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Discussing Antigone.

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Introduction

Greg Cole 11BH GCSE Drama Coursework "Antigone" During this coursework, I intend to write a description of the activities that I have taken part in during the assessment period. I will try to analyse what I've done, why I have done it and how it has helped me to understand the play "Antigone" The first thing that the class did was to sit as a group and discuss a news report on a curfew for under-16's. I felt quite strongly against this, because I felt like it was infringing on any of the under-16's rights. Miss Denton then informed us afterwards that the whole story was made up, but even though the stimulus was fake, it still provoked a very real emotional response in disagreement from the class. ...read more.

Middle

The next time the class had drama; we were all given 2 sheets, which was our introduction to the play of "Antigone". One was a conversation between Antigone and Ismene, and the other was Creon's long speech. Both of these gave us an insight into the minds of all three characters. As soon as we had finished reading the sheets, I immediately sided with Antigone, because she was demonstrating that her family was the most important thing in her life. After this, we were asked to go into groups of about 2 or 3, and to improvise the confrontation between Antigone and Creon. I partnered up with Amy Collins for this, and we used a number of dramatic techniques, but we mostly used the roles and status (so that Creon was at first in control, but Antigone eventually overpowered him), and I, as Creon, circled Amy a lot to show that I was around her and there was no way out without an answer. ...read more.

Conclusion

In the chorus and messenger lesson, we formed a group of 8 and set about in different groups to re-create the story of a girl that had been kidnapped and killed, using her friends as the chorus and her headmistress as the messenger, who in the end of the play delivered the message that the girl had been found dead. The chorus's main interest was what was going on in school, and not of the girl that had gone missing, as they were obviously not great friends of the girl, but did however know about her disappearance. In the final lesson of this section, we were asked to perform an abstract version of the story of Rosa Parks, the black woman who refused to give up her seat on a bus. To do this, our group of 6 used the 'angels and devils' technique, so that both characters (Rosa Parks and the Police Officer) had the perspectives of what they thought was right or wrong. ...read more.

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