"Arise, fair sun...!"

The Very Nearly Perfect Comedy of Romeo & Juliet

has opened its three-week run, and I am on our first sincere day off (during the rehearsal/development process, no day off is truly spent "off"). I write to you now, Dear Reader, from my super-secret Astorian lair, where I will spend the next twenty-four hours in blissful avoidance of hemp rope and hard lumber. I love our set, but she is a harsh mistress.

How shall I begin to tell you of our process? Well, I'll start with the product by saying that this is the happiest I've been with a

Zuppa del Giorno

show in years. I wouldn't go so far as to say that it's as effective as

Silent Lives

, nor as consistently funny as

Legal Snarls

, but it is a good, funny, heartfelt show that audiences seem to enjoy. I've grown accustomed to Zuppa shows being very reliant upon audience -- they're all broad comedy, and if we don't grab you, then we don't have you.

TVNPCoR&J

is no exception, but this time we have the benefit of a script and we're working with a story everyone knows to one extent or another, so it's easier to keep the audience even when a couple of jokes don't land. And we've had great audiences so far! Sunday was by far our smallest (and toughest) house so far, with only twenty or so, spaced out both is seating and in energy, it seemed. The rest were great; big audiences with lots of energy to contribute to the party. May the trend continue!

As it so often happens with the Zuppa shows, our process was varied and anti-linear. So many people contribute so many things, and everything has such equitable value that we can sometimes dissolve into a bit of confusion. David calls this "committing to the chaos," and it sometimes makes me want to tear his ears off, but he has a point. To a point. Whether it's order or chaos, Zuppa's process is inclusive and positive, and I appreciate it for that. This time around was particularly zesty. We were working with three directors and a fight choreographer, essentially. One director can't hear so well, one can't communicate in English so well, the third was only there for short periods and was trained in a different style of theatre altogether, so really it's kind of an accomplishment that we got a cohesive show of any shape to its feet, much less one that runs as well as this. There were many other scary/insensible moments and factors, but this is all just to say that I didn't come here to complain -- as with any show, there were points at which I thought, "Hang it up, all of it. I'm going to be a goat farmer in the east Andes."

The script went through various revisions. David did an initial cutting that he decided was just too long for the comedy we were trying to build. He suggested we choose lines that were especially important to us and feel free to improvise around those . . . which is a cool idea, but a little complex in practice. We were already improvising scenes based on the scenario set forth in the text, and reading the scenes straight, but to do the two together in the moment takes a particular genius, the first step of which would be (in my opinion) to know the text inside and out. We didn't yet. So eventually, David did another cutting, and we modified that through petition. (I want to keep, "Then I defy you, stars"; we can lose, "The fee simple? O simple!") For a while there, I found myself feeling heretical, slicing into the scansion as such, but eventually it became clear that what we were creating was going to be mongrel Shakespeare. After all, some of the text would be improvised, and some would even be spoken in Italian. Our priorities were sense first, then humor -- the music would have to be found in the spaces between.

An early rule we set, however, plays to our advantage: Romeo and Juliet's scenes together are whole, and wholly the original text. For a stretch it seemed we might have to make cuts to the balcony scene. It is, under the most formal conditions, like a mini-play inserted into the larger (making yet another case for

Midsummer's

being a parody companion piece to

R&J

), and Shakespeare had good reasons for giving everyone an act break and a chance to buy a few walnuts just before it. We did not have such a luxury -- our one intermission was resolutely set between Tybalt's death and Juliet's "gallop apace, ye fiery steeds" -- so for a time the scene was set on the carving block. Fortunately, we gained a sense of our style just in time to save the playlet. We chose early on to have Juliet and her Romeo speak the original text, as an indicator of their love and to distinguish them from what we assumed every other character would be doing at the time (that is, improvising dialogue left and right). Though we eventually decided it was best to have everyone speak mostly from the script, this early rule was somewhat prescient. By making the lovers clowns in a world of commedia dell'arte characters, we automatically made them a different pace and energy altogether. Commedia characters address the audience, but aren't ruled by them, whereas clowns have needs to ask permission, and must take even more sensitive cues from their audiences than intuiting what will make them laugh. It's as though the commedia characters are adults, enthusiastically sharing their argument with the audience, whereas the clowns are children, checking in with their parents to make sure they are pleased and eager to share with them each new discovery.

