In our modernised version of Antigone, there are two scenes where most of the class comes together to make up the chorus. In the first scene, the audience are looking outside from the window of 413. A recording of our voices is being played through a speaker in the room. Whilst this is happening, the class is outside in direct view of the windows. We are performing a section of the play using exaggerated body movements. Mr Crowther directed this scene and showed us what movements we needed to make while the recording was playing. When watching one of the rehearsals, I think that the scene looked very interesting and unique as it was different to all of the other scenes that we had performed in the play. It was effective as we were not speaking but still moving around as if we were saying the lines. Ms Goodall recorded us saying the lines and then recorded us breathing heavily. These recordings will be edited to sound more dark and mysterious. Having a recording will strongly support our performance as it means we can work and concentrate more on the body movements to make the scene even better, without worrying about what lines we need to say at the same time. The second chorus scene was directed by Ms Balaam and Ms Niven. The whole class is situated at the sides of room 411 while the audience is watching some of the smaller group performances. Then we all get into position and begin our performance. Each person in the class was assigned a number (either 1,2 or 3). Dependant on which group you are in, you say your lines at different times. Some lines are all spoken together. The multimedia used in this scene are the sounds of a waterfall coming for certain peoples phone and the torchlights on our phones. The torchlights are effective in showing the light of the sky and stars above the city of Thebes, when we are all frozen in the shape of a skylines. This scene is very different to the first chorus scene, in the sense that we are up close to the audience and speaking our lines whilst performing the movements. Both of the scenes work very well in portraying the chorus and showing different parts of the story in a short period of time.
To begin most of the rehearsals, we sat down in our group and discussed our long term and short term goals for this topic. We would decide what we wanted to achieve in the lesson and what we wanted to achieve by the end of the term for our performance.
Working together, we sketched some diagrams of what we wanted the stage to look like, created a more modernised script and began to rehearse and stage the piece. As the piece is promenade, it was difficult to always rehearse in our designated performance space. Therefore, we had to make do with the other rooms and areas to create our short piece of theatre.
Our aim for the staging was to have the audience situated at the back of the theatre room, 413. We would have two drapes of fabric hanging from the poles attached to the top of the room. These would be able to move from either side of the room so that they didn't get in the way or distract away from the other groups scenes. The drapes could be used to tie up Antigone and Ismene, but also used to project our video onto, so that it was on different levels. Our aim was to use the drapes to decorate the room a little bit and make it seem more royal, as if we were in Creons Castle. We decided to have a projector situated at the back of the room so that it could project our video onto the whole of the wall and the drapes. Having the projection so large meant that the audience could really feel like they were a part of the piece and almost feel as if they were watching live theatre rather than a video clip.
We tested out the staging of the piece using the projections and drapes and most of it went to plan. However, the projection started to be very slow and began to 'lag' after a while. This was a problem, but could be solved by changing the settings on the projector and laptop. Many of our peers complimented us on the piece as they thought the use of multimedia was good.
Sometimes we struggled to rehearse the acting of the piece as Sarah was away for a week on a school trip. This meant that one of the key characters in the piece wasn't there to rehearse. However, the rehearsals still went well and we had to just imagine that she was with us and in the scene. We did our best to sort out the scene without her, but stayed in touch whilst she was away to let her know what was going on and what she needed to do. We have all developed our characters in different ways, and it is interesting to watch the other groups to see what they did with the characters. As Poppy and I both portray guards and the chorus in our scene, our characters are meant to be strong and powerful and not show a lot of emotion. We also have to be very close to Creon and obey his orders. As he is so powerful, we look up to him and try to make him happy whilst befriending him. I show my character through strong body movements and a well held posture. My tone of voice is quite bold, powerful and projected but is also meant to be slightly monotone. Other characters such as Antigone are meant to be weak and scared. Ismene is confused and angry, whilst Creon is very strong willed and does not show much emotion towards any of the other characters.
