Tag: Clowning

Clown School Day 14: Some Days Ya Don’t Got It

JulianLeave a comment

In which Our Hero fails honestly.

That’s three days in a row I’ve wanted to skip clown school.

And three days I’ve gone anyway.

Three days of long, heavy sleep:

11 hours, 9 hours, nearly 10 last night.

Three mornings waking early, wishing I could stay in bed forever.

What’s up with that?

I’m tired in a way that’s not physical.

It’s the exhaustion that comes from being seen — again and again — and still not finding what works.

The ache of caring too much about doing well, and not quite getting there.

Maybe it’s just the part of me that resists growth.

The part that wants to avoid the flop.

The part that whispers: stay safe, stay small.

But the show goes on.

So I go too.

In which two pairs of clowns succeed

I have a hypothesis about clowning: there are only two good moves.

The first is doing something good.

The second is doing something bad, and admitting it.

The second is just a version of the first: both are open, honest sharings of self.

Maybe that’s what makes someone funny: the willingness to be seen, and to be laughed at.

Open, but not grasping. Honest, but not pleading.

Just human: the funny little wriggly worm that we are.

Today, I failed.

I got exactly one reasonable-sized laugh, when I shrugged and said, “Some days ya don’t got it”.

It was the opposite of calculated, and therefore perfect.

My scene partner, though, was charming. I’m not good at charming a crowd.

One person, sure: I find what they care about and give them that.

But a crowd? That feels like crafting myself into someone they’ll love…

and that’s never been my thing.

Maybe that’s why I’m drawn to bouffon: the grotesque outcast who refuses charm, making you laugh by breaking the mold.

I don’t know how to play “charming” without feeling false.

Tall, handsome, strong, masculine — all that bland, moral ideal.

Heroes just seem so… plain.

My favorite sex-work writer once said something like, “When I do the girlfriend experience, I just give guys all the parts of a date they want, and none of the parts they don’t.”

It’s the same trick as charm: shave off the edges until only the pleasant remains.

The two American clowns who are alumni from this school that I’ve seen succeed are masters of the flop (one linked here).

They do things that don’t work, then admit it, again and again.

It’s delightful. Comic. But not powerful.

The most successful recent student, though — a Norwegian — is the opposite:

he does good things, and they work.

Maybe that’s cultural.

Maybe Americans prefer the flop because it’s relatable.

Maybe our comedy is just collective self-recognition in failure.

That’s probably why I’d rather play the fool, or the villain, than the flawless hero.

Today, two pairs performed brilliantly.

One was a seasoned clown with a German partner.

The clown failed, over and over, and acknowledged it.

The German played strong, stalwart, beautiful.

We laughed at one, cheered for the other.

Together they danced between laughter and awe:

Comic and Beauty, alternating in rhythm.

After five minutes, our teacher smiled and said, “Thank you for sharing your joy.”

I wondered how long the German had been performing — possibly decades.

And the seasoned clown has ten years under his belt, with awards to show for it.

I was glad to see them.

It helped to see the two paths clearly:

the clown who fails and admits it,

and the one who succeeds by doing good things.

Maybe both are forms of giving.

Maybe both are beautiful.

Maybe the German’s beauty wasn’t in his poise,

but in his openness — his unpushed caring,

his gentle invitation:

“I’m here. This is me. Go ahead: laugh at me.”

Clown School Day 13: Who’s The Laugh For?

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In which Our Hero learns to give himself away.

Is giving giving?

We created a mob on stage. One leader, fifteen followers. The leader was in Major: loud, powerful, commanding, tall. The followers were in Minor: following along with the Major’s game.

The leader’s task: move for the group. Then, if successful, speak for the group.

Here’s the kicker:

We — the audience — could easily see when the leader was playing for others and when they were playing for themselves. Too delighted by your own words? Too much for yourself. Too fast, too slow, too complicated, too boring? All of it = no good.

It was fucking cool.

It wasn’t just obvious when a leader played for themselves: we could even separate which parts they did for themselves. Some moved for themselves but spoke for the group. Others spoke for themselves but moved for the group.

Me? I moved for the group until I started speaking. Then I spoke for the group but failed to move for them.

The magnetism of a Major doing for others was inescapable. It drew us in — as the audience — as though they were playing for us, too.

I keep wondering what “giving” really is. Is it enough that someone is giving to someone? Or must they somehow give to each person? The latter seems impossible: no one can give individually to a 3,000-person crowd. But you can give, and keep giving, and keep giving…

—

I thought about that today when I found myself in a spat with a friend. They argued — accurately — that I’d been laughing for myself, not for them. And they found that objectionable.