This has been the hardest work for me: Being, as a clown. I've done clown work for a few years now, but silently, and I wouldn't say it's my forte. Heather's much, much more natural with it than I. She has only to look at the audience, and they know everything she's feeling and thinking. I'm more calculating, less open, and am easily sucked into the rampant, frenetic energy of my fellow performers -- it's what I'm used to, I'm good at it and it gets laughs. But it isn't nearly as honest, vulnerable or interesting, frankly. I can hit the rhythms precisely, and get a laugh, but there's nothing precise about the clown. He is too present, too young to be precise, and that is part of his appeal. It works beautifully for this story, but it has been throughout an effort for me to make it work. (In some ways, of course, this is appropriate -- Romeo gets sucked into his environment and its violence, and spends a lot of his time trying to "make it work.") The most helpful note to me in this regard, a rather eleventh-hour one at that, was to think of Romeo as a dog, innocent, loyal and incapable of seeing past the next moment. Since I sometimes feel like a reincarnated dog, in both helpful and less-helpful ways, this resonates for me.

As if this work to "relax" in my work (oh yes -- many's the time that "relax" was my note for a scene, and not one but three directors almost got their respective ears torn off) weren't enough, hey: IT'S SHAKESPEARE. It is, to be perfectly honest, in spite of my abiding love of it, and four Shakespeare plays on my resume, my very first lead Shakespeare role ever. In fact, prior to this, my career in Shakespeare was particularly notable for playing roles that would just barely qualify as speaking ones: Philostrate in

Midsummer's

, Ned Poins in

Henry IV 1

and

Much Ado

, the ONE messenger who speaks. So this was both great and terrible, and I've done it with no resident Shakespeare director, really. Some may be horrified by my interpretations, but I think I've done all right. I read up, and reviewed notes, and generally made the text a particular priority even at times when it seemed not to be one to others. It's beautiful, beautiful, beautiful, and I hope I'm doing it some small justice.

So through much trial-and-error, "finding the game" of the scene, improvisation, a little text analysis, collaborative gag making and general mayhem, we have made what I would describe as a very lively, very youthful cross-pollination of commedia dell'arte, clown, screwball and even a bit of Shakespeare. It's good fun and, I believe, loyal to the spirit of the original, for all we can know about it. When I read the play now, I can hardly believe it hasn't been played more comically more often. Even after the deaths of Mercutio and Tybalt, the keening is so young, so naive in its way, I can easily imagine the rabble of Shakespeare's time eating it up with spoons as they chuckled in melancholic empathy. Friend John feels that the pallet is too heavily laid with comedy to prepare the audience for any of the tragedy, but I affectionately disagree. This is how life feels to me more often than not. We're all trying to live out a joyful comedy, especially in the face of tragedy, and innocence makes us weep just as passion makes us laugh. My feelings turn on a dime as our play's do.

I'm glad to have it up at last, and I'm proud of our work for what it hoped to be, and what it became. And who knows what it will yet become?

Classic Construction

NOTE:

This is an older entry, only being posted now, because I can haz bizyness...

So. As I have

noted

in

previous

posts

, Zuppa del Giorno has been building up for a while now to the project in which we are now embroiled in earnest --

a comic version of

Romeo & Juliet

. What may not have been entirely clear from my previous posts (largely because it was not entirely clear to me at the time of said posting) was just how ambitious and ridiculous this adventure would be. I mean: Really. We are reinterpreting the play using traditions of commedia dell'arte and clowning, verse and prose and improvised dialogue, not to mention passages spoken in Italian. The set is being built specifically to be sturdy and climbable, the floor is padded for falls and it is looking somewhat optimistic for Juliet's bed to be, in fact, a circus silk from which

Friend Heather

and I can hang and climb. We have two Italian collaborators working with us, one of whom is a maestro of the commedia dell'arte. We've been at it for little over a week now, and we're definitely finding our stride, with maybe ten days' real rehearsal left before tech rehearsals begin.

It's all very exciting. And difficult. And

cold

. Why didn't anyone tell me it would be this

cold

?

(They did; I just didn't listen.)

"So how is it going?" I hear you ask from behind the folds of the interwebs, your multitudinous voices betraying just the slightest strain of deep-seated desperation? Be calm, Dear Readers, or, as Angelo Crotti screams at Romeo when he's a little more than worked up: "

CALME TE!

" It is going well. As with any theatrical enterprise, the show is not shaping up to be exactly what I imagined, but that is probably for the best. There's a lot risk in it now, and certainly a great deal more variety. For example, I was thrown to discover just how much of the scenework would involve improvisation over the text, and for a couple of days I wanted to gouge my eyes out with icicles of my own anxiety. That sounds bad, I know, but neither is it hyperbole. I really get that worked up over the work. Hopefully you'll give me the benefit of the doubt, and see this as evidence of my passion for what I make. The fact is, I'm not making this show -- I'm helping to make it, and it needs to be what it will be. So I'm finding peace in the idea of a show with ample modern language mixed in with the Shakespeare; and anyway, I overreacted. The original text is proving just as virulent as contempo-speak. Our Mercutio, potentially the least comfortable with the original text (next to the Italians) frequently slips into the original text mid-improvisation. Billy-boy just wrote good, and it's that simple. That having been said, the man did write a whole lot, and the past few days have been much-consumed with line-memorization for yours truly.

