Thursday, December 15, 2016

Krik? Krak! Notes

Edwidge Danticat
  • Award winning author
  • Family fled Haiti
    • Left herself and her brother behind
    • Came to the US and was reunited with family and two new siblings as a teenager
  • Barnard and Brown education
    • French and Creative Writing
    • Master’s thesis
      • First book
      • Breath, Eyes, Memory
        • Followed the story of a girl leaving Haiti
  • Often writes about Haiti
    • Non-fiction and fiction
Haiti’s History

  • Timeline:
    • 1804: Independence
      • Jean-Jacques Dessalines declares himself emperor
    • 1806: Dessalines’ assassination
      • Racial tensions
        • Black north, mulatto (mixed) south
    • 1818: Pierre Boyer “unified” while excluding blacks from power
    • 1915: US invasion
    • 1934: US withdrawal
    • “Papa Doc” Duvalier seizes power
      • Voodoo doctor
      • Elected president
    • 1964: Duvalier becomes dictator
    • 1971: Baby Doc (jean claude) takes over
    • 1986: Baby Doc flees
    • 1988: President Manigat gets ousted in a coup
      • Civilian government under military control
    • 1990: Haiti’s first free and peaceful polls
      • Jean-Bertrand Aristide elected
    • 1991: Aristide ousted by another coup
    • 1994: US oversees Aristide’s reinstatement
    • 1995: UN peacekeepers replace US military
      • Rene Preval elected
    • 1997-99 Political deadlock, new government named
      • Preval begins ruling by decree
    • 2000: Aristide re-elected
    • 2001: Armed men kill police officers, attempt to overthrow government
      • Multiple coup attempts
    • 2002: Haiti is a full member of Caribbean Community
    • 2003: Voodoo recognised as religion
    • 2004: Floods leave 2,000 missing or dead
      • 3,000 killed in another flood and tropical story
      • Gangs begin to rise
    • 2005: Rebel leader killed
      • Hurricane Dennis
    • 2006: New general elections
      • Rene Preval
    • Tropical storms in 2008, Earthquake in 2010, 2016
  • Toussaint L’ouverture
    • Leader of Haitian Revolution
      • Army of black slaves

Monday, December 12, 2016

Krik? Krak! Notes (Children of the Sea)

Children of the Sea

  • Violent Description of love
  • Really like the reading
  • Gender of Author?
    • Male
    • Female
      • 19/20 years old
  • Going to America, from Haiti
    • Was part of the radio six
    • Wanted by government
  • Stuck in Haiti
    • Still has his radio tapes
    • Still in love
    • Fights with her father
    • Situation in Haiti
      • Soldiers attack families
  • “Krik? Krak!”
    • How they tell stories on the boat
  • Uneducated writing
    • Bad grammar
  • Hopes for the old president to come back
  • Child born on boat
    • Named “Swiss”
    • Died and had to be thrown off the boat
  • Very educated writing style
  • Believes in Agwe
  • Alive because her father paid to save her
  • Banyan tree is important in new home
  • Child and mother on boat are dead
  • Forced to throw away notebook
  • Died?

Tuesday, December 6, 2016

Written Coursework Draft 2

Portraying Juliet in William Shakespeare’s Romeo and Juliet
Act 4, Scenes 1 and 3

