Not Something Else

An ongoing digital exhibition of work in progress from final year students, BATP- Performance Arts, Royal Central School of Speech and Drama https://www.cssd.ac.uk/course/performance-arts-ba

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When it breaks it burns

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#whenitbreaksitburns

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Walking in the Way re-enactment 2019, 1st Year, Performance Art - Evie Stopforth, Alicia Bridge, Esme May Davies, James Brewer

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“People (especially women) moved out of my way more than when I appear like a woman. I found myself more aware of my feminine behaviours (eg. moving out of people’s way, sitting with my legs closed, being afraid to cause any trouble)  these aren’t things I actively choose to do but is the way I was taught to behave. When I walked with Alicia, people moved out of my way but would make her move out of their way. It was interesting to see which men chose not to move - as if they decided they were more alpha than me. Sitting in public places/loitering felt very odd to me - i’m usually very weary of not drawing attention to myself/getting in the way of a view (eg. the river Thames) so I sit in corners and go on my phone - forcing myself to just BE and sit with my legs spread, looking directly at people as they walked past was surprisingly difficult.” Evie Stopforth, 2019

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This is Mia Lulham, Jody Davies and Jack Gallagher’s re enactment of “club class” by French & Mottershead (2006).

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ICA Response Task

“an alternative conception of an issue related to digital representation”

Dimmmi quando quando quando!

Viola D’errico

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Lucia Pazzini

#TheLastSnack, Task Week VI, Lucia Pazzini

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Li Benedetti - YouTube video

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Visit Original Link

Memorial to the Murdered Jews of Europe - Antonia Eugenie

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Li Benedetti - Podcast

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Antonia Eugenie

ICA Response

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“Aiutiamoli a casa loro!” - “Let’s help them at their home!”

A Marshall Plan for Africa 

By Viola D’errico

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Untitled

A

I

E

O

and U

where great friends

with the occasional Y wanting to join in.

They could work with one another

and where ok when alone,

But as they started to grow

U and A drifted apart

Leaving I,E,O

to pick up the broken parts.

A started to hang with E

and played with I.

Changing their friendships

to sound like AAA, EEE, and III.

Leaving O and U,

alone, shouting BOO.

With the occasional Y wanting to join in the cool guys.

Y stayed close to A and wanted to be like I,

forming AAY and YY.

I still struggling with this,

for years spent understanding the purpose of,

A

I

E

O

U

and occasionally Y.

For some reason my mind cant cope.

Couldn't comprehend their purpose in life.

How they could make different sounds

and form different meanings, alongside

their brothers and sisters;

one large family, the alphabet.

I have a specific learning difficulty

‘which causes certain abilities’

to cause fault

with my capability to

read

write

process information.

In a society which measures

intelligence against time

by a persons ability to

read

write

process information.

But I have learnt,

over the years,

and late in my education.

It has never been linked to my intelligence.

I now appreciate,

over the years

and throughout my education

how my specific learning difficulty

was never, only a disadvantage

but advantages existed in

my creative ability

my visual

and problem solving skills.

But these where overlooked.

In a society which measures

intelligence by time

by a persons ability to

read

write

process information

I was forced to feel stupid,

you named me dumb,

I couldn’t even spell the word

which would explain what was wrong.

When I was younger,

I was removed from class,

spending hours in a little room,

trying to understand the friendship group

A, I, E,O, U and occasionally Y

I knew I was separated from the others in my class

because I failed to do

I failed to complete

apparently the simple tasks.

When I was older,

I was removed from class,

Told I couldn’t learn Italian,

When I hadn’t mastered the art

of a persons ability to

read

write

process information.

I knew I was separated from the others in my class

because I failed to do

I failed to complete (in time)

apparently the simplest of tasks.

When I was forced to feel stupid

and you named me dumb,

I retaliated badly,

I gave up trying to complete ‘the simple tasks’

I gave up trying to spell the word,

which would explain what was wrong,

because I saw it as a horrible thing

hanging over me

A thing which I felt ashamed to be apart of me.

But I have learnt,

over the years

and late in my education

It has never been linked to my intelligence.

When I released this,

I knew I was separated from the others in my class

because I failed to do

I failed to complete (in time)

apparently the simplest of tasks

set out for the non-neurodivergent.

Over time, I learnt to deal with my weaknesses

and play to my strengths, which existed in

my creative ability

my visual and

problem solving skills

I surprised myself,

I gained an interested in written text

and spoken text.

I took an A Level in English Lit.

Failed first year,

received a letter D,

but I didn't let that hangover me.

Second year, we studied King Lear,

for some reasons my mind couldn’t cope.

Couldn’t comprehend the words in the text.

To understand their purpose in the play,

instead, I worked with a group to produce the show,

playing to my strengths and learning in a different sense.

I now understand the friendship group,

A, I, E, O, U and occasionally Y

but this took some time.

I now understand my learning difficulty is not a disability

but a way of looking at the world…differently.

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Week 6

(Best to have sound loud) 

Becky Turner 

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Visit Original Link

NikePlatz Explained 

By Cassie and Viola