It's rather like this thus far, all-in-all: Today was great work, yesterday was terrible, tomorrow -- who knows? And that's part of the joy. Where will it all lead? Hopefully to many laughs, and at least a couple of well-earned tears. That's all I ever ask for, really, from the theatre.

North Pocono High: Day 5

It is done. Our five-day residency at

North Pocono High School

under the auspices of the

NEIU

wrapped today, and I must admit that it has been even more of a learning experience for me than I had anticipated. It's a good policy the NEIU has, of ensuring at least an initial five days' work for new rostered artists. It was coincidence that

ETC

had an association with

Geri Featherby

, and she snatched us up for these free (for the school, that is) introductory days. It may have a made things easier on us, ultimately, to be supported and endorsed by a teacher who knew so well what kind of work we had created, and what we could offer the school. I still feel that we learned an incredibly useful lesson or two about curriculum-building and teaching within a high school setting. Going in, I felt fairly prepared, backed up by years of experience teaching workshops to all manner of groups. Now I know how wrong I had been, and how much I've not only learned, but have yet to learn.

Wherever possible, we wanted to make today about pulling together the various experiences of the week into unified, practical application. The approach we took in the Shakespeare class was to put a lot of control into the students' hands. We began warming up before the period began, and spent very little time with it in the actual class period, in order to maximize class time for scene work. We divided them into their groups for their assigned scenes for

Taming of the Shrew

, then split them in two halves for Heather and I to work amongst. For approximately half an hour we moved from group to group, offering suggestions for the work they would present to their peers at the end of the period, emphasizing the lessons in specificity, improvisation and character-building that we taught throughout the week. I had three groups, and had to move rapidly between them. If it hadn't been so busy, it would have been frustrating, to have so little time. However, we saw progress, and at the end every group performed a part of a scene to good improvement. I watched and enjoyed, bitter-sweet with the desire to continue working with them, excited to think of

Zuppa del Giorno

's approaching foray into Shakespeare's world. At the end, we thanked them, and they thanked us back, all like fellow collaborators. I hope to see them again before too long.

The gym classes, of course, didn't have the same daily consistency of our other courses, so there was very little emotional context to our work for those two periods. We learned some good lessons on how to wrangle massive groups for acrobalance yesterday, and applied them to good effect. Both yesterday and today I used squat-thrusts for the initial warm-up, and noticed that these worked well if you didn't warn the students what they'd be doing. I asked them to squat, then go into a plank (or push-up position), then squat again and stand. Then I just did the same thing all together with a four count, and everyone quickly got the idea with a minimum of commentary. It helps with such exercises to be a little competitive with the teenagers. (Helps, that is, until the next morning.) Aptly enough, both classes were disrupted in one way or another. The first lost their seniors for a group picture, nearly halving our group size. Something of a relief, frankly, for at least my voice. At the end of the second class, a fire drill went off. Still, we got good training squeezed in there. Even if we didn't get to know our students much in these classes, we did become pretty friendly with the teachers, and that was very rewarding. I really feel there was a progress in which they were skeptical of us to begin with -- having very little information as to what to expect from us -- and ultimately came to be satisfied with what we had to teach and how effectively we did it. We discussed teaching techniques for such bizarre circumstances as only a P.E. class can offer, and a couple of the teachers even volunteered that they'd love to get a group to see

The Very Nearly Perfect Comedy of Romeo & Juliet

.

Exactly how to culminate our work in the acting class, our last class of the whole experience, was a subject of much discussion betwixt Heather and I. Ultimately, we agreed that it would be good to structure it as much as possible, but to hand the actual creation of a scene or scenes over to the students. We began them with another game, then worked on group counting up to 20 (in which they succeeded). Then we did some "Yes, and..." storytelling in a circle, in which each person contributes a line to a developing story. This ended up being a little superfluous to what they created, but it was our idea that they could use whatever story was told there for source material for their assignment. The assignment was to, within assigned groups ("assigned" because even by the end of the week clear divisions were visible in the class social dynamic), create a scene with a beginning, middle and end, incorporating one rhythm of three, one pratfall and specific first and last lines of spoken dialogue that would be the same for all groups. The topper was that they had only one minute to discuss this scene -- enough to sketch an outline, not enough to avoid improvisation. We did a couple of rounds of this. It was effective insofar as it got the students working together with a minimum of fuss and put an emphasis on improvisation as an acting tool. I still wanted to take them a little farther out of their safety zones, somehow, but have to concede that for many of them this is an ambitious goal for five days' work. I smiled a lot in their presentations, thinking of how much they had to offer to this work, how real they are when they are (however momentarily) focused on the problem at hand more so than their own insecurity. At the class' close, we thanked one another, and a couple of the students who had peeped maybe twice during the whole week went out of their way to say goodbye. I respect my teachers so much more today than I had before this experience.

