22/11 Pied Piper

 

During todays lesson, we started off in separate groups exploring multiple different interpretations of how we could develop our Pied Piper class work even further. For example, my group, consisting of Demi, Robyn, Alicia, Beth and myself were illustrating ways in which the children would appear within the Pied Piper of Hamelin, while the other groups (the rest of the class) were creating ways the could become the towns folk and the Pied Piper himself. To ensure we conveyed this successfully , we included several skills from Pina Bausch and specifically in this lesson , Matthew Bourne. For instance, we incorporated the use of mime and over exaggerated gestures to really emphasise the indoctrinated children and similar to Bourne, the escapism that the Pied Piper is believed to produce within his music. Our piece was a story of children from an orphanage (Matthew Bournes nutcracker), who found a mysterious box of skipping robes, something they’d never seen before, which we created using props and background music to complement the sharp, brisk movements (jumps , runs). I believe we successfully attempted this sequence as we included lots of subtle but effective details , especially within our distinctive facial expressions.

Throughout the second half of the lesson we put together our whole class work that exhibits the twisted storyline of the Pied Piper of Hamelin. We started by specific groups expressing little introductions and pieces of information to allow the audience what it is we’re trying to express. We then, move on to some specific movements the create almost an addiction to social media. Next, we clearly idolise what’s presented as the best social media influencer (Ella) to signify the rational views and decisions society makes if they’re not remotely similar to the things they witness online and the self destruction that then begins and progresses. An example of the indoctrination that the media has on society is developed through our use repetition inspired by Pina Bausch.