At a minimum, they were fair (jury’s still out on them being right ;). Maybe I’ve found too few people laughing for me, so I learned to laugh for myself. Whatever the reason, it’s unhelpful — on stage and in friendship alike.

That’s why I’m here at clown school:

because I’m a guarded, frightened, closed, selfish, winning-focused person

trying to open up.

—

It’s hard to give and share and open and keep giving in this ever-present openness.

First-year classes are often “weeder” classes — designed to weed out those who aren’t a fit. In college, I lasted one day in Theater 101 before switching to philosophy. Theater 101 was dry history; philosophy had rigor and use.

I wonder if theater students who truly love it endure that drudgery because they care so much about reaching the next level — the acting classes, the real thing.

Here, too, I’m pushing through the bullshit, the trials, the endless tests: chasing skill.

The teachers keep throwing more at you, more and more, just to see who will break.

Those who break aren’t meant to be clowns.

And maybe I’m not meant to be one either.

So I’ll grab what I can from this pressure cooker,

gather the small diamonds I find,

and fuse them with other gold I’ve picked up along the way,

to form

my own

crown of jewels.

Clown School Day 12: If Only You Knew What Makes Me Laugh?

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In which Our Hero is a total grumpypants.

You only want some of my joy. You don’t want all of it.

Not the part that finds fascination in injuries at the Olympics.

Not the part that laughs when someone fumbles at a task they’ve been doing for months.

Not the part that goes for blood in silly games.

You only want some parts.

—

School is cultural honing: a repeated sheening and shearing and shaping of an impressionable child into the kind of person we want.

Graduate school is self-imposed honing.

Clown school is emotional honing.

—

Half of this school is calibration: make it light, make it pleasant, make it generous.

Half is tactical: learn the mechanics and try them out.

And the final half (yes, I know) is experience: stage time with a real audience who loves this peculiar art.

But what if I don’t want to be calibrated?

What if I like my joy?

What if I’d miss the parts of it you call cruel?

—

A friend recently said something that ruined my joy at watching this video (includes a severe gymnastics injury). I used to find it fascinating. Now I can hardly watch.

Is that a loss? Once I received a fascinated joy. Now that joy is covered with a patina of sadness and pity.

Why do we do that to each other: sand the edges off one another’s laughter? Isn’t there a terrible beauty in the Olympian moment: a lifetime’s work undone in one leap? It’s comic, in the oldest sense: man plans and God laughs.

The funniest part, perhaps, is the commitment to the bit. This athlete may never walk again. That’s deathly serious. But he hurt himself with flips and spins, in a contrived game, for which the prize is mainly collective fiction (a title, which brings fame and glory). Is that not fundamentally comic? For me, it’s the same humor I saw in the nod of a hotel receptionist in Bentonville, Arkansas. I commented that the front page of their local newspaper was about high school football. She nodded solemnly, explaining, “It’s very important.”

No, it isn’t.

And yes, it is.

With the receptionist, I let her continue her joy.

While my Olympic joy is now covered with dry rot.

Now, when I rewatch, I can barely locate that joy. It’s smaller now, covered in a “But you shouldn’t…”

—

We choose the games we play. I’ve chosen clown school.

And yet, when peers see me on the street, when they ask what video I’m watching on my phone, I hide. I make a joke. I assume they’ll hurt me if I’m honest.

It’s hard to be honest and open.

So hard. Since it’s been so aggressively sanded away.

That’s why I’m here.

Because people don’t generally value openness, or honesty, or play.

We value these in contained scenarios. But an intensely raw emotion, honestly expressed? Best put a lid on that, missy!

—

I generally don’t find the world a nice place. I don’t think openness is generally rewarded. People can be vicious outside the boundaries of their games. That’s why games exist: to make behavior safe.

Within a game (religion, law, sport), there’s form. There’s play. Simplicity. Meaning.

Outside, there’s a new game:

The honest negotiation between what we’re told to laugh at

and what still makes us laugh.

I’d like to laugh at you when you’re being an idiot.

I’d like to laugh at me when I’m being an idiot.

Have you considered joining me?

It’s funnier over here.

And if not,

I’ll take

my ball

and go home.

—

“The child not embraced by the village will burn it down to feel its warmth” —African proverb.

Clown School Day 11: The Joy of Gibberish

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In which Our Hero finally speaks his native tongue

I did it! I clowned! Wahoo!!! !!!! !!!!

