Music Interpretation

As as much of the story is told through the musical score of the piece as well as the narrative I decided to listen to the entire performance and analyse what I felt the music meant. I have attached the chart that I drew up accordingly to record my findings. The music is beautiful and gives a lovely fluidity to the whole piece which I feel is crucial to also incorporate into my designs. This is particularly relevant to set as the fluidity of the music will need to be replocated in the set design to allow the scenes to be changes seamlessly.

Reflection: Performing this task of analysing the music has really enabled me to understand Stravinskys choices in intruments and how they are used to personify both the Soldier and Devil in different instances. There is a whole new level of meaning written into the music, most importantly demonstrating the hold the Devil has over the Soldier and the presence of the Soldiers soul. It also depicts the types of landscapes/terrain, the Soldier's emotions and the popular music of the day, so loved by the Princess that it rouses her from her terrible illness I can now interpret the story far better by understanding Stravinsky's musical choices. From doing this I also feel it will be beneficial to listen to the music and story regularly; when working on the project but also when reading the script as the music is so integral to the story.

 

Title of piece of music	My Interpretation	Storyline (Narrative)
PART 1 Intro	Upbeat, happy, defiant	Travelling home for ten days leave, takes a rest Complaining about life as a soldier Worth noting Lucky silver medal – St. Joseph Kit bag – contents - portrait of gf - 'battered violin'
Airs by a stream	Choppy, positive, sense of urgency clarinet – meandering, spring like. Bass undertones suggest lengthy journey Agitation	Intro of Devil very persuasive. Soldier naïve Book given forecasts finances Devil can't play violin and coaxes soldier to give up 2 days to teach him Devil – suggestive '2 perfect days' black carriage with flying back horses (fairy tale like) Dropped back nothing has altered
Soldiers March	Music as in initial march but percussion is present representing the Devil	March-travelling tired but wants to maximise time at home Realises 3 years have been stolen from him and family etc. have assumed him dead despair and anger at his foolishness “all is lost”
Music for scene 2 (pastoral)	Wind instruments sound sad/ drifting “soul” re-enters Bleak/ depressing atmosphere Diff. Perspective 'buy everything' – epiphany that things=sadness	Devil advises use of book to 'prove he's a soldier' he gives orders for him to obey Costume change - Soldier figures book and begins to make money by selling commodities
Airs by a Stream (reprise)	As before	Imagery – simple happiness through experiences Soldier has nothing – he realises Devil's intentions Soldier desires life- he appears dead Devil – disguised – appears with chest full of things Of all his things Soldier desires violin
PART 2 Soldier's March (reprise)	Percussion involved – his soul and Devil are entwined	Soldier marching but this time to an unknown place Money given away – as he was before Crosses into another country and finds an Inn Hears of the Kings ill daughter princess Wendolyn He and a fellow soldier get drunk and he is convinced to try and cure her Marches to guarded Palace gates
The Royal March	New mood – sense of hope, feels disjointed Plodding Drums add a Regal feel and determination	King makes him an appointment Soldier desires a wife Devil – in front of him in queue and claims he has won convincing the soldier that he the devil will win the trump card Soldier theories that if he loses his money to the Devil the Devil will lose his control over him and he regains it. Devil is very self assured – as if he knows the final fate and his eternal presence in the Soldiers brain Soldier regains his violin and plays over the Devil
The Little Concert	Slightly witchy/ magical Beauty and the beast Weaving/ meddling Soul clearly heard	Princess is in bed but is awaken and 'possessed' by fiddle
Tango	Seductive Soul dancing Violin is loud defiant over the bass (soul over witchery)
Valse	Mischievous Intent of Devil is clear with the beat beneath Devil is fighting his ground
Ragtime	Percussion/Devil is evident Disjointed bass beneath drums signal his entrance	Devil sees the Soldiers happiness and interrupts
Devil's dance	Dramatic
Devils Song	Lyrics – show his deep need for vengeance
Great Choral	Slightly melancholic Defiance, malice, soul trapped, confinement Battle march drums continue reiterating the present war	Soldier has reached contentment Decides to pay home a visit DEVIL WINS – coaxes the Soldier to Hell The Devil ultimately has the last word

