Sunday 30 November 2014

Endgame.









Hey you lot!

above are the questions set by


I have chosen to look at the philosophical nature of Endgame.

Philosophical-
Relating or devoted to the study of the fundamental nature of knowledge, reality and existence.

Firstly there have been many interpretations into what 'Endgame' is about,
looking at it from a philosophical view, it can be broken down into different aspects.


  • Repetitive natures of Beginnings and Endings.
  •  Loneliness
  • Cyclical patterns
Firstly there are many points throughout the play that be described as examples of repetitive natures of beginnings and endings.

For example, In the part of the text where Clov finds a flea on himself, Hamm questions the existence of the flea and states  "But humanity might start from there all over again! Catch him, for the love of god." this also shows a points of a cyclical nature.
 having Hamm reacting in such a way can show bold characteristics of human nature and how repetitiveness is something we encounter everyday. this is also present in the section where Clov asks about Hamms story he has been telling, to which Hamm replies "what story?" inclining towards a start of the same story that has already been told.

Loneliness is a theme throughout 'Endgame' in the way that Clov and Hamm continuously threaten to leave one another. this can also be seen as dependency.
For example.
Clovs constant "I'll leave you!" and hamms expected reply of "No!!" shows the strange relationship between the two, as if they can not stand each other but also can not stand the thought of being alone/ without the other.



The other play I will be looking at is Gas Station Angel.
Written by Ed Thomas, it follows the story of two familys living in the welsh country side and how their stories intertwine.
i will also be looking at the philosophical nature of this play.

Its themes include.


  • Identity 
  • Social stance of young people in the twentieth century  
  • Welsh mythology 

all of these are addressed throughout the play.

firstly identity is something addressed by most characters but the character Bri mainly, half way through the play he goes missing for years, and later re-appears and has a monolouge explaining firstly why he left and then what he experienced whilst he was gone.
this also addresses the second theme as all these characters come from a rural area of wales
which the older characters have no problem with, but the younger generation struggle with this fact throughout.

lastly welsh mythology consist of mainly fairy storys, but this is translated into the play through the character 'Mati' who is constantly telling her son "you were a baby made by fairies"
this has later reputations as she mistakenly shoots a neighbor thinking it is a fairy, this also touches on dementia.











Endgame and Les Miserables-Defeat

The Theme Of Defeat

Endgame-
Defeat is shown in The Endgame in many different aspects of the play. The defeat of the characters becomes more apparent as the play goes on. The character Clov is very childlike and suffers several near defeats in the course of the play.  From the beginning he refuses to give up and tries to hold onto the last remaining hope he has in the play. Throughout the events that take place in the play it becomes more and more apparent that he is almost defeated this is to me shown by his mundane and routine life and by always being controlled by Hamm.
Hamm also changes with the defeat theme because one minute he is happy the next he has or is near to giving up. I think Hamm likes to believe he isn’t defeated by the situation when in fact he is probably the worst out of all of the characters. The theme defeat is echoed by the lines in the script. It seems very rigid and at points searching for hope. It is almost like the characters in the story are not sure how to accept defeat so are holding on and hoping for the best as they don’t want to believe it’s the ‘end’. I feel like defeat is determined throughout from the very beginning because of the attitudes of the characters and the simplicity of the play.

Les Miserables-
Les Miserables is another show that has a running theme of defeat throughout. I think it also includes hope as well. This play is based upon the French Revolution. All the characters in the play, no matter how optimistic they become, they are defeated in one way or another. They are all fighting their own battles and, because of the powerful nature of the story, mostly losing. For example the character Fontaine has little hope throughout and finally defeated by losing her job which leads to her not being able to look after her child; this leads to the ultimate defeat when she eventually starves and dies. Before she is fully defeated another character (Jean Val jean) carries on her hope. He saves Fontaine’s dream by looking after her child. He ends up dying because of his haunted and defeated past. This musical ends with the death of most of the revolutionaries and the death of most main characters. The exception is the child of Fontaine, Corsette and her lover, Marius who vows to look after her.

Idea for the fringe, its is Shakespeare, but bare with me...

I'm guessing Shakespeare isn't the most loved subject in the class.
But this is a book I bought from a book shop (I actually went to a book shop) I also bought 'The Jedi doth return' and these books are set out as a script, I thought this would be a great kind of comical take on both shakespeare and star wars. please let me know what you think, I'm super excited about these books. (I'm actually excited about books, this is he first) 


 This is a snippit from the book, just to give you an idea. 








