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

Fatal Shore - Critical Evaluation Arising From Final Improvisation Piece.

Extracts from this document...

Introduction

Fatal Shore Critical Evaluation Arising From Final Improvisation Piece In our final improvisation for fatal shore, we were in a group of 5. Our piece started off with a blackout, two members of the group were holding candles another member shouted out the year that fatal shore took place. We all walked in to the room where the fifth member of the group was stood, frozen. The spot light came up onto him very dimly as we got to the middle of the room. I read out a few lines from the first sheet we'd ever looked at about fatal shore. When I'd finished reading the spotlight and the candles were put out. Next we got into the shape of a 5 on a dice matching the 5 spotlights, we used thought tracking for the person that was stood in the middle of our square. We chanted words that might have been issue if we were convicts. We took it in turns to say a thought of the convict, for example, The conditions and the hunger he might've be experiencing, this gave the audience an idea of what it might have been like. ...read more.

Middle

My character got annoyed by this and had the guts to stand up but not look the officer in the face. In role I then said, "Why don't you do it?" under my breath. The officer made out what I had said but they did not like being questioned in this way so the convict was threatened with flogging. At this point Jack G came onto the scene in role as Governor Philips, stopping the officer from flogging the convicts that were now all stood up sticking up for the convict that I was playing. As Governor Philips disagreed with flogging convicts and that he'd rather educate them, this showed this point very well. After this scene we all lined up at the back of the room swaying to signify the ship swaying on the waves, Charlotte then read out a case that took place before the shipping out. She said the name of the criminal, the crime and the sentence all of these sentences included transportation. It then switched into the next scene with two officers (me and Lucy) ...read more.

Conclusion

In this scene they overcame their hunger and thought about what would happen if the officers found out. The officers then came into this scene to try to find the bread. They were being very threatening and they had convinced themselves that the convicts definitely had the bread. One officer went round, threatening and challenging each convict. This showed the audience how threatening and violent the officers could get. When the officers got to charlotte they were convinced she had the bread so they told her to stand up, sure enough she had the bread and the two officers agreed that she would be flogged. She was dragged off the stage and there was scream representing the whip hitting her and then the lights blacked out to end the piece. This whole piece was effective as is showed the audience how bad the convict's lives were on the ship. I thought other people's work was good when in one piece, a children's game turned into a violent scene on the ship. Also when people were being aggressive it was very convincing. I thought overall the pieces all worked very well because they all conveyed life in fatal shore well. ...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

    I'm sure that every member of the company did this at one point, which was an overall strength for everyone as it contributed to a flourishing performance as concentration and focus was all down to teamwork. My individual weaknesses were the following: > At the start I felt I didn't

  2. Evaluation of final performance- devised piece.

    I really got into character and felt that they had killed my sister and the anger I felt I stamped out on the floor and I flung my arms around mimicking hitting the wall, clearly wishing I was hitting them but getting more upset because I could not see them.

  1. An Essay on Improvisation

    She goes on to ask some very pertinent questions, which all the time are getting more personal and sinister. She also makes a number of puzzling statements to the girls, in which she reveals her bias against men, claiming that they're 'dirty' and that she 'won't have them in her laundry.'

  2. Paper 1 Unit 2 - mousetrap final

    choose a boy from the group to play the part of a female, so I was chosen and so instead of putting me to act as a female, we converted Ms. Casewell to Mr. Casewell. There were some speeches that talked specifically about Ms.

  1. PerformanceIn performance there are three stages of development when creating a performance piece with ...

    and congas in conjunction with each other and layering the following rhythms. Not only was tension added but texture also. This meant we had to concentrate on pacing during rehearsing as simple changes in beat/rhythm can effect/impact on what the audience felt, this also links in with our drama in the rehearsal stage.

  2. 'The Gift' and 'Frankenstein' - Response, Development and Evaluation

    in which the two patients meet and have a disagreement about the issue of transplants and waiting lists, we did this as it showed a realistic situation in which two people meet, and discuss. This helped us put across our arguments, both for and against, each person.

  1. Shakers Evaluation.

    Our group decided to contrast Adele and Mikes responses. Adele believed that Mike had fallen in love with her and gave him excuses to why he finished with her after she had her abortion; whereas for Mike It was nothing but a fling, gone wrong! For the second lesson that I felt was successful, I will talk about Mr and Mrs Untrendy.

  2. Drama evaluation of topic - Homelessness.

    It is not always one particular person or family that is subjected to this though, throughout one play we looked at war and the homelessness of many. It is all very sudden in our play and the scene begins with the Jewish prayer, this creates a feeling of sorrow.

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