• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

9. Explore the impact of social, cultural and historical conditions on the work

Extracts from this document...

Introduction

9. Explore the impact of social, cultural and historical conditions on the work As a group, the way we developed our play all connected to the social and cultural issues that we are aware of and can relate to. In many ways when we were developing our characters we often looked for a way of relating the situation to something we knew so that we could understand the emotions. The initial knowledge we had on our subject matter developed from things around us that we were influenced by, for instance the culture we live in. Our whole piece was influence by our own social and cultural backgrounds, even when we weren't aware of it, many decisions we made relate back to this. Various playwrights and theatre styles had an influence on our play. Brecht's principal concern is to put over a message in such a way that an audience can be in no doubt as to the intentions of the performance. We wanted to also make sure our audience was in no doubt as to the intentions of our performance. Brecht was a key influence when devising our play. ...read more.

Middle

A lot of the issues we raised in our play were due to things that we can relate too or have witnessed ourselves. The theme that we choose to tackle was that of judging people and people masking the truth. We felt that this theme was very current and we could all individually relate to this. By choosing a theme we could relate to, we felt it would allow us to develop our characters and keep the play interesting to the audience. We also thought this theme would be common ground for the audience and therefore maintain their attention. The overall idea and our message of behind closed doors was a predominant aspect that we want the audience to perceive. When we were first placed in our groups it was clear that we all wanted to give an equal input. When we initially discussed our ideas being in a group enabled us to come up with a wide range of varied thoughts and opinions. It also allowed us to discuss and critically analyse what would and wouldn't work as a group. Everyone in the group had a different skill to offer and we all had very different personalities which helped us devise a play that would appeal to the audience and also make it enjoyable for us to play. ...read more.

Conclusion

After deciding on the themes of our play we decided to think about the characters. My character came from the group simply brainstorming ideas of people we could use to go through the park. We wanted to steer away from the stereotypical characters and try to find ideas with more depth. When we thought of having someone who was in a wheelchair, we thought this would be a really clever character to challenge the audience with. Often when you see a disabled person you do assume their unhappy and feel sorry for them; however our character was quite simply the opposite. She wasn't disabled but merely liked the fact of getting attention from being in a wheelchair. On first impressions the character sounds particularly immoral however after the audience hear the monologue they find out the reasons why and learn more about the character. Our social and cultural backgrounds have shaped our drama and made an impact on the final play. When often discussing our ideas as a group we referred to things we had previously learnt or plays we had seen. We did this almost all the time sub-consciously in lessons and even ideas that seemed good but somehow couldn't be shaped as part of the drama were in some way altered in order to fit in. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Plays section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Plays essays

  1. How successfully does Alan Ayckbourn slice into the soul of surburbia in Absurd Person ...

    You can also see how involved they are with themselves and are completely oblivious to the fact that Eva is desperate to kill herself. There is a dramatic irony as Ronald sets about a routine repair of fixing a light bulb but Eva's condition is anything but routine.

  2. "Here is a poet who won't stay silent". Discuss and compare three key poems ...

    The contrast between this poem and "I Have a Scheme", is quite different as in "I Have a Scheme" this is a parody and is not based on just one subject, whereas "Stephen Lawrence" is, it is based on the event of the death of Stephen and the fact that that this country still suffers from seriously bad institutional racism.

  1. The stimulus we were given to look at was the play 'Too Much Punch ...

    It's my car. It's my responsibility!' and 'Ok then. You drive.' Every 'Jo' repeated their line from the text as Judy walked up to each of them in turn, this brought in the repetition element of the nightmare and showed how the night of the crash had been going round in Judy's mind.

  2. Have decided to explore how Bolt uses the Common Man to emphasise the features ...

    For example in act 2 scene 2: 'imprisonment without trail and even examination under torture were common practice.' This foretells the problems that More may face by living in such a society. It also reminds the audience that we live in a world similar to this one described by the

  1. Detail your understanding of the Given Circumstances and the Magic 'If' in the Stanislavski ...

    personality and known character traits). He/she must consider the time period or time of day in which the performance is set, as well as show an understanding of the themes and issues raised by a scripted or devised performance. It is also important that the actor has an awareness of

  2. What is the play, A Cream Cracker Under the Settee, about and how does ...

    Doris shouts with fury and the 'young lad' runs away. After a moments thought Doris realises she has just ruined her chance of getting help and says, 'He wouldn't have known what to do anyway. Only a kiddy. The policeman comes past now and again. If I can catch him.'

  1. A Cream Cracker under the settee - Describe how you would stage the monologue ...

    Everything else on stage would be kept normal. Doris obviously knows she has done some serious damage, but brushes the fact away, seeing things as normal and treating the situation almost humorously. I would also have the actress exaggerate the words 'oh hell' and 'flaming' because these are phrases not often used and therefore show Doris' age and era.

  2. How has your practical work developed your understanding of Medea by Euripides and Two ...

    Maudie is deeply in love with him and often uses her money as a way to keep him around. We used proxemics to communicate their relationship. We placed our chairs close together at centre stage, which would be in the middle of the pub, to show our open and extroverted

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work