A 1930s Dramaturgy "Soiree"

The world of Noel Coward’s Blithe Spirit is a rather far cry from the world that we are familiar with today. As such, a dedicated portion of our dramaturgical work for this production focused on helping the creative team become more comfortable and familiar with this brief look into the 1930s.

To accomplish this, we hosted a little dramaturgical soirée in the style of a 30s dinner party as we see featured within the play itself. We invited the team to rehearsal that evening to enjoy some treats with us while learning a bit about the era that Blithe Spirit takes place in.

A group of people around a table eating and drinking.

In addition to serving food, we also had a variety of ingredients available to the members of our cast to create mocktails that they thought would be a good representation of their character. To assist everyone in the creation of these representative drinks, we gave everyone a quick rundown of the character and stereotypes associated with various spirits that are referenced in the play as well as a couple of other popular spirits of the era, and provided non-alcoholic stand-ins in the form of sodas and fruit juices for our team to experiment with. This allowed everyone the chance early on in the rehearsal process to explore their characters through a unique lens while simultaneously becoming more familiar with the world that these characters exist within.

In addition to the food and drink, we also treated our creative team to a couple of party activities that were common during the 30s. Parlor games were incredibly popular to play at gatherings such as this one, so we divided everyone into teams for a game of charades followed by a session of solving riddles – another popular form of entertainment during social events – that turned surprisingly competitive before we wrapped things up to prepare everyone for the surprise we had for the end of the evening.

To wrap up our evening of character exploration and learning more about the true spirit (pun intended) of the play, we took our creative team on a spooky walk through the halls of the old Provo High School to give everyone a unique opportunity to immerse themselves in the more spooky and unsettling elements of the play. We ended our walk in a dark room near a ghostly mannequin that we, as dramaturgs, had prepared ahead of time as an inanimate guest for the conversation.

We invited everyone to think in-character and to share an experience that their character may have had that reflects their views on the more spiritualistic and supernatural elements of the script As a result, our cast ended up having quite interesting character conversations that in the end gave many members of the creative team insights into the nature of their characters that they likely would not have had otherwise.

A group of people sits in a circle in the dark around a ghostly mannequin.

A ghostly mannequin silhouetted in a bare light bulb.

At the end of the evening, our actors came together to discuss their newfound understandings, both of their respective roles within the show and of the world that they will be interacting with as part of this production. Especially with a number of the elements of this show existing outside of what many members of our LDS demographic may be more intimately familiar with, this exploratory opportunity opened the doors to a number of artistic options for our creative team further down the line in the rehearsal process.

