We made our mark

The journey of our site was an exciting experience, from the abandoned building that stood at the end of my street to creating and performing past events that connected to the Lincoln Grandstand under its own roof. By visiting and collecting information from The Lincoln Archives and the Lincolnshire Life museum and other useful sources, we managed to explore the reoccurring theme that stayed throughout our performance groups and bring them to life. Our theme that we were connected to as a whole group was War, the history of the Lincoln Handicap races and the history of the building itself. We split up into individual groups to explore and develop further in our chosen themes.

The women of war group which I was apart of explored sewing as we found an old sewing machine inside the Grandstand. We used the idea of the John Newland piece “The Riddler’s Jacket” as a representation of the sewing of the linen for the aeroplanes during the war. We did this by creating a trail across the ceiling leading from our performance space as an indication for the audience to watch. This was not just our main attraction to the piece; we also focused on the beauty and fashion of the women. To reflect this, we performed routines of getting ready for a day at the factories, by putting on make up and making ourselves presentable. First of all, we wanted to make use of the space inside and outside of the space. Starting with outside, we used the wall where they used to chain the horses up for the public to spectate whether they will be good enough to bet on before they race. We performed a sequence of putting on make up, perfume and brushing our hair until the audience were escorted into the building. The second part consisted of music, drawing lines of the back of our legs and dabbing teabags on our legs, to represent the fake tanning they used to do. Then as we escorted the audience to the next room, we got ready for our main section.

Our aim was to show what a day was like in the factories such as how busy and the loud noises from the machines. To show this, we used sewing machines, with one of us sorting the material out and the other sweeping the floor, whilst we did this the pace of the piece was fast also. This was to represent the mechanism of a machine.  Because community was a part of our piece, we wanted to show the difference between the community now and what it was like back then. Whilst we were re enacting our “machine” routine, at the same time cups of tea were being made. When they were drinkable, we passed the cups of tea to our audience as a symbol of community and bringing people together. Then suddenly we would take the cups of tea away and throw it down the drain in front of them to show that there isn’t a community anymore at the Grandstand since the races ended.

After that we presented to the audience ginger bread at the refreshment kiosk at the Grandstand as it was served amongst with fruit and alcohol beverages to the race goers, and then we joined them to sit on the Grandstand whilst another group did a section about the Grandstand’s feelings and that the past has faded away from the site in which that was our cue to leave as we were the representation of the people of the past.

As a whole group, we had a confident and focus presence throughout the performance. With the leaders taking the audience on a controlled tour around our site, we were able to show them creatively what we had been learning over the past five months. Each individual group tackled the facts and figures that they had found and developed their piece through projection, textiles, music and live art. We all presented this in a clear and exciting way for the audience to see for example, we made sure we used as much of the site as possible, for example our group used the bathroom so the shower was our entrance and exit with the use of the shower curtain as the door, there was a groups who used the walls to project an image of a horse and camouflage themselves into the wall by using newspaper. There was also the use of the outside, where the audience at the beginning took the beginning seats to see the women of the war group using a wall to which was used to tie the horses before the races. There were the two other groups which marked out the two other Grandstand which where relevant to the site.

As an individual of the whole performance, I felt that the site was used to its full potential and that we brought history back to the grandstand with a wide range of audience members to experience this with us. Even though many groups themes were war, we all took one aspect and all created something different between us which linked in with the site. Some other groups were based on the horses and the history of Grandstand which made the audience think about what the site could be used as next as it is a shame that nothing is being made use of it.

 

Post Performance Analysis

In the months leading up to the premiere of Safe Bet, the performance was “always in-process, changing, growing, and moving through time.” ((Bial, Henry et al (2004) The Performance Studies Reader, ed. Henry Bial, New York: Routledge.)) Part of this was also true of the performance itself.

At the beginning of the premiere of Safe Bet I was greeting members of the audience as they arrived and gathering them onto the stone steps where they would begin their journey through the performance. Once the audience were all gathered at the start, they were ignored by me, which is currently how the Lincoln Grandstand is treated. It is simply rented out for it’s space, but is ignored when nobody is using it. This was to bring the audience into the present time which the Lincoln Grandstand is in.