Endgame notes

My word was Persistence.

How does the chosen theme relate to Endgame?

- Clov has shown persistence, because he has to do all these things that Hamm orders, and clov does them but from what i can tell from the script, he wants to leave, but he does these orders to keep hamm happy.

How does it relate to another play?

legally blond - the blond one wants to get into lawer school to be with her ex boyfriend who broke up with her because he was leaving for lawer school. so she tries her hardest to get into lawer school and later gets accepted, i think this relates because it shows that both Clov and the blond one, does all these things to make someone else happy.

I'm Afraid we Must Go Guys.

http://www.bfi.org.uk/whats-on/bfi-film-releases/2001-space-odyssey?utm_source=empire&utm_medium=billboard&utm_campaign=2001ad



Let me know who want to go and i will sort it.

many thanks

Lanuage & Communication: Endgme

Language and Communication: Endgame:

Meanings: 

Language: 
  1. Language is the human ability to acquire and use complex systems of communication, and a language is any specific example of such a system. The scientific study of language is called linguistics.

    Communication:
     
    The exchange of thoughts, messages, or information, as by speech, signals, writing, or behaviour. 

    Characters:

    Hamm controls everyone in the play, he bosses Clov around and silences his parents Nagg and Nell. He has an angry tone to his voice  and with most things he says, which we can see due to the exclamation marks, full stops and pauses. Even though he cannot see, the way he speaks tells the audience and other characters what exactly he wants or needs. Clov and Hamms conversations are generally to keep them all entertained (alive), to keep their spirits up and to give some hope which is the case for Nagg and Nell. Hamms parents hardly ever talk to Hamm or Clov because they are always told to shut up so the only conversation Nagg try's to talk to Nell about is giving her a kiss and I believe that is what keeps him going but Nell knows that there is almost no hope, even though she try's to keep the peace amongst everyone she's the only one in the play who fully gives up. 

Thursday 27 November 2014

Ticket offer Brighton Dome

Please go

Get £5 tickets for Theatre Uncut next week!
'Theatre Uncut isn't just a performance, it's an idea: that theatre can be immediately responsive to world events, engender discussion and effect change.' Lyn Gardner - The Guardian

As someone who has journeyed with us in attending pertinent political theatre previously at Brighton Dome & Brighton Festival, we thought that Theatre Uncut's production of short, political plays next week at the Studio Theatre would be right up your street. To make it extra appealing for you to attend, we would like to offer you a special £5 ticket to celebrate your interest in theatre with political resonance - something we are a big fan of too!
Multi award-winning Theatre Uncut's flagship production has developed from an innovative process of collaboration between five of the UK's most exciting playwrights - Clara Brennan, Inua Ellams, Vivienne Franzmann, Anders Lustgarten and Hayley Squires.
To get your hands on special £5 tickets (usually £10) please use the code "CURTAINS" when booking online, over the phone or in person.
Tue 2 Dec 2014
7.30pm (doors 6.45pm)
Studio Theatre
Age 14+
There is a £2 per order charge. Additional postage charges (50p or £1.50) apply

Endgame notes

Some reflections on the work we have done over the last couple of days, have just written them in note form as it will be easier to reflect back on when devising.

Important themes -

Circular existence

  • Cylindrical nature of human existence
  • Play ends as it begins, with no suggestion that anything will change tomorrow
  • Characters diologue and actions suggest a perpetual loop in which the characters must play out the same mundane routines each day.
  • Repetition of language and actions, point  to the ritualistic aspects of simply 'being' or existing.
  • Routine and expectation
Light and Dark/Good and Evil
  • Follows the literacy trait of light and dark as a symbol of life and death.
  • Grey abysmal setting
  • Cloves blindness but insistence he can feel light (or life) on his face - wants to be near the widow and feel the breeze on his skin.
  • Depression
Regeneration