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by Makenna Johnston, dramaturg In a ‘special projects’ theatre class held between January and March of 2020, four students and their professor began devising a show. Their devising team? David Morgan (professor), Clara Wright, Mikah Vaclaw, Sten Shearer, and Dylan Wright. Their source text? The Turn of the Screw, a novel by Henry James. Though the team’s original devising process was cut short due to the Covid-19 pandemic, aspects of their invaluable contributions to the production live on. Each student deviser's unique perspective about the story and devising process are explored below. Clara Wright Our professor David Morgan had the idea to create a devised piece of theatre to take to the Edinburgh fringe festival with a group of students. He was drawn to the script of the Turn of the Screw, but wanted to do his own take on it, so he decided to create a new adaptation of the original book with a group of students. He was drawn to the eerie nature of the piece, the elements of horror, and the slow descent into madness of the governess. I joined Dave's class to write and devise this script because, first of all, working with Dave has always been a pleasure, but the story was intriguing to me as well. I loved the idea of studying and understanding a layered female character. I don't think there are enough interesting female characters out there at the moment. The governess was affected greatly by societal pressures and a deep, depressing history that drove her to madness when she arrived at Bly. The story was mesmerizing. I was also excited to work the muscle of creating a new piece of theatre. I am not confident in my writing abilities, but it was exciting to take a piece of literature that already existed and make something new and interesting out of it, using visual elements that you can't get from reading a book. We not only wrote dialogue, but we also wrote out ways we could use movement, sound, lighting, puppetry, and more to tell the story in the most effective way possible. The devising process was a blast! Dave would tell us what scene he wanted us to write and we would each go home and write out our own interpretation of the story. The next class, we would get together and go over which elements of people's scenes we liked best, which moments were the most clear, and which lines we for sure wanted to keep in the final script. Sometimes our interpretations were so different and unique that it was difficult to choose which direction the piece needed to go. Ultimately, Dave would piece together each of our scenes into a cohesive script. Other moments I enjoyed were when we would put scenes on their feet and act them out to see how they translated to the stage. The introduction especially benefited from this exercise. The last exciting part of the devising process that I'll talk about is writing the music. I hadn't written original music like this before so it was such a cool experience creating sound like this for the first time. I didn't ever think about what scene I was writing for, but Dave told me what tone he was looking for in a piece of music and then I experimented until I found something I liked by layering on different sounds I could make on my violin. It was an overall thrilling experience! Turn of the Screw example music Turn of the Screw example music 2 Mikah Vaclaw Because of COVID, we didn’t get to fully get the script up on its feet, so we focused a lot on writing. First, we all read the book over Christmas break, and when we had our first meetings as a group, we talked about what stood out to us in the story and what we wanted our retelling of the story to be. Something we really wanted to explore was the idea that the ghosts were actually things born out of trauma the governess had experienced in her youth, and how she was the only one that could see them/was affected by them. We also wanted to explore jealousy between Mrs. Grose and the Governess. Once we had fleshed out what was important to us, we started writing. Dave would tell us what scene he wanted us to write for homework, and we’d all come back with our different written versions of that scene. Then, in class, we would read them aloud together and talk about what we thought worked, and what didn’t. Dave would then take all of our scripts and compile them together into one cohesive scene. We were able to start toying with the introduction to the play, and Clara wrote some really cool violin music for it. Sten Shearer The process of devising the script was the five of us (David Morgan, Clara and Dylan Wright, Mikah Vaclaw, and myself) would get together a couple times a week. Initially, David gave us some conceptual ideas he had for the show (like using movable screens that could utilize shadow work). Then we all read the original story. At each meeting, we would assign a chunk of the original story as our writing assignment. Using that chunk of the story as inspiration, the four students would go home and write a scene that translated that section of the original story into a play scene. Through that process, we collaboratively came to an understanding of the themes that we wanted the play to explore as well as theatrical devices and ideas that we thought would work well in putting the play on its feet. Simultaneously to writing these scenes, we were also using our class time to experiment with staging and blocking using the earlier scenes that we had written. So for instance, when we were about halfway through writing the script, we were also staging what the early scenes would look like to help test if the script we were writing worked in practice as well as on paper. Dylan Wright We chose this project because we obviously needed something in the public domain that we wouldn't need to pay royalties for, but aside from that this story really highlights the mental turmoil of a young governess as she grapples with her duties as a woman and her place in the world religiously as well. We took this story to an extremely dark place-- it has since been edited for this particular production-- that orbited around this idea of religious toxicity, something all too familiar in Utah. We felt that it was important to excavate and expose the uncomfortable and truly ugly parts of religion and the toll it can take on us. I wanted to work on this project because Mikah, Sten, Clara, and Dave are some of my favorite people and artists. The driving force really, as mentioned earlier, is that we wanted to create. We were all itching to create something. None of us needed this class credits-wise so the idea of coming together to tell a ghost story that echoes modern themes in a bare-bones, devised manner was extremely appealing. Unfortunately we were never able to perform this production because of COVID. But the devising process was an invaluable gem. We would each read the same chapter of The Turn of the Screw and then come to class with our own interpretation of this chapter in scene-form, creating dialogue and stage directions. Dave would then pull the pieces from each that rendered a clearer, more specific story and then we would go from there. When we would arrive in class we would also read each other's scenes out loud to get a feel for them. It was a marvelous process.

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A 1930s Dramaturgy "Soiree"

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