To film our video, we chose to go outside, behind the school canteen, where there is a lot of greenery. We also had to decide on costumes as we needed to wear the same outfit that we will wear for the piece of live theatre in the performance. Poppy and I (Guards & Chorus) wore black clothing, Connor (Creon) wore a white shirt and a black tie, Frankie (Antigone) wore red clothing and Sarah (Ismene) wore white clothing). However, the colours didn't matter too much as the video would later be edited into black and white. Our group did not get time to rehearse this scene before we filmed it, so a lot of it was planned improvisation. We filmed clips of Antigone being dragged and pushed around by the guards on her way to the cave. When editing the video, I chose to make a lot of it faster to create a sense of panic and horror. The music also helps to build suspense and shock. Later on, we filmed in one of the dark theatre rooms. This was to get close ups of the main characters for the video. They each have a short section in the video where they represent their characters through facial expressions and body movement. For example, there is a moment where Creon is standing strong and looking down on everyone, and another moment where Antigone feels lost and is looking for help. The video was edited in black and white. We decided that we wanted to incorporate the thriller side of Greek theatre, but also have a 'horror' take on things. The video shows the moment where the events suddenly get a lot more darker and take a turn for the worst. The black and white colours represent the good (Antigone) and evil (Creon), fighting against each other. We filmed a separate video for when Antigone is thrown into the cave and is feeling very scared and lonely. Again, the video is black and white to show the contrast of the characters and the moral of Good Vs. Evil. Having the white on the video stands out very well when projected onto a black wall. Therefore it was better to edit the video in black and white, rather than using the many different colours that the video was originally recorded in. In this video, Connor (Creon) is situated directly in front of the camera. Poppy and I are on either side of him projecting our lines and gradually (in fours) the rest of the chorus walk onto the stage, joining in with the lines. At the end, we all shout Escape and push our hands towards the camera as if we are trying to reach out and get hold of Antigone. Connor then shouts 'Antigone' and the clip ends. Our aim for this video was to show that Antigone was alone and everyone was betraying her and taunting her because of what she had done. This was only happening because of Creon and his law. Therefore, we wanted everyone crowded around Creon as if they were his slaves. The tension and music (Song - Requiem For A Dream) builds up and gets louder until the climax at the end where we all shout the word 'Escape'. This gives the effect of Antigone going crazy as the tension is building up inside her. The sound effect of rain and thunder was also added into the background to try and show that Antigone was inside a cave and could hear the outside world, but not see any of it. The use of the rain and thunder sound effect also creates a very negative vibe and atmosphere. The problem we had with filming the chorus scene was that it was difficult to get a direction or line across to the actors as there were so many people to direct and we didn't have much time to record. In some ways, the video could have been better if some people put more effort in and we had more time to record so that the actors could have developed their characters more. However, when edited, you do not seem to notice the minor mistakes in the piece.
These videos develop the performance as we have the ability to modernise the play using multimedia. The music helps to create a tense atmosphere where a lot of panic begins to build up. The videos let us film pieces of theatre that we would not necessarily be able to perform live on stage. For example, it is easier to film parts of Antigone being dragged to her cave as we can show her being traumatised more by using different video effects and sounds. For part of the video, we made the speed a lot faster. This helps to show the frustration and panic that many of the characters are feeling. These videos help to tell the story in a more scary and horrific way in which we might not have been able to do live on stage. It also changes up the play to make it more interesting as they can watch a pre-recorded piece of theatre that has been edited to make the scene more exciting. I believe that the audience would remember a scene with lots of multimedia in, instead of a short piece of theatre that doesn't have that many different elements in. However, a lot of the time, live theatre without scenic and multimedia elements gives the actor a better chance to develop their character. So in many senses, they are both good ways for an actor to develop their set of skills.
The play 'Antigone' and the scenes that we are performing are definitely still relevant to contemporary audiences. Many of the morals still apply in our modern day society. For example, many people nowadays still believe in karma and the consequences of attempting to defy the law. Also, the principal of good defeating evil is still around today (they can be seen in movies, books and other life influences). Therefore, 'Antigone' is still relevant as many audience members can still relate to the themes and morals of the play.
Design a set for your own version of Antigone. Your version should be relevant for an audience today.
My version of Antigone uses the same storyline as the original Greek play. I wanted to stay true to its roots and not adapt or change the play too much.
