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

Developmental Process. To explore the different aspects of city life, we all came up with various ideas which incorporated this stimulus provided for us. The ideas which each of us came up with were a fantasy situation, school life, the London undergroun

Extracts from this document...


Alice Hand Drama and Theatre Unit 3: Developmental Process The stimulus we were provided with was that of 'city life'. At the beginning of the process we did not have a set group however Conor, Ellen, Sinead and I decided to stay in the group we were in as we all felt that we were able to work together well. To explore the different aspects of city life, we all came up with various ideas which incorporated this stimulus provided for us. The ideas which each of us came up with were a fantasy situation, school life, the London underground, London Snow days of 2009 and everybody's late. The first idea we tried was the 'London underground'. We found that this was a theme which worked practically however we did not know how to expand on the idea so therefore decided to leave the idea and explore another. The second idea we tried out was the fantasy idea as we thought that due to the fact we had to include non-naturalistic aspects to our production, that this would be the easiest of the ideas to try this out with. To start with we listed various fairy tales, books, movies and television programmes and their links with different city life aspects at the time of their development. We settled on an 'Alice in Wonderland' theme after I told the group about a situation one of my cousins in which he was walking down the road once and didn't see an open manhole in front of him and ended up falling down it and breaking his leg. ...read more.


To begin our production, Ellen and I looked into various news articles about the London Bombings and the enquiries of the London Bombings that are currently happening within the news. We found accounts of various people's survivor stories mainly from the bombing at King's Cross underground. The majority of accounts we found tended to be from those who were not in the carriage. However I found a piece by journalist Peter Zimonjic who was in the London bombings. In this article he wrote about what he saw, felt and heard in every detail and using this article we tried to see what we could explore using his descriptions. One particular part of his article that stood out to us was that of a man he encountered who was lying on the floor that seemed to be hurt from the waist down and he turned out to be paralysed from the waist down after the bomb. This person we thought would be a character we could use for someone within the production piece as an effective character. After discussing the possible outcomes we found that compared to the other proposed storylines we decided that Conor's storyline would have been the most effective out of them all and therefore settled on this character for Conor, which was due to be about a man called Rick White who was an athlete runner going off to meet his girlfriend for an anniversary dinner however he ended up having to do extra training due to being forced by his coach at the last minute. ...read more.


In order to get an idea of what forms of sounds we wanted to incorporate together we all looked at various films and productions we were able to look at through the use of youtube. One film in particular we found helped with giving us an idea of the types of sounds we could use was the 9/11 film. We listened to the forms of sounds which they bound together especially at the moment of impact between the buildings and the plans. Conor and I decided to work on the sounds together as well as the music tracks whilst Ellen and Sinead worked on the lighting effects and also the cues for either the lighting or the sounds along with working out the seconds between each scene and special effect. Conor and I used a library of sounds which Conor had already from his media studies work, we settled upon placing a bombing noise, shattering glass and also a screeching of train tracks together and we felt that this along with our performances helped to create the tube atmosphere at the time of the crash. We gave both Sinead and Ellen the sounds to listen to so we could get their feedback upon the combinations. We also found a song called 'London Bombs' by Eskimo Joe which we felt went the emotion of our production. For the lighting it was decided to keep it simple and high key for the majority of the performances until certain moments mainly so the audience could still see the performances along with past practicals when we've witnessed how difficult it is for the performers to effectively perform within darker lighting. Word Count: 2,685 ...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 Theatre Studies 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 Theatre Studies essays

  1. Equus Exploration Notes

    let us see which level seems to give off a eerie atmosphere, gradually we then added in stamps and thumps, to increase tension. We discussed the idea of having a random order of stumps and thumps or we talked about having an ordered number of stumps and thumps, I think

  2. Stage lighting - A guide.

    It is named after the man who developed its compact and cheap design. The edge of the spot has a soft edge to it, so that different lights can blend in with each other more smoothly. The light is useful for short throws (distances)

  1. The Caucasian Chalk Circle - Exploration Notes

    Her jealousy may be the reason for her neglect towards Michael when she is fleeing the city - her clothes are much more important to her. The way that the lines are written have a babyish quality to them - the grammar's very shaky, the vocabulary is incredibly simple and it all sounds like a bit of a tantrum.

  2. Two scenes from the play "Whose Life Is It Anyway" and how I would ...

    Scott talks to Ken in a social manner. They talk about the ranking of a nurse in a comical fashion but subsequent to this it all comes apart. After they talk about how each nurse learns how to perform an enema at Training School, the director would probably build up a silent break.

  1. The title of my devised piece is Resentment. The piece is about young catholic ...

    We have used this technique in a small part of one of our scene where the adopted child is looking for her birth certificate. The adoptive mother tries to distract her by asking her to do things. This scene is serious but is made slightly comical by the tasks the mother asks the child to do.

  2. 2. In what way was the stimulus material developed through the drama process?

    The fourth scene was the showroom of girls, where we used the character of Kevin from the programme, and another man we created as two men selecting their future wives. We are portraying the girls as dolls in the play as they are made to be someone they are not.

  1. Evaluate the ways in which ideas were communicated to the audience.

    I think we could have communicated the meaning clearer to the audience by either simplifying the plot or creating a more consistent and distinct narrative device.

  2. The Devising Process

    Researching the comparative sides of the two lifestyles, we used the book 'Tudor England' by John Guy for authentic ideas of clothes, food, education and entertainment, which helped develop the idea of modern children, time travelling to Tudor period. With this idea in mind, we began improvising around the characters of 'Sam' and 'Debbie' going back in time.

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