Session 5

We had a rehearsal out of school in order to finish blocking our final piece. In this we developed the same idea with the movement, and created a basis for what could be a successful piece. We decided on music to add to it. We wanted a mixture of emotive music but also music from that era.

The first video is of a song called 'After you've gone'. This a 1918 song which we felt linked nicely to our piece and also helped inspire some of the movement. It is the song that plays first. The second is a acoustic guitar instrumental of 9 crimes originally by Damien Rice. This a modern song which plays nearer the end of our piece. We felt the song was really emotive and helped us to create material instinctively with objectives which comes towards the end of our piece. 

Using the music helps in the beginning with the synchronized movement because it helps with timing. We linked certain movements to the beat and to certain lyrics. This was to ensure the precision of our movements. 

This lesson in class we showed our piece to our teacher. We felt like we knew it really well and ended up rushing it slightly. This is why we went back to link the movements to the music. The feedback we were given told us to think more about women then and how they would act, their role within the home. We then went out and decided to definitely have aprons to hold the poppies but also as costume to start getting us to move like women did then. We also added a new section at the beginning in which we are making food for our husband who is going away before we see him standing there. It is exaggerated movement based on a real task. This section helps set the scene better. We now have the blocks of our performance we just need to make sure we meet up a few times this week to refine it, and warm up before our final assessment.