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

Explain how research material was gathered and used within the process, and evaluate the ways in which ideas were communicated to the audience

Extracts from this document...


Explain how research material was gathered and used within the process, and evaluate the ways in which ideas were communicated to the audience Before starting on the Unit 4 process, we created individual workshops based on the quote "We are all lonely individuals, acting out our lives in a hostile environment made only acceptable by our dreams of escape", with each person taking a different interpretation. As well as introducing us all to vital leadership skills, it showed us how many different ways there were to view one quote, let alone widening it to a whole performance piece or even a range of texts. My workshop was based on Brian Clark's 'Whose life is it anyway?" using the main character as the "lonely individual". I saw a production of this play in April 2005, and instantly loved it, and saw the connection with our stimulus quote. This play had important social relevance, and ended up linking well to our eventual Unit 4 concept: failing to see reality. After a serious car accident which severed his spinal chord and left him quadriplegic, Ken attempts to persuade the hospital to discharge him, letting him die with dignity. ...read more.


After reading these lines, I felt far more sympathy for Helena's character than is often portrayed, and so with my interpretation, did not want to portray her as unintelligent, or mock her too strongly. Our concept was to highlight blind love, not to ridicule the victims of it. Near the start of the process, we studied Berkoff as a practitioner because of his ability to create scenarios and characters through the simplest of improvisations. Unit 4 was the first real time I had to create an extended piece of drama without the use of a script, especially without the foundation of GCSE Drama. Therefore, workshops where we focussed on devising were incredibly useful, and gave us the confidence we needed as a group. We worked on activities such as creating a scene, adding a character, adding a twist in the plot, etc, and began to see how simple it was to devise and develop a performance. We used such a range of literature within our piece to create a clear journey for the audience, using both classical and modern texts to highlight our central theme of blind love. ...read more.


As well as creating humour, this shorter scene showed the audience how much more easily they could have communicated with each other. This particular approach seemed successful as the contrast was so clear, and audience feedback suggested that it was fully understood. In other scenes such as the adaptation of Time and the Conways, we used exaggeration of character to convey our concept. It was crucial that the audience understood that we were showing two people who were completely in love, yet neither had the courage to admit it. We communicated this by making both characters appear particularly nervous and unsure of their own emotions; Madge played by Ele often fidgeted with her hands and sat in a very awkward position with uncomfortable body language. I played the part of Gerald, and as soon as the scene began, I walked away from Madge, avoiding eye contact, with occasional glances towards her at appropriate moments. The other cast members supported this by standing on blocks behind both of the central characters and mimed pushing us together. Every time the conversation became stagnant they eased the pressure off, and appeared disheartened. Without this enhanced characterisation, the purpose of that particular scene, and therefore the purpose of our production would not be sufficiently clear. Helen Fletcher 13A Structured Record ...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. Two scenes from the play "Whose Life Is It Anyway" and how I would ...

    The way that Ken gets treated by Dr. Scott this was a very spiteful thing that he could have said. This speech from Ken also shows that Ken maybe paralysed but he still capable to make up his mind and it shows how able he is and intellectually stable, or so he thinks he is.

  2. Performing Arts A2 - Unit 4 - Report Secion (1 Specialism)

    After you start work as an actor, it is unlikely that formal training leading to vocationally-related qualifications will be provided. Skills are developed on the job, through rehearsal and performance, as you move between contracts and this experience is evidenced on your CV rather than on certificates.

  1. Performing arts skills

    I was standing near the edge of the performance reading a newspaper with my small child playing next to me, she is then brought into the group, I decided that the game had gone too far and that they should all come home because it's getting late, the group all

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

    During our humorous scenes the audience were extremely engaged, laughing for long periods of time to at the certain bits of action or speech, this was exactly how we wanted and expected the to react. At the beginning they seemed to be quite agitated and were picking up the pictures

  1. 1. How did your role emerge and how was it communicated?

    With this character I used a top hat to give the idea of a magician, someone who creates impossible illusions, and an idea of a game show host, someone who gives away free luxuries. The next scene was an advertisement of a Russian Bride, after looking endlessly at mail order

  2. The Devising Process

    As the characters' anger and fear built, I climaxed the dynamics of her speech to a shout and created tension and climax with the assonance of strict, harsh sounding words: 'tiny, groggy house, water running through the ceiling and the stench of waste seeping through the window'.

  1. Theatre crosses social barriers. Evaluate this quote.

    The questions arrive here. Has it educated the people? If theatre about consequences of war is to educate people, what's happening in Iraq? Were there longitudinal effects of the purpose of theatre? Judgments on theatre are based on strong personal perspectives and beliefs that are unwilling to compromise and gets offended if it goes against their view.

  2. Greek Theatre Research and our Masked Perfomance

    When the character wasn't "onstage" he would turn so the audience could see the back of him, showing he wasn't present. After looking at Greek Theatre and how they used masks, I designed a mask for a character that I wanted to play in our own Greek theatre performance piece.

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