  • "potential pro-creator" is the way in which hamm describes the subject in his story towards the end of the play.
  • characters that are mentioned but not introduced to the action of the play, such as the characters in the various stories that are told
  • Youth (characters in stories) are a symbol of regeneration 
  • Hamm and Ham (Noah's ark myth) Hamm was also a youth once, going back to the idea of cylindrical existence.
Use of language
  • repetition
  • dark humour 
  • tragic comedy
  • "nothing is funnier than unhappiness" reminds me of the German word 'Schuendenfrude' which loosely translates as happiness at the misfortune of others
  • Humour will always exist in human nature, sometimes the most mundane subjects can bring about the most comedy - a good example of this would be stand up which often deals with mundane aspects of human nature in a satirical and humorous way.
Hamm
  • Controlling of others but has no control over his own existence and is dependant on other for life - needs to be moved to the window by Clov to feel the light on his face.
  • Bitter
  • Manipulative of others and the situation he finds himself in
  • Bossy towards Clov
  • petty/bickers with other characters throughout - irritable 
  • Compulsive behaviour displayed
  • contradicts himself and is scared of the cylindrical nature of life.
  • powerless over his own life and existence
Clov
  • Erratic in movement
  • submissive relationship with Hamm - maybe has been worn down by situation?
  • Cannot leave, stuck in a ritual in which he cannot break
  • less highly strung than Hamm
  • unsure of self
  • Compassionate
  • eager to please the other characters 
  • Follower
  • Child like mannerisms
  • lonely
Nell
  • resigned to the routine that is her life - calls the daily attempt at a kiss a "Farce"
  • She is the reason that nagg stays around
  • as with Nag is detached from all contact with other characters.
  • nag and nells relationship is the only example of healthy love within the piece.
  • depression?
  • caring, mother like character
  • helpless and lonely
  • un-trusting?
Nag
  • Genuinely loves his wife - only healthy example of love in play.
  • Romantic
  • family orientated
  • stuck in a cycle
  • reminiscent 
  • tells the same story throughout - repetition
  • emerges to cry and attempt to kiss his wife
  • pathetic/hopeless existence

Tuesday 25 November 2014

Echo and Narcissus

The myth of Echo and Narcissus is from Ovids Metamorphoses - a Latin mythological epic.

The Basics of the myth are as follows; A talkative Nympth 'Echo' is admired by the Goddess Aphrodite for her magnificent singing voice and songs. When Echo tricks Hera (the wife of Zeus) , Hera curses her so that she no longer has free speech and can only repeat the last thing said.
Echo falls in love with a youth called Narcisuss and he rejects her love and Echo prays to Aphrodite who makes her disapear until she remains only a voice heard by all. Narcissus rejects sexuality and falls in love with his own refection, he then wastes away with dispare as Echo did before him. Later where his body was, is a Narcissus flower, so called because it grows near rivers ( as though to look at its own relfection forever.)

Here are some art works that dipict Echo and Narcissus




There is also a poetry collection of the same name which is unrelated but has some really nice imagery I think we could use. If poetry is your thing :-) have a read - https://www.msu.edu/user/sullivan/BeckettEcho.html

thoughts anyone? Im not sure about the poems myself, might have to read them through again. I am trying to find the actual story that was published this year so I can buy it.

Endgame

Notes from Monday's workshop





Also as I recorded the extention task on my phone I thought it might be useful to write a quick summary of what we are expected to do tomorrow in preperation for thursday incase anyone cant remember :-)

three groups - devising in our sections apply some of the key character words and themes ie - caring, drugs etc (from list above) to the section given to each group bearing in mind the view point tecniques. Take two pictures with annotations of what we are doing an upload this to the blog by Wednesday night. We can use props, or nothing at all, its our own interpretation being left to us to develop our own ideas to show in Thursdays workhshop.

Body/Breath

EIGHT BASIC EFFORT ACTIONS:
LABAN’S MOVEMENT THEORY

Terms:
1.  Kinesphere:  space within our reach, or our personal space.  It moves with you as you travel.
2.  Dimensions:
  1. Up-down (high, middle, deep)
  2. Left-right
  3. Forward-backward
  4. Diagonal
3.  Flow of Movement:
  1. Bound flow – can be stopped at any time (pause).
  2. Free Flow – difficult to stop suddenly.
4.  Space:  Movement can be linear (direct) or curved (flexible).
5.  Time:  Time can be very personal or cultural.  Modern transport allows us to travel faster and further than in the past.  Time zones can be crossed.  Life used to be governed by the seasons.  Spring was the awakening and planting time, summer was the ripening time.   With autumn came the harvesting time, and winter was the resting time.  Today we have an inbuilt clock and a 24 hour clock.  Speed is still a flexible term, depending upon the influences and circumstances.
6.  Weight:  Our ability to stand upright depends on the tension between the upward force of our bodies and the downward pull of gravity.  Weight must be distributed or we may “lose balance”.  Moving the body anywhere in space requires energy along a light to strong continuum.  A small bounce requires only light force, whereas a pole-vaulter needs a stronger force to leave the ground.  


