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

Drama Evaulation

Extracts from this document...

Introduction

Sex Education Evaluation My group 1. The overall intention of our sex education piece was to inform year nines about different types of STIs. Including how they are transferred, visible symptoms and how they are treated. 2. We tried to achieve the intentions of our piece by having four naturalistic characters that all caught an STI. We showed all characters at present day so the symptoms were visible, and then used numerous flashbacks to the doctors so that we could explain how they were transferred and how they can be treated. 3. We devised the work in this way so that there was a clear divide between the comedy of the piece and the vital information that needed to be conveyed. We chose to use humour with both comical characters and accents, (both common and stereotypical blondes) when acting in the present day. So that when the flashbacks occurred, and we played more realistic characters the audience would understand that a serious approach to the content would be used here. Since we felt that this may be more engaging and memorable for our audience. 4. I played two characters throughout the piece, one being a middle aged female doctor and the other a sixteen year old chav-style girl. ...read more.

Middle

However, since we were working with the TIE theatre, one aspect is to engage the audience. Even though we were told that we didn't have to, I think it would have increased the memorability of our intentions if the audience were engaged. 6. In order to make our piece more effective next time, I would spend more time going over the symptoms that you would experience if you had a certain STI. Because this was an important area of our intentions that we spent little time discussing when it's crucial that the audience know. I would also spend more time on characterisation throughout the piece, because this would create more believable characters that the audience could relate to. And therefore feel a strong emotion towards them when they found out they had an STI, because this is how they would feel in real life and it would have been nice to convey that emotion also. Sam, Lauren, Ellie, Calum and Phillip's group 1. A group that I found effective was Sam's group. This group had the intention of informing the audience about different perspectives on teenage pregnancy. They guided the audience through what to do in certain situations, and the options they are represented with. ...read more.

Conclusion

They also used music at the end of the piece which clearly tied everything together neatly and everything was understood. As well as this, they also contrasted two different perspectives on teenage pregnancy, so it was made clear that there is no right answer only what's best for you. The contrasting worked effectively because it kept the audience engaged due to the fact that there were two separate stories to follow. 4. Although the piece did work very well, I think it could be improved further by lowering the level of vocabulary used. Because at times the vocabulary was at a very high standard and perhaps not all year nines would understand completely. This could have caused them to lose interest throughout the piece. So if the vocabulary could be changed so that year nines might understand it easier, they may have had an overall better understanding of the intentions. Also, they could have worked on their characterisation a little more, because the female characters were the same at some parts, which lowered the dramatic impact when they were being contrasted. Therefore if the characters differed a little, the performance would have been stronger in a sense that the two separate stories were exploring possible different pathways. ?? ?? ?? ?? Amy Parsons 30/01/08 Drama Evaluation Sex Education Piece ...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. Devised Practical Evaluation for 'The Guilt'

    I always have a problem with controlling my laughter when I am acting, so I was very proud of myself for not laughing at all. I tried really hard to concentrate and to relax on stage but as the play progressed I found it easier to slip into character.

  2. Theatre In Education

    Ding, and so introduce himself as Dr. Ding's son. Thus creating knowledge which the audience uses later on in the piece, and making it even more interactive, and more active than just listening to the piece. We then chose progression scenes, so that we got get a sense of movement

  1. Mask Work in drama.

    I was the narrator and I said about the Marriage, death and hanging and the gouging of the eyes in the beginning.

  2. Fame at any price- drama coursework

    Even though I already had everything, I always still wanted a lot more. The part of the workshop I found most effective was doing the nightmare, because it really showed the different thoughts, feelings and emotions of all the people involved, such as the adopted wife, husband, celebrity and daughter.

  1. Rwanda Evaluation

    To emphasise the point, they ignore the story behind the 'skinniness' and switch it off after Rachel, playing the mother, says that it is bogus, not paying attention to how many were estimated to be killed. Their facial expression and body language portray innocence and ignorance of the surrounding world,

  2. We had to create a tableaux image of the four strong words in the ...

    We used this when we showed the car crash. I think it made the performance look more professional, rather than all falling on the floor, we all fell forward in slow motion and the fact that the mother didn't get up showed her death, I think this worked well.

  1. The Dramatic aim of my play was to inform people and make them aware ...

    Once we had all got into the roles of our characters, we began working on our scenes. At first our ideas were to come from a different background i.e. a Jewish faith and religion. We decided that this would be a bit difficult for our audience to relate to and

  2. GCSE Drama - Scripted piece - Gregory's Girl By Bill Forsyth.

    of pronouncing it correctly, I began to say it at the same speed as other words. When I had tackled this problem I discovered that Lizzie was too far from me. As I am supposed to tell Lizzie off for using her hands.

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