Total Theatre Magazine
13th January 2001
Performance - "Physical Text"
After fourteen years of devising shows, Foursight decided
to
approach a classic text - John Harrison's translation of Euripides' Medea.
In this diary, artistic director NAOMI COOKE charts the journey
from first rehearsal to second night
.
461 days after sitting down to write the Arts Council of England funding proposal
for this project, after what seems like an age of preparation with the director,
the composer, the designers and the puppet maker, we gather as a collaborative
team in our entirety. Twelve, including the seven actors. We have 29 days to realise
the play. A huge leap between all that is in the mind and the impending practical
analysis and manifestation.
This is the first time in Foursight's fourteen year history that the company has
performed a classic text. Every previous production has been devised. Foursight
is committed to physical theatre, anchored to the basic theme of biography, and
aims to investigate, celebrate and re-evaluate women's stories, to gain a deeper
insight into contemporary society. Foursight productions are defined by the creative
process. We believe that the quality of the experimental process is as important
as, and directly informs, the quality of the product. For this reason, the company
has developed a process which aims to produce work using a collaborative, non-hierarchical
process and which fully integrates the actor into the creative process.
With these principles in mind, we approach with excitement and determination the
proposal from John Harrison to premiere his new translation for Cambridge University
Press of Euripides' Medea. We usually start physically - the words springing from
the action. This time, we start with an extraordinarily dense text, from which
the action is born.
We find ourselves faced with many questions. Why after two thousand years does
Medea still stand in front of us, whispering, shouting ? What is she saying ?
How can we listen to her ? What is the tragedy of the play ? That she kills her
children ? That she is trapped in a patriarchal society ? Is she entirely responsible
or are we all in some way implicated ? How do we make the Chorus work for today's
audience ? How do we deal with the deus ex machina - the unlikely ending of the
play?
Following several core group meetings, certain approaches and artistic areas are
collectively agreed prior to rehearsals. They include:
1. The use of puppets for the children.
2. The time referencing of ancient, 1950's and present day on stage.
3. The day the play takes place is Jason's wedding day to the Princess.
4. The Chorus will sing the Odes and some of the music text will be written in
Greek.
5. The set design and construction.
6. The basic recorded soundscape.
We agree a clear rehearsal schedule: to explore the play in thirds over the first
three weeks; to generate clear options; to use weeks four and five to make clear
choices, reduce, shape, polish and deepen. We agree that we will examine the play
through five main themes:
1. The Public and Private.
2. Relationships.
3. Power.
4. Spirituality.
5. Telling the story.
Before we begin, the music is composed, the actors know their lines, the basic
set is ready.
WEEK ONE: THE PUBLIC
AND THE PRIVATE
A key question in Medea: who knows what when ? Dorinda Hulton (director), leads
us through an exercise in learning to listen - the play involves a great deal
of listening. Then the first read-through. Lively, exhilarating, and determined.
Each day begins with an hour of warm-up and a brief company meeting. With Dorinda
we physically explore: relaxation; clarity of order; being present; having a free
centre; reduction - finding the essentials.
With Patrick (Jason): we examine ways of greeting by touching chin and knees as
in the ancient Greek tradition. We work with extremes. With Jill (Nurse): we focus
on the voice and placing it, and the text, in different areas of the body, rooting
the sound. There is intensive work with Alison Duddle (puppet maker) - bringing
the boy puppets alive, seeing how they move, feel, communicate.
These discoveries are explored by Ria (Chorus) in her warm-up with us, examining
the manipulation of each other through contact improvisation. We think this may
be an opening which leads to developing a style of movement for the piece. To
address the concern that an audience will find the puppets disconcerting, we play
with the idea of a 'pre-prologue' - where the puppets are introduced to the audience.
We put the first third of the play on its feet. This includes intensive work between
the Chorus and the composer Mary Keith.
Mapping out entrances and exits - deciding to use the auditorium to the full.
We explore the text and the relationships within the context of public and private.
Who hears what when ? Who knows what when ? We search for key moments of choice,
as we intend to mark them with physicalisation. Anxiety expressed by the Chorus
regarding learning the music. More time designated to that.
We share the week's work. Good feedback - centring around questions concerning
the set, costume, the rehearsal schedule and origins of characters. Where are
they all from ? Could Medea, the Nurse and the Tutor be from Albania ? Aegeus
from Germany ? We experiment with the inclusion of the Albanian language. It feels
right. The run is 47 minutes ! Needs to be 35. Time to let the work soak through
and to prepare for next week.