# EFFORT TIME SPACE FORCE
1 PRESS Sustained Direct Strong
2 FLICK Sudden Indirect (flexible) Light
3 WRING Sustained Indirect Light
4 DAB Sudden Direct Light
5 SLASH Sudden Indirect Strong
6 GLIDE Sudden – Sustained Direct Light
7 Thrust (punch) Sudden Direct Strong – Light
8 Float Sustained Direct – Indirect Light


1.  Pressing: Sustained, direct, strong.
  1. Feel it first with palms of hands.  
  2. Press forward and downward, and diagonally across the body.
  3. Extend your pressing activity into all spatial directions, and into high, medium, and low zones.
  4. Let the other parts of body lead in pressing, for example, the back, the knees, top of head, and elbows or feet.
  5. Let two parts of body press simultaneously in two different directions, such as:  right palm up, left hip down.
f.    Press simultaneously in three different directions, for example:  head backward, hips forward,
      elbows outward, away from their sides.
g.   Press down with feet as they walk, taking the body in different directions.
h. Try pressing in kneeling, sitting and lying positions as well as standing.
         i. Try pressing as a transition from one position to another.
         j. Combine (e) and( f) with( g),( h), and (i).

2.  Flicking:  Sudden, Flexible, Light
  1. Imagine a fly alighting on food or dust on your jacket.  Flick it away with your hands by quickly twisting the wrists and fingers.
  2. Move on to flicking in every part of your kinesphere , near to the body, far away, use high, medium and low zones, directions should include backward and forward and sideways.
  3. Try flicking with your shoulders, head and feet.  The most important zone for flicking hands is high, outwards and backwards.  But it is essential to try in all directions, with the hands working simultaneously or alternatively, in the same time, or in different, directions.
  4. Continue the explorations with flicking by involving the elbows, hips and knees.
  5. Try jumping, flicking the feet in the air.  Flicking the feet rhythmically on the floor gives rise to a light tap dance effect or a “soft shoe shuffle”.
  6. As in pressing, flicking can be performed in kneeling, sitting, or lying positions and be used as a transition from one position to another.
  7. Repeated flicking produces a fluttering movement.  When the whole body is involved, there is a sense of intense lightness and buoyancy.  In pressing there is a battle with outside resistance, in flicking we can yield to the feeling of lightness, thereby indulging in the weight.
  8. Flicking is flexible in the use of space and may be multi-directional.  It is crisp and light.
  9. The lightness and speed of flicking is sometimes referred to as “fine touch”.  Other fine touch actions include light stirring, floating, gliding, dabbing, wafting, and tapping.
3.  Wringing:  Sustained, Flexible, Strong
  1. Try wringing out clothes movement first.
  2. Imagine you are, literally, a wet blanket and try wringing yourself out!  For exercise purposes, practice wringing in a deep, forward and outward zone.  Move to both sides – right and left.
  3. Try wringing in all zones and in all directions of the kinesphere.
  4. Remember to try simultaneous and alternate movements of different parts of the body into different directions or into the same direction.
  5. Stand, lie, sit or kneel to perform the action and use it as a transitional movement.
  6. Examples of wringing where concrete resistance by an object is offered are:  washing, knotting, twisting or untangling ropes.  Where no concrete resistance exists, strong counter-tension is necessary and can be felt throughout the body.
4.  Dabbing:  Sudden, Direct, Light.   The basic effort of dabbing is usually performed with free flow but can, when necessary also be performed with bound flow.  
  1. This action is clearly felt in the hands as in a painter dabbing at a canvas or in typing.  Try dabbing with the right side leading across the body, diagonally backwards, over the opposite shoulder.  Repeat with the left side leading.
  2. Dab with the feet.   It is easy to quickly point the heels or toes.  Try in all directions and in all zones.
  3. Try with the knees, hips, shoulders, head, elbows, chin, back, and chest.  Take plenty of time to experience dabbing in all these parts of the body.  Try simultaneous and alternate movements.
  4. Try the action with steps.  Knees can dab upwards and toes or heels downwards.
  5. When dabbing at a concrete object 9canvas, typewriter), we experience resistance.  However, dabbing in the air requires our muscles to produce the necessary counter-tension which can be felt throughout the body even if only one finger is involved in the action.

