Tagged onto the end of the hero scene, we have one of our fake students, Joel, pull the sword from Maya's hands and say:
"So, when he's talking about the 'brandished steel smoking with bloody execution' he's talking about the sword, right?"
The question is directed towards the facilitators which technically include the whole cast except for our fake students - Joel, Bella, and Alex. The question would be something that higher ability students would most likely already know, but may be a question that lower ability students would want to answer but are too afraid to ask. Therefore, we are relating to our TA. We have a section following this which links into the Villain scene which includes our fake students talking about the murder of Macduff's family with a joke about the "pretty chickens" line.
The facilitators in the Villain scene are Bruce and I whilst the rest of the cast perform another physical movement sequence which is more like freeze frames. This time I am the one saying the Shakespearean lines whereas Bruce is the one who's translating them into modern day English. The reason why we are translating them is so that more of the TA will be able to access the lines and therefore the analysis and therefore higher grades which is the key aim set by our client. When we get to the part about Macduff, Joel asks who Macduff is and Bruce gives a quick character profile of Macduff. This is to remind our TA who Macduff is in a way that they may be enquiring.
Following this, we want to move onto the manipulation of Lady Macbeth and how this applies to Macbeth's and Lady Macbeth's character development. The two scenes that we have looked at so far for this purpose is Act 1, Scene 7 (which I will show below) and Act 2, Scene 2 which we performed in the exact Shakespearean language a couple of weeks ago. We want to use the idea of the Shakespearean Mixing Desk in this session to show the different interpretations of both their characters. This is an important skill for our TA to have in the exam as it awards them more marks, a higher level, and therefore a higher grade in their English Literature exam which is what our client wants overall.
We discussed Act 1, Scene 7 in class on Monday trying to get to grip with the language and what it means ourselves which is vitally important if we're going to be leading a workshop following the performance with our TA - we must be prepared for any questions that our TA have otherwise it would look quite bad! My analysis and comments made on Act 1, Scene 7 can be found in the images below:
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