The Get In - The Ocean Room

So today I helped with 'The Ship of Fools' get in at the Pavillion Theatre. Busy day with an erray of different tasks - touching up flats, transporting scenery, gluing, screwing on pipework and negotiating moving VERY large flats. Excellent experience and is amazing to see the space transformed from a vast empty room into a rusty ship deck. I've realised it's set painting that I particularly enjoy. Putting the set together has helped me really understand the space and realise both its possibilities and restrictions such as the columns spaced around the room. The pale floor could also be tricky - Adele disguised hers with plastic sheeting to mimic the ships deck and I might have to do something similar to transport the audience away from a dance hall to the countryside of 1917 Britain.

The space is great and appears as if it could be very maleable to my designs.So many opportunities ahead of me with the lighting and space available. Looking forward to helping with dressing this week to familiarise myself with back stage and any complications that could also be apparant for my production. In the mean time I shall begin model box creating!

Ocean Room Stage Space

Lighting grid lowered

 Stage right showing legs, doors available and their size.

Script Breakdown

Script breakdown, although standard proceedure, always proves endlessly helpful. This chart indicates costume changes/considerations, changes of scene, props and the musical influence for each scene. Having done this I can now move on with my designing knowing that looking at this chart I will consider all aspects of the performance both practically and visually. Although this one will suffice I would like to create another chart with further detail later on in the design process including any notes from the Musicians, Director and possibly cast so it is entirely specific to this performance and aids the collaboration fo the project.

Script Breakdown – A Soldier’s Tale –Igor Stravinsky

Act 1

Scene	Cast	Time	Place	Basic Plot	Atmosphere	Props	Wardrobe
1	Soldier Devil (as old man)	1917 – During ww1	‘The Banks of a Stream’	Soldier returning to village with 10 days leave Devil tricks the Soldier into losing 3 days of his leave to teach violin. Gives soldier magic book.	Trickery	Violin Magic book pack	Devil disguised as man with butterfly net
2	Soldier Devil (as cattle merchant)	3 years have passed	Native village (At crossroads in open country. Frontier post and village belfry in the distance.)	Finds he has been away 3 years not 3 days Magic book can make him a fortune.	Bewilderment, anger, despair,	Magic book	Cattle merchant guise
3	Soldier Devil ( as clothes woman)		A room	Soldier disillusioned by wealth wants fiddle back *	Despair Anger Distraught	Magic book Fiddle ‘wares’	Old clothes woman guise for devil Add sense of wealth to Soldier

Script Breakdown – A Soldier’s Tale –Igor Stravinsky

Act 2

Scene	Cast	Time	Place	Basic Plot	Atmosphere	Props	Wardrobe
4	Soldier Devil (virtuoso violinist)		A room of the palace	Soldier travels to an inn. Hears Kings daughter is ill and a reward will be given to her curer. Plies devil l with wine and plays cards until Devil is unconscious and steals back fiddle.	Rewards/ satisfaction Gaming Temptation	Cards Fiddle Wine Glasses Money	Devil as violinist Indication of Soldier’s lost wealth
5	Soldier Devil (as self) Princess		Princess’s bedroom	Plays fiddle to Princess and she recovers and dances: Tango Waltz Ragtime Devil appears and Soldier fiddles him into contortions and they drag him off stage	Triumphant Joy Love Success Redemption	Couch Fiddle	Distinguish Devil as self yet recognisable from previous scenes
6	Soldier Devil (as self) Princess	Sometime after marriage	Native Village (as scene 2)	Couple decide to visit Native land. As he crosses the frontier falls into the Devils power who has also reclaimed the fiddle. Soldier follows Devil slowly but with no resistance.	Succumbing to Devil’s will Failure Power of fate Sadness Regret Loss of power Resignment		Suggested Devil wears ‘gorgeous scarlet apparel’ Should appear royal/ empowered

Youtube research

Loved the fluidity and evolving feel of this piece of work, wonder how I could create this meandering feeling into projections- set objects.