5.  Slashing:  Sudden, Flexible, Strong.  Slashing is usually performed with free flow which tends to fade out into floating.
  1. A good pathway in which to experience the feeling of slashing is from high forward, across the body to downwards, outwards, and backwards.  One arm should lead the effort.  Then change to the other.
  2. Try the arms slashing separately in all directions.
  3. Now try each leg separately.
  4. Continue with all the possibilities mentioned for the other actions, i.e. limbs separately or together, kneeling, sitting, lying or standing; all directions, including inwards and outwards and moving in different zones.
  5. Use slashing as a transition from one position to another.
  6. Large jumps give good opportunities for slashing movements of the legs, arms or trunk.  Slashing aimed at a concrete object encounters resistance.  

6.  Gliding:  Sustained, Direct, Light.  Gliding is usually performed with bound flow.
  1. Imagine you are smoothing something horizontally, the palms of the hands parallel with the floor or vertically, with the palms facing forward.  Or again, let the palms face inwards as one removes imaginary cobwebs in front of the body.  The most important zone is across the body diagonally forward high but, as with other efforts, you must take the exercise into all zones, all directions, using different parts of the body, some simultaneously, some alternately.
  2. Alternate legs can glide over the floor as steps or gestures through space.
  3. Gliding with the trunk results in a smooth swaying movement.
  4. Remember it can also be used as a transition from one position to another.  In gliding along a concrete object we meet with resistance.  Gliding in the air brings about a counter-tension felt throughout the whole body, giving the feeling of controlled boundness.  As a result, the movement can be stopped at any given moment.  Bound movements in the air rely on the antagonistic muscles to control the action.  Other actions tending to be bound are those of wringing and pressing and their derivatives.  Thrusting can be performed with bound or free flow.  The action of gliding “fights against” Space but “indulges in” Weight and Time.

7.  Thrusting or Punching:  Sudden, Direct, Strong.  Can be performed with bound or free flow.
  1. Try to make a fist of the hands and punch forcibly at some imaginary object.   The main zone for this exercise is punching with one arm and fist across the body attacking a target deep (low) backward
  2. Thrusting or punching with the legs becomes stamping.
  3. Try with other parts of the body, head-butting, elbows, shoulders, knees, hips.
  4. Explore your kinesphere in all directions and zones, using the parts of your body simultaneously or alternately.  One doesn’t need to remain standing.  It is possible to punch in a kneeling, lying or sitting position.  In a lying position, the feet can punch into the air.
  5. With a reel target, one encounters a natural resistance; the most obvious examples are a punching bag used by boxers or two fighters in the ring.  Where there is no concrete object to resist our punch, we need the counter-tension of the antagonistic muscles which should be felt throughout the body, no matter what part of it is leading the action.  
  6. The essential characteristics in punching involve “fighting against” Weight, Space and Time.  Therefore, there is no “indulgence” in this action, no yielding either to lightness or flexibility and no yielding to sustainment of the movement.
  7. An abrupt or sudden muscular reaction prevails in quick movements, including such actions as flicking, slashing, dabbing and, of course, thrusting.

8.  Floating:  Sustained, Flexible, Light.  Floating can be with bound or free flow.
  1. The action of floating is felt momentarily in a leap when the energy for take-off has subsided and before descent occurs.  On waking, one can also experience it as a slight “stirring” of the resting body during respirations.
  2. The most important zone for floating is high, forwards and outwards.
  3. Now try floating in all directions and zones as in previous effort exercises.
  4. Try floating downwards as well as upwards, with different parts of the body leading alternately or simultaneously.
  5. Float or fly with the legs or touch the floor very lightly on tiptoe.
  6. Attempt the effort sitting, lying and kneeling as well as standing.
  7. Use floating as a transition from one of these positions to another.  If one needs to use floating as in very lightly stirring a liquid, then the liquid is an object offering resistance, however slight.  Without any external resistance, as in a leap through the air, the body employs sets of muscles in a counter-tension, thereby helping to overcome the weight of the body momentarily.  The tensions must be kept to a minimum to achieve a floating movement.
  8. In this action there is no “fighting against”.  Here all is “indulgence”, i.e. the essence of floating is one of “indulging in” or yielding to Time, Weight and Space.  We indulge in our lightness, sustain our movement and wander around “smelling our flowers” in Space.  Counter-tensions are very slight and multi-lateral in floating but nonetheless sustain the muscular function of the effort.  Pressing, gliding, wringing and their derivatives are all examples of sustained actions.

