Blog Checklist for MULTIMEDIA UNIT:

For the MULTIMEDIA UNIT make sure you have covered all of the points below:

Multimedia aspect of your blog.

•   We began with a discussion of "what is multimedia?"

•   Incorporating aspects of your mobile phone when responding to a moment of the chorus.

•   Exploring what "Live feed" is and how can it be incorporated.

•   Garage band - what is it and how can it be incorporated?

Exploring the Promenade aspect of Antigone.

•   Responding to your site and how it can be used within your section. Sound/ Visuals...etc.

•   Consideration of how multimedia might be used within your piece.

•   Considering your site and how it dictates what you can/ can't use.

Exploring chorus.

•   Responding to the ensemble demands of a chorus.

•   Remaining disciplined, focused and committed.

•   Incorporating multimedia in the chorus - lights and pre-recorded voices.

•   Learning lines - reflect on challenges and how you will go about learning. The importance of speaking exactly what is written.

Evaluation of the performance:

• List all of the multimedia used in the performance.
• How did multimedia enhance the overall performance? 
• What impact do you think it had on the audience and why?
• Would the performance have been as effective without the multimedia? 
• Which moment of multimedia was most effective and why?

Cut and paste the grid below onto your blogs. Complete the final column: 

Scenes from Antigone:	Multimedia used and locations	How did the multimedia in each scene enhance the performance?
1. Creon announces that Eteocles will be honoured and Polynices will be shamed and left un-buried.	Video to be shown on screen in reception.
2. Antigone goes to Ismene to persuade her to assist the burial of their brother. Ismene refuses.	By the tree - video shown of the thoughts of the characters.
3. Antigone goes to bury her brother.	Round of wooden stumps.
4. Creon looks for the support of the chorus of Theban Elders in his  decision to leave Polynices unburied.	Creon announces from fire escape door of 415 - chorus round the tree looking up. Audience looking up also.
5. A Sentry reports the burial of Polynices. Creon insists that the Sentry finds out who or face death.	Filmed footage of event is shown on screen top of stairs. Sentry talking to Creon.
6. Chorus sing about honouring gods.	From the yard up to windows of 413 Recorded chorus played.
7. Sentry returns with the Culprit: Antigone. Creon confronts her.	Burst into 413 - audience turn to see. Lighting used.
8. Creon confronts Ismene. Ismene tries to confess but Antigone won't allow it. And in the end, the two sisters are imprisoned.	Still in 413 but Creon live speaks to a projected Ismene. Antigone is walked out the room and joins the real Ismene - escorted off. Lighting used
9. Haemon both pledges allegiance to his father, Creon, and asks that Antigone be spared. After the discussion deteriorate, Haemon storms out vowing never to speak to him again.	Traverse in 413 - iphone lights as the two talk. Throughout confrontation, lights go out, one by one.
10. Creon choses to spare Ismene, and to bury Antigone alive. As she is dragged out, the chorus express their Sorrow.	One light left on Creon's face. Sound of s body being dragged...etc.  Projection and video used
11. Tiresias attempts to advise Creon that what he is doing is wrong and that the Gods are angry. The prophecy of a dead son is mentioned.	Tiresias never moves his mouth but what he says coupled with weird underscore is played through speakers of 415. Projected video played
12. The chorus, terrified, begs him to take Tiresias' advice. Shaken, Creon agrees to release Antigone and bury Polynices.	As many chorus as possible fill cavities of 415 and urge Creon. Three doors and side grated window thing.
13. Chorus deliver a choral ode to the god Dionysus.
14. Messenger informs Eurydice of Haemon and Antigone's death.	Filmed footage on repeat of Haemon stabbing himself and Antigone hanging, swinging from a branch.
15. Carrying the body of his dead son Haemon, Creon is then met by a 2nd messenger informing him of Eurydice's death.	Audience back outside looking at tree. Creon walking through the courtyard, holding Creon, confronted by messenger at the tree. Chorus look down from 415.

Some performance pictures

Use these photos to explain how moments of multimedia were used to ENHANCE the performance. 

Work Extension

It has been decided that we will give you extra time for the completion of written work as you are missing a lesson on Monday.