WEEK TWO: RELATIONSHIPS
Workings with the emotional subtexts, e.g. between Medea and Jason - I love you,
I hate you, I want you. Dorinda leads work on rooting the journey in physical
movement: travelling, turning, falling - taking a chosen subtext and then working
with the text. This awakens remarkable complexities of emotion and meaning in
the text. We work on finding our character's six 'named' body parts, e.g. courageous
womb, retching throat, weary feet. Also - rooting the image in breath and 'climbing
into' the character - we explore text imaged from and relating to that body part.
Music and puppetry work continue intensively. Patrick explores the physicalisation
of the Odes with the Chorus.
Run of section two. Feedback of ideas and thoughts followed by re-cap of work.
Meeting - lengthy. Expressions of anxiety, inevitable venting. We move on. Difficulty
in trusting the process - people coming up against their own limitations.
WEEK THREE: POWER
We gather and work vocally on the exercise: 'Who would know ought of art, must
learn, and then take his ease'. Rooting the breath in the belly and working with
the abdominal muscles, we seek to free the voice and sustain the breath.
In twos we follow each other's vocal sounds located in both the breath and the
emotional through-line of the text. We feedback on each other's habitual sound,
pace and pitch. Freeing sound in relation to character. We each pick text, root
it in the breath, then the sound, then the word.
We re-work our way through section one, deepening, honing - trying clear options
- thinking of status and power.
Patrick leads a warm-up where we are filling the space, moving, encountering,
dodging, turning. Then we introduce 'Derek falling to the right' or 'Lisa falling
forwards' and we all have to catch. Then Suzuki Training - lowering the centre
of gravity and connecting with our chi energy - moving through space. We find
a partner and start to move and improvise, connected at the centre. We add the
element of power and improvise, then combine with another pair and experiment,
always letting the relationships in the play come about by referencing status.
I spend a morning with Alison working intensively on the murder of the puppets
in Ode 5. We piece together Episode 6 and Ode 5. We spend a day on the Odes. How
do we combine two theatrical conventions - a singing Chorus and a speaking Medea,
without it seeming 'eggy' ? We work on the relationship between the Chorus and
the audience in relation to the other characters. We seem to uncover a dynamic
that will work.
Dorinda leads us through imaging the words of a speech. Instead of speaking them,
breathe them and gesture each image, either indicatively, imitatively, metaphorically
or expressively. Then speak the text, imaging the whole time and self-selecting
the gestures. A breakthrough. The text comes alive and the physicalisation of
the text comes to the fore. A natural deepening occurs.
WEEK 4: TELLING THE
STORY
Dorinda and I sit down and revise Medea's objectives in every scene and her overall
objective in the play, e.g. 'I want my honour', 'I want to be heard', 'I want
to die'. We are asked to physicalise each objective so that we can individually
run through a personal physicalisation of the whole play.
We move into the theatre and have costume fittings and a session of stage combat
skills - incorporating the violence into the play.
Each day this week, we examine the Episodes and through clear character objectives
we find the through-line of the play. The Chorus concentrate on discovering reactions
and actions through the breath - and then extending the breath into movement.
Every day we ask the questions 'Who ? What ? Why ? When ? Where ?' If we can answer,
we grasp the sense of the story.
On Day 5 we run the play for the first time in front of friends and share feedback.
It's positive, which is a relief, but we realise the function of the Chorus now
needs clarifying. The show is running at two hours and needs to be an hour and
forty-five minutes.
WEEK FIVE: SPIRITUALITY
(THE OVERALL MEANING)
Dorinda spends time with the Chorus, clarifying objectives and role. We alter
the beginning of the show, to establish the Chorus as part of the audience and
then work through the whole play, tightening Chorus responses and reactions, the
style of their movement and its effect on the movement of the characters.
Much of the week is spent trying to resolve an unforeseen problem with the set
which fundamentally affects the way the scenes have been staged. Frustrations
run high, but we pull together and ultimately find a solution which can be rapidly
put into effect.
We hone specific scenes and try out suggestions made by the outside eye last week.
By Thursday we are ready to run again, and the shape and rhythm of the play really
come into focus. We knock the running time down to an hour and fifty minutes.
The play is now ready for an audience.
WEEK SIX
We open at the MAC in Birmingham, to a full house. The show doesn't go as planned.
Fear seems to grip us and we lose that deep sense of connection with character.
For me, playing Medea, it was a case of trying too hard. Being on stage and forever
working harder and harder to find the woman. We feel deflated. Dorinda suggests
we let go. We must focus on our character objectives and above all want to tell
the story - to let Euripides' words work for us.
Our second night clicks into place and the champagne flows. We look forward to
nine weeks of touring and allowing the connection between ourselves, the audience
and this incredible story - to grow.
AGAMEMNON
Review
by Dr Lorna Hardwick, Project Director, Department of Classics, Open University
(performance dated 14th February 2004)
Foursight's productions
of Greek plays are becoming distinctive for a thoughtful approach that takes
the audience into the play without gimmicks and without coercion of their response.
