Hey there! My name is Payton Briggs Anderson and I’m the Shakespeare Intensive for Teens (SIT) Remix intern for the Summer of 2016 here at the Shakespeare Tavern Playhouse. So what exactly is SIT Remix? After three weeks of rehearsals that culminate with multiple performances of a Shakespearean play, the participants of SIT launch into a fourth week devoted to devised theatre.
Wait a second. What exactly is devised theatre? I’m glad you asked! Now I’m no expert (I’m still a student myself), but I’ll do my best to give you a basic run-down of what devised theatre is. Devised theatre (n.) results from the creative process of devising (v.), a process in which theater practitioners create a piece that doesn’t arise from a specific script.
So what exactly does that mean? Generally, when going into a traditional theatre environment (like the one that the SIT students are exposed to for the first three weeks), an actor is equipped with a script that has specific parts, lines, text, stage directions, etc. The actor learns their lines, rehearses their part, and performs a story according to a specific script. When an actor steps into the devising process, however, learning your part and learning your lines from a specific script is not the first step. Instead, the actor steps into an ensemble-driven environment that works on the embodiment, interpretation, and communication of larger themes and ideas that can stem from an infinite number of different sources. These sources can be pretty much anything, such as society, personal experience, observation, a piece of poetry, or (as in the case of SIT this year) the text of a Shakespearean comedy. After a period of exploration, the ensemble uses elements of staging such as lights, text, sound, space, props, and movement to compose a piece that addresses these themes.
When I was given the opportunity to expose high school students to devised theatre I was initially super nervous and scared. Personally, I had no idea that devised theatre even existed until my freshman year of college, so I had no doubt that Remix would be the first exposure to devised work for many of the high schoolers I’d work with. What right did I have to be teaching high schoolers about devised work when I’m still a student myself? Luckily, I had an amazing lead teacher (shout-out to Atlanta actor Brandon Partrick!) to collaborate with, and together we did our best to create a trajectory that would introduce these creative young minds to the basic principles of devising theatre.
This June, the SIT students rehearsed and performed a production of the comedy Much Ado About Nothing. During the first Remix session, we had the students discuss themes and ideas from the play that resonated for them or had been uncovered during the rehearsal process. True to the nature of Shakespeare’s plays, the themes discussed were a diverse slice of the human experience, including love, truth, deception, pride, and forgiveness. As the week unfolded, the exercises we introduced were utilized to tackle these themes and explore them through embodiment. In addition to the exercises, students were encouraged to bring in their own contributions to the work. It could be anything from a piece of text that spoke to them on some level, a movement that elicited some sort of emotion, or a song they had written. By encouraging the students to bring in and share their own material, we hoped that the students would develop a sense of ownership of their creation – a crucial element of any ensemble. And own it they did. By the end of the week the students had created a piece that was completely their own, one that took place primarily in a dark room and explored the darker issues of Shakespeare’s comedy.
By a landslide, my favorite part of the week was watching the students’ faces light up as a new, exciting piece of knowledge clicked for them. As a particularly nerdy theatre theory person myself, it was so much fun to watch the learning process in real time as a new idea was introduced, and it was even more fun to watch the realizations occur as those theories and ideas were explored through exercises. I can absolutely relate to the feeling of excitement brought on by a buzzing brain, and I had no doubt that this was happening for those high schoolers. For me, this feeling is invaluable as a student and ESPECIALLY as a theatre practitioner. Introducing students to alternate methods of creating theatre opens a portal of infinite possibilities filled with their own unique challenges and levels of excitement. Just as exploring Shakespeare’s words offers an insight into the complexity of the human condition, I believe that devising theatre encourages students to explore these complexities in new and exciting ways that are completely unique to them.
Being the Remix intern has definitely been one of the most rewarding experiences of my summer, and I’m incredibly excited to do it all again this July!