7.7: Lesson 6- Creating Areas of Power or Establishing Psychological Spaces

Psychological spaces and areas of power are physical locations or spaces on the stage that represent identity or status. For example, if you have a throne on the stage that seat represents not only the Ruler who occupies that seat, but also the status of power within the world of the play. The audience understands that area is a psychological space that should only be reserved for the ruler, however if a character invades that space or area the audience understands that strong conflict and motive has occurred.

We create psychological spaces and areas of power in our everyday lives all the time. At home family members have designated seats, areas, and possessions that if invaded would result in conflict. Students select seats in classes and that if taken by someone else creates an imbalance within the classroom. People also can carry props or items that become synonymous with that person's identity. If for example your teacher walks into class every morning with coffee in the same cup and sits in a chair facing the class, both the chair and the cup can represent the teacher if the teacher were not in the room.

When staging a play it is often helpful to create not psychological areas and areas of power on the stage but also items or props of power as well. By creating these areas you are providing the audience with additional information about a character's status, ambitions, and threats.

Staging Exercise 1

• Create a silent scene with a beginning, middle, and end in which a psychological space or area of power is established and invaded.
• Rehearse for 1 hour and then present
• Discuss and critique each scene
• Remember to always focus on successful elements first. People need to know what they are doing well more than they need to know what to improve. Encourage progress and try to give 5 positive comments to each suggestion for improvement.
• Rehearse for an additional 15 minutes in order to incorporate notes.
• Present scenes a final time without notes or critique.

Staging Exercise 2

• Create a scene with a beginning, middle, and end, in which a prop or item is endowed with power and is invaded.
• Rehearse for 1 hour and then present
• Discuss and critique each scene
• Remember to always focus on successful elements first. People need to know what they are doing well more than they need to know what to improve. Encourage progress and try to give 5 positive comments to each suggestion for improvement.
• Rehearse for an additional 15 minutes in order to incorporate notes.
• Present scenes a final time without notes or critique.

Staging Exercise 3

• Create a scene with a beginning, middle, and end in which an area or item is associated with a character and when that character leaves the scene continues with the item or area taking the character’s place in the scene.
• Rehearse for 1 hour and then present
• Discuss and critique each scene
• Remember to always focus on successful elements first. People need to know what they are doing well more than they need to know what to improve. Encourage progress and try to give 5 positive comments to each suggestion for improvement.
• Rehearse for an additional 15 minutes in order to incorporate notes.
• Present scenes a final time without notes or critique.