I don't know what the future holds for the relationship between Zuppa del Giorno and the NEIU. It had been our hope that this partnership would allow us to enhance our presence in a community at large, and compensate us to a degree that made a full-time commitment to that outreach sustainable. However, the NEIU paid us for this initial contract as though Heather and I were a single artist, under the heading "Zuppa del Giorno." The pay is still decent (which just goes to show what a generous organization they are), but won't quite justify my continuous participation when weighed against the time spent away from employment in New York. So, unless we can reach a different understanding, Heather may be in large part taking over the practice of this particular branch of Zuppa del Giorno. I hope not, though. I hope not, because through this experience I can see the tremendous potential for taking our work to another environment and integrating it and ourselves. I hope not because this week has been tremendous for all involved, I believe, and I also believe it will only get better with more experiences. Most of all, it's simply wonderful to participate in discovery.

North Pocono High: Day 3

Today was, in many ways, unexpected. We ended up teaching two-and-a-half classes today, because just as we were ready to start the second period, the school went into a lock-down. I was confused by this; I'd never heard the term before. For those of you who haven't spent a lot of time around a high school in recent history, a lock-down is a sort of policy enacted in the interests of the students' safety in a time of crisis, or investigation. On notice, everyone goes into their respective classrooms and lock the doors. Well, one of these got timed for today in such a way that we missed out on teaching second-period Phys. Ed. class. To be fair, the announcement apparently informed people that they could continue teaching (it seemed it was simply for a drug check; they brought in drug-sniffing dogs), but they don't get all the announcements in the gymnasium and so we spent over an hour sitting, silent, instead. It's a good practice, given what can happen in a school these days. I was completely unaware of it prior to today.

Before all that, though, we had a great Shakespeare class in the auditorium. Our emphasis today was on the improvisation tenet, "When in doubt, breathe out," and we worked with the students on diaphragmatic breathing, enunciation and diction, and projection. I've been using horse stance to encourage the students to have a strong base for their breath, and they kind of hate it, but in a good, collective groan kind of way. It's working; they're really learning to relax the parts of their bodies they're not using, to ground themselves and deliver powerful voice from the diaphragm. After breathing drills and vocal warm-ups, we ran them through a diction drill, using:

"To sit in solemn silence
on a dull, dark dock,
in a pestilential prison
with a life-long lock,
awaiting the sensation
of a short, sharp shock
from a cheap and chippy chopper
on a big black block."

Then we practiced as a group throwing our voices to the back corner of the auditorium and delivering dialogue with power, before taking individuals up on stage with a line from their scene work and working them through clarity and intention in delivery. Heather and I would take turns coaching the student on stage and standing at the rear of the space, checking for clarity and projection. It was continued good work from this early group. Sadly, time got away from us again and we didn't get to everyone, but we made sure the rest of the class paid attention and practiced good audience habits. Hopefully some of what we do will stick, and they'll continue a practice. Tomorrow we plan to explore the use of character archetypes in Shakespeare (which I'm very much looking forward to), and we'll be back in the auditorium Friday to pull it all together.

Our one gym class was abbreviated to just barely a half an hour, so we kept the freshmen and sophomores in their street clothes and sped them through stretching and the most basic partner balances. Everyone was fairly hyperactive after the excitement/anxiety of the lock-down, but we managed to come together by the end of the half-period, and circle push-ups are always good for a bonding experience. We've ended every class thus far with this conditioning exercise. The way it works is that you have everyone in a circle (a rather large circle in our case) and put them in the "up" position of a push-up. When you tell them they only have to do one push-up, they relax a bit. When you tell them we're doing them one-at-a-time, and everyone must stay in the "up" position until we're through, they groan, but don't quite grasp just how hard they'll be working by the end. As it progresses, the energy builds, people moan and groan, but they're enduring together, so that by the end you can give them a choice: to keep it up, or join you in a set of ten or twenty push-ups more. Maybe this seems like torture to you, Gentle Reader? I can only say that, if you're there, you feel the camaraderie afterwards.

