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Month: November 2015

Le Petit Nicolas: Chapitre 6

1) Le directeur
2) L’après midi
3) Non
4) Parce que il s’est mis à pleurer.
5) Agnan
6) Car il a fait mieux sur son carnet.
7) Il les a perdu dans le déménagement quand il s’est marrié.
8) Ils disait qu’ils saignaient aux quatre veines pour lui donner une bonne éducation.
9) Oui
10) J’espère que j’ai pris un bon observation, mais je ne sais pas du tout.

Drama Journal: Symbols

Key Idea:
For the past 2 weeks, we have been learning another crucial components of drama, which is “Symbol”. Symbol is something that represent some deeper meaning, such as organization, process, and material object representing something abstract. For example, diamond ring would represent love, marriage, luxury, and expensive, while question mark would represent mystery, future, and wonders. By using symbols, this makes actors easier to represent something without explaining longly. For example, when one man wants to propose his girlfriend, it’ll be easier if he just showed a diamond ring in stead of talking to her, since he might get very nervous while talking to her about that. However, there’s also another way to use symbols in drama as well with deeper meaning. For example in a play if one man says to his girlfriend “we’ll be together eternally”, this represent he wants to get marries with her. These are very easy way to quickly change the situation of a play, and this would create tension since actors show, not tell what they want to say.

Approach:
In order to experience some deeper meanings of symbols, first we (me and Takumi) wrote some words that we thought while looking at a diamond, and we wrote words like luxury, love, and so on. Also, our group paired up with Solon and Kent to create a play that includes our symbol (diamond) and their symbol (light bulb). The play was about a couple (Kent and Solon) broke up, and after Solon went into the cave, he found a light, and there was Kent apologizing about the conflict, and I was in charge of welcoming Solon to the spot where Kent was waiting for him. We also made a second play, that we have to show the symbols less frequently. This play was about that after the marriage between a couple (Kent and Solon), their relationship started getting worse, and Kent asks the priest (Takumi) and Solon asks his father (me) for help how to deal with each other. After suggesting them, there was an argument again, but they got reconciled after seeing at the wedding ring (diamond ring).

Outcomes:
While me and Takumi were writing words we thought of while looking a the diamond ring, I realized that diamond ring actually represents many things, so it turned out that symbol is not a representation of one thing, but many things. And, I really felt that symbol can change the whole mood, situation, and tension of play while acting out our play. Also, I really felt that by suing symbol, we can reduce the amount of talks and explanations, so that we can make our ply more exciting and enjoyable. However, in order to improve my acting skill, I strongly felt that I still need to relax more while acting our play.

Connections:
Symbols can be used in many ways in drama, in order to create a tension of a play, by showing rather than telling, and this also makes actors easier to play since this reduces more talking in the play. Also, I really felt that this technique can also be used in English story writing, while writing a creative story, or essay, so that this also makes writers easier, since symbols reduce the amount of words by showing something deep and important.

Le Petit Nicolas: Chapitre 5

1) Il parle anglais.
2) Ses dents sont vilaine.
3) Alceste
4) Non
5) Tennis
6) Tennis
7) Non
8) Oui
9) Parce que Djojo a dit let mots gros.
10) Parce que les parents de Djojo ont dû penser qu’il avait appris tout le français dont il avail besoin.

 

Le petit Nicolas: Chapitre 4

1) Les billes ont tombé, et aussi l’inspecteur.

2) Oui la maîtresse avait tort de s’inquiéter.

3) Parce qu’il est le dernier de la classe.

4) Ils avaient mets le banc au dernier rang.

5) Encre

6) L’inspecteur a beaucoup ri

7) Parce qu’il était très timide.

8) Une tranche de fromage

9) Non

10) Parce qu’il s’est mis de l’encre partout.

Le Petit Nicolas Chapitre 3

1) Non, ils n’étient pas contents de le voir.

2) Il est resté derriere de la classe pour écouter des élèves

3) Il est resté devant de la porte.

4) Non, il n’est pas le bien surveillant.

5) Ses lunettes et la livre de l’arithmetique.

6) Il ont eu le nez gonflé parce que il était devant de la porte quand le Bouillon a la ouvri.

7) Le porte

8) Il est énerve parce que les enfants l’appele le Bouillon.

9) Ils ont tout crié.

10) Oui, il y a des surveillants dans ma école.

