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

Little Polish Boy with Too Much Punch for Judy.

Extracts from this document...

Introduction

Little Polish Boy with Too Much Punch for Judy My Practical work in February was for Option . It was a piece of TIE and based of persecution. It was devised from a poem about a little polish boy. The poem made the piece non-naturalistic and the direct address let the audience in on the characters feelings. My contribution to the performance was to play the part of Little Polish Boy who was the focus of the piece because of the poem and brought pathos to the audience. As a group, we devised the script and researched details for each scene. To help the TIE performance so that the information was true I looked for information regarding World War 2 on the internet and found many journals from prejudged victims during the war, the rest of my group did the same. ...read more.

Middle

Nothing about the historical period was similar as the other piece was about realisation of drink driving and little Polish Boy was about how people were treated in concentration camps. The characters in our production dealt mainly with prejudice and persecution. In contrast, those in Too Much Punch for Judy, which I also studied, had to deal with drink driving. The similarity of the society was the themes of death but Little Polish Boy also had a strong theme of racism running through it. The culture of little polish boy was of mixed religions and political beliefs which were explained by the characters through direct address. The culture of Too Much Punch for Judy was people in their middle twenties set around wine bars involving alcohol and sexual dynamics. ...read more.

Conclusion

No accents were used as we felt that they brought the play too far away from home and may split the audience up from what they were watching. The costume was a white T-shirt for the victims to show their innocence with a different style of jeans each to show that although they are all equal (all have jeans) they are still different (the style of jeans). Similarly, Too Much Punch for Judy had multi-role, direct address and TIE but the difference was that they also had a more physical approach to the piece as well as ensemble and a workshop. I have learnt about concentration camps and the ways in which people were treated from the research that my group and I did. From the performance aspect, I have found many ways to use different conventions, which were contributed as ideas for our piece. Word count: 655 Oc�anne Esparcieux ...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. Too much punch for Judy.

    I think that this line was really effective and will stay in the audience minds. Charlotte portrayed the character of Vi, who is Judy's and Jo's mother, Charlotte showed real emotion and more people in the audience cry, where she speaks to Judy for the first time, since the crash.

  2. Too much punch for Judy.

    In week 3 we walked around the room in the manor of particular characters. This was also another use of role-play, because we had to walk in a certain way e.g. the way our character would move around. We then walked around as if we were in 3 different situations.

  1. For this exam we have been given the text "Too Much Punch for Judy" ...

    At the back of the book the author has pointed out some key facts and figures about the death rate and penalties behind drink driving incidents. Some of the main issues we talked about during this lesson, were how Judy was going to be able to cope with the fact

  2. The stimulus we were given to look at was the play 'Too Much Punch ...

    and 'Childhood and Youth in Retrospect'. I think the way it is split up into different sections allows the audience to focus on each section of the story and also acts as a point of reference to different parts of the play. The audience can also see the contrast from one chapter to another, e.g.

  1. Spring and Port Wine.

    We learn that Hilda has been at a leaving party at her work. We find out she has drunk quite a lot of port wine. When Rafe arrives home, the atmosphere changes in the house. All of the conversations are revolved around him.

  2. Drama Portfolio - Too much Punch For Judy

    Previously Judy had persuaded Jo into letting her drive home, as she had drunk less alcohol than her. When Jo finally agreed, she threw her keys to Judy. The moment she threw the keys the play froze and it symbolized the dramatic irony of the play.

  1. 'Ape Theatre Company' came to our school to perform their production of 'Too Much ...

    in one direction for plays and assemblies - this was good because we almost surrounded the performance space and I felt closer to the action. The actors were waiting in each corner of the aisles that had been set up and sat on chairs as we entered the performance space.

  2. Look at an extended part of "Too Much Punch for Judy".

    We used contrast in the piece by showing how happy Judy was before any of the accidents, we then portrayed the devastating emotional effects. We used typical characters within the story to make it more realistic for example, the boyfriend and the friend.

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