WS Notes

Workshop:
Towards Action 
(from Impulse through association to elements of inaction)
Participants: Stefan, Kristen, Jared & Andrew
Monday, May 21 - Friday June 1 @ The Temple 7 - 9 pm.

Day 1:  Space:  Introduce Centering, The Plastiques, Cat and Voice
             fundamentals of breath, chant & body connection. Vigil.
(Stefan, Kristen, Jared & Andrew)

Day 2:  Place: Centering multiple times with movement together. Floor work.
            Establishing place & enter with exchange.
(Stefan, Kristen, Jared & Andrew)

Day 3: Territory: Searching connection/ contact. Weight & Balance.
             The inner dance & the solo. Dancingness. Silence.
(Stefan, Kristen, Jared & Andrew)

Day 4: Emblem:  Entering the space one at a time.  Breath and Vibration to
            word. Singingness. Improvisation. 
(Stefan, Kristen, Jared & Andrew)

Day 5: Occupy: Circles & Revolutions in place.Wearing the place and
            watching the Shadow.
(Stefan & Kristen)


______________  Sat. & Sun. break ________________


Day 6: Improvisation: Kristen leads the work repeating previous session for
            Andrew. Improv. around Kassandra text.
(Stefan, Kristen, & Andrew)

Day 7: Zones & Spheres around place.
(Stefan, Kristen, Jared  Andrew)

Day 8: Inhabit: Each place is occupied. Add materials. Fabric and stick.
(Stefan, Kristen, Jared & Andrew)

Day 9: Individual Etudes. Power Position in Place. Follow Breath, Body,
            Voice and Text. Kristen guides Stefan, Stefan guides Jared, Jared
             guides Andrew. Repeat Etude.    
             Repeat Etude one after the other. 
            False ending.
            Stefan. Jared & Andrew repeat and then shape etude. 
            The Murder & Mourning
(Stefan, Kristen, Jared & Andrew)

Day 10: Crescents & whirling. Hanging & twisting. Drone. Mask.
(Stefan, Kristen, Jared & Andrew)

:: Note :: ... just a bunch of code words for documentary purposes ... 

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more