On Thursday you will have time to work on your presentations, however should come prepared with all of your notes to ensure your presentation can be completed by the end of the lesson.

Presentations and blogs will be due in week 1 of term 5.

All questions and notes will be posted on here tomorrow. 

Thursday 16th April

Today we recorded the moment of choral speaking and some breath. 

Why did we do this?

How will having the pre-recorded sound support this moment of the performance? The audience will be listening to this whilst you perform on the basketball court. 

We discussed how the pieces that you are creating are relevant for a contemporary audience.

How is your piece relevant for an audience? 

How is the moment of multi-media in your piece relevant for the piece? 

Some groups did some filming today. How did it go? How will this support your piece?

What planning did you have to do before the filming?  Write the script? Rehearse? Think about the best place to film it? Costumes...? 

We then shared your scenes so far. Type up he notes you made on the groups. 

What moments are successful and why? 

What meets need to be developed and why? 

How did the pieces become relevant for a contemporary audience? 

Rehearsal Log for Antigone

You need to make sure you have a rehearsal log for the scene you are developing for the performance on 30th April.

The assignment brief given out at the start of the term outlined what you need to do. Here are the points you need to make.

Please make sure you have one for each lesson.

Production blog:

Keep a blog detailing the activities you have undertaken:

Describing the activities undertaken:

 •What have you done in the lesson with your group.

 •Keep a log of the activities for each rehearsal.

Explaining ideas generated and justifying the decisions made with regard to the form and content of the piece and the use of multimedia techniques and materials in the performance:

 •Why you have develop characters in particular ways.

 •What multimedia are you using?

 •How are you using this multimedia?

 •How will it help to develop the work created?

Explaining the intended effect on the audience of the multimedia techniques and materials you have decided to use:

 •How will the piece of multimedia you are using help to tell the story to the audience?

 •What effect do you want the multimedia being used to have on the audience?

Context Homework - 26th March 2015

Today you explored two versions of the scene between Antigone and Creon. 

Which scene did you work on? 

What did you think of the style of the writing? 

How was this scene different to the other script used in the lesson? 

Did the laugauge make the characters change? 

In groups you then created a version of Antigone focusing on setting it in a specific context. By doing this you had to focus on the use of the language in the piece. 

What did your group create? 

What was the setting?

What characters were developed?

How did you use language?

Type up the notes that you made on the other groups.

Set Design Task...

You need to design a set for your own version of Antigone. You need to imagine that you'd have as much money to create this, therefore you have no limits on your ideas.

You need to think carefully about designing something that helps the audience to understand your version of the play. 

Your version should be relevant for an audience today. 

First decide where your version of Antigone would be set:

A school?

A tower block?

A nightclub?

A park?

In the future?

In a war?

It's up to you...

Then think about the shape of your space. Where are the audience?

In the round?

Traverse?

Promenade?

Colours - think carefully about the colours in your set, they can tell the audience lots.

You can draw or make your set. 

It must have some written justifications to go with your design. 

Homework - Multimedia Monday 16th March

Search on-line, a "Multimedia Theatre Production" and find a you tube clip taken from the piece. Watch it and reflect on the following question:

"Within a Theatre production, how does the use of multimedia help in its communication to an audience? What does it add to the piece?"

Additional work:

Find a review of a multimedia theatre production and see what Theatre critics have to say.  

Context Homework - Lesson 1 Thursday 19th March

Well done for a great first lesson back.

Here are the videos we watched today. You might want to watch them again to write some more notes to help with your work:

Ancient Greece: The Greatest Show On Earth:

An Introduction to Greek Tragedy:

Antigone and Creon:

Please answer the following:

You need to create a new post called:

Current Events

You will keep adding to this post over the term. It needs to become an information sheet for everything to do with the CURRENT EVENTS.

• What was happening when Antigone was created? 

• Was its creation influenced by any specific historical events?

You need to create a new post called:

Social Context of Antigone 

You will keep adding to this post over the term. It needs to become an information sheet for everything to do with the SOCIAL CONTEXT.