 

Drama journal: Languages

Key Idea:

For the past two weeks we focused on languages. This is very important to drama because it’s the way you communicate with the audiences, and also to change the situation of a play. In order to explore more about languages, we looked at how adults changed the way they talk with little kids and adults. I was thinking that the verbal is used the most, and it’s the only way to change the mood, but I realized that body languages and facial expression was very crucial as well, since body language and facial expression changed the situation a lot when one person was talking to adult compared to kids. Language will help us as the audience, and as actors, since we can understand what person wants to say easier.

Approach:

In order to feel that in real life, we performed a scene where a little child and and his/her parents were at a cinema for his/her birthday, but the child and one of the parent are anxious because one of the parents are late, and after he/she came late, two parents will have to talk with each other with different uses of languages, facial expression, and body language towards the other parents and the child. I found a performance of Kana, Mira, Solon interesting since Kana used language, facial expression and body languages in different ways towards the child (Mira) and her husband (Solon). When there was Mira near Kana and Solon, Kana didn’t show her anger at Solon since Mira was near them, but right after Mira went to the bathroom Kana started to show anger towards Solon. However, as soon as Mira came back from bathroom and started to cry since they were arguing, they told her they’ll talk about that later, and they all became happy again.

Also, we also created a scene where a child king and one of the priest are waiting for another priest because they have very important ritual. So, me as a king, and Joshua as one of the priest, we were waiting for Takumi (other priest) to come, and when Takumi came late, Joshua and he are arguing, and after that, he had to come to me and apologize for the late arrival.

Outcomes:

When we were making a scene of king and priests and performed, I realized that I was a bit too polite, so I didn’t really show the typical stereotype of child king, so maybe I should have spoken in different way, like a little bit more childish way, and I should also have acted like a child, as body language, by stooping.

Also, while looking at other groups’ act, I realized that whole situation and mood of the play changed when one person started talking in a different way, and this would increase or decrease the tension a lot, so that it’ll be exciting for the audiences to watch our scene.

Connection:

Since you can change the mood and create a tension if you change the way you talk to person, it can be used in drama as well, and this is great way to change the whole situation and mood of the play. While studying about the languages, I found a deep relationships between tension and languages, since if you change the way you talk it can either increase or decrease the tension.

I would like to make a use of this style of changing the mood, and this can be used while I’m doing the presentation or speeches in order to create a tension to make my presentation exciting.

Drama Journal: Focus, Spaces

Key Idea:

For the past two weeks in drama we learned two crucial components of drama, which are focus, and place / space. We looked at how focus affect the drama, and also how much focus is needed to create a good space of drama. The effect of focus is that it makes the audience to easily  understand what’s happening in the play if the character has focus or he/ she is focused on something that creates more tension and you also feel curious what they are looking at, and what are they going to do with that. So, in order to see that, in real life, Claire and Kent demonstrated this to the class. At first they just walked around looking for nothing, which made no effect, but as they started focusing on something they saw, I also started focusing on that as well. Also, even though they pretend that something is there and start focusing on that, I also started focusing as well. This helped me learn some idea of focus.

We also looked at space / place. We looked at 9 positions of stage and compared which position is the most effective in order to create a tension.

Approach:

We played many activities and games to know more about focus, and me, Takumi, Solon, Leo, Jay, Mee-Linn created a plot of what we played, and then how to imply those components into the play. The outline of the play is that the child (Solon) is arguing his mom (Mee-Linn) because he wanted to join the gang in order to make him look cooler. Since Mee-Linn tried him to stop joining the gang, he forcefully went out of the house, and one gang group (me, Leo, Jay, Takumi) found him in a street, so we all start luring him, by saying “you look so handsome, you wanna smoke?” and other things. As we kept saying that to Solon, he starts getting scared, he starts crying and went back to his house, and he reconciled with his mom (Mee-Linn).

Outcome:

When we were performing our I realized that there was quite a strong focus on space, which makes people focus on one region, but there was no focus on one thing, which might cause audiences’ eyes to dart around, so we might not be able to show something we want, and also audiences might focus on different thing from what we want them to focus on. Also, since I was a gang so I didn’t really have something that I definitely had to say, and also the gang scene just finished in a minute, and also all of us are talking at the same time, they might not 100% understand what’s happening in the scene. So, next time I would like to show my existence by maybe saying something important, so that leave out some impression during the play.

Connection:

Those activities really helped me learn about how to use the space and things effectively, in order to create a effective stage and create more tension, which makes the audiences more exciting, and focused on one thing or space, contributing to leave out a good impression of a play, and actors.

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