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

How successful do you think your performance was today in terms of conveying the story, creativity, mood and atmosphere, audience response?

Extracts from this document...

Introduction

Sarah Sammons GCSE THEATRE IN EDUCATION PROJECT PERSONAL EVALUATION Title of piece: A Promise is as good as gold Group Members: Sarah Sammons, Emily Osbourne, Alix Flemming, Jessica Eswaren, Joanna Blyth, Victoria Mason. Character you played: Narrator THE PERFORMANCE ITSELF How successful do you think your performance was today in terms of conveying the story, creativity, mood and atmosphere, audience response? Overall, the performance went very well. Being the narrator I had the main job of conveying the story, so I made sure I brought it across clearly so the children could understand the main theme. We were all very excited when going to the school and we brought that excitement into our production, giving the children enthusiasm too. Because of this, they responded well and the general mood was great which helped make the play a success. Describe what worked well and in hindsight what might your group have done differently? Having the stage in the round with one edge gone, worked well giving us all space to move around and act accordingly. ...read more.

Middle

Personally, I would like to have had time to improve the diction and pace of my voice. I tend to speak quite fast, and having time to improve on my diction could have made it easier for the children to understand and follow the story. How did a live audience affect your individual performance and the piece as a whole? The audience was very excited throughout the play and there were times when they refused to believe that the character Holly had 'gone missing'. And there were also times when the laughter was very loud and it took quite a long time for them to calm down before we could commence with the show. But all live audiences are different, depending on their age group or enthusiasm, and as an actress I know never to expect something to come, because everything is always on the spur of the moment and I have to be ready for that! WORKING PROCESS - I.E. ...read more.

Conclusion

A lot of the group changed characters at times too, which was difficult as we had to make sure everyone knew their part and knew exactly how their character was feeling at each moment in the play. What have you learnt about creating Theatre in Education? Refer to your original research, the workshops we did, the rehearsals you had in your group, the work you saw others create and the final day at the primary school. From the original research I did on Oily Cart, it is clear that all Theatre in Education productions have to be big, bold, and colourful with lots of audience interaction, so as to keep the children interested throughout the play. We saw others create similar pieces and all of them had a lot of interaction with the audience. The final day at the primary school was much different to what I expected, the general enthusiasm which came across from the children, helped us make the whole play a success, using all the techniques we had learnt from looking at others using Theatre in Education. ...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. Evaluation of final performance- devised piece.

    Moreover when she is a teenager she uses her versatile voice skills, talking quicker, to make her role more believable. However I think that her weakness is acting as a child, her voice is slightly too exaggerated and more humorous than a realistic child, because it is more higher and squeaky.

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

    Bennett makes the audience think that Muriel's whole life was based around Ralph. Without him she is unimportant and an irrelevant person after his death; almost as thought she was only known to some as Ralph's wife and not a mention of Muriel.

  1. An Experiment to Investigate How an Active Audience Will Affect a Skilled or Unskilled ...

    Some can cope with these levels of arousal, yet if these levels become too high, then performance levels can dramatically decrease. Zajonic's Drive Theory also backs this up. It states that the presence of other people (co-participants or an audience)

  2. Witchcraft - The Response Phase.

    We had to also build up the atmosphere by building up Heather's character. We had to make Heather very emotional, upset, serious and apologetic. My first ideas after reading the text was to have Heather sitting inside the tent in the middle of the night with crickets as a background

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

    Ryan's mother played a small part in this play. She is a very loving, caring mother who, when she found out about Annie's condition, reacted as any mother would - furious, but also devastated - I think that if she had been given the option of Genetic Engineering for Annie, she would have taken it.

  2. The performance in question was a performance of

    However, the people could represent Eva Smith and John Smith, acting on behalf of them, being used to pledge the worthiness of this family against the cruel acts they had paid to Eva Smith. This production made great use of Edna as a non-speaking actor.

  1. Free essay

    Zoo Story

    The thought that anybody could be walking along a path, not knowing in what general direction he is travelling says to me that he is lost, a man trying to escape from a life of pain and hurt with the only way being to shut off all conscious thought.

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

    Performers do not act alone; they react with/off other people. "The Actor must first of all believe in everything that takes place onstage, and most of all they must believe what themselves are doing - one can only believe in the truth!

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