The audience were then led into the weighing room of the Lincoln Grandstand. Upon their entry I was one of two people who gave the audience betting slips. This was to regress the audience from the present time into the past, when the Lincoln Grandstand was used for horse racing. Once the audience were all seated, they were further regressed into the past as I addressed the audience from the perspective of an Army officer in 1914. The members of the audience were now taking on the role of Army recruits during the First World War. This style of interactive performance was received well by the audience, they laughed and participated with no hesitation.

I then gave the members of the audience in my group the bags of dirt, asked them to follow me to begin their first trench exercise and led them outside to the ‘trench’. The audience did not follow me closely, but rather remained at a small distance. This could be due to the status of my character in relation to theirs, or it could be due to a feeling of uncertainty within the audience. If I was to perform Safe Bet again, I would have the audience follow closely behind me, as this distance became apparent once I was at the bunker and was waiting for all of the audience members in my group to arrive. Because I had to perform this to 3 groups, the waiting added on time to my performance which in turn, delayed me from moving swiftly from one group to the next.

Once the audience were at the bunker, I asked them to get into the ‘trench’ and I began to inform them of how the trench was used. They were then given a surprise order to take cover. The audience did take cover, however some members of the audience did this quicker than others. This could be because of the surprise of the order, or it could be because the order was shouted and it startled some members of the audience. If I was to perform Safe Bet again, I would remind the audience that they would have to perform an exercise so they had this knowledge present in their minds.

At the end of the trench performance, each group was asked to empty their bag of dirt into the ‘trench’ and say their full name and place of birth. They were then told about how the Lincoln Grandstand was used to train soldiers to build trenches. At this point the audience were now amalgamated with the history of the site. The audience received this without apprehension and were led back inside where they waited to be taken to the next performance in the rotation. The waiting of the audience was to bring them back into the time frame they were in at the beginning of the performance.

My next role in the performance was the recitation of the poem. This was done to the sound of The Last Post played live with a tenor horn. The poem was recited with my back to the audience, while facing a small room full of chairs and an incredibly bright, white light. This was to give the impression that I was giving a memorial service but that the poem wasn’t meant for the audience because they were still alive, but rather, the poem was meant for all those who had died, portrayed by the empty chairs I was facing. The light symbolized Heaven and God,  because those who have had a family member or friend die hope that they have gone to Heaven. The use of the light, the live music and the ignoring of the audience created a powerful and emotionally charged exchange between the audience and myself. This performance was about death and the reality that not everyone who goes to war comes back, which completely contrasted with the enjoyment the audience had experienced when they took part in the trench performance. The ignoring of the audience also pulled away any role the audience had, and placed them back into the position of spectator. The audience were then led away from me, and this concluded my role in the performance of Safe Bet.

I feel that the time frame given to develop and produce the show was used effectively and was evident in the final product, with everything the audience experienced being anticipated and planned for, and not simply something that happened by chance. If there weren’t the time restrictions that we had, I would have wanted the poem to be performed 1 to 1 as although there was a strong connection between the audience and myself during the recitation of the poem, it would have been even greater if the audience experienced it individually.

My Grandad and the Grandstand

For our performance to keep moving us forward and to help us develop our knowledge of the Grandstand’s history even further, I thought it would be an idea “talking with those who have particular kinds of knowledge” ((Pearson, 2011 )) The person in name has had experience of the Lincoln Handicap races from a young age until it stopped. This man is my Grandad, John Theobold. I thought it would be beneficial for myself and the group to access this information and to be able to take note to help us keep on developing our group performances but also our performance as a whole.

“When did you first experience the Lincoln Handicap races at the Grandstand?”

