Thanks to Dax and Parmesh for being so nice! hehe..though my directing was really last min thingyLinda
- Good choices for how to take the actors into a fresh zone of interaction, creating opportunity for the actors to develop nuanced understanding of their character and relationship. Useful to set up the space and get them to move around in it, esp in relation to the activity you want them to carry out about ‘leave things where they are’.
- And the use of the photo and the lullaby also creates a softer layer amidst the building tension. Allows for a non-literal manifestation of what is going on, and the subtext to develop as well. Consider having a diversity of photos as you move on through time. And a choice of a couple of songs as well? To give the actor options to play with etc.
- You may need to be careful about moving to and fro through time. 10 years or 20 years makes a difference. And they are big leaps… but useful no less. Just be clear about which and why. How does the body and the voice respond – this may need a little separate activity to develop a clear sense of the shift for the actor
- You pick up on the mention of the father, and reflect on that with the actors. Good instinct there. Think about how that can become a possible cue for shift in mood – like a code that creates an increase or decrease in tension between mother and son? The absent father or the omnipresent father – or the mystery father who is there and not there? What about a photo of the father? Would that work in relation to the script?
这是老师今天寄给我的教学反馈。昨天，在导演课里，我们必须根据我们选的剧本导一段戏。老实说，我没有准备。昨天真的在考我的临场表现。同学在导他们的戏的当儿，我在思考我应该怎么进行，怎么把演员带入情境，如何阴阳相合，如何从柔到刚。很乱吧？我也是。老师说不管你喜欢不喜欢，你选的戏肯定逃不过佛洛伊德的恋母情结和阴阳概念。我的天呀！搞什么？我想到用箱子、用童谣（Rock abye baby)（那是一首很暴力的童谣）和照片。效果还好，下周老师要看我们是如何把戏“扩张”开来. Enlargement... I must plan this time. If not, can't imagine what it would become...
- Good choices for how to take the actors into a fresh zone of interaction, creating opportunity for the actors to develop nuanced understanding of their character and relationship. Useful to set up the space and get them to move around in it, esp in relation to the activity you want them to carry out about ‘leave things where they are’.
- And the use of the photo and the lullaby also creates a softer layer amidst the building tension. Allows for a non-literal manifestation of what is going on, and the subtext to develop as well. Consider having a diversity of photos as you move on through time. And a choice of a couple of songs as well? To give the actor options to play with etc.
- You may need to be careful about moving to and fro through time. 10 years or 20 years makes a difference. And they are big leaps… but useful no less. Just be clear about which and why. How does the body and the voice respond – this may need a little separate activity to develop a clear sense of the shift for the actor
- You pick up on the mention of the father, and reflect on that with the actors. Good instinct there. Think about how that can become a possible cue for shift in mood – like a code that creates an increase or decrease in tension between mother and son? The absent father or the omnipresent father – or the mystery father who is there and not there? What about a photo of the father? Would that work in relation to the script?
这是老师今天寄给我的教学反馈。昨天，在导演课里，我们必须根据我们选的剧本导一段戏。老实说，我没有准备。昨天真的在考我的临场表现。同学在导他们的戏的当儿，我在思考我应该怎么进行，怎么把演员带入情境，如何阴阳相合，如何从柔到刚。很乱吧？我也是。老师说不管你喜欢不喜欢，你选的戏肯定逃不过佛洛伊德的恋母情结和阴阳概念。我的天呀！搞什么？我想到用箱子、用童谣（Rock abye baby)（那是一首很暴力的童谣）和照片。效果还好，下周老师要看我们是如何把戏“扩张”开来. Enlargement... I must plan this time. If not, can't imagine what it would become...
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