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

A written account of practical work undertaken in year 11 resulting in a piece of drama presented for examination.

Extracts from this document...

Introduction

A written account of practical work undertaken in year 11 resulting in a piece of drama presented for examination. We started the Christmas term 2001 with group warm-up exercises, before even thinking about what we were going to perform in late November or who we were going to work with. These were fun class activities, used to build up group relationships. We did such things as human noughts and crosses, using nine chairs in a 3 by 3 square with the girls as noughts and the boys as crosses. We played 5 games, resulting in one draw and the boys winning 3 to the girls' 1. It was fun and used really to warm us up. We then went on to play two games of winking murder. We all sat round in a circle on chairs with our eyes closed while Mrs. Powles walked round the circle tapping someone on the shoulder, telling that person that they are the murderer. Then it's all eyes open and we try to work out who the murderer is. Meanwhile, the murderer is winking discreetly at people, killing them. ...read more.

Middle

It was essential that this came across in the performance. Then came the blocking of the scenes. First of all we just exchanged ideas and thoughts, coming up with a skeletal plan for how to go about performing both scenes. We discussed things such as how lines should be spoken, facial expressions and other small but significant effects. Afterwards we concentrated mainly on the first scene to get that near-perfect before trying the second scene. Once we had familiarized ourselves with the scene and had fairly certain ideas about what to do, we started to really act it out. Not long after, we did hot-seating as a class in which the person in the hot-seat had to answer their questions as their character. I enjoyed listening to other people answer questions with much thought, as they delved into previously unexplored regions of their character. When my turn came, I found it to be a very interesting experience, being able to answer questions as a different person. I had to capture his frame of mind and be able to answer the questions convincingly as Norman. ...read more.

Conclusion

As for music, we originally thought about using "When a man loves a woman", but in the end we decided on using "Irresistible" by the Corrs. For lighting effects, we used straw and golden gels on fresnel spots. With regards to costume, we decided that I would look best in a pair of corduroy trousers with a check shirt. But unfortunately I could not obtain a pair of corduroy trousers, so we settled for a pair of chinos with a leather belt. This, we thought, conveyed Norman's character quite well; not trendy or modern, yet laid back and charming. For Sarah, we both decided that Elise would look appropriate in a grey skirt suit, as it would convey Sarah's prim and proper personality. When the final day came, it went very smoothly. Neither of us made any real mistakes and our lines were as perfect as they ever would have been. Overall we were both very pleased with our final performance. And, thankfully the audience did seem to enjoy it as they laughed in all the right places, sometimes a bit more enthusiastically than we both had previously expected, which could have meant only good things. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Reviews of Personal Performances 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 GCSE Reviews of Personal Performances essays

  1. Critically evaluate the practical use of Person-Centred Counselling and its limitations as suggested by ...

    The REBT (Rational Emotive Behaviour Therapy) model of counselling emphasises an active, instructive and re-educative approach, which is different from the Rogerian model. Albert Ellis who had a great interest in behavioural learning theory developed REBT. REBT is concerned, not just with clients thinking, but also with the emotions and behaviours, which follow on from this.

  2. AN ANALYSIS OF MY PROCESS AS A STUDENT OF COUNSELLING SKILLS ON THE FCCS ...

    These skills I have gained will be the roots of further learning in any other counselling courses I embark on and also in life as well. REFERENCES Egan (1994) The Skilled helper London: Brooks Cole Fast J (1971), Body Language London: Souvenir press ltd.

  1. Year 11 Portfolio on Homelessness

    We had a variety of ages and background within the piece, which gave it more relevance to the audience. - We wanted it to be a posh area to show the contrast between the homeowners and Anne Smith, so we gave most of the characters posh accents.

  2. Fame at any price- drama coursework

    up for most of her life, and had grown quite attached to her. The father at first thought it was a joke when she told him, but after a while of her convincing, he believed her, and he got really angry, because she kept it a secret for 16 years from him.

  1. How discrimination used to be in the year of 1957.

    taken away form her and he is being taken to fight in the war but he doesn't want to go and they force him to go to war. He's mother does everything that she can do to stop them from taking him away from her.

  2. one to one communication interaction

    I asked Mr A what he would be doing today, again Mr A responded 'not much'. I asked him if he was going out and he said 'don't know about it', I said to Mr A that he would have to think about it and see how he felt later.

  1. My initial response to the idea of doing drama based on mental health was ...

    The 'Bad Guy' in Girl Interrupted is Lisa, the rebellious character as she causes Susanna's mental state to deteriorate buy helping her to break rules and by forcing her paranoid views of the authority (Dr. Melvin, Dr. Sonia, Valerie) on Susanna.

  2. Drama - Essay about our group piece on cyberbullying.

    I would say we were fairly organised, except the beginning when the music did not want to play. The way to prevent it next time would be, checking if it works before the performance in school. In the end we got bit confused with our timings. Otherwise everything went well.

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