It was 1946, I was only eleven and I was supposed to be going to school that day but instead I headed down to the West Common. I did not go with any of my friends, we took it in turns as the school I went to; St Faiths and St Martin’s, would know what we was up to. They were not that stupid. (Grandad laughs) But yes, as I was saying. I headed down to the West Common to see the races from myself. It was absolutely packed! You could hardly see the racecourse never mind the horses. I dodged around the crowd in order to get a great view, I looked down on the ground and there were these black shiny shoes, I knew exactly whose they were. There were my Father’s. He was one of the policemen that patrolled the Common to keep an eye on the crowds. He was peering over the people and I ducked down because if he saw me, well I would be in a bit of bother and would of escorted me back to school then I would be even more trouble. Then later on I worked there before the races ended but I am guessing you’ll want to know more later on about that.

“Oh wow, you were a bit mischievous then! And yes don’t worry I’ll be wanting to know more at that, but did you ever back there knowing your Dad would have been around?

Of course I did, I wanted to see the horse racing! My family would not have gone down there to see them and skiving school would have been the only time I could go and watch. I went between the age of eleven and fifteen. I would stand near where the roundabout is now as that is where the races started and would walk down the mile track as the many races happened.

“Did you ever bet on the horses?”

No, I didn’t have the money to do so. There were two betting areas though, one on the Grandstand where all the rich people would be spectateing the horses and deciding on how much to bet on. Then there was the other one near the wooden fence on the Common for the people who were not “rich” enough to go on the Grandstand.

“So the community who went to the Grandstand was separated through class! Obviously the upper class arrived in nice cars?”

Well you know Hewson road, the one just off Carholme road after the Common. Well the houses were all private houses; they were for the jockeys and race goers who would have travelled. The jockeys would have left their horses in the stables at the Grandstand and they would collect them the next morning for racing. The race goers would walk to the Grandstand early morning where they would have to queue behind a rope. The policemen would drop the rope for them to enter when it was time.

“So you know the both sides of what happened of Carholme road. What was the atmosphere like?”

Oh it was brilliant! It was so busy, with people jumping up and down, shouting and screaming with their betting slips in their hands. You had people on stands doing all their hand signs telling the crowds the odds etcetera. There was so much to see, you couldn’t take it all in! I loved it.
You know yourself that the Common is massive; you couldn’t see any grass because of how many people were there. It was so loud, with the gun shots starting the races off, the pounding of the horse’s hooves and obviously the crowds roaring.

“Going back to your comment earlier, you worked at the Grandstand?”

Yes, I was an electrician. I did all the electrics around the building. It was alright, earned a bit of money. Then towards the end of my job the races also ended.

“What do you mean by that?”

Well other race courses were modernising; this was in the 1960s with their fancy cameras filming and the finishing photo shots as racing became more competitive and a lot more money was placed down for betting. Lincoln council had put a lot of money into this for the Grandstand but the races were causing Lincoln to be such a problem due to closing the main road to the city. The filming cameras needed electric sources because obviously the filming would happen on the field. So there was more money needed to be put into it all. In the end the Levy Board who owned the races, gave up with Lincoln and that’s why the races ended.

“Do you ever look at the Grandstand when you go passed it”

Not really know, to be honest with you I don’t even recognise it is there. It is a shame that it’s not in use anymore, but it would cause so much hassle bringing it back to Lincoln because of the traffic as it is placed at the entrance to the city. All its good for now, meaning the common is to walk your dogs around and a place to keep the neighbours horses on.

“Yes it is a shame, and unfortunately the idea still is not going ahead about bringing the Lincoln handicap back to Lincoln. Thanks for the information, hopefully I’ll be able to get something from this” 

Works Cited

Pearson, Mike (2001) http://www.landscape.ac.uk/landscape/documents/eventpapers/toolkit/4research.pdf (accessed: 11th May 2013)

Developing Performance Ideas Part II

With the recitation of the poem, I originally felt that performing the poem 1 to 1 would create the greatest possible experience for the spectator and myself to share together. I researched the concept of 1 to 1 performance and came across the following – “Solo performance can draw together narratives… can play a generative role in interpretation and the creation of new ways of perceiving; animating through fiction…. Solo performance can include truth and fiction, lying and borrowing: the fragmentary, the digressive, the ambiguous… It can include traveller’s tales, poetry, forensic data, quotations, genealogies, lies, jokes, improvised asides, physical re-enactments and autobiographical details.” ((Pearson, M (2011) Why Solo Performance? Online: http://www.nottingham.ac.uk/landscape/impactfellowship/peforminggeographieswarplands/toolkit.aspx date accessed: 12/03/2013)) This quote opened up the options of what I could potentially include in my performance, and also presented the new idea that performing 1 to 1 can create “new ways of perceiving…” ((ibid))

