St Valentine's Day Session
a.. What the students knew, understood, imagined concerning Brecht,>> what he was as a man, playwright; what they knew about his writing, politics, theory of presentation, what is alienation?, etc. Many knew something and a few had a grasp of 'epic theatre' and how it differed from theatre they knew and the type of characterisation on display. >most understood the concept of 'context' and it's importance in the expression of socialist drama.>>>>>>>>>
b.. Fortuitively and as it was St Valentines Day we talked briefly and generally about the nature of 'love'>it's expression, nature, demonstration, context, etc>identifying samenesses and differences i.e. between lovers, siblings, close friendships, between parents and children, etc. Then specifically related this to the play and a 'mothers love for her son', what she would be prepared to sacrifice [personally and politically] for the well-being of her son and, eventually, the well-being of her greater family, or her class, etc. All of this was re-related back to their own lives, relationships, etc What is loyalty? Support for another? Is this a 'love'? Who would you do anything for, and why? What are the boundaries? Kill for love?
c.. Work-out in the space>>>concentration, listening, imagination, physicality, etc>lot of talk/sharing in pairs and small groups with emphasis on generosity, acknowledgement, etc. Led to each choosing a mark/colour/shape/line on floor which they focussed on in different ways incl eventually using it as the focus for their own sense of belonging and security, their need to protect, etc as a mother with her own son. Experiencing a sense of loss as they moved away and need to protect if threatened and fulfilment on return. Both groups entered into spirit of work-out with enthusiasm
d.. Gave each student pairing a list of 'Brecht quotes' [copy enclosed], which I pulled down from the Internet. Each pair were asked to 1] choose a quote, 2] agree what they thought he meant given the circumstances at the time, 3] what this meant to them now [did it still mean the same or have any modern currency] 4] talk about a scene or scenario that best demonstrated [dramatically] the quote chosen. This was later shared with the others. The exercise worked well but demonstrated where they are politically i.e. most analysis was domestic and few had any real sense of a wider political world where a workforce, or class struggled against the power-broker.>along the lines of 'if I strike because I can't make ends meet it might mean that the boss might not also be able to feed his family!!!!
e..Enjoyed working with them. Think some students very insightful but articulate from the relative comfort of 2005 western society.
Roger Watkins
b.. Fortuitively and as it was St Valentines Day we talked briefly and generally about the nature of 'love'>it's expression, nature, demonstration, context, etc>identifying samenesses and differences i.e. between lovers, siblings, close friendships, between parents and children, etc. Then specifically related this to the play and a 'mothers love for her son', what she would be prepared to sacrifice [personally and politically] for the well-being of her son and, eventually, the well-being of her greater family, or her class, etc. All of this was re-related back to their own lives, relationships, etc What is loyalty? Support for another? Is this a 'love'? Who would you do anything for, and why? What are the boundaries? Kill for love?
c.. Work-out in the space>>>concentration, listening, imagination, physicality, etc>lot of talk/sharing in pairs and small groups with emphasis on generosity, acknowledgement, etc. Led to each choosing a mark/colour/shape/line on floor which they focussed on in different ways incl eventually using it as the focus for their own sense of belonging and security, their need to protect, etc as a mother with her own son. Experiencing a sense of loss as they moved away and need to protect if threatened and fulfilment on return. Both groups entered into spirit of work-out with enthusiasm
d.. Gave each student pairing a list of 'Brecht quotes' [copy enclosed], which I pulled down from the Internet. Each pair were asked to 1] choose a quote, 2] agree what they thought he meant given the circumstances at the time, 3] what this meant to them now [did it still mean the same or have any modern currency] 4] talk about a scene or scenario that best demonstrated [dramatically] the quote chosen. This was later shared with the others. The exercise worked well but demonstrated where they are politically i.e. most analysis was domestic and few had any real sense of a wider political world where a workforce, or class struggled against the power-broker.>along the lines of 'if I strike because I can't make ends meet it might mean that the boss might not also be able to feed his family!!!!
e..Enjoyed working with them. Think some students very insightful but articulate from the relative comfort of 2005 western society.
Roger Watkins
posted by Steve at 10:00 PM
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