William Shakespeare’s Romeo and Juliet is an epic tale of forbidden love. Juliet’s character goes through a major shift throughout the play, from a naive, innocent girl to a steadfast, strong woman who is willing to do anything for her love. The pinnacle of her despair and love is in act 4 scene 1, with Friar Lawrence. The scene depicts Juliet after she learns she is to be married to Paris, and Romeo has been banished. She runs to the Friar for help, telling him all the horrific things she would rather do than marry Paris and live without Romeo. In the end, Friar Lawrence gives her a vial of potion that would mimic death, and plans to wait with Romeo for her to awake in the tomb. In Act 4 Scene 3, Juliet takes a leap of faith, drinking the potion given to her by Friar Lawrence and hopes she will end up with her love, Romeo. I chose to play Juliet in a combination of these scenes, specifically the argument between Juliet and Friar Lawrence in Act 4 Scene 1, and Juliet’s monologue in Act 4 Scene 3. The language in these two scenes played a major role in my staging and acting. Shakespeare’s use of foreshadowing and dramatic tone allows for a development of Juliet’s inner turmoil and conflict with Friar Lawrence, which I showed onstage with emphasis, body language, and blocking.
Act 4 scene 1 occurs towards the end of the play, very near to Romeo and Juliet’s death. Shakespeare uses foreshadowing to prepare the reader for the depressing future. Shakespeare tells the audience Juliet is going to kill herself when she says “God join’d my heart and Romeo’s, thou our hands,/ And ere this hand, by thee to Romeo seal’d,/ Shall be the label to another deed.” (4, 1, 55-57) The “other deed” he writes of is suicide - Juliet literally threatens to kill herself if Friar Lawrence cannot help her get Romeo back. Later, after describing all of the things she would to do harm herself if she has to marry Paris, she says “Things that, to hear them told, have made me tremble-/ And I will do it without fear or doubt,/ To live an unstain’d wife to my sweet love.” (4, 1, 86-89) This line is Shakespeare’s way of informing the reader that Juliet will do anything to be with Romeo. She does not see a life without him. Notice how he writes “unstain’d wife” not unstain’d life. This is a subtle hint that she will not have a life with Romeo. Later on in the play, Juliet takes the vial given to her by Friar Lawrence. She contemplates the possibility that this potion leads to her death, but convinces herself she will live to see Romeo again. In the play, both of those things happen. She sees Romeo again, but this time he is dead, and she kills herself now that she cannot be with him. Shakespeare’s heavy usage of foreshadowing demonstrated Juliet’s inner conflict. Right before this scene, Romeo killed Tybalt and was banished from Verona. She is now stuck between her family and Romeo. However, she is already married to Romeo. When he is banished, she realizes she cannot live without him - as evident in the lines above. In this scene, she makes her final decision to commit to Romeo.
Onstage, I used emphasis in my voice to portray Shakespeare’s foreshadowing of death, and Juliet’s own conflict between her family and Romeo revealed in the scene. Before my partner and I got to staging, we went through every line, carefully reading them out loud on our own and bolding words we wanted to vocally emphasize. Every time death or love was mentioned, I emphasized it, as well as every time Juliet said “Romeo.” These words were foreshadowing what was to come next in the play. “Death” symbolized the suicide of Romeo and Juliet. “Love” was also mentioned a lot, depicting the driving force behind Juliet’s desperation. “Romeo” is the cause of her despair, the reason she kills herself, and her true love. These words show Juliet’s dismal future, when her “love” to “Romeo” leads to her “death.” An example of this came later in the scene, during my monologue. Right before I drank the potion, I said “Romeo, I come! This do I drink to thee.” (4, 3, 58). I put emphasis on Romeo’s name, showing the audience I drank the potion so I could see him again. This showed Juliet’s dedication to Romeo and the resolve of the conflict she faced between family and love, and foreshadowed that the next time she saw him, she would face the consequences of her potion. By saying words like “death,” “love,” and “Romeo” with more emphasis, the audience gained an understanding of major themes that show up later in the show, and Juliet as a character.