This was a production in which the details of set and sound design, staging,
movement and words worked together to create a world that was grounded in that
of the spectators and yet also took them outside their own experience and across
time and place.
As might be expected from a company dedicated to exploring the perspectives
of the marginalised and oppressed, Aeschylus' play was refocused to bring out
Clytaemnestra's situation as the betrayed wife and bereaved mother set on revenge
on her husband. This was communicated partly by cutting out the Aegisthus strand
but primarily by including Ighigeneia as a player. To do this is now bound to
involve metatheatrical allusions, notably to Mnouchkine's approach in which
Iphigeneia in Aulis was staged as a prelude to Les Atrides (DB number ) and
to Katie Mitchell's The Home Guard (DB number ), in which the ghost of Iphigeneia
silently viewed the proceedings from a balcony until she followed her father
into the house and then huddled with his corpse in the bath. Foursight presented
Iphigeneia as a puppet with long blond hair and wearing a saffron robe. This
signalled the way in which she was treated as a sacrificial object by the Greeks
at Aulis and yet reminded the audience that her voice and movement was also
being manipulated in order to emphasise a certain interpretation of the play.
Here, she was also a mover and commentator on the action, with her Nurse holding
her and vocalising the opening Watchman's speech. The physical re-enactment
of her sacrifice shocked the audience and the effect was compounded when the
purple shroud in which her body was wrapped was unwound to make the floor covering
over which Agamemnon walked into the house. The audience waited with bated breath
for him to tread on her body. He did not and the audience's deferred expectations
were jolted into awareness that he was actually treading on photographs of suffering
children (another allusion perhaps to the Mitchell production in which the blood-stained
dresses of little girls formed the 'carpet' under his feet).
Cassandra, too, was presented
through a puppet, larger than Iphigeneia but smaller than lifesize, a black
child-woman in brightly coloured costume (click for images). She shook as she
sang of what would happen and yet appeared to swim and leap over the purple
'sea' of the carpet and into the house and her death. The figure of the puppet
had a mask like quality, analogous to the conventions of ancient theatre. This,
combined with the voice of the actress who emerged from under the puppeteer's
veil as the speaking Cassandra, signalled the combination of object/victim and
prophesying subject represented in Aeschylus' play.
The traverse staging ensured that the opposition of the 'war' and 'home' design
zones at either end of the acting space framed the movement as well as the ideas.
The open space between provided a place of encounter and conflict between war
and home. It allowed the visual and physical impact of the model eagles which
were made by the Chorus to swoop down on the bloodied hare as the Chorus recounted
the simile in which Aeschylus likened the brothers Agamemnon and Menelaus to
birds of prey. The traverse space also allowed the movement of the Chorus to
take place in 'the space between' the polarised extremities. This was especially
effective given the diversity of gender, ethnicity and social status represented
in the Chorus. It allowed space for the candle-lit rituals and laments and for
the integration of movement and song. It was a pity that the shape of the Newhampton
Arts Studio meant that the traverse was long and narrow and could not allow
the audience to visualise movement on the diagonal.
The different languages
used are an index of the tendency towards multi-lingualism in productions of
Greek drama. Here, they reflected the way in which the Chorus represented not
the Elders of Argos but all those left behind by the war or caught up in its
aftermath. Rob Swinton's Chorus figure combined the bemedalled Establishment
Elder's standard English with the religious imperative of Calchas as the sacrifice
of Iphigeneia was ordered. The diversity of languages used not only mapped the
cultural diversity of the Chorus members but also contextualised rituals which
differed from the politicised religion of Calchas. The effect was to put the
audience in the place of those caught up in something which was both familiar
and strange, a war and its aftermath in which they sometimes directly understood
the words and sometimes watched as cultural strangers, sometimes grasping meaning
communicated through movement and gesture rather than words. Sanjay Shelat and
Taylan Halici, who also played the Herald, were outstanding in their integration
of voice, song and movement.
Video was used on the screen
at the 'war' end of the acting space to project close-ups of Clytaemnestra's
emotions and to introduce images of suffering and revenge, including the coming
together of Agamemnon and Clytaemnestra in the bath as he was murdered. The
images suggested an erotic dimension to their relationship and related quizzically
to Naomi Cooke's deeply ironised exploration of the layers of Clytaemnestra's
emotions.
Foursight's ensemble work
is sensitive and nuanced. The direction gives the actors and the audience time
for reflection and transformation. The company's 'take' on the play and the
concentration on Clytaemnestra's grievance will be challenged by some but as
a production this was intelligent, finely balanced and thought-provoking.