I have set my version of Antigone in Creon's palace. I wanted it to look very royal and posh. Therefore, I used a cream and brown colour scheme with hints of white and ivory in the drapes. I also used splashes of brighter colours for certain parts of the stage. For example, I chose Creon's eyes to be red and bloodshot to show all of his fury and anger at Antigone. In the background, there are many dark trees with green leaves that show the darker side of Thebes where Antigone left to bury her brother, Polyneices. I was aiming to create a set where there were many dark colours and light colours that were almost 'fighting' against each other. This shows the morals in the play of 'Good Vs. Evil'.
I incorporated multimedia into the staging by using lighting and projections onto the backdrop. Sound and music would also be used during the performance. The projections of the backdrop can change to suit the mood and environment. However, there would mainly be a projection of Creon's eyes on the backdrop and if you look closely, you can see that the whole stage faintly resembles a face. I thought that it would be clever to show that Creon is always watching over Antigone and the rest of Thebes, by incorporating the outline of his face into the stage.
It would be adapted onto a Proscenium stage to give a feel of what life would have felt like for the Greeks who were watching the original version of Antigone. I wanted to closely resemble the theatron/auditorium of a Greek Theatre.
In the lesson, two versions of the scene between Antigone and Creon were assigned to different students. Antonia and I were given the version from the play 'How To Think The Unthinkable' by Ryan Craig. I did some research into the play and it was performed between 28th April - 19th May 2012 at the Unicorn Theatre. It is an adaptation of the play 'Antigone', that was written to be contextualised and performed to modern audiences. The style of writing was very different in comparison to the original script. For example, the majority of old-fashioned words had been replaced with more simple words that may be used by the younger generation. Many of the original phrases and lines have been changed to make it easier for young people to understand. Creon is still portrayed as an incredibly strong, powerful character. However, Antigone seems to be more selfish and childish as she uses more sarcasm and simple wording. So in some senses, the scripts made the characters change a little bit. The other script used was very modern and used completely different language to the other scripts that we had studied. The characters came across a lot more fierce and angry. This could have been due to the fact that there were many curse words that are strongly used in our society. After looking through different scripts, it is clear that all of the playwrights had different takes and views on the play.
We were put into groups to create a short version of Antigone, focusing on setting it in a specific context. I was in a group with Michelle, Nina, Benji, Rory and Antonia.
Our group took a very old play and put it into a modern situation. We created a very up to date version of Antigone, in which we slightly changed the storyline. Antigone had spoken about Creon in a negative way, after helping her brother Polyneices to betray Creon. The views and opinions were passed on through a facebook group chat. Polyneices kept being added and removed from the chat, showing that Creon wasn't letting him be free. We all had our phones out and played text tones to incorporate some form of multimedia. The piece involved repetition of nasty words and phrases describing Antigone. Everyone took on different characters who may be seen in a young and modern society. For example, there was a character who sugar-coated the story, another character who told it as it was, a character who was oblivious to what was going on, someone who passed on information and the main character who was being bullied. The language we used suited the characters that we developed. For example, we used voices that portrayed a stereotypical young group of people and different vocal tones to show how each character was different in the way they were feeling.
Our group received a positive reaction from the audience with some constructive criticism. I was very pleased with how the performance went.
Antigone and Ismene: 1. What did we focus on when exploring this scene? In the first scene of the play 'Antigone', we focus on the relationship between Ismene and Antigone. Even though they are sisters, they are both incredibly different. For example, one wants to defy the law and the other wants to follow by the rules. We also explored how Sophocles got into the storyline of the play instantly by introducing the situation through the two characters. 2. How did you explore the characters practically? Alongside Zachary, I was able to explore the character of Antigone through the use of body movement, rather than using an over the top tone of voice to show that I was portraying a female. It was interesting to see how different people interpreted the scene and characters in different ways. 3. What did you discover about the relationship between the sisters? It was interesting to put ourselves in the mindset of both the characters, so that we could see their perspectives of the situation. We were able to show the characters morals through their emotions. We discovered that the sisters were unlike each other as they both had very different morals and values. This was the beginning of how the story panned out. 4. How did this scene link to some of the information you discovered in the session about the historical context? This scene linked to what we had previously learnt about the historical context of the play as many Greeks had different beliefs on what was right and wrong. Women had majorly different opinions to many of the males in Greece. This is shown within the disagreement between Ismene and Antigone. The scene also demonstrates how certain people chose to go against the law and do what was forbidden due to what they believed in.
