TECHNIQUES TO APPROACH CHARACTERS, THEIR MENTAL STATES AND AFFLICTIONS /TÉCNICAS PARA ABORDAR LOS PERSONAJES, SUS ESTADOS DE ÁNIMO Y TRIBULACIONES

Still and Moving

Estático y en Movimiento

                        Whispering the scene
                        Susurrando la escena

Shouting the scene
Gritando la escena

EXERCISES TO EXPLORE CHARACTER'S MOTIVATION AND STATE OF MIND/ EJERCICIOS PARA EXPLORAR LAS MOTIVACIONES DE LOS PERSONAJES

Exploring Macbeth's Mind

Explorando la Mente de Macbeth

Back to back- Macbeth and Lady Macbeth

Espalda con Espalda- Macbeth y Lady Macbeth

A Girl Searching for Macbeth

Una Mujer Buscando a Macbeth

A Boy Searching for Lady Macbeth

Un varón Buscando a Lady Macbeth

Teacher in role/ Student as Director

Profesor en rol / Alumno Director

WARM-UP EXERCISES IN THE PLAYGROUND/ EJERCICIOS DE CALDEAMIENTO EN EL PATIO

NOT A BED OF ROSES / NO ES UN LECHO DE ROSAS

After having started very enthusiastically with a tentative group of actors, some of them began missing lessons and attending the workshop intermitently. It was very difficult to work with different students each time, and not to be able to consolidate a solid group and to select those who would play the different parts.
Both teachers and students agreed that after they all returned from their end of school trip, which would last two weeks, they would compromise and and they would not miss lessons. Roles would be assigned and we would start with more formal rehearsals.
Upon their return, lessons were cancelled for there was no water at the school premises and during the same week, there were no classes for it was Teacher's Day.
The day before lessons were resumed, we sent a message to all of the students reminding them that they had to attend the workshop the following day. To our surprise, only five students turned up. Most of them excused themselves by saying that, as they had had some free periods and they had been exempted from their lessons, they didn't want to wait until past midday to attend the workshop.
All in all, it is very difficult to form a group and to get to know students well to define who will play which role, especially, if we keep having different students every class.


Después de haber iniciado las actividades con mucho entusiasmo con un grupo tentativo de alumnos que asistían al taller intermitentemente, nos propusimos todos, docentes y alumnos, que cuando volviesen del Viaje de Egresados,  que los mantendría dos semanas fuera del aula, se constituiría definitivamente el grupo que interpretaría la obra, no faltarían a clase y se asignarían los personajes.
El día que los alumnos volvieron a la escuela después de su viaje, se suspendieron las clases por falta de agua, y esa misma semana, no hubo clases por el día del maestro. El lunes 15 les enviamos un mensaje recordándoles que los esperábamos al día siguiente para trabajar. El martes cuando, después del largo receso, pensábamos que asistirían todos los que se habían comprometido a hacerlo, vinieron sólo 5 alumnas.
La mayoría argumentó que como los habían liberado de sus tareas a las 11:00 decidieron no esperar hasta las 13:00 en que empezaba el taller.
En conclusión: es muy difícil constituir un grupo y conocer a los alumnos para definir quiénes interpretarán los roles, si a los distintos encuentros siempre acuden alumnos diferentes.