Tuesday, March 8, 2011

UALR Chalk Circle

Blog 7
This week saw the staging of Bertolt Brecht’s Caucasian Chalk Circle by the UALR Theater Department.  In the days before the first performance, many in the class speculated as to which performance would be the best to see – the opening night, closing afternoon, or something in between. 
The opening night is always filled with excitement and sets the tone for the future performances.  The players wonder if they can really perform the play all the way through without forgetting any lines, and how the audience will react.  The audience’s reaction is important to future performances; if the audience does not react in a positive way then the performers are more nervous about the second night.  But if the audience gives positive feedback, this encourages the actors to perform to greater heights.
On the other hand, on the final performance the performers are very confident as to their ability to do the play.  And since this is the final performance, they know that they can do things that they would normally not be allowed to get away with, such as adlibbing – throwing in extra lines that would not have been approved by the director in advance - Funny little surprises.  The closing performance is filled with emotion that this creation is over and gone forever.  There is the knowledge that the bonds between the actors that were formed during rehearsals and performance of the play will be struck just like the set after the final cast party.
In this production, with the exception of Grusha, Michael and the Singer, all of the performers were required to play more than one roll.  I liked seeing an actor be one character, fade back, and then reappear in a different roll.  The set was especially conducive to this because of its construction.  The set consisted mainly of a large cube of scaffolding set in the center of the stage supporting a platform.  The actors would climb up and down the ironwork to move from venue to venue.  One minute the scaffold would be a palace, and the next a mountain pass, then perhaps a court of law.  Almost as if by magic, the audience knew whether they were in the midst of a city in revolt, a rugged mountain pass or a quiet country cottage.
Since I attended both the first and the last performance, I was surprised, and perhaps a little disappointed, to find that there was no visible change from the first to the last.  There were no major goofs or clowning around; they were both just great performances.  From the audience, I heard lots of praise for the new music, the singing, the dance, the set, and the acting.  The only mishap that I heard the actors talk about, was on the Saturday performance, one of the actors lost a button from his costume.  The button went rolling off of the stage, but it was recovered after the play.
The big problem, which the director and others complained about afterwards, was attendance.  There were just not that many people who came to see the play.  WHY?  Chalk Circle is a major piece of German literature that was written while Brecht was in exile in America.  The Literature and History Departments should have required their students to attend.
Of course, the real reason that attendance was low is that there was almost no advertising for this play.  Perhaps next year, the Theater Department can involve UALRs Budiness and Marketing Department to take responsibility for advertising and promotion.  Then the Theater Department would get their advertising done for free, and the business students could be required by their professors to attend.
Das Berliner Ensamble:
Watch it all the way to the end… it is really Brechtian.

Tuesday, March 1, 2011

Looking forward to the play

Blog 6
Excitement is building with everyone in class, Theater and German people alike, as we approach the opening of ULARs production of Caucasian Chalk Circle by Bertolt Brecht. 
I now remember having heard Memory Apata the ‘Singer’ sing before.   She sang Papagena in UALRs regie production of ‘The Magic Flute.’  In fact, if I remember correctly, she had the best voice on the stage.  She had a lesser roll even though she had far more talent and ability than the lead singers.  At the time I wondered why less talented singers were given the leading rolls when there were clearly more talented singers on stage.  I thought at the time that it must just be another case of politics.  Someone’s Daddy had made a big donation to the Alumni Fund or was friends with the director or some such thing.
Now I am of a different mind.  It seems that the star-rolls go to the graduating student by default, as their Capstone Performance – similar to a senior research project.  This way, the graduate has had the opportunity to be the star at least once in their life.  It is part of the UALR Experience.
 After graduation there will be time enough to prove themselves in open auditions.  Then they will meet success or failure based on the merit of their own talent.  I wonder if UALR has really prepared them for the failures that lie ahead in their careers as performers. 
However, I am really looking forward to hearing Ms. Apata sing this weekend.

