenton, Sam Clarke, Hector, Alfie and Finn
Swarm of people (us enter)
Mau walks in completely oblivious
Hit tree, birds fly away- everyone will scatter out like birds
People inside two rows of people, audience will make the boat
Two sides represent boats
Props- hatchet
Wood
Old tools
ACT 1 SCENE 2
Lara (me), Samantha, Tobi,Courteney and Nicole
https://prezi.com/zp-suvb9vhjo/nation/?utm_campaign=share&utm_medium=copy
ACT 1 SCENE 3
Chloe, Becky, Katie, Kit and Amber Sardina
Audience sitting - the sea
Island is the sea
Sand on the stage
Two blue lights
Daphne on the balcony holding a lantern
Spotlight coming from the island to Daphne
A light following Milton
Milton a puppet in all black
A projection of what Daphne sees when she's looking through a telescope
ACT 1 SCENE 4
Holly, Charlie, Eleanor and Clay
Daphne on balcony observing Mau
Pop out umbrella as a gun
Grandfathers - atmospheric music when they enter
All wearing same - cloaks
All have a chant, hum, all speak in time
Black ribbon to represent Daphne mourning
Tattoos for the tribal people (nation) - represents difference in culture in the play between Mau and Daphne
ACT 1 SCENE 5
Amber Gray, Iris, Izzy, Yasmin and Thaliqua
Stage split into two (half the stage island, half the stage ship)
Balcony represents top deck of the ship
ACT 1 SCENE 6
Edgar, Hannah, Fifi, Brin and Anna
Island on stage
Body shipped off, people will carry the body,
Where audience is, the sea
Blue scaffolding
Locaha as a collection of four and five people - made physically
When people break in, black trackies
Tribal prints, patterns and statues
ACT 1 SCENE 7
Samara, Olivia O, Delainey, Jacob and Rasaq
Chief on stage
Orchestra pit, mat there for when the chief gets short
Cox's monologue, explores the stage during this
ACT 1 SCENE 8
Thalia, Lara, Lauren, Olivia K and Danny
Night sky projected on balcony wall so audience can see it aswell and feel involved in the story
Green umbrella as Tree tops, make them go at different levels
On sheet, silhouettes of people to make it look like Cau's giving birth
Cardboard tube or pipe to represent telescope
ACT 1 SCENE 9
Dru, Sam Johnson, D'Nai, Jack and Isaac
Sticks, umbrella, brooms, mops to create a TP
Sticks become the TP
Blanket over the TP in the centre of the stage
Sing the first part of 'twinkle twinkle little star'
Starry night glowing away
Everyone has a candle and glow stick when singing the song
Dim lighting
ACT 1 SCENE 10
Chorus sing the song
ACT 1 SCENE 12 AND 13:
(My group)
ACT 1 SCENE 14
On stage when dialogue happens
Woman who gives her poison on the stage
Fall in orchestra pit
Lights turn dark when they've reached the underworld
Soundscape of after
ACT 1 SCENE 15
Still in underworld
ACT 1 SCENE 16
Mau's dead
Rest of the nation on balcony
Dream fish could be puppets held up from the balcony
Thursday, 15 January 2015
Staging Ideas for the Play
In act 2 scene 8 of the play on page 119, the world in which the characters live in "slows down" (as described in the stage directions) then five versions of Mau appear.
The idea that I had to stage this is by everyone moving in slow motion around the space we are performing in. However, five people will not be moving in slow motion and instead will move in a normal pace (level 3/5 for example); these five people will represent the five Maus that are in this part of the scene. The other character apart of this scene is Cox. He will also be moving in a normal pace like the five Maus.
I think by the rest of the actors moving in slow motion in comparison to the five Maus and Cox will highlight how the world they are living in has slowed down. Nonetheless, everything seems normal for the five Maus and Cox given that they are not affected by the world slowing down. It will bring the audience's attention to the five Maus and Cox which will result in them focusing on them more than the rest of the characters who are not prominent in this part of the scene.
Making the rest of the characters slow down will make the audience feel like they are involved themselves in the world of the characters. This will enhance the experience more for the audience and therefore will make their viewing of the play more enjoyable.
First Impressions of The Play
From reading the play version of 'Nations' written by Terry Pratchet but adapted by Mark Ravenhill, my first impressions of the play are based on the themes of different social classes, racial segregation, supernaturalism, fantasist views and religion.
The two main characters of the play are Daphne and Mau who are two predominant characters that represent the racial segregation that took place across the globe during the time period in which the play was set (1850s). Daphne, being "half-bake" (white British but referred to as "half-bake" - a name given to white people in the novel who are not black African), comes in contact with black African Mau when they are both left to believe that they are the only ones left in the world they live in after a shipwreck occurred.