In Shakespeare’s text, there is further development of Juliet’s character. Shakespeare exposes another conflict she faces, between herself and Friar Lawrence. He uses vivid language and description to show the emotion from Juliet in this disagreement, and create a dramatic tone in the scene. One example of this is Juliet’s line “Twixt my extremes, and me this bloody knife/shall play the umpire” (4, 1, 62-63)  Shakespeare writes these lines with descriptive and dramatic verbs and adjectives, particularly in the words “Twixt” and “Bloody.” He could have simply written “If you do not help me I will kill myself,” but he chooses strong language to make it vivid and dramatic. This darkens the tone of the scene. It also reveals Juliet’s seriousness in her argument with Friar Lawrence. The words “Twixt” and “Bloody” also reveal Juliet’s intense emotions, especially  Her desperation is shown. However, there are more emotions in this scene than just “desperation. One of these is fear. She even describes her fear of being trapped in the vault as “shall I not be distraught,/ Environed with all these hideous fears?” (4, 3, 49-50) The phrase “hideous fear” here is another example of Shakespeare’s excessively dramatic language, because the word “hideous” adds another level of depth to her dread. Shakespeare’s use of strong verbs and adjectives with descriptive qualities allows the reader to see new emotions in Juliet and the conflict between Juliet and Friar Lawrence.
This dramatic language and array of emotions was difficult to handle when performing this scene. As an actor, portraying all of these emotions can be very difficult. I started by sorting out what emotions she was feeling, and when. I color-coded my script with 11 main emotions. In the beginning, there was a lot of suicidal thoughts and sadness. The middle was mostly desperation, and the end had a lot of flipping between anger and anxiety. I had to find a way to portray all of those emotions with a distinct difference. This was the most difficult part of the scene. I decided to use blocking and body language to show these feelings to the audience. In the beginning of the scene, Friar Lawrence tries to comfort Juliet by putting his hand on her shoulder. Right after his attempt, Juliet has the line “Tell me not, friar, that thou hears’t of this,” On my script, I decided this line was full of sadness and anger. To show this, I pushed Friar Lawrence’s hand away and backed away from him, maintaining eye contact. This action shows Juliet’s conflict with Friar Lawrence. Pushing him off my shoulder made it clear that Juliet did not want to be comforted, she wanted a solution to the problem. I kept looking at him because this scene is one of the first times Juliet gets comfortable with herself, and wanted to show the new assertiveness she possessed. Body language, specifically eye contact, and blocking helped me show Juliet’s conflict with Friar Lawrence on stage.
Body language and blocking also helped me show Juliet’s sorrow, hopelessness and hopefulness in the scene. I wanted a contrast between her anger when Friar tries to console her, her loss of hope when he suggests she go home and marry Romeo, and her excitement when he finally proposes a solution. I achieved this with levels and eye contact. When Friar Lawrence tells Juliet to “Go home, be merry give consent/ To marry Paris.” (4, 1, 89-90) He is actually leading into a plan for her to fake her death. However to Juliet, it sounds like he is going to tell her to give up on Romeo. In this moment, I chose to sit down and put my head in my hands. By putting my head in my hands, I was avoiding eye contact. This motion was the exact opposite from the angry Juliet the audience met in the beginning of the scene. I created more contrast later in the scene, when Friar Lawrence goes to give Juliet the bottle. I stood and grabbed the bottle quickly with the line “Give me, give me! O, tell me not of fear!” (4, 1, 121). To the audience, Juliet’s change in levels align with a change of mindset from hopeless to hopeful.
I wanted to use body language, blocking and emphasis to portray Juliet’s emotions and inner conflict, as well as her disagreement with Friar Lawrence. However, some of this was missing in my actual performance. There were inconsistencies with my body language. For example, I continued to look away during my monologue about all the horrible things Juliet would do rather than marry Paris. I wanted to use eye contact as a reference point for her emotions, and this section of the scene was about anger and desperation, similar to the beginning. Since I kept looking at Friar Lawrence in the beginning, and looked away when I lost hope, looking away during this line implied a loss of hope when I actually wanted to portray anger and a search for hope. Despite this, some other aspects of the performance were very well done. My facial expressions demonstrated a full range of emotions, and sitting down at the end made the monologue very intimate.
Act 4 Scenes 1 and 3 were crucial moments in Romeo and Juliet by William Shakespeare. His usage of foreshadowing and dramatic tone allowed for a complex character of Juliet. It was difficult to capture these aspects while portraying her onstage. Using vocal emphasis, body language, and blocking, I was able to capture Juliet as a character. I demonstrated her inner conflict, wide range of emotions, and tension with Friar Lawrence in the scene. Combined, these aspects of Romeo and Juliet showed a changing character in love with Romeo, who would do anything to be with him.

