Drama Tuesday - Cyrano

Cyrano

Black Swan State Theatre Company presenting the Melbourne Theatre Company production for The Perth Festival. 

So many things to say about this version of Cyrano by Virginia Gay with a free hand on the original by Edmond Rostand. It is a stunning production. Successful on so many levels and loved by the Saturday afternoon audience.

Broken proscenium within proscenium 

The most immediate impression is the setting that we saw as we entered the theatre. Inside the wooden proscenium of the Heath Ledger, sits a seedy  theatre stage with traditional exposed brick back wall, scatter of props, a ghost light glowing. But one edge of the proscenium is broken, a literal breaking of the fourth wall. We see both the stage, with shell foot lights but at the same time, it is as if we are seeing the inner workings of theatre. 

This is a wonderful physical metaphor for what is described as a “love letter to theatre”. What is the “act” on stage? What is “real life”? And holding it all together is a dazzling array of words. This is very much a reminder that we are seeing  the play within the play.

Rostand’s play is, above all a river of words, of witty dialogue spoken at a scintillating pace. In “updating” or “adapting” the play for contemporary times, Gay has maintained the flow and force of words. There is true wit in the use of language. Cleverness. 

There’s a wonderful 3D visualisation at the MTC web site: https://www.mtc.com.au/discover-more/mtc-now/cyrano-set-design-virtual-tour/

 Role reversal

The heart of this interpretation is that Cyrano is a woman and her passionate love interest is Roxanne. As in the original, Cyrano provides the honeyed words for Roxanne’s suitor (here called Yan and played with swagger by Joel Jackson – a Pilbara God), and, as  in the original, her words sway Roxanne. But, in a step away from the original, Cyrano wins the heart of Roxanne. In the original, it is only years after, that Roxanne recognises that Cyrano was the true love.

In these more gender fluid times, there are different points being made about the nature of love denied. The portrayal of the vainglorious Yan is cutting. 

Not a prosthetic nose in sight 

So often, the preoccupation of audiences is the quality and effect of the prosthetic nose adopted for the production. It is after all, the defining feature of how others see Cyrano. 

So it is interesting that there is no attempt – beyond words – to endow Virginia Gay’s Cyrano with a physical prosthetic nose. 

We are invited to believe that her nose is legendary. Again, we are reminded that theatre is about the “willing suspension of disbelief” rather than the physical actuality. We are again reminded how distorting can be an obsession with “realism” (ironic when so much of realism in film and television is CGI).

What sets Cyrano apart is not the physical but the emotional and imagined impact of self and identity.

There are also enough theatrical surprises – steam bursts, light streaming through opening windows high on the stage wall, bursting explosions of streamers cascading on audiences.

Why do we keep telling the old stories

There is a poignant moment when Cyrano asks this question. It is also one that seems to be the through line question of this version. 

Why do we keep telling these old stories? What are the “new” stories? 

The chorus – 1/2/3

The blend of theatre types to flesh out the cast – the theatrical flourish ham/the wide eyed ingenue/the clichéd ennui – provides a clever backdrop to the action played out by the three main roles. 

In all there is a neat efficiency to the way the writing unfolds the action. 

Virtuoso Performance 

Cyrano is that peak of lead roles. Virginia Gay gives a stellar performance. Importantly though, the strong ensemble carries and supports the star. 

A most malleable and forgiving text

I found myself thinking through with this performance of Cyrano echoes of the original text. Open to interpretation and reinterpretation, the text is rich in language and ideas. 

This version jumped about in the sequence and played with us as audience. I did wonder a couple of times if you had to know the original (or versions of the original) to keep up with the dance being played in this version. 

There have certainly been plenty of other versions. I could hear the resonances.

Cyrano in Context

In a different century with students from Armadale SHS John Foreman Liz and I crafted  our own version of this malleable material. Cast as a 60s teen drama with appropriated pop songs, the material worked for 80s kids. Our Cyrano had a rougher texture. We liberally played with text but also stayed faithful to the shape. Particularly satisfying was the use of the Don McLean song “America Pie” to bridge to the final scene when Roxanne realised Cyrano’s role in her wooing. The poignant themes of the day the music died worked well for us and our actors and audiences. 

I still see value in working with this text and young people. The romantic conceits resonate with adolescence and there are opportunities to play with language and theatricality. I would love to see this latest version published and made available for study in schools. It is accessible and fun. 

Music Monday - What will we do next? How do you decide the next musical?

The curtain has just descended on your successful production. Your students (and their parents and even the Principal) are clamouring: “what will we do next?" You’ve done a run of successful shows and you want the next one to be as successful. How do you rise to this challenge?

This can be a delicious dilemma.

But there are questions that need answers.

  • How do you choose the next musical or play to produce in your school?

  • Who decides?

  • What is the process? Is there a process?

  • What are the principles on which choices are made?

Is the choice of your school’s next production whim? What’s trending? Debate? Consultation?

Who and how you decide is a measure of your underlying values. 

Who decides makes a difference.

How often are drama teachers portrayed in films as loopy, self aggrandising megalomaniacs (for comic purposes of course)! But can this sort of decision making ever be truly democratic? There is a question that needs to be always asked: whose production is this?

A process establishes clear guiding principles, timelines and is transparent and consultative

Some questions to developing guiding principles

Choosing a production in an education setting

  • How does this choice of production meet the learning needs of your students?

  • Is the production designed to meet a mandated curriculum or syllabus requirement? 

    For example, if the syllabus requires students to explore examples of historical music theatre using book structures and fully integrated songs and dances then the choices are different if what was required was a jukebox musical.

  • what is the overall purpose of the production?

    Is it to satisfy syllabus standards? Or is it to bring together the school as a community working collaboratively on a shared project? Is it about “school spirit”? Or perhaps, what is the balance between these purposes?

  • Is this chosen production appropriate for the level of skills development and learning progression of your students?

    – Vocal range?

    – Level of dance? 

    – Specialised dance such as tap?

    – Emotional demands of roles?

    In other words can your students manage the song ranges, dance requirements, acting challenges? It is OK for younger students to work on Junior Versions with adjusted scores.

  • Is it age appropriate in terms of content, and acting? 

    There is nothing quite as off-putting as a Year 9 playing (trying to play) Bloody Mary in South Pacific.

  • Are the themes and subject appropriate for your school setting?

  • Will the community support it?

  • Will your Principal and colleagues go on the journey with you?

Practical issues

  • Can you get the rights?

  • What is the size of the cast?

  • What is the gender balance of roles?

  • What is the gender balance of your students available for the production?

  • What are the staging requirements?

    For example, Does it require Peter Pan flying? Or are there multiple sets? costumes? Props?

  • Is the title recognisable and marketable for your community?

  • Do you have to have a well-known production?

    Some productions, particularly musicals are known properties. Parents as audiences know the difference between Mama Mia and all the nearly-made it shows in the catalogue. 


There is one final question: do you want to spend countless hours of your life and a river of sweat and tears on a show that you don’t believe in?

It’s not as simple as pulling up the MTI Catalogue and sticking a pin in the title list. 

The Educational Theatre Association’s (EdTA) https://schooltheatre.org/play-survey/ annual play survey for the 2021-2022 year.