David’s lament over Saul and Jonathan | full text analysis and performance decisions

G did most of his homework: he copied the text, phrased it but didn’t look for special text-events like the ‘how’ repetition. I’m mentioning this to make a point: not everybody welcomes every exercise. It’s ok, we just need to be aware of it. Sometimes the request isn’t clear enough, sometimes the student can’t see the benefit in advance – there are many possible reasons. Just work with what there is and then lead to what there isn’t.

Pulse check

I did the first parts of what you gave me, I didn’t dig up the text bit by bit. I think I have a good understanding of what’s going on and of the lament.

“Care to try and tell it?” “Yes, I’ll try”.

G told the lament.

“What do you think?” I asked. “It’s not precise yet, but I feel I’m working on the right things. I can see what and who David is addressing, the people in the text, the view, I can use my voice to differentiate, to express, I get David’s tricks and intentions” said G. “What do you think?” he added.

“I think you are searching within the ability to perform. You already have a good grip of the situation, what you are missing are solid decisions about what exactly it is you want to do and especially – why. The answers will come from dissecting the text.” So we did exactly that.

Full text analysis and performance decisions

To read G’s analysis, click to download the file. If you are tracking, don’t miss this.

Homework – walk your talk, find your voice, practice.

InterludeAlthough not accustomed to the depth and breadth of exploration – something I can say about many storytellers – G likes the idea of it. He takes the lead very well; mainly through asking questions. He easily asks for help, which I really appreciate. Saying upfront “I can’t read well” or simply “I don’t know” is something too many people today are incapable of doing.

After the intake period and working on David’s lament’s text, G is approaching a turning point in his voyage. Up until now, the process required researching, thinking, feeling, making decisions. G could feel in control of his own learning process. Starting our next meeting, we will walk pass a threshold into the primordial vocal and kinesthetic domains, where intellectual control is not really part of the language.

Interesting to see how in a way this matches with David’s position at the time he spoke the lament. Although obviously a well planned piece of rhetoric, eventually his emotions and their effect on his body, took over.

Next: Core emotion, core movement

Related Posts:

  • No Related Posts

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>