Answer these questions for this post:

• What do we mean by the social context?
• How did people live at the time Antigone was created?
• Who was the target audience for the piece?
• What were the needs, values and beliefs of the target audience?
• How did this influence the themes and characters of Antigone?
• What have you found out about the social context of Antigone? Think about what was going on at the time that Sophocles wrote the play. 
• Who went to the theatre?
• What was the relationship between theatre, politics and religion? 

You need to create a new post called:

CULTURAL CONTEXT

You will keep adding to this post over the term. It needs to become an information sheet for everything to do with the CULTURAL CONTEXT.

Answer these questions for this post:

• What were the performance conventions in Sophocles’ time? 
• What were the trends or fashions within the performing arts?

You need to create a new post called:

Women in Greek Theatre

Answer these questions for this post:

Here is the video link to watch. You need to make some notes when watching this.

Q - How were woman viewed in Greek Theatre? Why?

You need to create a new post called:

Exploring the text

Answer the following:

We explored two scene:

Antigone and Ismene 

• What did we focus on when exploring this scene?
• How did you explore the characters practically? 
• What did you discover about the relationship between the sisters? 
• How did this scene link to some of the information you discovered in the session about the historical context?

Antigone and Creon

• What did we focus on when exploring this scene?
• How did you explore the characters practically? 
• What did you discover about the relationship between the characters? 
• How did this scene link to some of the information you discovered in the session about the historical context?

Monday 23rd Feb - Classwork Tasks

Please work with focus today. All of the work you do today is very relevant for the practical work that we have to do next term. Work hard and I look forward to reading your research.

Some of you might have to share a computer, therefore you can work together to do the work - but you must both complete task 1 individually so take it in turns to make your blog. 

Task 1 - Create your new blog 

You need to go on to blogger and create a new blog for next term. 

The title for your blog should be:

Historical Context and Multimedia Unit

You then need to complete this link immediately which will send your blog link to your teacher:

http://goo.gl/forms/AMDacmCmZs

We should receive all of these by 9.45am at the latest during the lesson.

TASK 2  - GREEK THEATRE RESEARCH

Use the internet to answer the following questions.

You should cut and paste the questions below onto your blog to answer them.

This link will take you to a website that might help with your answers, read through this website carefully. It is worth spending some time making notes on anything interesting that you read...

https://www.google.com/culturalinstitute/exhibit/greek-tragedy-at-the-national-theatre/wRnC0fJ0?position=42%2C54

1. When were ancient Greek plays performed? 

2. How many years ago was this?

3. What different types of plays were performed?

4. What is a traditional Greek Theatre called?

5. What shape was the theatre?

6. Find a picture of a traditional Greek Theatre for your blog.

7. Why were the theatres built this way?

8. What different scenic elements are there?

9. Who sat on the seats at the front?

10. Could women take part in, or attend the plays?

11. Name some of the Greek playwrights and their plays.

12. What did the audience throw at the actors who performed badly?

13. What did the actors wear?

14. How did the audience sat at the back of the large theatre hear anything?

15. Who is Dionysus? 

16. Why is he important to Greek Theatre?

17. What is a Greek chorus? 

18.  What purpose to the Chorus have in the performance? 

19. How and why were masks used?

20. What were the masks made of? 


Task on a piece of text:

If you have headphones with you then you can watch a selection of videos on the National Theatre website. Please write some notes as you go and write these on your blog:

http://www.nationaltheatre.org.uk/backstage/greek-theatre

TASK 3  - How can we use Multimedia effectively in performances?

Use the internet to help answer the following questions.

1. What do we mean by the phrase 'multimedia in performance'?

2. Give some examples of different types of media that could be used in a performance. Give examples of how they could be used and the positive and negative of them. 

TYPE OF MEDIA	EXAMPLE OF USE IN PERFORMANCE	POSITIVES OF USING IT…	NEGATIVES OF USING IT…
VIDEO CAMERA

3. Try to think of show you have seen at the theatre that has used multimedia. (If you saw Summerfolk as part of Common Ground then you could write about this...) 
What type of multimedia was used? Did it enhance the performance? How and why?


4. Find some photos of how multimedia can be used in performance.

An example photo - live feed being used to project into the background.

