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As a part of our GCSE Drama assessment we have explored the topic of Stolen Lives. Which focused on war and how war steals lives within a society.

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Introduction

Unit 1 - Stolen Lives, Documentary Response As a part of our GCSE Drama assessment we have explored the topic of 'Stolen Lives'. Which focused on war and how war steals lives within a society. We were presented with a variety of stimulus material to get us to think about the topic of 'Stolen Lives'. The material which most evoked thought out of me was the music that we listened to in our first lesson, from 'Oh What a Lovely War'. I found it appalling to think that people could listen to the music and think it was encouraging them to go to war and fight even to the point of death; despite the fact that the music was an obvious representation of propaganda. Earlier on we did activities that explored how propaganda during World War I became apparent to people as a fiction throughout 1914, 1916 and 1918. Part of the stimulus material we were given was displayed as images in a power point showing people enlisting to the war as well as people being drafted for the war. Both image sets included the stimulus music in the background. What we then decided to do was show three still images from the perspective of the recruiter throughout the years of 1914, 1916 and 1918. ...read more.

Middle

I was really moved by the way they used the combined perspectives of each family member because it showed me each feeling and emotion in a very distinct way from person to person. The first image showed a father leaving for war proud and his family saying their "farewells". The following displayed the mother at home worrying while her husband was at war. The final frame presented the father returning home looking as if he was lost mentally and the mother trying to protect her son from him. This piece influenced my own ideas later in the assessment because I felt that it was an extreme opposite to my groups work. While my group used Brechtian devices Charlie's group solely used physical action and emotional manipulation. This had the telling effect for the audience of how the closeness of the family changed before and after the war. Additionally, it shows the growing distance of the mother and child towards the father out of fear - after his return from the war. This piece of work influenced my ideas later in the assessment because of the nearly perfect use of proxemics and how they used proxemics to bring the audience into the relationship and fear from each perspective. ...read more.

Conclusion

To do this I had to act more detached and as though I experienced difficulty with my "mother". We used the drama medium of space and levels to show the relationship between the two siblings and the mother. Another activity we did was to explore the poem 'The Manhunt' by Simon Armitage. We did this in pairs while using physical theatre techniques. 'The Manhunt" acted as our stimulus material in the exploration task. We were asked to pick three stanzas and tell the story of the stanzas through physical action. Moritz and I chose to focus on the three stanzas that would show three stages of the relationship - before the war, during the war and after the war. I suggested that we show the relationship before the war by having Moritz and I sitting somewhere with his arm over my shoulder or by having us sitting very closely together. Because this worked well we were able to create a very intimate feel between the two of us. For the scene I played the role of a wife who remained home while her husband was away at war. To do this I had to mime while Moritz was using physical action to manipulate my body to how he was using his weapons and protecting me. Our aim with the piece was to ?? ?? ?? ?? Name: Maddyson Guzm´┐Żn Candidate number: 4033 Dubai English Speaking College, 91527 ...read more.

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