[07.12.2012]

Over the last few months, I've had the others reflect on the backstory of their characters, take part in hotseat and explore the depths of their character. This is very important in effective characterization. We also faced a terrible loss. The main reason we decided on this particular topic was for Daisy, however Daisy will not be returning to school and Ina had to take her part. Ina redrafted the monologue last week and we hope to perform at assembly on the last day.

Session 3 [20.09.2012]

• Performed monologues under the spotlight, which helped the kids "take risks," lose their inhibitions and become comfortable with each other
• Discussed monologues, gave feedback to each other thus "working collaboratively"
• The others were a little tense and frightened at first, but as Daisy performed and they saw the ease with which she did so, they lost a few of their inhbitions

Session 2 [13.09.2012]

I had the others finish their monologues by today.

Firstly, the group performed cold readings of the monologue they had written. Following the cold readings, we discussed the issues of appearance and anorexia. Starving yourself, being teased, and the kids shared their experiences and the experiences they had heard of. This is necessary for authenticity in the dramatic process. By encouraging everyone to recall moments they had undergone a similar experience, we were using emotional recall to heighten the emotions and realness of our monologue.

For the Session 3 the monologues need to be broken into beats and partially memorized. We will begin writing the overarching story that strings the monologues together.

Session 1 [06.09.2012]

2 weeks ago, the Theatre for Community Service group at the Overseas School of Colombo had its first session.

The group comprises of 7 other students:

• Daisy Danziger
• Ixana Hyun-Sack
• Elijah Gresham
• Christiane Amare
• Anneka Alok
• Kyana Gani
• Julian Kristensen

My name is Nikhita Mendis, and I am the service leader of the activity. I coordinate all the sessions, performances and other theatrical innovations the group decides upon.

The purpose of this newly initiated Theatre for Community Service project is to raise awareness within and beyond the community regarding social, political and ethical concerns.

We have decided to start with our immediate environment; the high school. Social concerns that truly hit home, issues such as bullying, anorexia and teen angst, play a significant part in the life of the teen.

For our first performance we have decided to perform a short skit consisting of seven separate monologues. Following our first meeting, I sent the rest of the group the following outline:

Outline for First Performance

This is the story. 7 weeks of starvation. A young girl is sick of being discriminated because she’s not stick thin. The guys give her disgusting looks, call her awful names, and every time she passes the “senior tables” she feels their gaze digging a hole in her back. She is so self-conscious she hates going up on stage. She loves acting, but has stage-fright. So to cure all this, she begins starving herself and working out without enough energy.

Since there are 7 of us, each of us will write a short monologue about one of the weeks. Each week, the girl’s situation gets worse. She starts off super positive, full on! I’m gonna do this.. but as week goes by she gets weaker and weaker. By the 5th week she’s just angry. The 6th week, she’s a mess. She’s depressed. The 7th week she’s just given up.

Weeks

1.       Week 1 (cheerful, positive, good spirit, lots of motivation, willing to go on this “diet” of only apples, diet pills and 3 hours of running everyday)

2.       Week 2 (she’s a little tired but now, but she’s still at it. She can’t wait till next week. She’s lost 2 pounds already and she’s ecstatic!)

3.       Week 3 (her muscles are starting to give way. She’s burning muscle now and not fat.. she feels tired through class and she can’t go out on weekends because she feels dizzy)

4.       Week 4 (she’s contemplating giving up. She’s pondering. Hm. Should she give up? Is it worth it? What am I doing? She begins questioning herself. She’s neither happy nor said, just a little silent and matter-of-fact)

5.       Week 5 (She’s angry with herself. She hasn’t gone anywhere in weeks, her friends think she’s anorexic, she tells them she just doesn’t like eating or food.. both lies. She loves food. She’s mad, she’s screaming, she becomes silent, upset. And then she starts yelling again. Rollercoaster of emotions) 

6.       Week 6 (She’s depressed. She’s passed out many times and she still hasn’t been able to keep in touch with her friends. She begins crying, sniffling, she’s tried eating but she feels sick. It’s not that she won’t eat now, she just can’t.)

7.       Week 7 (I’ve written a little monologue for this as an example. It’s below)

The following people are assigned to the different weeks:

Week 1 – Elijah
Week 2 – Anneka
Week 3 – Christiane
Week 4 - Kyana

Week 5 – Ixana
Week 6 – Daisy
Week 7 - Nikhita

Below is the monologue I wrote for the 7th week as a guideline for the others:

I was numb.
Sometimes I cry because the numbness becomes unbearable to bear.. but then, I cry.
And become numb again.
I don’t remember the last time I felt anything when I saw them look me up and down, raise an eye or scoff.
I don’t care anymore. Not because I want to not care.
Not because I choose to be cold or distant, but because I have to not care.
Or I’d be hurt. I’d be torn apart. I’d hate myself.

So, to like myself, I have to not care.
Isn’t it sad how to stay sane I have to pretend everything is a pocket full of sunshine?