5. Watch some of these videos on the National Theatre website about the use of Multimedia in performance. (Only watch if you have headphones you can plug into the computer - if not complete this at home)

http://www.nationaltheatre.org.uk/backstage/multimedia



Task 4: Antigone 

1. Find a family tree picture of Antigone's family online...

Taken from: http://lincoln.debbieyoon.com/antigone/

This will be useful to help you know how to say the key characters names:

                        Taken from: http://lincoln.debbieyoon.com/antigone/

Here is the Antigone synopsis taken from http://www.cliffsnotes.com/literature/o/the-oedipus-trilogy/play-summary/antigone

2. Read the synopsis:

After the bloody siege of Thebes by Polynices and his allies, the city stands unconquered. Polynices and his brother Eteocles, however, are both dead, killed by each other, according to the curse of Oedipus, their father. 

Outside the city gates, Antigone tells Ismene that Creon has ordered that Eteocles, who died defending the city, is to be buried with full honors, while the body of Polynices, the invader, is left to rot. Furthermore, Creon has declared that anyone attempting to bury Polynices shall be publicly stoned to death. Outraged, Antigone reveals to Ismene a plan to bury Polynices in secret, despite Creon's order. When Ismene timidly refuses to defy the king, Antigone angrily rejects her and goes off alone to bury her brother.

Creon discovers that someone has attempted to offer a ritual burial to Polynices and demands that the guilty one be found and brought before him. When he discovers that Antigone, his niece, has defied his order, Creon is furious. Antigone makes an impassioned argument, declaring Creon's order to be against the laws of the gods themselves. Enraged by Antigone's refusal to submit to his authority, Creon declares that she and her sister will be put to death.

Haemon, Creon's son who was to marry Antigone, advises his father to reconsider his decision. The father and son argue, Haemon accusing Creon of arrogance, and Creon accusing Haemon of unmanly weakness in siding with a woman. Haemon leaves in anger, swearing never to return. Without admitting that Haemon may be right, Creon amends his pronouncement on the sisters: Ismene shall live, and Antigone will be sealed in a tomb to die of starvation, rather than stoned to death by the city.

The blind prophet Tiresias warns Creon that the gods disapprove of his leaving Polynices unburied and will punish the king's impiety with the death of his own son. After rejecting Tiresias angrily, Creon reconsiders and decides to bury Polynices and free Antigone.

But Creon's change of heart comes too late. Antigone has hanged herself and Haemon, in desperate agony, kills himself as well. On hearing the news of her son's death, Eurydice, the queen, also kills herself, cursing Creon.

Alone, in despair, Creon accepts responsibility for all the tragedy and prays for a quick death. The play ends with a somber warning from the chorus that pride will be punished by the blows of fate.

Now answer these questions:

What do you think of this story?

Why do you think Sophocles wrote this play?

Why do you think the Greek audiences might have wanted to see this play?


Read the first scene from 'Antigone':

If you get stuck with understanding the text: 

http://www.cliffsnotes.com/literature/o/the-oedipus-trilogy/summary-and-analysis-antigone/lines-1116

Scene 

The same as in Oedipus the King, an open space before the royal palace, once that of Oedipus, at Thebes. The backscene represents the front of the palace, with three doors, of which the central and largest is the principal entrance into the house. The time is at daybreak on the morning after the fall of the two brothers, Eteocles and Polyneices, and the flight of the defeated Argives. ANTIGONE calls ISMENE forth from the palace, in order to speak to her alone.

---

ANTIGONE

Ismene, sister, mine own dear sister, knowest thou what ill there is, of all bequeathed by Oedipus, that Zeus fulfils not for us twain while we live? Nothing painful is there, nothing fraught with ruin, no shame, no dishonour, that I have not seen in thy woes and mine. 

And now what new edict is this of which they tell, that our Captain hath just published to all Thebes? Knowest thou aught? Hast thou heard? Or is it hidden from thee that our friends are threatened with the doom of our foes?

ISMENE

No word of friends, Antigone, gladsome or painful, hath come to me, since we two sisters were bereft of brothers twain, killed in one day by twofold blow; and since in this last night the Argive host hath fled, know no more, whether my fortune be brighter, or more grievous.

ANTIGONE

I knew it well, and therefore sought to bring thee beyond the gates of the court, that thou mightest hear alone.

