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

Drama Portfolio: Response, development and evaluation.

Extracts from this document...

Introduction

Drama Portfolio: Response, development and evaluation. Response: For our drama portfolio we were given many different stimuli to work with that all gave us different ideas for our final performance. I choose two stimuli and used them to develop ideas. My first stimulus I would like to talk about is a sentence about poppies that was given to us. We took our stimulus and brainstormed ideas. We looked at different drama strategies to employ that would help us understand the text. The sentence, which was about poppies made us concentrate on the aspect of war. Therefore death was the main idea but not necessarily due to war but to other reasons. Poppies are red and red symbolises blood, death, danger, wrong and love. As well as the performance consisting of pain an idea would be to also portray love. So we were thinking of a performance with a contrast of love and death. Loss will convey the blood death and danger so we should use loss as a main element within the piece. However, we were forgetting what poppies actually are flowers. This obvious aspect should be included, as a poppy is obviously a flower and death is an obvious element within war. They are both stating the obvious and therefore some strategies should be used to gain ideas from this aspect of poppies. We used hot seating on someone who is a presenter at a garden show. We selected some sentences about flowers and thought of using narrating to say them. ...read more.

Middle

We then shoe the son being murdered by the enemy and his body dumped in the forest. The mother is sitting on a chair and the son on the floor to portray the terrible conditions at war and to define the authority the mother has. The different levels portray the status of both characters. There is silence and the only thing heard is the narration of letter. The silence emphasises the meaning and emotion within the text. Here I decided to use text instead of movement to convey the son's emotions. The son begins to express his loneliness and want for normality. He tells his mother to look at the moon in the sky and explains that they are looking at the same object but are many miles away from each other. He then says,' as long as you can see the moon in the sky I will never stop loving you'. The son uses the natural surroundings which is unseen by the audience to portray his love for his mother. This combination between facts and emotions conveys that love can only be portrayed in what you cannot feel or taste but in what you can see. Here the son starts to cry whilst sitting on the floor. The mother too begins to cry and moves off the chair dropping herself to the floor. Now there is no difference within the status as they are both on the floor. This portrays the fact that the son's love and hurt is equal to the mother's pain and hurt. ...read more.

Conclusion

This would help the audience understand the character and text with greater detail. The costume could have included the cultural and historical feature into the performance. As well as this helping the audience relate to the performance and character, it also gave the person playing the role a greater understanding of the character. This in turn makes the character easier to play. Lighting would have been a great assets to the performance as it would have emphasised the pain and sorrow and we could have made use of black outs and the fading away of lighting. However, the first performance was performed in the dram room, where we do not have access to the lighting facilities. Although the second piece was performed in the drama studio the room was set up for an A level exam and we were not able to alter the lighting due to this reason. If we could have used the lighting we would have used Baroq's idea on using one white light on the main character. This would create a lot of effect on the main character who should be understood in the most detail. Historical, social or cultural features were not considered which meant that the portrayal of the piece within the setting and actors was not achieved to a high degree. In both pieces many aspects are outstanding and are a great credit to the piece however, there are many places where there is room for improvement. Many changes and extra rehearsal would improve both pieces. Taking into account the time we had it would be fair to say that we did remarkably well. Seema Sidhu 11H ...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. Performing Arts evaluation

    We were able to receive and respond to the feedback that was given and improve from it. > We did schedules, which gave us an aim to achieve, and allowed us to rehearse it already. So we automatically know what to do which meant that confidence levels grew and we became a closer team.

  2. Free essay

    Literary development of the legend of Robin Hood

    Over time, characters have been added to the legend. 'The adventures and exploits of many bandits, outlaws and others were joined together with contemporary beliefs and attitudes',4 thus increasing Robin's band of merry men. Little John and Will Scarlet appear in the earliest ballads as trusty henchmen and the sheriff

  1. My drama script

    Mrs Wilson: No Gracie, you can't leave me here now, this is the time I need you the most, please don't leave me. (Mrs Precious asks what happened to Lucy, and they tell her the whole story) Niki: Oh thank you, Mum lets go and pack our things, we are going back to the city again.

  2. How does Bennett develop the audience's response to Muriel and her family in 'Soldiering ...

    She wants to keep her self respect and pride. She does not want anyone's sympathy. The people who are rooting through all the different things in her house are described to be; 'trooping through the house' And so Bennett is making is seem like a negative thing which affects the

  1. The original stimulus to our original ideas was the way in which children of ...

    To overcome this, each member of the group was allocated a limelight moment in which we chose other techniques to convey our skills. We used one monologue, movement, music and poetry as an alternative. We found this to increase the range of skills we could show and therefore it worked greatly to our advantage.

  2. How manipulative do you think Mother is? To what extent is she the pivotal ...

    The only way that mother can deal with her guilt is by obsessing about Larry and be perpetually in denial.

  1. I am going to start this "Response" stage by trying to say my understanding ...

    Again the music should be typical 1980's pop like A-Ha. This set again changes when it's moved to the salon or the toilets or a night club at 1 am in the morning. However, above all, the social context is extremely important.

  2. Drama coursework: Slavetrade - Development ...

    As my narration went on I became more and more into the part and really started to believe in what I was saying, after we had finished the practice run of the scene the other members of the group told me that they felt the emotion from my words and

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