(Note: Will be double spaced, took up too much space on blogger to double space)


Saturday, December 3, 2016

Sample Essay Review

Sample 1
A: 5 out of 5
B: 7  out of 10
C: 4 out of 5
Total: 16 out of 20

     This essay is written fairly well, was easy to follow and provided the appropriate amount of context for Richard III, and the scene they chose to perform. However, the author never stated their role explicitly, and that was a small cause for confusion in the beginning.
     The section dedicated to literary analysis provided an in-depth look at some lines in Richard III. Every claim was backed with evidence or a strong literary term, which helped clarify the scene. However, the use of the word "audience" in this section is off-putting, because this section should be dedicated to the book - therefore, the word "reader" would have been more appropriate. This section was granted a 5/5 because it provided a very detailed analysis and was well done.
     Section B effectively began with a very clear separation between A and B. However, this section of the essay was much less detailed than section A. There was too much discussion of "modernity" and not enough said about delivery of lines and blocking. This section was also slightly unorganized, as the stage was explained, but the set of the writer's individual scene was only mentioned as an afterthought. The explanation of players "in freeze" was necessary and heightened understanding of blocking in the scene. Still, there was a lack of detail. For example, the sentence "Using the people in freeze to yell at or look up and down and using my disgust on them I showed the audience my anger and despair." This sentence is not only too long and difficult to follow, it was not specific about the approach to those in freeze, or how the author "used my disgust" on them.
     Due to the abundance of confusing and long sentences like the one above, this essay only scored a 4 out of 5. The quotes also lacked explanation or translation, especially the first one. The paragraphs, however, were well organized.
Overall, this essay was a good example of an underdeveloped analysis of the stage and a well done analysis of the text.


Sample 2
A: 5 out of 5
B: 9 out of 10
C: 5 out of 5
Total: 18 out of 20

     This essay was an extremely well done in depth analysis of Ophelia in both the text and onstage.  There was a natural flow between textual analysis and stage adaption, which made it very easy to read and follow. The one stylistic "error," if you will, was the quote in the beginning. It felt out of place, however the rest of the essay was very well done.
     The text analysis used a good balance of literary terms and tone analysis. Many claims were backed with a quote, and the author then went into explaining how they translated their literary analysis onstage.
     Section B also had a high rating because it was in depth and descriptive. I only wished their had been more of it - sometimes the essay felt like the focus was on literary analysis, when in fact the bulk of the rubric is adaption of the script. Still, this part was very detailed, for example the sentence  "I decided to kneel down in this moment of despair, gradually but drastically increasing my voice, which was then trembling and hinted at a feeling of hopelessness." It is clear that every move made by this actor was well thought out, and describing them in relation to the text was extremely effective.
     Stylistically, this essay flowed very well. Finding the thesis statement was slightly difficult, but I believe it was "her childlike and naïve nature is maintained despite the different circumstances, alongside her purity and strong, religious moral code." This thesis sets up a nice paper, and those three qualities of Ophelia are referenced throughout the essay.
     This is a great example of a balance between literature and performance. Very well done.

