dimarts, de febrer 20, 2007

La memòria dels sentits

"El cos no oblida, sobretot si el deixem recordar"
Quan us presentàrem el festival de teatre VEO us comentàvem que a aquest festival s'hi presentava un tipus de teatre que ensenya. Ara que el festival comença a donar els seus fruits us volem parlar d'un dels grups referents en aquest ja que gairebé han participat a totes els edicions. Es tracta d'El teatro de los sentidos, grup llatinoamericà arrelat a Barcelona des d'on es dediquen a la investigació, la formació, i la recerca de noves relacions amb el públic. Ah, i no us perdau les arquitectures de l'aire al riu (vegeu imatge).
Si us heu adonat en les sessions de Tim Herdon estem treballant cada vegada un sentit. La vista, el tacte, el gust, l'olfacte i l'oïda funcionen ocm a vehicles o fils conductors de cada sessió. Llegiu el text i descobriu que és el chutney que Tim va cuinar personalment per a tots. I opineu...

We started the lesson with a revision of onomatopoeias: Shhh! Ouch! Grrr! Hmm Oi! Mmm! Tut-tuk! Yuk! Phew! Wow! Boo! Oh!. In groups of three and following a rhythm we had to say one of them. The class was structured as follows: revision of phrasal verbs, followed by two texts on taste and a final sound activity.

We had to classify phrasal verbs into two categories: literal: closer to the original meaning of verb+ preposition and non-literal meaning in given sentences. In groups of four we classified them. For example, He turned up the heating has a literal meaning as opposed to He turned up late for the meaning with a non-literal one.

Following that activity, and in the same group. We had to come up with literal and non-literal meanings choosing the verbs from a list: get, hold, break, fall, turn, come, go, put, get, let. One of the groups mentioned come into meaning inherit and come in with a literal meaning, other examples followed.

A monologue was read in the class in which different phrasal verbs appeared. The class was divided in two groups: odds, evens and each group had to write the phrasal according to the given order. We continued by looking at the meaning of all the phrasal verbs. A very funny incident occurred when we were looking at the sentence “ She went on at me until I finally ran out of patience with her” and Tim explained the meaning of went on. Hopefully, he said that we shouldn´t say that about him as it will imply that we are very bored in his classes..

Now we had to produce in groups of 5 or 4 a monologue using phrasal verbs. Three topics were given: a relationship, a telephone conversation and a journey. My group wrote the following one: a Journey

Last summer I decided to go on holiday to Moscow. I set off with my car at twelve and I was held up in a traffic jam in the middle of Manises. When I arrived at the airport, I still had time to check in. In just half an hour heading for Milan where we had to stop over while I was hanging around at the duty free. I realised I had forgotten my passport at Manises airport. I went to the police station and they told me: “ Come back in two hours”. Later, I picked up my passport. As I was very nervious I had a bottle of Lambrusco in order to get over it. Five hours later, when I woke up I was in Moscow. The bus which was taking me to the hotel run out of petrol and I broke down in tears.

Another group wrote: a relationship : Roberto & Love

I met Ramona and I started going out with Ramona. Two weeks went by and I fell for her sister Maria. The moment I saw her I knew that I would get on with her. Ramona noticed it and we fell out with each other because she became very jealous and she started to behave like a bitch and eventually, we made up. I promised her that I wouldn´t see her sister again.
But every time I had the occasion I chatted her sister up. In the end Ramona and I split up. Two weeks later Maria left for her tennis coach. Five years went by and I ran into both of them in the sales. Both of them looked amazing. I didn´t know what to say so I brought up a stupid conversation. After ten minutes I was looking after their babies while they were trying clothes on.

At 7.15 we had a fantastic break with some nachos, and a lovely chutney!!

Back to work, we were divided in groups of four and we were given two texts mixed up. One of them was about India, and the other one was about Italy. In each group, every body was assigned a role: an organiser and the rest were negotiators which meant that we had to barter: “do business with the other groups” in order to obtain the necessary cuttings to get the entire text. One of the text had 10 items: Italy and 11: India what we did not know that at the time!

A vocabulary list was on the backboard: Monkfish Clams Zest Pith a peeler puddle shoal gills mustard craving. The task was looking rather difficult. And certain clues were given to us,


Hilsa eating in a restaurant
River delta cooking lessons
The hilsa´s life language problem
Fish folklore very simple cuisine

At this point, we had all the pieces what we were presented with the following challenge which was the right order!!, got it.

Our last activity, was a sound activity. We looked at the text which was given to us on the 06/02/07 lesson: Note. “ I´m vacation………….. to hear grass grow”

And we highlighted different sounds such as the muffled rumble, sharp slap, sibilant hiss of breaking waves, the bustle and rustle of leaves, hoot, twitter, chirp of birds, the distant grind and groan of a car,strident shouts, the cries and chatter….”

In a graphic we had to classify the sounds as follows: Loud and Pleasant, Quiet and Pleasant, Unpleasant and Loud and Unpleasant and Quiet:

For Loud and Pleasant we agreed: Hiss of breading waves,
For Quiet and Pleasant: bustle and rustle of leaves
For Loud and Unpleasant: Strident shout, groand of a car, squeals
For Loud and Unpleasant: Hum of a machine

And that was all folks!!

by Begoña Fe-Castell López