The Best of Josh Comune

During class on Tuesday my group and I performed our final IA project. Once I put my costume on, I felt something was different from the other times I've performed in class. I felt a type of way that was unusual for me. Nerves and thoughts rose in my mind, and I couldn't help to think that this was one of my last major projects that I would ever do in Ms. Guarino's class. Pressure internally rose as I rasied my own expectations for my performances. Being in Ms. Guarino's class for 4 years, I felt this project would show all the growth that occurred within me over my time at Cheshire Academy. Even with my rising nerves, I could help think that I was going to be fine. I knew that all the time I spent visualizing the moment would pay off, and I was right. Our group did a wonderful job performing our scene. When our project concluded, I felt content. I thought about my performance and instantly harped on my mess-ups. But, once some time went by, I realized that my mess-...

Going through the process of reenacting our scene in class, and doing the memorization quiz, some beneficial points were brought up on how we can improve our scene. The points that were brought up could improve the strength of our play dramatically. Ms. Guarino suggested that Guy should refer to the hot air balloon during one of his lines. This would connect our adaptation in a more direct way to the original text. By having Guy relive the true pain from his past from the original text, this would make our adaptation more meaningful and powerful that it would be without it. In our scene we kept referring to Guy as a selfish coward who killed himself, but never explained how he committed suicide. For someone that never read the book, it could be less dramatic if we never mentioned the hot air balloon because they would never know it existed.  Ms. Guarino also suggested that we should equal out the lines a bit more. The angel in our adaptation had an insufficient amount of lines ...

Throughout our group's scene we will be highlighting Lili's hope for Little Guy to achieve a better life. Her sole purpose in life is to see Little Guy achieve his full potential, and she is content with being the Night Women and dying as long as Little Guy does better than herself and his father.  However, an apparitional Guy appears in Lili's dream and tells her that he still wants Little Guy to work at the sugar mill so she can stop being the Night Women. Lili is dead against this and all she wants is for Little Guy to be educated. But the Angel comes to Little Guy in his dreams and presents the two options he has. Little Guy needs to be convinced that Education is the most important thing in his life. Later in his dreams, his father comes before him to tell his son that he too now believes that Little Guy should go to school. Little Guy had a cross road in his life and the literary elements we are exploring are dreams, and the impact of them on reality and decisions...

1. Who am I? The character I am playing is an apparitional version of Guy from "Krit? Krat!" after he died. 2. What time is it? Every time I appear on stage it is during a dream, or with the Angel in a heaven like setting.  3. Where am I? I am visible on stage, but am never reunited with my wife or son. I offer advice on how I believe Little Guy should live out his life, but Lili rejects me just how she did when I was living. Sometimes I am speaking to characters off stage in scenes symbolizing that I am not a "real" character. 4. What surrounds me? A lot of distraught and hopelessness felt by my family. Little Guy is the only brightness and the ability to attend school is more important than making money in Lili's eyes. 5. What are the given circumstances? My character is no longer living. 6. What are my relationships? Strained with my wife even though I look for closure. My son thinks of me as a hero. 7. What do I want? I want Litt...