http://www.youtube.com/watch?v=7jhOIDmtCcs

Meeting with Director

I met with Doug Cockle who will be directing this production in December to throw around ideas and discuss technicalities. The play will be set in WW1 Britain - possibly the Welsh Guards to make it relevant to school audiences rather than its original Russian setting. There are to be only 3 actors; one of which will act as both the Narrator and Devil, a Soldier and the Princess. This brought up ideas on the Devils transformation -Doug was keen on using puppetry to demonstrate this. An idea I am really keen on as it's a type of performance I would love to know more about and has become quite popular in recent AUCB productions. This could be on a large scale and manipulated by additional cast members. This ties in with the idea that Doug would like the set to be quite minimalistic and suggestive- perhaps using people dressed in black to create and move along the set.
Having a minimalistic set also may be beneficial with the space the Orchestra require and we are hoping they also can be used to create and be involved in the locations as the play develops. There was also discussion into whether the set could possibly come out and spread into the audience space and visaversa.

Through this talk it was decided that the production could have a 'story' like feel to appeal to younger pupils but also our own aspirations and desires as children/ in naivity. As well as this possibily a naturalistic/ almost ogranic feel allowing the Devil to emerge from different parts of the earth and disappear again into an alternative part of the set. 

These thoughts have got my mind buzzing and I am ready to crack on researching and start to formulate designs.

Suggested research:
-Youtube performances - see space Orchestra needs
-Faust
-WW1 Britain
-Puppetry
-Visit Theatre Space
-Email Orchestra about space/ requirements

Reflection: This meeting was great and will give my initial research for designs direction. I look forward to the next meeting with Doug to discuss in more depth his visualisation of the production and how we can combine our ideas further. It is going to be a greater challange for I as a designer to accomodate his needs and my concept for an actual performance wthin a budget as opposed to previous design projects which have all been in theory. To make this easier for myself I plan to be very organised and prior to our next meeting have professionally prepared material and a set list of questions to maximise its outcome. When the time comes to pitch ideas I shall ensure I have practised the speech and present myself and designs in a professional manner. The challenge as a designer is something I relish and I can't wait to start working with others and transforming it into a collaborative project.

Learning agreement

NAME: Rosalie Tyack

COURSE: BA (Hons) Costume with Performance Design

UNIT TITLE: Self Directed Project

REF. NO./LEVEL: CSS518

WEIGHTING: 2.0

DURATION: 9 Weeks

HOURS OF STUDY: 300 Hours

Unit Leader: Adele Keeley

DESCRIPTION:

For my Self Directed Project I will be designing the costumes and set for an AUCB production of 'The Soldier's Tale' by Igor Stravinsky. The play is a short moralistic story accompanied by music which involves three main characters; The Devil, Narrator and Soldier. The Orchestra performing the music consist of 7 musicians and a Conductor who will all be on stage and hence, will need to be costumed also. I chose this project to increase the variety of subject and context within my design work and to gain as much experience as possible in different fields of performance.

This production being set in 1917, during WWI, and being set to music addresses both of these criteria especially as I will have to consider the requirements of each Orchestra member in relation to their instrument. Although I have worked in Theatre before, the responsibility required for this project is far greater than any roles I have previously had, and also relates to a future in Opera which I am considering. The experience I wish to gain as a Curator will be addressed by my work placement. However, I am hoping they will interlink as a costume museum will hold a firsthand research opportunity.

In addition to this, as written in our P.E. Unit I want to gain a better perception of the working environment as a designer. Firstly, by meeting and discussing my ideas with the Director, but also having to pitch my designs to a board as would be done in Industry. I have confidence in my ideas but I want to practise demonstrating this confidence to others by challenging myself with realistic presentation situations such as this. I want to be able to produce a coherent and professional standard of presentation that I can implement in future interviews and pitches. Furthermore, on being chosen as the designer I can then experience a collaborative environment when realising these ideas into a production which is a task I relish. Producing the set next year will also give me a full idea of what it is like to design an entire production to my specification considering the entire production team and the work it involves.

