A Plot summery



In ancient Rome, in the aftermath of a famine, the common people, or plebeians, demand the right to set their own price for the city's grain supply. In response to their protests, the ruling aristocracy, or patricians, grant the plebeians five representatives, or tribunes--a decision that provokes the ire of the proud patrician soldier Caius Martius, who has nothing but contempt for the lower classes. At this time, war breaks out with a neighboring Italian tribe, the Volscians, who are led by Martius' great rival, Tullus Aufidius. In the campaign that follows, the Volscians are defeated, and the Rome takes the Italian city of Corioles, thanks to the heroism of Martius. In recognition of his great deeds, he is granted the name Coriolanus.

Upon his return to Rome, Coriolanus is given a hero's welcome, and the Senate offers to make him consul. In order to gain this office, however, he must go out and plead for the votes of the plebeians, a task that he undertakes reluctantly. At first, the common people agree to give him their votes, but they later reverse their decision at the prodding of two clever tribunes, Brutus and Sicinius, who consider Coriolanus an enemy of the people. This drives the proud Coriolanus into a fury, and he speaks out intemperately against the very idea of popular rule; Brutus and Sicinius, seizing on his words, declare him a traitor to the Roman state and drive him into exile.

Desiring revenge against Rome, Coriolanus goes to his Volscian enemy, Aufidius, in the city of Antium, and makes peace with him. Aufidius is planning a new campaign against the Romans, and he welcomes Coriolanus's assistance, although he soon feels himself to be falling into his new ally's shadow. Their army proceeds to march on Rome, throwing the city into a panic--Rome's armies are helpless to stop the advance, and soon Aufidius and Coriolanus are encamped outside the city walls. Two of his oldest friends come pleading for mercy, but Coriolanus refuses to hear him. However, when his mother, Volumnia, to whom he is devoted, begs him to make peace, he relents, and the Romans hail Volumnia the savior of the city. Meanwhile, Coriolanus and the Volscians return to Antium, where the residents hail Coriolanus as a hero. Aufidius, feeling slighted, declares that Coriolanus's failure to take Rome amounts to treachery; in the ensuing argument, some of Aufidius' men assassinate Coriolanus.

Shakespere 3

So we have began to look at a hamlet speech "to be or not to be"

"To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause."

First here was my line by line analysis
.
"To be, or not to be: that is the question"

The opening line scans fairly normally, and makes sense he is simply questioning himself.

"Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune
Or to take arms against a sea of troubles
And by opposing end them? To die: to sleep"

These lines tell me he is contemplating suicide but he is debating weather or not as he could be seen as a coward taking an easy way out, as if he doesn't there is a lot of trouble waiting for him. In this line I really stressed the O's in these lines to show the emotional pain almost like a long ow what you say when you wave damaged yourself. I think it also says that he sees death as a long sleep.


"When we have shuffled off this mortal coil"

This tells me that Hamlet feels mortality traps him and the only way to be released from the mortal coil is to take his life.

in our performance we showed a fighting aggressive hamlet willing to confront his fears and a Hamlet that was cowardly and floaty of witch I played however I did incorporate some punch rhythm speaking as well as a general float that was carried all the way through. There was also a sleeping hamlet in the middle repeating key words.

We also displayed the performance in thrust spacing making the audience drawn into hamlets dream. This really made the performance effective as it broke the 4th wall by making theme so close and addressing the audience with the lines.

I have couled my lines red and my fellow piers blue.

Shakespere lesson 2

The objective of the lesson was to Take a sample text sheet and read the text in different ways similar to last week however experimenting with different types of speech and movement.

We explored the technique of the 8 basic effort action's it helped us a lot in the seconded part of the lesson and I found it interesting my personal favourite was float as it was light easy going and floaty like I think it represented me the most.

http://www.slideshare.net/jayboirock/shakespeare-31956158?ref=http://dinningtonperformingarts.blogspot.co.uk/

 We were give a piece of text from Julius Ceaser and we got into a group of 3. we then began to act it out and explore how we could use these different types of speaking and movement into this particular scean. it was interesting how you could change the character from how the words were said.
My skills developed in this lesson by boosting confidence to experimenting with voice .

We have began to start work on something else but that will be recorded all together.

My first shakespere lesson

I had aleady performed the shakespere piece Romeo and Juliet so I was familiar with the old English text. This gave me an advantage as I could focus on line delivery instead of reading the words correctly.

The objective of the lesson was to Take a sample text sheet and read the text in different ways.
We started with a small piece from Henry V. We started simple walking around the room and speaking the text then when we got to punctuation we changed direction. Then we said when there is a full stop,stop moving and change direction. This was good as it broke up the text and stopped sounding so dull and monotone.

We then explored how we can react to what is being spoken. We did this using a pice of text from Macbeth where lady Macbeth insults Macbeth. we did this buy repeating words the character Macbeth may take offence to such as coward. This helped the important words become more emphasised.

My skills developed in this lesson learning how to improve the reading and the tone of the text so it sounds more interesting.

I also discovered translating the text into a language then translating it back simplifies the language meaning it can help to understand the difficult words and phrases often found this something I will consider in the future if I am struggling with Shakespearian text.

In the lesson we were put in into groups to create a warm-up.


I have a good understanding how to warm up as I have done this with real adult actors and directors e.g. Ruth Carny. So what id did with the group was a simple yet effective way of getting an actor physically and mentally prepared to take on a role 
In my warm up I had a simple game where the group must count to ten with there eyes' closed however one person could not say all the numbers after one person had said a number they had to stay quite for 3 numbers to then say the next number. a lot of numbers involved, confused, well you went the only one.

after I changed exercise and I tapped somebody then tapped the next person and next e.c.t until I said change then they would have to remember there opposite and walk in a straight line. if they were to divert from this line it shows they were not aware of the surrounding actors.


 

http://www.youtube.com/watch?feature=player_embedded&v=dneH0qaAfyU