Antigone and Creon: 1. What did we focus on when exploring this scene? When exploring the scene between Antigone and Creon, it became extremely clear that Creon had a lot of power and authority over Antigone. I also came to a realisation that Creon was a strong character who refused to give in to others, even those closest to him. You would have thought that Creon would forgive Antigone as she was his future daughter-in-law. However, in this scene, he doesn't even sympathise with Antigone, even though both of her brothers had been killed. 2. How did you explore the characters practically? With Anya, we explored the characters Antigone and Creon. In our short performance, I portrayed Creon. My aim was to show Creon as a strong and powerful character. Therefore, I used a good posture with my chest pushed out and looked upwards to show that I didn't pity or care for those lower than me. I also used an extremely bold tone of voice to show that I was of a higher status and in charge. 3. What did you discover about the relationship between the characters? Creon was the future father-in-law of Antigone, but it is clear that they didn't get on due to the disagreements that they had. Both of their morals and beliefs were completely different. When Antigone defied Creon's law, he began to look down on her. Creon wouldn't have had much respect for Antigone before this anyway as she was a woman of a lower class than him. Antigone was frustrated and angry at Creon as she wanted to do what she believed was right and respect the Gods. 4. How did this scene link to some of the information you discovered in the session about the historical context? This scene supported the information that we discovered through looking at the historical context of the play. It showed that society in Greece was dominated by men during the 4th/5th Century as they had power over women. From this, we can tell that Greek plays were a reflection of Greek life during the 4th Century.
1. What do we mean by the social context? The social context is the circumstances surrounding the story. For example, what was happening in society when and where the story took place that could have influenced how it was written. 2. How did people live at the time Antigone was created? Greece during the 4th Century was described as 'The Golden Age'. Many people had access to the theatre, music, art and poetry. There was also a lot of philosophy and politics in Greece. Society was male-dominated as they could be citizens and get an education. However, women were expected to be housewives and raise their children. A quarter of the population consisted of slaves and prisoners. There was also an uprising against Athens on the Island of Samos in 441 B.C. 3. Who was the target audience for the piece? Men would have been the target audience for plays such as Antigone during the 4th Century as it was only men who were allowed to go to the theatre and watch plays. They would have been able to enjoy the play and also understand the messages Sophocles wanted to get across to the audience. It would have been recommended that you know the story of 'Oedipus' when watching Antigone, as it was the third part of the Oedipus trilogy. Greek plays represented Greek life in a more extremist way. Therefore, many audience members could relate to the core storylines and morals. 4. What were the needs, values and beliefs of the target audience? As the Greeks were very religious, they believed that it was incredibly important to respect and honour the Gods. The men also thought that women were the inferior gender and that males were meant to dominate society. They valued the luxury of having entertainment that they could enjoy. 5. How did this influence the themes and characters of Antigone? Like any other playwright, Sophocles would have had kept the audience in mind when planning and writing 'Antigone'. The audiences needs, values and beliefs would have been incorporated into the play, wether it supported or went against them. Men would have been shocked at what happened in the play as 4th and 5th Century Greece had a male dominated society. The themes and characters in the play are heavily exaggerated reflections of life in Athens. Therefore, the audience would have been able to relate to the play in some sort of way. 6. What have you found out about the social context of Antigone? From the research that I have done into the social context of Antigone, I have learnt more about how events and people in real life many have inspired Sophocles to write Antigone. I now also know how Greeks lived in the 4th Century and the type of audience that Sophocles targeted his plays at. This research has given me more knowledge on why the play was originally written. 7. Who went to the theatre? Men were permitted to perform and attend plays at the theatre. It is believed that women were not allowed to watch the plays, but they had their own separate festivals. Wealthy men were most likely to go to the theatre. Priests and Officials would have also attended and sat in the front rows. 8. What was the relationship between theatre, politics and religion? Religion and politics are strongly highlighted themes throughout many Greek plays. Many plays were written to show the advantages and disadvantages of politics and religion and what happened if you went against them. Plays were performed to worship the God of Theatre, Dionysus. Current events were acted out on stage to show how different perspectives and how different opinions can be perceived as right or wrong.