One of my first impressions of the play is that Daphne is from a higher class as in act 1 scene 5 page 34, Daphne is drinking tea - something that Mau does not know how to do and therefore teaches him. Daphne having tea let alone being able to drink it in comparison to Mau who does not know how to implies that Daphne comes from a higher class than Mau.
Due to the use of taboo names towards the white people such as "ghost girl" and "half-bake", Terry Pratchet shows that racial segregation and downgrading someone because of their skin tone and nationality is definitely prominent during the 1850s. Terry Pratchet indicates that although slavery in Britain ended in 1833, racism still carried on despite the declaration of it ending. Despite the ending of slavery, racism was still active.
Moreover, Pratchet seemed to have developed the qualities of a fantasist due to the theme of supernaturalism he includes throughout the play. For instance, characters such as Locaha and Imos are not human but are spirits. Furthermore, in act 2 scene 7 of the play, the world in which the play is set slows down then five versions of Mau appear. Therefore, these are perfect examples of how Pratchet may have been viewed as a fantasist and had an interest in supernaturalism prior to the non-realistic events and characters he created.
Although the theme of supernaturalism and Pratchet's fantasist views are included, he seems to have also included religion by referring to gods that the nation in the play worshipped. On the contrary, he juxtaposes this idea of gods by predominantly including the element of science within the novel, especially through the character or Daphne when she believes that Mau is dying. Science and religion are subjects that contrast against each other: science involving theories whereas religion involving faith and strong belief. Nonetheless, Pratchet clever intertwined the two subjects by using them to link to the story he chose to showcase in the play.
Analysing the play as a whole, I believe it resembles an adventure; an adventure where people are learning to accept each other for who they are, find themselves spiritually and emotionally and learn how to live in a world that differs from what they perceive to be their version of definite and accurate normality. I believe doing this play will allow us to explore the two different worlds characters Daphne and Mau live in, combine them and create our own worlds by also portraying theirs. The play is set within an archipelago (collection of Islands). We could maybe represent this when showcasing our own version of the play.
The two main characters of the play are Daphne and Mau who are two predominant characters that represent the racial segregation that took place across the globe during the time period in which the play was set (1850s). Daphne, being "half-bake" (white British but referred to as "half-bake" - a name given to white people in the novel who are not black African), comes in contact with black African Mau when they are both left to believe that they are the only ones left in the world they live in after a shipwreck occurred.
One of my first impressions of the play is that Daphne is from a higher class as in act 1 scene 5 page 34, Daphne is drinking tea - something that Mau does not know how to do and therefore teaches him. Daphne having tea let alone being able to drink it in comparison to Mau who does not know how to implies that Daphne comes from a higher class than Mau.
Due to the use of taboo names towards the white people such as "ghost girl" and "half-bake", Terry Pratchet shows that racial segregation and downgrading someone because of their skin tone and nationality is definitely prominent during the 1850s. Terry Pratchet indicates that although slavery in Britain ended in 1833, racism still carried on despite the declaration of it ending. Despite the ending of slavery, racism was still active.
Moreover, Pratchet seemed to have developed the qualities of a fantasist due to the theme of supernaturalism he includes throughout the play. For instance, characters such as Locaha and Imos are not human but are spirits. Furthermore, in act 2 scene 7 of the play, the world in which the play is set slows down then five versions of Mau appear. Therefore, these are perfect examples of how Pratchet may have been viewed as a fantasist and had an interest in supernaturalism prior to the non-realistic events and characters he created.
Although the theme of supernaturalism and Pratchet's fantasist views are included, he seems to have also included religion by referring to gods that the nation in the play worshipped. On the contrary, he juxtaposes this idea of gods by predominantly including the element of science within the novel, especially through the character or Daphne when she believes that Mau is dying. Science and religion are subjects that contrast against each other: science involving theories whereas religion involving faith and strong belief. Nonetheless, Pratchet clever intertwined the two subjects by using them to link to the story he chose to showcase in the play.
Analysing the play as a whole, I believe it resembles an adventure; an adventure where people are learning to accept each other for who they are, find themselves spiritually and emotionally and learn how to live in a world that differs from what they perceive to be their version of definite and accurate normality. I believe doing this play will allow us to explore the two different worlds characters Daphne and Mau live in, combine them and create our own worlds by also portraying theirs. The play is set within an archipelago (collection of Islands). We could maybe represent this when showcasing our own version of the play.
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