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

My task for the controlled condition test was to construct a 15-minute presentation centred around the thematic area of IRONY and things that aren't as they seem.

Extracts from this document...

Introduction

Coursework evaluation Hannah Taylor 11A Introduction My task for the controlled condition test was to construct a 15-minute presentation centred around the thematic area of IRONY and things that aren't as they seem. Although irony played an important part throughout our performance we were able to closely link it with a particular form of irony named dramatic irony. This is the irony that occurs when the implications of a situation, speech etc are understood by the audience but not by the characters in the play. Our presentation was about a pair of 18-year-old twins played by Sophie Wong and Rachel Steyne and their best friend played by myself, on a holiday near the beach. An argument occurs between one of the twins (Rachel) and the friend resulting in the murder of the twin. The surviving twin can see her spirit but the friend cannot. The murderer is a schizophrenic, with two personalities, the evil side played by Alison Verona and the good side played by Johanna Thorpe. The dramatic irony within this is that the audience knows she is dead but the characters do not. We chose to work in a group of five as we all take dance and drama and so would be able to concentrate on both performance techniques closely and as a group with no interference. Working as a five meant we were able to use a variety of characters and techniques in the performance, which was needed to accomplish an adequate and well-depicted story line. I felt comfortable working around these people as I had worked with most of them before. Planning We chose to portray dance and drama in a number of ways and for a number reasons. Dance played an important role in our performance and we were able to incorporate a total of 2 dances into our presentation, aswell as a variety of dance techniques. ...read more.

Middle

We created a different setting of the beach to make the audience more aware that we were on holiday and opened the scene with the twin and the friend sitting in complete silence, sat apart and motionless. This built up a query of what was happening and created a heavy atmosphere with suspense of who would talk first. We developed the dialogue, still using the argument but making it more fierce and tense for the other twin sitting between the two. We then incorporated a freeze-frame and included our idea of the picture on the OHP. During week 6 we added a new scene which was the high point of the drama where major clues were given away indicating the girls death. We called this the breakfast scene and used this setting, as it was one that all 3 girls could be included in an environment where a perspective could be added of myself not seeing the dead twin. We also decided that the schizophrenic would have 2 personalities because it would make the character more interesting and allowed us to use techniques such as characterisation, mime for the side of the character not acting and integration of 2 characters into one. We then added a news report scene, which was for the purpose of audience awareness. We included mime of my character around the news reporter. During these two scenes we incorporated techniques such as a use of pace to build up tension among the characters, a variety of tones of voice to further enhance our character portrayal and their feelings and a range of facial expressions to again highlight feelings of confusion and anger. Initially we connected this scene with a confrontation between myself and the schizophrenic, however we felt that it would be more effective if we were to divulge a little more information to the audience and so we incorporated a 'packing scene' whereby the tension among all the characters is shown at its height. ...read more.

Conclusion

We made sure that our scenes flowed with one another I think this was effective because it ensured that there were two ways of portraying the meaning of a scene in one scene in a stimulating way. Conclusion Overall, I was very pleased with the outcome of our performance, the way in which we worked as a group and how we tackled any difficulties on stage. I think as a group we had more strengths than weaknesses particularly in the development and presentation stages of the project. We were able to work effectively as a group, putting our ideas together and voicing our opinion if we thought anything should be changed or added. We used our time competently and evenly distributed the roles of characters and when they would appear on stage. However, we encountered a few weaknesses and these appeared particularly in the performance whereby we rushed slightly, as we were aware the time limit. We also found it difficult to sit down and discuss an idea without the aid of dramatic improvisation which was contained in the criteria of the project and I don't think this was beneficial to our performance as from the beginning of the project we never had a definite outline of our storyline. I enjoyed playing my character, as I was able to explore a range of moods and play a character having to act round someone who wasn't there from my perspective. This was quite challenging at first but as the weeks progressed I became used to using this technique. However, I don't think my character had much of an in depth personality, as it was quite like myself in real life- a teenager. This prevented me from exploring different characters, which perhaps would have held more interesting characteristics. Having said this, I was able to use a variety of facial expressions and take part in an assortment of different environments within a scene. Next time I would prefer to play a character more challenging that I have little in common with so as to assist me practicing different techniques within drama. ...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. Street Dance Evaluation

    this was a weakness there for I needed to overcome this problem for the performance and began to panic about this.

  2. ' Stand Up, Al ' AS Drama Portfolio

    I also had to decide on my personal costume as did all the group whilst contributing in every rehearsal to things or aspects i personally felt could have been improved about the piece as well as taking into account other people's thoughts and suggestions.

  1. A Comparison Between The Techniques Used In Jurassic Park And Jurassic Park 3.

    This slowly zooms out to become a mid-shot so that we can see the expression on his face. As the two others try to escape there is an extreme close up.

  2. GCSE Drama: Portfolio of Evidence. Task 2: Development Phase

    Waga's monologue. It was a key element of our performance and helped produce a sufficient atmosphere: (Ludwig Waga sits towards the back of the stage on a desk of his own and in front of him there are three rows of chairs in a two-by-three formation. It is silent.)

  1. From Act One, Scene Two of 'A Midsummer Night's Dream', choose a character who ...

    He has to over act all the time, not listen to Quince's advice and be over confident thinking he can do everything and better than anyone else. Although the play is supposed to be a sad play with Pyramus and Thisby killing themselves for love, Bottom's acting turns it into a comedy.

  2. Language Throughout The Resistible Rise of ...

    Brecht uses Ui's long speeches to communicate to the audience, a shock of reality, and so these speeches lend themselves to and aid Brecht's dramatic purpose. For instance, in scene 7, Ui expresses his views on the worker; '...a worker is somebody who works./ But when you strike, when you

  1. The original stimulus to our original ideas was the way in which children of ...

    There are certain emotions, as a group, we feel are essential to the success of our performance - anger, sympathy and hope. In order to achieve this, we have focused upon these emotions within our piece. The group also wanted to create a range of moods and atmospheres to help the audience experience the emotional trauma suffered by those involved.

  2. Analysis of a seven minute sequence from Luc Besson's The Fifth Element (1997)

    We see how he knows that Diva Plavalaguna knows who he is. The non-diegetic soundtrack of serenity then transforms. At first it is sinister with uncomplimentary chords giving a nauseating feeling. A cut-away shows Leeloo and with the sound bridge carrying this unsettling noise into her shot, we see something

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