Here’s the sitch:

Our head teacher asks for five people who don’t speak Chinese. I step forward. She plays a Chinese song and we’re told to mime along. Then she turns down the music and says: keep going. Continue the song, in this language we do not speak.

I have been preparing for this my whole life.

I’ve always loved imitating sounds. Not faces, not gestures, sounds. The cadence of languages, sirens, shower water hitting my rubber duck. It’s always been a private delight.

Today I let it out. I imitated the music of a language I don’t know, and loved it. The audience loved it too.

It gets better.

On Friday I asked our teacher how to tell when something works. She said: you have to look at the audience and see.

I already knew that, but I needed to hear it from her.

So today I looked. I saw the joy light up their faces. One woman — the same who’d argued with me on Thursday — beamed with glee. My roommate was glowing, proud to see me not only succeed but to know I was succeeding.

And so I kept playing. Kept singing. Kept sharing that joy.

Good news: I have a skill people love.

Bad news: in America, this skill is considered offensive.

Five years ago at a rodeo in Wyoming, I was doing a southern accent for fun. My travel partner told me it was unacceptable. She thought I was mocking. Maybe she was right; maybe she wasn’t. Either way, I stopped.

Now, at last, I’ve found a place where the same instinct — my delight in sound and voices — brings laughter and connection instead of tension and fear.

Sometimes I wander around the house doing silly voices. Usually, people shut this down. But in clown, it’s beautiful.

Or maybe it’s always been beautiful, I just need the right place to perform.

🤡

[My travel buddy of the last two years would like to add this note about me: “I’ve also noticed when traveling that you [Julian] pick up the accent and speech pattern of folks you chat with. I often worry that folks will find it offensive, but, tbh, I think they don’t usually notice and seem to like it.”]

Clown School Day 8: Nice, Simple, Social

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In which Our Hero makes a friend!

Once in a blue moon, you meet a person who feels like someone you’ve known your whole life. In my case, today’s was a trans, autistic, lesbian philosopher with eerily similar experiences to my own. Dinner started at 7 p.m. and ended at 11:30, including a long, leisurely walk around the park.

My goals at clown school are threefold:

  1. Learn the practicalities of clowning
  2. Learn the theory of clowning
  3. Make friends I’d like to spend time with after clown school

It’s nice to move forward on #3.

Notes from clown school today:

  • Blindfolded ball pickup: Walk toward a ball with eyes closed, then pick it up. The key is counting the right number of paces, then walking normally even when, near the end, excitement floods in.
  • Chair swap game: Don’t let others rattle you. Don’t move until you have agreement.
  • One structure of game: One vs. Group. A bunch of people beating up on one idiot (à la Monkey in the Middle). Perhaps funniest when all are idiots.
  • Some people are more confident than they are right. One classmate especially.
  • Idiots trying very hard at something they’re terrible at → very funny.
  • Smart people tease each other; idiots conspire.
  • Regardless of external intensity or internal emotional intense, I must still speak in a BIG, BOOMING VOICE.
  • Idiots playing smart games → lots of apologizing.
  • A conspiring group mirrors fighting over limited resources; one-on-one intellectual duels mirror fighting for extraneous desires or abstract pleasures like honor.
  • Teaching hunch: if someone ends on a mistake, they dwell on it, therefore learning faster.
  • When the major/minor switches → fixed point.
  • A “miser for pleasure” hoards joy inside instead of sharing it.
  • Loud creates an impulse. The important part is the impulse.

Clown School Weekend 1.2: Phoning It In

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In which Our Hero phones it in with a brief reflection (it’s the weekend, after all)

I started memorizing lines this weekend. The school doesn’t care what the words mean: only that you say them exactly right. It’s strange to memorize language as sound instead of sense.

I’ve been using a first-letter mnemonic I found on YouTube, which works surprisingly well. Combine that with the top-secret trick of practicing right before bed and again first thing in the morning, and the lines get codified much faster.

That’s all for today. Tomorrow begins Week 2 of Clown School. Onward! 🎭

Clown School Weekend 1: The Tragic Flaw

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In which Our Hero contemplates monkey business

Why is it funny to watch someone trying so hard? Repeating the same failed strategy over and over? Exaggerating a single specific trait?

Is clowning the humor version of a character’s tragic flaw? Is the same element that drives us to extrapolate a whole character from one personal or physical or psychological deformity also the same that makes us love this repetitive, heightened, exaggerated play?

Do monkeys clown? They certainly have tragic flaws. Do they goof? Perform mockery? Satire?