Friday, December 2, 2016

Written Coursework Draft 1

William Shakespeare’s Romeo and Juliet is an epic tale of forbidden love. Juliet’s character goes through a major shift throughout the play, from a naive, innocent girl to a steadfast, strong woman who is willing to do anything for her love. The pinnacle of her despair and love is in act 4 scene 1, with Friar Lawrence. The scene depicts Juliet after she learns she is to be married to Paris, and Romeo has been banished. She runs to the Friar for help, telling him all the horrific things she would rather do than marry Paris and live without Romeo. In the end, Friar Lawrence gives her a vial of potion that would mimic death, and plans to wait with Romeo for her to awake in the tomb. I portrayed Juliet in this scene. I then combined that scene with the beginning of act 4 scene 3. In this scene, Juliet takes a leap of faith, drinking the potion given to her by Friar Lawrence and hopes she will end up with her love, Romeo. The language in these two scenes played a major role in my staging and acting. Shakespeare’s use of foreshadowing, dramatic tone and imagery allows for a development of Juliet’s inner turmoil and conflict with Friar Lawrence, which I showed onstage with blocking, emphasis, and body language.
Act 4 scene 1 occurs towards the end of the play, very near to Romeo and Juliet’s death. Shakespeare uses foreshadowing to prepare the reader for the depressing future. Shakespeare tells the audience Juliet is going to kill herself when she says “God join’d my heart and Romeo’s, thou our hands,/ And ere this hand, by thee to Romeo seal’d,/ Shall be the label to another deed.” (4, 2, 55-57) The “other deed” he writes of is suicide - Juliet literally threatens to kill herself if Friar Lawrence cannot help her get Romeo back. Later, after describing all of the things she would to do harm herself if she has to marry Paris, she says “Things that, to hear them told, have made me tremble-/ And I will do it without fear or doubt,/ To live an unstain’d wife to my sweet love.” (4, 2, 86-89) This line is Shakespeare’s way of informing the reader that Juliet will do anything to be with Romeo. She does not see a life without him. Notice how he writes “unstain’d wife” not unstain’d life. This is a subtle hint that she will not have a life with Romeo. Later on in the play, Juliet takes the vial given to her by Friar Lawrence. She contemplates the possibility that this potion leads to her death, but convinces herself she will live to see Romeo again. In the play, both of those things happen. She sees Romeo again, but this time he is dead, and she kills herself now that she cannot be with him. Shakespeare’s heavy usage of foreshadowing demonstrated Juliet’s inner conflict. She was stuck between her family and Romeo, and in this scene makes her final decision to commit to Romeo.
Onstage, I used emphasis and body language to portray Shakespeare’s foreshadowing and Juliet’s own conflict revealed in the scene. Before my partner and I got to staging, we went through every line, carefully reading them out loud on our own and bolding words we wanted to emphasize. Every time death or love was mentioned, I emphasized it, as well as every time Juliet said “Romeo.” This helped the audience understand which words were important, and implanted these themes and foreshadowing into their minds. When Juliet had her final monologue, I sat down on a bench, holding the vial. This is the last time the audience saw Juliet before Romeo’s death, and thus her own, and I wanted to keep it deeply personal and indicative of what was to come. Sitting down allowed her to use her voice, rather than her stance or distracting body language, to truly show the audience that she was scared, but that whatever happens next was big for her. At the very end, I emphasized Romeo’s name in the sentence “Romeo, I come! This do I drink to thee.” (4, 3, 58). This showed her dedication to Romeo and the resolve of the conflict she faced between family and love, and foreshadowed that the next time she saw him, she would face the consequences of her potion.
Two of my favorite lines in the scene is in Juliet’s dramatic plead to Friar Lawrence for help. For the first, she threatens that if he cannot help her, she will “Twixt my extremes, and me this bloody knife/shall play the umpire” (4, 1, 62-63) She says this while holding a knife to herself - Juliet is not joking around. Shakespeare writes these lines with a dramatic flair, particularly in the words “Twixt” and “Bloody.” He could have simply written “If you do not help me I will kill myself,” but he chooses to make it vivid and dramatic. To the reader, this line is proof of Juliet’s disparity and inner conflict over marrying Paris, as well as her conflict with Friar Lawrence in the scene. She later describes her fear of being trapped in the vault as “shall I not be distraught,/ Environed with all these hideous fears?” (4, 3, 49-50) The phrase “hideous fear” here is another example of Shakespeare’s excessively dramatic language, because the word “hideous” adds another level of depth to her fear. This language helped show more of Juliet’s conflict within herself, but also more of her conflict with others in the scene, as it showed how dramatic she was towards Friar Lawrence.
This dramatic language was difficult to handle when performing this scene. Because it was written with extreme flair, Juliet had to be extremely emotional. As an actor, portraying all of these emotions can be very difficult. I started by sorting out what emotions she was feeling, and when. I color-coded my script with 11 main emotions. In the beginning, there was a lot of pink and blue - suicidal and sadness. The middle was mostly purple, for desperation, and the end had  lot of flipping between red anger and orange anxiety. I had to find a way to portray all of those emotions with a distinct difference. This was the most difficult part of the scene. Blocking helped me show a lot of feelings to the audience. In the beginning of the scene, Friar Lawrence tries to comfort Juliet by putting his hand on her shoulder. Right after his attempt, Juliet has the line “Tell me not, friar, that thou hears’t of this,” On my script, I color coded this blue and red, and to demonstrate that sadness and anger, I pushed Friar Lawrence’s hand away and backed away from him, maintaining eye contact. This action shows Juliet’s conflict with Friar Lawrence. I kept looking at him because this scene is one of the first times Juliet gets comfortable with herself, and wanted to show the new assertiveness she possessed - her inner conflict. However, I also wanted to show Juliet’s gradual loss of hope, and her excitement when Friar Lawrence proposes a solution. I achieved this with levels - sitting down when the Friar told Juliet to go home and prepare to marry Paris, and then standing and grabbing the bottle quickly with the line “Give me, give me! O, tell me not of fear!” (4, 1, 121). To the audience, Juliet’s change in levels align with a change of mindset from hopeless to hopeful.


