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| Jan Grogan | Martyn Grogan | Rachel Pound | ||
| director | director |
assistant
workshop leader
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assistant workshop leader | |
| Experienced Head of Arts & Head of Music Dept
Director of Professional Development at The Ridings High School |
Head of Drama & Theatre Manager at The Ridings High School |
Head of Music (Hanham High)
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YATE |
student placements
Centrestage, Confidence for Life, offers 2 placements to students interested in the performing arts, and who have a desire to go on and work with children in an educational capacity. The experience gained by these students will help them realise their ambition to work in the world of the Arts and provide invaluable work experience for the future. Working with young people in a voluntary capacity is considered to be good practice for applications to teaching and performing arts courses.
Sophie Palmer - Yate
Sammi Barron - Winterbourne
PHILOSOPHY AND PURPOSE BEHIND THE WORK AT CENTRESTAGE, CONFIDENCE FOR LIFE.
"One must begin with neither words, nor ideas, but with the body. A free body is where it all lives or dies." P Brook
To build self-esteem and confidence through working with our bodies and voices.
To develop a sensitivity to music as a medium for developing physical and emotional intelligence.
At the beginning to work from the purely physical to the discovery of sound produced by the moving body call this non vocal movement and gesture the essence of the work done at Centrestage, Confidence for Life. The confidence of a practiced and highly expressive body allows the performer to develop and use voice because of its connections to the performers rhythms, pace and breathing and not for its own sake allows connectedness. So initially working from the subconscious to the physical without a voice allows the performer a unique experience protection from uncomfortable personal exposure due to the multiple interpretations of his/her work and yet out there in the cauldron of performance exposed and free. Or as Artaud put it "signaling through the flames". The Physical non-vocal is the least controlled, the most highly revealing, yet the safest - it releases the inner life, revealing and sheltering the performer. Most of all it develops the facility for the performer to express his/her emotions, sensations, images, memories, and fantasies and to share them. It provides an understanding of the kind of confident vulnerability needed to become a sensitive and communicative human being and artist. This leads to an ensemble relationship with the people you work with developing trust, freedom and confidence in a supportive environment that is also demanding of the individual. It gives us:
CREATIVE FREEDOM
Developing the ability for the performer to begin their movement work from a physical impulse without preconceived planning or thought and to allow this movement to find its form in total improvisational freedom until its over is to develop the work at Centrestage to its highest level. This develops in the performer an awareness of the following concepts:
Connectedness
Repetition
Improvisation/creativity
It allows the student to be open to all options and ideas, to recognize intuitively the stillness that precedes action and that "feeling of ease" that characterizes the exceptional performer that is in all of us once we can get connected to out creative self. It allows Grotowskis VIA NEGATIVA the freedom to be active in all areas to be wired and connected to the moment and to recognize in that moment the state of imbalance that exist in the true artist what Eugenia Barba calls "precarious balance" and creates a dilated body full of the energy (Ki) needed to be a true artist. This is symbolized in the Centrestage, Confidence for Life emblem:
How do we do this?
By working on three areas that allow us to develop an awareness of how we construct ourselves through movement - these areas are:
Awareness of ourselves
Awareness of others
Awareness of ground
"Awareness" is defined by Rudolf Laban as a means of knowing how to control the speed, force and duration of a movement and to correlate movement to feeling and action.
Movemental learning works on 3 levels psycho-motoric, affective, and cognitive.
3 main forces act upon us:
psycho-motoric need to be coordinated and move unaided in order to feed ourselves, protect ourselves from danger
affective - need to express our feelings through and with the aid of articulate movement
cognitive - need to determine how we move to convey opinions and information
As we grow in bodily confidence and develop trust in those around us so we become capable of deconstructing and reconstructing our self in relation to the different demands of the world. We are in control of ourselves in space, of the space inside ourselves and of our spatial relationships with others. This greater sense of control gives harmony and balance to our actions and reactions and allows us to grow into creative and imaginative people.
16 steps towards learning how to move:
1. awareness of body
2. awareness of weight and time
3. awareness of space
4. awareness of the flow of the body weight in time and space
5. adaptation of partner
6. instrumental use of the body
7. awareness of isolated actions
8. occupational rhythms
9. the shape of the movement
10. exploring effort actions
11. orientation in space
12. shape and effort involving separate parts of the body
13. elevation from the ground
14. group feeling
15. group formation
16. expressive quality
Work in these areas begins to makes us aware, consciously and subconsciously, intuitively and imaginatively, of our self in relation to space our personal space, the space that is common to the group, our imaginative space where we construct our dreams, and our inner space where we find harmony and self belief.
Use of music as means of developing emotional intelligence, balance, and control & as a means of developing the skills of how to move.
What combining music and drama does:
Music transforms dramatic action and text.
Change in tempo or length of pause alters flow of dramatic scene and performance.
Music is the bridge between the representation of the human condition in all its beauty and imperfection and the transcendental reality of music in all its perfection.
Understanding and experience of musical time develops characters/performers potential to express themselves physically and emotionally in the given circumstances develops recognition of the importance of pause, pitch, rhythm and pulse.
When music and drama combine drama provides the context for the music.
When music and drama engage the result is a tension that allows you to explore the complexity of a given moment at many different levels of revelation.
Sound & rhythm are both forces within processes of ritualizing - they alter our physical and emotional state, organize our actions, allow common experiences to be shared allied with dance, incantation and mask they are a means of communicating the supernatural and mystical.
They address the two poles of our communication needs intuitive world of abstract expression based on emotion and arousal; and rational analytical world of concrete expression based on definition.
Fundamental Disciplines attached to this type of work:
Relaxation:
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Elimination of tensions·
Development of focus and clarity of action·
Relaxed concentration·
State of active stillnessFitness, Flexibility and Control
Develops physical, vocal and mental fitness
Flexibility and control of musical elements: pitch, duration, timbre, dynamics, and tempo.
State of agility and alertness
Concentration
Develop ability to concentrate instantaneously with unusual power
Achieve a state of intense relaxation
Awareness
Develop openness to interaction with others
Internal and external awareness
Imagination and Spontaneity
Develop the ability of the imagination to help you manifest yourself physically, vocally and mentally
Achieve a state of a dilated mind and body
Develop spontaneity to respond to what actually happens as opposed to what you expect to happen