For assessment I will produce costume designs for the four main characters for the Autumn AUCB production 'The Soldier's Tale'. The designs will be fit for presentation to the public and clearly demonstrate my thought process. Some of my design development or final designs will be created and/or altered using Photoshop to increase my skill in using this rendering technique. I shall also produce a model box and white card model of my set design. The remaining design work will be completed in Level 6. In order to do this I shall perform extensive research into both the era of WWI and Stravinsky as well as analysing the Script in detail. This specifically includes first hand research such as Museum and Gallery visits. In doing so I shall have an entire understanding of the Plays context, themes and characters. (504)

Aims:

A1 To provide opportunities for self-initiated, autonomous learning

and develop the ability to plan time and work independently

A2 To provide opportunity to study the contextual development of costume and performance design

A3 To further develop the creative, intellectual and practical applications of research and contextualisation within a self initiated environment

A4 To propose, develop and evaluate professional aspirations through professional development planning

Learning Outcomes:

On completion of this unit you will be able to:

LO1 Identify and define the context for the development of your own work towards professional aspirations

LO2 Demonstrate an understanding of the development of Costume with performance design

`

LO3 Have developed the creative, intellectual and practical applications of research and contextualisation

LO4 Consolidate and demonstrate professional aspirations and planning through your Progress File

Assessment Requirements:

I will hand in 4 final costume designs for the main characters; The Devil, Narrator, Soldier and Princess. This will be accompanied by a sketch book that clearly demonstrates my thought process and design development. Within the sketchbook I must show research and consideration for the theme and appearance of the set and orchestra costumes ready to be finalised in Level 6. I will also produce a white card sketch model of my set design in a model box of scale 1:25.

This will be under pinned by personal development planning (in your blog journal) and a final written evaluation (750 words) evidenced in your Progress File 100%

Each assessment requirement must be passed at a minimum grade of 40% to successfully complete the unit

Assessment Criteria (specific criteria related to the learning outcomes and linked to the statement of generic assessment criteria matrix):

1. Evidence of knowledge of contextual and theoretical issues – The level to which you have considered the context of your project and evidenced that to your body of work (LO1, LO2)

2. Evidence of understanding through synthesis and development – The application and extend to which research has informed decision-making and project development together with the appropriate management of time (LO2, LO3, LO4)

3. Evidence of evaluation and reflection – The extent to which you have reflected on the progress of your project and used it to inform personal development planning (LO4)

4. Evidence of realisation through the communication of ideas - The presentation of your work and the level to which specialist knowledge has been applied, communicated and evidenced (LO3, LO4)

Reference Material

This will vary according to the needs of the individual project. You will define Reference Material through personal investigation and consultation with staff and list it in your Learning Agreement.

• Ewing, E. (1975). Women in Uniform, Their costume through the centuries. UK: B. T. Batsford Ltd.
• Gardner, H. (1993). Creating Minds, An Anatomy of Creativity seen through the live of... . NY: Basic Books.
• Hoare, R. (1973). World War One, An Illustrated History in colour 1914-1918. UK: Morrison and Gibb Ltd.
• Liddle, P. (1979). Testimony of War 1914-1918. UK: Michael Russell Publishing Ltd.
• Shep, R.L. (1998). The Great War: Styles and Patterns of the 1910s. (ed.2) CA: R.L.Shep Publications.
• Stravinsky, I. (1989). Suite from L'Histoire du Soldat for Clarinet, Violin and Piano (score and parts). UK: Chester Books

I have found writing a personal learning agreement a great experience as it has allowed me to fine tune my studies to focus on the aspects of my work, and character, that let me down as a designer. In particular my ability to present which this project will definitely aid my confidence as I will have to repeatedly present my idees to the director and pitch my designs. I can constantly refer back to this agreement to ensure I am reaching my potential as a designer.

Historical esearch images

Russian Soldiers WW1 found at:
http://www.landships.freeservers.com/russian_uniforms.htm Great website with some beautiful photos of Soldiers at the time. Gives a good impression of dress during activity but also has helped me visualise my Soldier - his character, his lonliness and his need for home and hence how the Devil's influence is so great over him.