—

I visited a clown performance today. Half a dozen clowns stuffed into one small stage. One read the story of Snow White and walked oh so slowly across the stage. Another pantomimed a horse and played the audience like a musical instrument. A third sang Disney songs and perhaps was a burlesque performer not a clown. My favorite was a clown singer. Here’s what he did:

  • Appeared on stage in a shiny jacket and ascot to announce “and for my final song…” (which is already a funny opener)
  • Followed it up by announcing it would be “one from my new album…”
  • Cued the DJ by referring to him as “song boy”
  • Performed precisely three funny gestures
  • Sang the beginning of a song
  • The song had some small snag, so he stopped and refused to sing again until we the audience showed him enough love (eg by demanding an encore)
  • Repeated from the beginning

I loved the whole thing. My only gripes were 1) the women behind me who were talking during the show, and 2) the ending could increase our love for the performer rather than merely end it.

I have a few hunches on how to execute #2. I’ll share them with the performer when I see him. (It’s unfortunately not legal to execute #1.)

—

The funniest-in-concept performer was a poet who wasn’t obviously a clown nor obviously a poet, who prompted the audience to not know whether it was intended to be earnest or funny. I couldn’t stop laughing.

After the show, I approached this poet. I needed to know if he was real or not. My conclusion: he’s a real poet who really did just find himself repeating reordered sequences of the same sentence of words at an underground clown show.

Maybe that’s the secret: the clown, the poet, and the rest of us: each repeating our flaw until it becomes a performance worth watching. And perhaps that fact is the funniest of all.

Clown School Day 5: The First Presentation

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In which Our Hero learns that punctuality is for mimes

Monday after class, every student except one gathered outside the studio to form teams. That one was me. I was off to buy sushi. A grave mistake.

Earlier that day, we had received our first presentation assignment. “In groups of 5, show us or teach us a game”.

On Tuesday, my default group (as it was the only group missing a fifth) suggested we assemble after class. I have a meeting after school every day, so I vetoed this idea. We scheduled instead to meet at 9:15 the following morning.

On Wednesday, four of us assembled at 9:15am. The last arrived at 9:20, at which point one of us agreed to babysit a small child until 9:25, which became 9:30.

On Thursday, one of us forgot we had a 9:15 rehearsal. He arrived at 9:25.

On Friday, one of us texted saying she would be 10 minutes late. She was actually 17 minutes late.

This place is full of clowns.

—

For our presentation, we played a game.

On one side, a large bird of prey screeched his desire to eat tiny chickens.

On the other, a mama bird defended her children.

We were light, airy, generous, friendly, open, and with impulse. And then, if we succeeded, we had to add text atop the game. It’s very easy for text to kill the game. But we care not for text. We care for impulse and complicité and game.

My group was the first to succeed.

It feels good. I’m excited for more!

—

Comments from this week:

  • “I’m afraid to shout because it makes me cry” — a student
  • “Your arms are floppy like you smoke hashish” — a teacher
  • “Did you have nazis in your family?” — a teacher, upon learning one of our students is German
  • “You speak in a toilet voice” — a teacher
  • “I think you’re funny for the wrong reasons”. —my roommate, about me

Clown School Day 4: Impulse

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In which Our Hero finally does something right

Impulse is not a Sunday afternoon jog; impulse is race day, the gunshot ringing in your ears.

Oftentimes, a theater player starts with strong, vibrant impulse… and then that impulse drops to the floor.

Instead, bring the impulse out to the audience. Up to the sky, sometimes. Never to the floor.

We played a game today where students were caught by their fellows (in a trust-fall sort of way), then launched forward and back across the room, like boxers bouncing off the ropes. The impulse of being thrust forward is unmistakable. The challenge: you must then take the impulse with you as you run, careening to the other side with vibrancy and vigor. Do not confuse impulse with speed. A snail crossing the road can embody more impulse than a hollow-eyed sprinter at 10,000 times the pace.

Now, add text atop the impulse. When you speak Shakespeare, are the words flat? Do they sound like some archetypical Shakespearean Actor, or do they erupt FROM YOUR VERY SOUL???

Impulse is that soul expression. It’s a small green twig poking out through cracked concrete. A baby bird pushed from the nest: now falling, fly or die. Can it use its vigor to propel itself forward? A person on soporific drugs, sapped of their vitality: they lack impulse, which is perhaps why seeing them is such an emotional pain. It reminds us of the lifeless state to which we will one day return.