Laban calls these dynamic qualities “secondary tendencies”.
The six fundamental directions of the Dimensional Scale also contain their own dynamic qualities, giving rise to such feelings as:
  1. Lightness, associated with upward or High direction.
  2. Strength, associated with downward of Deep direction.
  3. Restriction.  A movement across the body, producing a straight or Direct movement.
  4. Freedom of movement associated with the body’s open side, leading to Flexibility.
  5. Suddenness as in fear, resulting in the body’s contraction Backward.
  6. Sustainment, as tension is slowly released, leading the body in the opposite directions, i.e. Forwards.







Monday 24 November 2014

Casting opportunity


Jack did so well in this, we are offered another casting opportunity. For a male actor only i'm afraid this time.


We are looking for a male actor aged between 16 and 25 to perform in a Bognor-based project starting 9th December.

Information for performers
Making Theatre Gaining Skills is a production skills training programme involving the creation of a 30 minute theatre production for small children presented in a specially designed mini-theatre. The production is made by a group of people aged 18-30 (the crew) who take on the roles of set builders, technicians, costume makers, sound engineers and lighting designers but do not perform in the show. They are supported by a team of professional tutors who ensure that the process is achieved within the very short space of time (2 weeks) and to a high standard. Once the show is ready for performance it is toured to local primary schools and libraries.

Actors needed
Each production requires three actors and because the script is developed from scratch we look for energetic, confident actors who are quick learners, positive team players, and (ideally) competent singers. The actors will be needed for short rehearsals in Bognor – mostly between 4 and 6pm on weekdays but in the final week of the project the actors will be needed during the day. Please only apply if you can commit to the whole schedule.

Schedule
The company will be based in a production unit in Bognor Railway Station.  The actors’ rehearsal and performance schedule will be as follows:

Tuesday 9 Dec                     4.00 – 6.00pm                     rehearsals at Bognor Railway Station
Thursday 11 Dec                4.00 – 6.00pm                     rehearsals at Bognor Railway Station
Monday 15 Dec                  1.00 – 4.00pm                     Technical rehearsal at Bognor
Tuesday 16 Dec                  11.00am – 4.00pm           Dress rehearsals at Bognor
Wednesday 17 Dec         11.00am – 3.00pm          Two performances at Littlehampton library
Thursday 18 Dec                1.00 – 4.00pm                     Two performances at Goring library

This is an amateur engagement but all travel expenses will be reimbursed including train from Worthing to Bognor for rehearsals.


To apply, please email Hilary Strong (Director) on hilary@strong-ideas.co.uk  or call 07808 481221

Friday 21 November 2014

Just a few ideas for Fringe

Just a few ideas to play around with:


I would love to do an adaptation of a children's book for kids to show at the Fringe. 
- The Enchanted Wood by Enid Blyton
- My Naughty Little Sister by Dorothy Edwards (my favourite book when I was small, loads of little stories - I'll bring it in)
- The Moomins
- The Cat in the Hat by Dr Seuss
- Private Peaceful by Michael Morpurgo (amazing, lovely story that would be great for all of us to act out or to put our own spin on it)

- The Borrowers - by Mary Norton (who remembers The Borrowers? This appeals to all ages from very young to adults very versatile show. Can be shown with very little props and staging, but could also be left open to a outside performance or in the theatre.)




I found this on YouTube of Charlottes Web using puppets:



Mr. Forgetful from the Mr Men books:



I came up with an idea not to long ago to do a show based on emotions and how they react to each other and why do some emotions last longer than others. Unfortunately Pixar have got this idea, but if you just watch the trailer I hope you get what I am trying to put into words. 


   
Another idea was three children start out by having a discussion on what game to play, but all of them can't decide on one so they come up with an idea to combine them all. For example one person whats to become a cowboy while another wants to be a police man and the other whats to become a pilot so they all decide to be what they want to be and all go into a "dream world" where they all come across others who they can communicate with and join the game/journey with them. Because it's all in the mind they can do whatever they wish to do transfer from one place to another, disappear and reappear, make things come alive, or kill each other but is this just fun and games? Do they get hurt? Can someone save them? Is this just a game or is this reality? Do they get stuck? Or can they come back in time for dinner? 

I know it's incredibly hard to understand but I hope the only way I can describe it to you is if you watch or remember when Andy from 'Toy Story' uses his toys to create a story or a situation, thats kind of how I see it. There's the opening sequence of Toy Story 3 and watch the ending that's what I'm thinking of:
https://www.youtube.com/watch?v=TAsUp7tDwhI

Thursday 20 November 2014

Well done all


Well done all, really nice work today. Hope you learnt loads and have lots of ideas for our other shows.

Have a great weekend.

Apologies two of the shows too dark for photographs but i hope you got better photos and videos.