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

How did your role emerge, and how was it communicated?

Extracts from this document...

Introduction

How did your role emerge and how was it communicated? Through the process of exploring our stimulus of 'Scream' by Edvard Munch, we came up with a lot of ideas for story lines all based around the idea of being trapped. Therefore we aimed to show a range of aspects of being trapped. Due to the complexity and range of depth we could go into, we came up with many different character roles. The performance was mainly focusing on the theme rather than any individual characters, however the characters we created were designed to affect the audience's responses and inflict emotion upon them. We also used a range of genres to create the performance, which resulted in a variety of roles being created. However, not all the people within the scenes were representing an individual character or role, but for example, the poem scene which everybody featured in, we were not becoming individual people, we were becoming an emotion. We came up with the idea that you can become trapped within an eating disorder, and I then volunteered to research into the life of an anorexia sufferer. ...read more.

Middle

The conclusion to the scene where Anna regained her power over Sophie was originally portrayed through a scream, but we thought this was too much of a clich´┐Ż ending, and therefore we decided Sophie should collapse to the floor crying in a rocking motion. This action was to try and make the audience feel uneasy about the situation and leave them feeling helpless. Anna ended the scene with a monologue explaining how she/anorexia can affect someone's life. In another part of the performance there featured a scene in which we, as a choral group, read out a poem and represented the role of somebody trapped by illness. Again, we thought we would just have one person reading the poem as if they had written it, but although the poem was written by an epilepsy sufferer, it had no reference to the illness, therefore leaving it open to interpretation. We tried reading it out with all of us saying the lines in a monotonic voice, but we felt that had no power or emphasis, so we decided to split the lines up between us. ...read more.

Conclusion

We thought this would be a powerful way to show the lack of responsibility people want to take for poverty, and the way people simply walk by without turning a blind eye. This scene proved difficult for me, as typically I am a very vocal performer. A lot of my emotions come from my voice, and obviously within this scene I could not do this. Therefore I had to work on my facial expressions and gestures through various rehearsal techniques, including mime and melodrama. I did feel an improvement within my character after practicing the scene more and more. I started off by making the character over the top and gradually toning it down, to create a more realistic effect. The audience however didn't seem to grasp this concept, as proven through evaluative questionnaires. Looking back on this scene now, I think that perhaps a different approach could have been taken. The mask's were maybe unnecessary, and the ignorance of today's society that we we're trying to show could have been shown through more character interaction. Not necessarily through voice, as we had already dismissed that idea, but through stronger use of physicality. ?? ?? ?? ?? Drama Katie Brown ...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. 1. How did your role emerge and how was it communicated?

    I felt that the scene should hold some mystery and uncertainty to it. As the male character I wanted to create discomfort with the audience but also show how easy it is to have anything you want, and to exploit the reality; that human beings can really be bought.

  2. The Devising Process

    Dynamics of the voice were also used to differentiate the helpless fear against the shrill anger. Starting the soliloquy quiet and softly, building the volume as the character recalled pain and climaxing with desperate shouting served to emphasize the characters torture and fear.

  1. Developmental Process. To explore the different aspects of city life, we all came ...

    After testing out and placing the scenes together, we found that having a different genre for each scene worked. We had one scene based around a comedic situation, then the other three drama based and I think due to the fact they could be said to be detached from one another made this run work more effectively at the time.

  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. How did the group plan for a range of responses from the audience?

    The consensus was that if they found it too disturbing to watch anymore they simply focussed completely on the protagonist, which was not our intention at all. However it turned out that this was for the better, if we hadn't had the use of the flash-forward of the protagonist hanging

  2. Explain how you would want your audience to respond to Tesman in Hedda Garbler. ...

    It suggests an open, disarming uncomplicated character. It is clear that he has had an easy journey through life, has been looked after and feels at ease with himself and the world. Try a couple of students making an entrance as him and then spotting his aunt, his face lighting up with pleasure.

  1. How did your role emerge, how was it communicated, and in what ways was ...

    and the other members replying in unison with "It doesn't mean anything!". This communicated the vast range of different perspectives people can have on love, and the different circumstances there are, linking to our concept of circumstantial love. The final line was in reply to "What does love mean?"

  2. Explain how research material was gathered and used within the process, and evaluate the ...

    Because it evoked such a reaction from the audience, we saw the impact that blind characters can have, and how frustrating blindness can be. Josh and I had seen a production of Tristan and Yseult near the beginning of our work on Unit 4, and had seen definite parallels that we could use.

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