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Assessment analysing + commentary

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GCSE Drama Coursework - Monday 14th July On Monday 14th July, during the course of our first examination session, we explored different perspectives of gender. As a warm up, several diverse occupations were listed to us whilst we created an individual freeze frame (within a time limit of five seconds) expressing the posture and facial expressions we thought a typical employee of that particular job would hold. Some of these professions included a ballerina, hairdresser, nurse, lorry driver and a builder. For a ballerina, I created a frame of a female with a smart posture, posing the Demi Plie (a ballet stance). I ensured that my facial expression corresponded to the confidence and elegance that I aimed to be perceived. Opposing this posture was classically a lorry driver. I held broad yet hunched shoulders, with a sitting stance and facial expressions that were stern and stiff, which emitted a sense of boredom. We were able to conclude that the majority of us posed in a similar way for particular professions during the course of the warm up, we were also able to safely say that for the ballerina, hairdresser and nurse we portrayed females, and for the lorry driver and builder we represented males. This was a stereotypical way of approaching the task in groups we made 4 different freeze frames, two of which were to show a female in a stereotypical male occupation and vice versa. ...read more.


Her mind is yet to be unlocked. The walk towards the prisoners was purposefully extended to add to the seriousness of the situation, it also represented the insanity of the mothers mind. We thought that silence would be a good way to start the drama, the ghost glided in the same pace, holding the same expression. We aimed the lighting to be focused on the faces of both mother and child, the similarity of expression reflected the relationship of the two characters; it enabled the audience to make the connection of mother and son. The mother mimicked the same expression as her dead boy, because although one is dead and the other alive, the mother could be seen as the living dead. She should suffer the same fate as her son, however escaped it; which I personally think is worse. We ensured the mother walked at a faster pace than the child as she wants to escape from the memory; however the child walked at a slightly faster pace to show attachment, the atmosphere was eerie due to the ghost and the silence. I played the role of the prisoner. The other prisoner and I took it in turns to say our line. We used the same tone of voice to repeat a section in the poem: 'Some of us care for each other. ...read more.


Our group split into two and simultaneously demonstrated the wealth we have in England and in Africa, we displayed the advantages we have in England - such as a child playing on PS2 and on the other side, the disadvantages - starving children. I played an African child; the African children were on the floor to show a lower level of power, the children are gazing hopefully to the English, some are showing compassion but are not acting upon it, others are rejecting the Africans. Another group did Forum theatre, they created a modern discussion on world issues, they also included the element of comedy because they each had their own unique personalities. It contrasted from ours, because ours was much more serious. They made the discussion fun and lively, they also included the audience. Overall, I was pleased with my performance. I felt like I contributed to the discussions and performed well. I learnt that people can take on board an instruction and perform it in different styles using diverse techniques. I enjoyed analysing the poem and listening to different views, I also liked the way we started with gender in professions and ended with world poverty, two different important issues, however the dramas in between linked to one another. This will help me with my drama skills in the future, I will now be able to thoroughly analyse and comprehend performances. ?? ?? ?? ?? ...read more.

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