1. What were the performance conventions in Sophocles' time?
During the time that Sophocles wrote 'Antigone', there were many performance conventions. For example, a limited number of actors (usually 3) were allowed to be on stage for a play. This is why the chorus was introduced. The chorus is used as a way to tell the story quickly through music, acting and dance and it helped to change up the play a bit and tell the story in a different way. The main actors would go backstage and change mask and costume to show the change of character. Another theatrical convention used in Sophocles' time was describing all of the scenery to give the audience a feel of where the characters were. They had to do this as there was a limited use of scenery other than the backdrop at the back of the skene. A heightened use of language could also have been used by the actors to exaggerate certain parts of the play so that they stand out to the audience.
2. What were the trends or fashions within the performing arts?
When Greek Theatre first started, the audience and cast embraced minimalism and used their imagination to create the scenery. The beautiful views of Greece were often used as a part of the play and scenery. However, as plays and the theatre began to evolve, more props and actual scenery was used. For example, a 'skene', which looked like a hut on the stage, was used as a changing room, an entrance/exit and to store props. This led to a larger development of scenery in the theatre. Many Greek Theatres had a large wall called the Proskenion, which could be painted or used to hang a backdrop on. More technical elements were also used in Greek Theatre. The Deus Ex Machina (God out of the machine) was a crane that was used to lower and lift actors on and off of the stage. Wheeled platforms called the 'Eccyclema' were used to easily transport props and furniture onto the stage. Sometimes actors pretending to be dead were also rolled onto the stage to show some of the worst consequences of doing the wrong thing. There is not so much evidence of costumes that were used due to the perishable materials that they were made from. However, we know some of the costumes that may have been used by looking at various paintings from 4th Century Greece. Costumes were used to represent the characters, their class, social status, gender and age. For example, rich characters would wear exquisite and expensive clothing, but pooper characters wore rags and old, tattered clothing. Some of the costumes included Chitons (robes), Peplos' (cloaks), Kothurnus' (boots) and Himations (overgarments).These were embellished versions of the clothing worn in Greece. Buskins were a type of raised platform shoe that were eventually used by Greek actors. This helped to show their status compared to the other characters in a performance. They also helped audience members far away to see the actor more visibly. Male actors wore a wooden structure called a 'Prosderneda' to imitate breasts. Masks were significantly used to worship Dionysus (God of theatre) and were said to have let the actors 'vanish' into their role. It is understood that Greek actors prayed to their masks before performing as it was believed that the mask contained the character. The masks were very useful as it meant that actors could portray more than one character without being identified as one particular character. This was handy as there was usually only 3 actors performing in a play. The masks had extremely exaggerated facial expressions so that the audience could see them from far away. They were generally made from wood, clay, cork or linen.
How were women viewed in Greek Theatre? Why? Plays at the theatre were performed by male actors to a male audience. Women were not permitted to be involved in plays or allowed to watch them as they were seen as the inferior gender. After accusations of women being 'deformed, incomplete males', women had their freedom restricted. However, they were still represented in many plays and portrayed by male actors. Women influenced Greek plays but they were not directly involved in the production of them. One of the main themes of Greek Theatre was 'The Female Warrior'. These plays would be about a female fighting back against a misogynistic and sexist society. Generally, a male character would have the power and be in control, but the strong female character would rebel against him. This is hugely shown throughout 'Antigone'. Even though females were represented as strong characters, many storylines still showed the problem of male absence and how women were dependant on the males in their life. Many Greek plays are about how people are driven to do what most are afraid of, as the actions and consequences are so shocking. The female characters are usually the ones that we most understand and sympathise for. At the end of most plays, everything turns out badly, for the male and especially for the female characters. This shows that you shouldn't go against what is forbidden.