Tuesday, February 22, 2011

Thoughts on the use of accents

Mr. Chapman asked the class their opinion of his casting the lawyers as caricatures with curled handlebar moustaches speaking in some strange accents which make them appear somewhat silly.  Mr. Chapman wondered if it would be distracting for comical professional men to be on with Grusha, who is kind, serious and very human.
Frau Wagner gave the best advice – refer back to Brecht’s text.  How the lines are given in the actual text of the play should be the best way to present them.
Mr. Chapman was very concerned about the use of accents in general for his production.  It seems that many of the actors had been assuming various types of accents to deliver their lines.  Some used Chinese, Russian, British and even some odd undistinguished accents.  He felt that perhaps it would be better to lose the accents altogether and speak the lines naturally.  (‘Naturally’ meaning a southern accent, which would sound natural to the actors and the UALR audience.)   I tend to agree and I think that Brecht would too.
When the BBC interviewed Helene Weigel during a special on Brecht, she made the statement:
“Brecht didn’t want the actors with their parts rehearsed to rehearsals.  We started with books, and a long time with books in our hands not learning our parts by heart.  And he begged us, please be careful, remember every point where you in reading was astonished at what you read, and this same point, this was Brecht’s opinion, the audience will be astonished.”
Here is a link to that interview, and Weigel’s quote begins about 1:45 (one minute 45 seconds) into the clip:
This “astonishment” that an actor might feel at certain points of a play on the first reading would, in my opinion, be in a natural voice.

German Language for the Theatre Student
One thought continues to occur to me; many of the theatre students could profit by taking German language courses.  I come to this conclusion by the way many of them are open to German words and expressions, and have been incorporating the German words that they hear in class into their everyday speech (zB. der Verfremdungseffekt).  The theatre department could be a place that is ripe for German language student recruitment.

Tuesday, February 15, 2011

Continued discussion of Scene 2 and Staging

On Monday, we continued working on scene 2 by finishing the presentation by Timmy and Stephen.  There was much discussion about whether or not the staging of the play would lose impact by omitting scene 1, the prolog set during World War II.  In the UALR production of the Caucasian Chalk Circle the prolog has been omitted due to time constraints.  With the prolog included, the play would run over three hours.  For a student production with severely limited rehearsal time (usually in the neighborhood of one or two hours twice per week for just a few weeks), and the addition of dance numbers and original music for operatic voice there would simply not be enough time to present Chalk Circle with the prolog.  Besides, a show that long would overly stress the audience.  Some class members felt that by keeping the prolog the Marxist idea of ‘greater good’ would be doubly reinforced.  Also, the inclusion or the prolog would be more true to Brecht’s original concept for the play and make the production more historically accurate.  Brecht had put the prolog into the play, so he meant it to be there. 
However, one must remember that the very first staging of Caucasian Chalk Circle was done without the prolog in 1948 at Carleton College, Northfield, Minnesota.

This photo came from that premier production at Carleton College.  Though it is from the final scene, it is the only photo of this play in their archives.  I still think that it is worth viewing.

Wednesday, February 9, 2011

A look at the Governor's Wife

Scene 2 begins the actual story of the Chalk Circle as presented by the “singer.”  The characters are presented as ‘one dimensional’ very shallow, uncomplicated people.  This requires more effort from the audience to understand the charachter.  For example, the majority of the class viewed the Governor’s Wife, Natella, as being more interested in saving her possessions than her baby as the city was being overrun by an invading army with riots in the streets.  They saw her as a bad mother who quickly abandoned her own child.
On closer reading, one sees that it was the custom in those days to leave child rearing to others.  In this case the Governor and his Wife had hired two doctors and a nurse, Maro, to look after their child’s wellbeing.  They even went so far as to hold the doctors accountable if the child even had a runny nose.
In the confusion of the Governor’s Wife preparation to leave the city, the Nurse hands the child to Grusha.  It was the Nurse who ran away leaving Grusha in charge of the child.  After spending the night in the empty house with the child, Grusha finally takes it and leaves.
As Grusha leaves with the child, the Singer describes her:
“Like booty she took it for herself – Like a thief she sneaked away.”
Here is a link to a song by Mark Nichols for the end of Scene 2, titled “And the Child Called to Her”:
http://www.thereallybig.com/ccc/09%20And%20the%20Child%20Called%20to%20Her.mp3  (patience.  It takes a minute or so to load.  And, oh yes, this music is not nearly as pretty or enjoyable to listen to as the soundtrack from “Elisabeth”.)

Wednesday, February 2, 2011

Wednesday, 2.2.2011

Today in class after an excellent report by Anneliese on Germany History 1918-1933 there was a short discussion of chapter 2 of “The Caucasian Chalk Circle.” 
The main point of the discussion seemed to be that the action depicted in the play could take place almost anywhere and anytime in history.  It was a time of war and social unrest.  It was a time of upheaval and fighting in the streets.  When I got after class, the first image that popped up on my computer showed today’s unrest in Egypt:
 
*Street protests in Egypt, February 2, 2011 as reported on foxnews.com.
This could be right out of Scene 2 of CCC.  All they need is some pretty music.
So check it out!  Here is some music:
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