When I next visited the site with the class I did a run through of the poem, and I discovered that while performing the poem 1 to 1 did create an incredibly strong connection between myself and the audience member, it was not practical to perform the poem 1 to 1 within the context of our group performance. This was because if we had a large audience visit the performance, not only would they have to wait in turn to hear the poem, but then after that they would have to wait before they could move on to spectate the next part of the group performance. Although this would have tied in with the original theme of waiting which my first blog post was about, due to the confines of the time frame we had booked the site to hire for the performance, performing 1 to 1 would not be possible. I decided it was best, with regards to the time constraints, if the audience as a whole heard the poem together. I also added in the use of music during the poem, in aid of enhancing the emotional connection which the 1 to 1 performance created. This was done by collaborating with another member of the group who could play the tenor horn. They played The Last Post, to which the poem repeatedly references.

During this visit to the site I also discovered that there was another member of the group who wanted to show the Military history of the site through their performance and we began to work together on a short piece which would not only introduce the performance, but would also introduce the audience to the rich Military history of the site. We decided that one of us would present the World War One history and the other would present the World War Two history of the Lincoln Grandstand. As I had a lot of research regarding the Military history of World War One I decided that I would take care of the First World War performance.

We decided that we would begin by bringing the audience into the weighing room of the Lincoln Grandstand, addressing the audience together and introducing them to the performance. We would then split the audience into 3 groups. One group would go with the World War Two history, one group with the World War One history, and the last group would go with the T.A.N.K group. After the audience had experienced one of these 3 performances, they would be rotated to experience another. No audience group would see the same performance twice.

I decided that this would be the perfect time to bring the golf bunker into the performance. The bunker would be used as a trench. I gathered 50 small bags together, went outside to the bunker and filled them with dirt from the bunker. The performance would consist of me performing solo, giving each audience member a bag of dirt and I would then take the audience outside and lead them to the bunker. The audience would play the role of soldiers and I would be training them in the use of the trench. I would tell the audience to get in the trench, be told about the use of the trench and then be tested in some duck and cover drills. The bags of dirt would then be poured back into the bunker one at a time by the audience members as they said their name and place of birth. This would be the introduction of the concept of becoming one with those who had gone before them. By helping to ‘build’ the trench, the audience would join the soldiers who came before them and would also become amalgamated in the First World War history of the Lincoln Grandstand.

Developing Performance Ideas Part I

My research into the site has led me closer and closer to the site’s role in World War I. First, with the discovery of the Common being used to test Military aircraft and secondly with the account of the aircraft which destroyed the Red Baron. In a group feedback meeting, it was mentioned that the Common was also used to teach soldiers how to dig trenches in preparation for their deployment overseas during World War I. I also learned in this meeting that there was, at one time, a proposal to turn the site into a mortuary in case Lincoln was ever bombed heavily during the war.

After the meeting I went down to the Lincoln Grandstand to survey the landscape. While I was down there I noticed that at the back of the Lincoln Grandstand, on the golf course, there was a bunker which looked somewhat like a trench. This bunker did not appear as part of the main golf course, which led me to believe it was there for golf players to practice hitting the ball out of the bunker. This theme of practicing connected with my new knowledge of the Common being used for soldiers to practice digging trenches. I made a note of this bunker and concluded my visit that day to the Lincoln Grandstand.

As I discover all of these gateways into the Military History of the Lincoln Grandstand, I cannot help but be inspired by a poem called No Man’s Land by Eric Bogle. The poem, in my opinion, reflects the truth of war through the remembrance of one soldier who died during the First World War. This act of remembrance connects with my initial thought of people wanting to be remembered, even by those who never met them. I have decided that I will recite this poem during my performance at the Lincoln Grandstand to demonstrate the idea of wanting to be remembered.