Imagery
  • Literary Analysis
    • Use of knife
    • He never gives stage cues, but blocking is understood
    • Alteration of line to imagine Paris present
    • “Chain me nightly in a charnel house - chapless skulls”
      • Unnessecary description that proved her dedication
    • Translation of lines to understand full motivation
    • Description of vault as a creature with a mouth
  • Translation onstage
    • Body language
      • Fake knife, point towards self vs threaten him
        • Struggled with
      • Closeness determines seriousness
    • Set
      • Simple set
      • Second chair implied Paris
      • Chair in middle allowed for Juliet’s emotions

Reflection

  • Inconsistencies with body language
  • Good facial expressions

Note: will continue to work on drafting over weekend, this is first rough draft (very rough)
Note: scared it will be too long and i can concise things

Sample Paper Grade (Paper 3)

A. Analysis of Literary Features 4/5
- Full analysis of text and language
- Too much summary

B. Exploration of choices/performance in realizing literary features 3/10
- Very little, if any description of performance
- Discussion of set, but none of blocking and performance

C. Use of Language, Structure  4/5
- Organization mostly made sense
- Lack of strong thesis
- Lack of literary analysis section, takes away from the essay as a whole

Revised Thesis


Shakespeare’s use of foreshadowing, dramatic tone and imagery allows for a development of Juliet’s inner turmoil and conflict with Friar Lawrence, which I showed onstage with blocking, emphasis, and body language.

Tuesday, November 29, 2016

Pre-Writing

Analysis of the literary features of the text
  • Quick summary of scene
  • Foreshadowing
    • Death
    • Love
      • Translated to performance - emphasis on love, romeo and death
Exploration of the chosen approach to the text
How well has the student addressed the theatrical questions raised by the extract?
How well has the student explored the dramatic potential of the chosen extract through his or her selected approach and its realization?
  • Emphasis on words
  • Blocking issues
  • Memorization issues
  • Emotion
  • Levels
  • Use original response to video AND performance logs
Use of language, structure
  • ?????


To be edited in class and Wednesday