In our last class of the day, we revisited improvisation and set some new challenges for the students. We began with more team-building games -- group counting again, and blob tag. After a quick review of the improvisation principles, we set the students to two games: What Are You Doing? and Sit, Stand, Lie. In doing these, we asked them to remember to respond with a "Yes, and" attitude, and all that good stuff. WAYD is good for getting students to react impulsively, and rely on one another for their actions, and SSL reminds the participants that they need to pay close attention to one another if they hope to build a story together. The interesting thing about game play in this context is trying to keep the emphasis more on teamwork, less on competition. The games tend to teach themselves in this regard; they work better when people are working together. However, more inexperienced improvisers need encouragement to leave their safety zones, to trust their scene partners more and more . . . and still more. It was difficult to invite this observation in such a short time, but that's just the nature of a school day. If we get one thing across in our remaining days in this class, I'd like it to be a priority for fostering trust, for creating ensemble. Tomorrow we'll tackle this by way of acrobalance work. The physical can often be a quicker teacher than the conceptual.

North Pocono High: Day 2

Remember when I posted about the infamous "sophomore slump" that inevitably occurs with a second night's performance? (See

8/15/07

.) Of course you do! Well: It's more of a guideline than a rule, actually. Today we had a great day of teaching, in our every class. It would be foolish to try and attribute the success to any one general factor. Suffice it to say that whatever else may have contributed, we knew better what we were about today, and so did the rest of the school, and that seemed to grease the wheels just enough to allow everyone to relax and enjoy more.

In Shakespeare we latched on to the improvisation tenet, "When you get stuck, do something physical." Using it as a kind of theme for the day's (read: 43 minutes') work, we warmed them up quickly, played a quick game, and then ran them through three variations on developing strong physical characterization. Typically, we spend at least three workshops of 2-3 hours each on this part, but we wanted to at least point out the tools for them to return to if they are so motivated in future work. We had them walk the room on a grid, taking away the burden of decision-making a bit, then guided them into different postures using body-center specifics, animal forms and appetites to help them discover interesting shapes, pacing and rhythm. They took to it beautifully. My only regret was that we ran right up against the bell, leaving no time to review and process in stillness. We had also hoped to review their texts with them for physical cues and clues to their characters today. We've decided to attack some vocal work (in the large auditorium) tomorrow, and then integrate both days' work into the text Thursday, instead.

Physical Education was much the same for our first period as it had been yesterday, and today was another day for taking our time to lay a groundwork of physical awareness. Neither period had the immense numbers of Monday's third-period class. In the second period, however, we had our first freshman/sophomore group. They did very well indeed. In fact, it was easier to hold their attentions, by and large. It's clear to me that when we see them again on Friday, we'll need to take it slow, make sure everyone is both supported and challenged. Tomorrow is our big challenge in P.E., however, as we'll only see those two classes the one day. With period three today, we demonstrated some of our acrobalance to give them an idea of what we were training them for. It was well-received, and I think we'll start both classes with that tomorrow. And maybe, just maybe, we'll get to partner-stretching sooner so we can go farther with it and offer them some of the insight the classes who have us twice this week will receive.

Finally, the acting class. We had a much better day today. Our strategy for incorporating more game play certainly helped, but I think also the students had simply come to trust us a bit better over the twenty-four hours between. We began with a very quick warm-up, then played "Grandma's Footsteps" (otherwise known as "Red Light/Green Light"). That got them alert, and we brought them in for group counting up, wherein one person counts one number at a time, listening for their turn, trying to get up to a certain number. This was a nice way of reincorporating them as a team while maintaining a sense of play. From there we moved into some of our standard exercises for learning about rhythm, comic threes and stops, or doing one thing at a time. Still in a circle, we did spit-takes, trying to find a distinct beat in each moment (drink - process - spit) and then a rhythm as we continued around the circle. After that, we did the dollar-bill exercise, wherein the students are asked to cross the room on their way to somewhere, discover a dollar bill on the ground, and make off with it. We spent some time on this, and they accepted adjustments very well I thought, neither fighting them nor cowering from repetition. We ended working on staged trips, and trying to make them spontaneous and an event. They did very well and seemed to enjoy the technique work. Tomorrow we see about working that into the improvisation groundwork.

I'm exhausted and, frankly, expect to be every evening this week. We're having some callbacks for background players for

The Very Nearly Perfect Comedy of Romeo & Juliet

tonight from 7:00 to 10:00., for which I need to be both acute and participatory. I'ma go nap now . . .