Work Plan

 

Week	Dates	Scheduled Timetable	Available Space	To do:	Required	Notes:
20	07.03.11-11.3.11	TUES: POP briefing WED: Get started tutorial (11.30-12) THURS:Sign up tutorials Blog re-cap	Study Space/CADPAD	-Make decision on play if possible and organise work exp. -plan out work timetable -Learning agreement
21	14.03.11-18.03.11	TUES: POP session WED: Sign up tutorials (WH) THURS:Costume store/archive available - Meet with Doug and Will 5pm bistro tables	Study Space/ CAD PAD Archive/ Costume Store	- Book in place to view store/ archive and consider fabrics - Read script -Research into era/ play - script breakdown and character analysis *(look and see if there are any relevant exhibitions for 1st hand research)	-Library facility/ ebrary and reference books -Internet	Meet with director
22	21.03.11-25.03.11	TUES: POP session WED:Sign up tutorial (WH) THURS: Year group meeting	Study Space/ CAD PAD	-Consider and decide upon a concept and moodboard -Sign up for tutorial with WH to discuss concept and its avenues of research -Further research after tutorial - Start model box -Contact Kokoro about their requirements	Museums/ travel to areas of interest
23	28.03.11-1.04.11	MON: Candide performance TUES: POP session WED:sign up tutorials with WH THURS- Year group meet		-Initial design ideas for each characters ( Photoshop) -Consider fabrics and decorative techniques -Consider set and atmosphere to accompany designs -Sign up and see Will to discuss initial costumes		Director – concept?
24	04.04.11- 08.04.11	TUES: POP session WED: Year group meet THURS: Blog tutorials- sign up on notice board FRI: Bank holiday		-Experiment with fabric techniques -Re evaluate and design for characters after tutorial response - Any research driven from tutorial and relate to concept -Complete any outstanding work and buy materials to enable work over Easter	-Plan Holiday work	No uni available friday – complete work for Easter by thurs evening.
	E	A	S	T	E	R (carry out museum/ research visits)
	E	A	S	T	E	R
25	25.04.11-29.04.11	MON: BANK HOLIDAY TUES: POP session WED: Studio Session THURS: year group meeting (1.30pm) Sign up tutorials 2pm onwards FRI:BANK HOLIDAY	Study Space/ CAD PAD	-Consider presentation -Consider rendering techniques and finalise some fabrics -Look into hire houses – what is available at what price		Work exp ?
26	02.05.11-06.05.11	MON:BANK HOLIDAY THURS: Sign up tutorials (AK/BW)		-Start finalising designs -Ensure s/b support work is complete		Work exp ?
27	09.05.11-13.05.11	MON: POP hand in (10am) WED: Sign up tutorial WH THURS: Studio session Presentations UHOO1 (1.30-4.30pm)		- Finalise all designs and collect samples - Plan presentation of designs/work to group -Powerpoint - Spend weekend making any necessary adjustments/ final changes
28	16/05/11	Hand in (10am)

Reflection: Writing this work plan will make me very aware of how long each part of the design process takes as well as what is actually involved in effective time planning. This unit is not particularly long so I will have to utilise my time to make sure I see enough of the Director and other members involved in the design project as well as keeping up to date with my own targets set out in this schedule.

Meeting with Adele and Rebecca

Just had initial meeting with Rebecca and Adele and have found out the the Play I will be designing for is 'The Soldier's Tale' by Stravinsky. From existing discussions between Rebecca and Director I know that it will be set in it's original setting of 1917 (just prior to the end of WWI), the set is to be minimal and include the 8 person orchestra who may also be included in some of the acting. They too will be fully costumed along with the 3 cast members, whos costumes are likely to be made. I have a meeting with Director next week and  will be presenting my designs to the Orchestra also at a later date.

I am seriously excited for the challenges this project holds and ready to get stuck into research to get a real feel for location, context and uniforms of this time. Few books gathered from the library to get the ball rolling!