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Record W1146919077

Falling and Other Short Plays

2015· article· en· W1146919077 on OpenAlexaboutno aff
Emma Willis

Bibliographic record

VenueAustralasian drama studies · 2015
Typearticle
Languageen
FieldArts and Humanities
TopicArtistic and Creative Research
Canadian institutionsnot available
Fundersnot available
KeywordsDanceMeaning (existential)DreamFalling (accident)FeelingShot (pellet)EPICAestheticsHistoryVisual artsSociologyLiteratureArt historyArtPsychology
DOInot available

Abstract

fetched live from OpenAlex

ANGIE FARROW, FALLING AND OTHER SHORT PLAYS (WELLINGTON, NZ: STEELE ROBERTS, 2014)Falling and Other Short Plays by New Zealand playwright Angie Farrow showcases a seven-year body of work. The volume includes fourteen of Farrow's distinctive short-form works, which have won her considerable acclaim including awards from the Inspirato Festival in Canada, and Short and Sweet Festivals in Singapore, Sydney and Auckland. Farrow's sure hand and distinctive theatrical imagination are evident across the anthology. The plays are skilfully compressed, sparking with vivid and surprising imagery, while recurrent thematic concerns unite the collection.In her Introduction to the book, Farrow remarks that 'the short form thrives when it is loaded with event, meaning and intensity of feeling'. The plays commonly compress epic events to their most concentrated form. The Perfect Life, for example, begins with Jethro's birth - 'I never expected this! An audience' (152) and ends with his death - 'It's like dreaming' (159). Similarly, Lifetime depicts a marriage from meeting to old age and everything in between. Its two characters, Megan and Elliot, figuratively dance their way through the twists and turns of a life-shared before returning us to their initial chance meeting. Like other plays in the collection, including The Perfect Life, this one ends ambiguously, deliberately blurring the boundaries between life-as-lived and life-as-dreamed.Farrow's manipulation of time, particularly her ability to fuse realtime and dream-time, is one of the most striking features of the plays. Replay, a «oir-ish farce, cleverly splices temporal layers in order to create effective suspense. The play begins with a crime scene: a man lies dead on the floor while a woman stands over him with a gun. Unfolding the steps that led to the murder, the narrative then moves in reverse through a device that allows characters to call 'replay'. For example, after the play opens, Jeremiah (Jem), who has being lying dead on the floor, mysteriously returns to life. Beth, with the gun still in her hands, commands him: 'In the corner! We're going to do it again.'When Jem protests:'You can't change time, Bethany', she retorts:'I killed you once. I can kill you again! Replay!' (94-5). Thus begins a highly farcical series of dramatic spirals that eventually return us to the opening scenario. While the play features infidelity, guns, and lovers hiding in cupboards, the dramaturgical structure of the play gives the work a self-consciousness that makes it more than a simple farce. Rather, like other plays in the collection, the heightened theatricality denotes something of the existential absurdity of the characters' predicaments.What makes the plays particularly successful is the fact that Farrow does not sacrifice depth of characterisation in order to achieve effective dramatic compression. Her largely female protagonists are complex figures who span a range of ages and situations but are commonly united by a sense of estrangement from the everyday. Plays such as Falling and The Blue Balloon typify Farrow's interest in characters who struggle to orient themselves according to the gravitational laws of their given worlds. In Falling, Holly is afflicted with a vertigo-like condition where, as the chorus states at the beginning of the play:Holly Hickory Beaumont feels like she is perpetually falling.And because she feels like she is falling ...[Holly falls to the floor.]She falls. (14)The emotional power of the play comes from the manner in which Holly's physical condition viscerally expresses a parallel psychological precarity: 'I'm in the abyss. And there is no bottom. And there are ledges I cannot reach, and footholds that crumble on sight, and ancient muddy arms that cannot hold onto me, and soothing voices that turn to screams' (15). In The Blue Balloon, the mysterious titular balloon mesmerises an entire city, seeming to act as a vessel for every kind of desire and in so doing up-ends the normative structures of daily life. …

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.798
Threshold uncertainty score0.355

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.229
GPT teacher head0.369
Teacher spread0.140 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2015
Admission routes1
Has abstractyes

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