I felt, today, the vigor of impulse. To land my words on top of this impulse like a pebble skipping across the pond. If each word you say comes with VIGOR, with REALITY, with EXISTENCE, being ENOUGH AS ITSELF,

the ripples will cascade farther than the pebble ever could. Impulse is where creation comes from. And creation is everything.

—

I was told today my impulse was good. My voice was good (Our teacher: ”We will not need hearing aids”). My fixed point was good. I remembered the game. As close to a compliment as one receives at this school: I received the lessons and demonstrated them today.

Impulse isn’t mere theory. The day after my breakup, I applied to clown school. That’s impulse. Nurture it. Follow it. Help it grow.

Now, at clown school from October through June, the goal will be: keep the impulse alive. Stoke it. Add fuel as it requires. Harness it when it becomes too spastic. Power forward with the impulse. Even through each fixed point.

Of course the impulse powers through fixed point. You can stop the body, but never The Game.

Clown School Day 3: Fixed Point

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The third principle of clowning: don’t move.

That’s it. It’s not complicated. Stop moving.

Some of you are confused.

It’s called “Fixed Point”: Just. Don’t. Move.

What about this is so hard to understand?

—

Some of the concepts at clown school are intricate and nebulous, fleeting and momentary. Others are utterly, groundedly practical. Complicité is the former. Fixed point is the latter. Complicité is the relationship between you and your fellow performers. The earnest, authentic, deep, rich, kind-but-not-always-nice connection between two best friends that we see on stage. Fixed point is “Stop moving”.

It’s a weird juxtaposition: the ethereal with the mundane. The alchemical with the tactical. Today was about fixed point.

I don’t have much trouble with fixed point. When someone tells me to stop moving, I simply do so. “Remember the game while moving” is much more complex. What is the game? What is the game now? How has the game changed? Have you forgotten any elements of the game? Who are you playing with, and in what ways? What new games will you bring with you, thus heightening and transmogrifying The Game into a whole new game? These questions are complex. Fixed point is simple.

I get that people have different challenges. And that fixed point is important. When you tell a joke; when you make a move; when you hit the apex, you must let the audience catch up. A comedian does not simply begin the next joke right after completing the first. They may let the joke sit, even waft its embers a little. Stand completely still, then raise an eyebrow. The eyebrow is funny because of the stillness. It requires the stillness. If you want people to see you, move big. If you want people to SEE YOU, move precisely.

I just don’t have much trouble with fixed point. When to use it, absolutely: that’s not trivial. How long to do it, same deal, oof. But the physical act of stopping movement; holding still; being in balance: these are easy.

Today was fixed point. Worth learning, yes. Worth dedicating a day to? Perhaps not.

Le Jeu (”the game”), complicité, and fixed point. These have been the first three days, consecutively. Le jeu is not easy. One must always know the game, play the game, be aware of the game. The game is paramount.

Second is complicité. You can play the game without complicité. This is common in solo endeavors. A performer with no game is boring. A performer without complicité is unkind. We accept unkind people if their performance is good enough. We do not accept boring people.

Third: fixed point. It feels out of place. Like someone said “Most important, you must remember the existence of God, keeping Him in your mind and heart. Secondly, you must remember your fellow humans. And third, sometimes you must stand completely still.”

Is the tactic really that important? It probably is, as this is the world’s best clown school, and the teachers really hammer it home (i.e. they likely know better than me, so it’s likely significant even though I don’t yet understand why). Perhaps it’s to solve a common problem? But if the problem is too much action, why is the concept “fixed point”? Why not have the concept be “stillness”? It could encompass isolations. Or balance. Or very slow movements of some parts of the body while holding others completely still. That concept has depth. Fixed point is, well, less of a Big Idea and more of a tactic.

On day 3 of driving lessons, I don’t think you spend the whole day on the zipper merge. Maybe you teach all the different merges and turns. But a whole day dedicated to one maneuver?

Today we practiced fixed point and played human chess. Other students love human chess. I think it’s silly (and not the good kind). It practices the ability of jumping soundlessly. It practices also the ability of being silent when others are playing. Both are good skills. The latter is much more important. Perhaps I don’t really have those troubles. I’m unlikely to be a physical-first performer, for which jumping would be significant. I’m also not bad at silence. Perhaps some people are.

If the question were “when is it your turn to play?” That, to me, is a worthwhile game. A valuable lesson indeed.

Day 3 of clown school and already I’m a critic.

But I’m only here for around 120 days. And I wish to emerge an expert.

So now, for the next 45 minutes, I shall sit completely still. Unless, of course, I find a more interesting game.