ISMENE

What is it? 'Tis plain that thou art brooding on some dark tidings.

ANTIGONE

What, hath not Creon destined our brothers, the one to honoured burial, the other to unburied shame? Eteocles, they say, with due observance of right and custom, he hath laid in the earth, for his honour among the dead below. But the hapless corpse of Polyneices-as rumour saith, it hath been published to the town that none shall entomb him or mourn, but leave unwept, unsepulchred, a welcome store for the birds, as they espy him, to feast on at will. 

Such, 'tis said, is the edict that the good Creon hath set forth for thee and for me,-yes, for me,-and is coming hither to proclaim it clearly to those who know it not; nor counts the matter light, but, whoso disobeys in aught, his doom is death by stoning before all the folk. Thou knowest it now; and thou wilt soon show whether thou art nobly bred, or the base daughter of a noble line.

ISMENE

Poor sister,-and if things stand thus, what could I help to do or undo?

ANTIGONE

Consider if thou wilt share the toil and the deed.

ISMENE

In what venture? What can be thy meaning?

ANTIGONE

Wilt thou aid this hand to lift the dead?

ISMENE

Thou wouldst bury him,-when 'tis forbidden to Thebes?

ANTIGONE

I will do my part,-and thine, if thou wilt not,-to a brother. False to him will I never be found.

ISMENE

Ah, over-bold! when Creon hath forbidden?

ANTIGONE

Nay, he hath no right to keep me from mine own.

ISMENE

Ah me! think, sister, how our father perished, amid hate and scorn, when sins bared by his own search had moved him to strike both eyes with self-blinding hand; then the mother wife, two names in one, with twisted noose did despite unto her life; and last, our two brothers in one day,-each shedding, hapless one, a kinsman's blood,-wrought out with mutual hands their common doom. And now we in turn-we two left all alone think how we shall perish, more miserably than all the rest, if, in defiance of the law, we brave a king's decree or his powers. Nay, we must remember, first, that we were born women, as who should not strive with men; next, that we are ruled of the stronger, so that we must obey in these things, and in things yet sorer. I, therefore, asking the Spirits Infernal to pardon,seeing that force is put on me herein, will hearken to our rulers. for 'tis witless to be over busy.

ANTIGONE

I will not urge thee,-no nor, if thou yet shouldst have the mind, wouldst thou be welcome as a worker with me. Nay, be what thou wilt; but I will bury him: well for me to die in doing that. I shall rest, a loved one with him whom I have loved, sinless in my crime; for I owe a longer allegiance to the dead than to the living: in that world I shall abide for ever. But if thou wilt, be guilty of dishonouring laws which the gods have stablished in honour.

ISMENE

I do them no dishonour; but to defy the State,-I have no strength for that.

ANTIGONE

Such be thy plea:-I, then, will go to heap the earth above the brother whom I love.

ISMENE

Alas, unhappy one! How I fear for thee!

ANTIGONE

Fear not for me: guide thine own fate aright.

ISMENE:

At least, then, disclose this plan to none, but hide it closely,-and so, too, will I.

ANTIGONE

Oh, denounce it! Thou wilt be far more hateful for thy silence, if thou proclaim not these things to all.

ISMENE

Thou hast a hot heart for chilling deeds.

ANTIGONE

I know that I please where I am most bound to please.

ISMENE

Aye, if thou canst; but thou wouldst what thou canst not.

ANTIGONE

Why, then, when my strength fails, I shall have done.

ISMENE

A hopeless quest should not be made at all.

ANTIGONE

If thus thou speakest, thou wilt have hatred from me, and will justly be subject to the lasting hatred of the dead. But leave me, and the folly that is mine alone, to suffer this dread thing; for I shall not suffer aught so dreadful as an ignoble death.

ISMENE

Go, then, if thou must; and of this be sure,-that though thine errand is foolish, to thy dear ones thou art truly dear.

Answer the following questions: (cut and paste them on to your blog to answer)

1.What information does Antigone give to Ismene at the beginning of this scene?

2.What has just happened in the sisters’ family?

3.What does Antigone plan to do? Why?

4.Does Ismene plan to join her? Why or why not?

5.What story does the chorus tell us about?