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

Drama Coursework - Response to Disasters

Extracts from this document...

Introduction

'Disasters' - Response In the period of six hours, we have been looking at the theme, 'Disasters'. We looked at two disasters at two diverse time periods, the titanic in 1912 and 9/11 in 2001. First we looked at the different class passengers on board the titanic in 1912 and how the passengers reacted when the ship first hit the ice burg. Using still images we made the scene, using facial expressions to explore the theme of the class on the titanic. We also used body language to show the audience and make it more obvious what class we were playing. We also explored the 9/11 attack in September 2001. We also used still images to show facial expressions and different ways to mark the moment of when the plane hit the twin towers, and how the citizens watching the towers, used different body language and facial expressions to emphasise the trauma. In the work shops, we used many different drama techniques to show the audience. how traumatic the disasters were and the situations they were in to set free from danger. ...read more.

Middle

and how they were treated on the ship and what privileges they had. We did this by making at least 3 different still images for the different classes and portrayed the different mannerisms and types of body language and facial expressions they used to show the audience the type of atmosphere and surroundings they were in. We also looked at extracts such as "waiting". For this extract we made three still images to show the different classes and how they ere reacting to the list of people that were missing from the titanic. We then developed our ideas by adding role play to our play to make it more realistic. We also had a piece of text that was written by many 1st and 3rd class people getting offered different jobs on the titanic and their family being very pleased for them. We also developed still images for this piece of text and used parrot on the shoulder to tell the audience what really was going through their minds at the time. We then studied the 9/11 attack in America, we studied how the different facial reactions would be important and how body impressions would also be important, because we had to get across to the audience how devastating this was for those. ...read more.

Conclusion

We imagined that we had to take a phone call to our loved ones and tell them what was happening and why they were phoning them. To create this image we used many drama techniques such as thought tracking to gat across to the audience what pain and emotion we were going through. In our last drama workshop we used a piece of text that had interviews of American citizens first witnessing the World Trade Centre collapsing. We first had to make at least 3 still images to get across the facial and body expressions of those who were down below watching the plane hit the first tower. To make ours a little more interesting we made a news report. We used spilt screen to show the audience that people all over New York were affected by this terrorist attack and how the first reacted. Looking at this afterwards, family and friends were very emotional towards those lost ones in such a horrific disaster. Many people left searching for loved ones, leaving posters and even searching in every hospital in New York to help find those they thought they may have lost. This was very similar to the way the titanic was left, missing people, distraught families, emotion and failure to find loved ones. ...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 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 Personal Performances essays

  1. Too Much Punch For Judy - Response Phase.

    But I have also been hurt in a drink driving accident, so you can see why I do not like drink driving and how it can come to an unfortunate end. These drama exercises have helped me to understand the topic of drink by helping me to understand what the families of the victim and causer go through.

  2. Drama: response find me

    We also thought about the pace we were delivering our lines and how we could alter the pace according to the type of anger we were playing and also the clarity of our voices. In lesson two, our teacher gave us a line from the play, which was, "when I

  1. Drama Course Work

    I enjoyed the work of one pair who had a very emotional piece. They portrayed Edith's fear to face death very well and how the Chaplain was detached from her sadness while still supporting her. I liked this piece as the characters had a relationship that was obvious but only on the surface.

  2. Improvisation involves a variety of different factors.

    held their hands out ready to be caned, the faces and body language in this scene were very realistic. This piece worked very well and was nice to watch. The fourth title was 'Hunt in the Jungle'. I was part of the audience in this piece.

  1. Evalution for drama.

    As the bride and groom, about to kiss, Michael puts his arm around Emma, and squeezing her tightly. Emma asks, "Michael, what are you doing?" "I can't take it anymore" he replies, and storms off. This is a big impact for the audience, as we know that Michael has never

  2. Blood brother unit 2 in drama GCSE

    The second song was a passive narrative so didn't have one event happening after the other. We decided to start from when the boys first meet and we brought the first song we looked at in blood brother which was the kids singing 1-10 then you get back up again which was basically a war game.

  1. The Language of Performance.

    This added layers gradually to the piece, and showed the piece 'evolving'. The stimulus for dance was two different movement motifs. They were not learnt to any music, we decided that the tempo had to change in the final piece, in order to add a range of dynamics and make the performance more interesting.

  2. Unit 1 - Drama Exploration of the theme Peer Pressure - Documentary Response

    The first task we did was exploring how Derek and Bentley could have become friends. We got into groups of three; I played the role as Derek Bentley and Amber and Iman as Chris Craig. We had a five-minute discussion of what happened and planned the forms of drama we would do to show to the class.

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