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

Drama journal - Voice is a huge part of drama and dance. Voice is an important communication skill which everyone requires. In voice you need clarity, you need to be accurate, you should keep a constant speed and you need to be able to sound more natural.

Extracts from this document...

Introduction

Drama Journal #2 Voice is a huge part of drama and dance. Drama dance is an "expressive process which is best understood through the idea of symbolization and its role in the discovery and communication of meaning," (yahoo answers). Using the body as the prime means of expression; you communicate using voice, language, visualization and other various means of communication. In term-2 the topic was voice. Voice is an important communication skill which everyone requires. In voice you need clarity, you need to be accurate, you should keep a constant speed and you need to be able to sound more natural. On the second period of drama dance Mr. Tran gave everyone a sheet of paper containing various different tongue twisters ranging from very difficult to easy. As you all know tongue twister is a phrase which is designed to be difficult to articulate properly. Every student had to choose one of the five tongue twisters, and prepare it. Once everyone was prepared, they had to present there tongue twister in front of the class. The class then evaluated everyone based on clarity, accuracy and if they had a fast speed. ...read more.

Middle

It would have been easier, because since it is our choice, we can make a chant where we want a specific beat. It could have been better! Also, I think that we should have had more time. By doing jazz chants, to me I was able to speak and sound more natural. This will help you be a better performer. Drama Journal#2 Tongue twister is a phrase which is designed to be difficult to articulate properly. On the second period of drama dance Mr. Tran gave everyone a sheet of paper containing various different tongue twisters ranging from very difficult to easy. . Every student had to choose one of the five tongue twisters, and prepare it. Once everyone was prepared, they had to present there tongue twister in front of the class. The class then evaluated everyone based on clarity, accuracy and if they had a fast speed. I enjoyed this activity greatly because I did one of the difficult ones and I won! This activity was fun, but many people did the easier ones, then the difficult ones. I picked the easy one for me, but to many people it was hard. ...read more.

Conclusion

The strength was that we had two people who played the piano before, so they knew how to keep the beat. The weakness was that all of us differed on what we should do. So, we had less time. We didn't plan it out until the end. Also, we had one person who joined our group at the last minute and we had to change everything. I recommended a rap, and it worked, but no one except me knew how to keep the beat and say the words for it. Other groups rehearsed a lot and they had great ideas. They set their minds to it. My group could have done better, but we messed up three times. Also, some groups acted it out, and others added things to it. It made it more interesting. All groups had diverse interpretations of the same text because no two people think the same. Everyone has there own brain and it thinks different from others. Overall, voice was the best concept I studied in drama dance. It taught me to be a better performer through fun and interesting ways. I used to just have one voice. If i read a story, I say the quotation and the text the same. Through these activities I learned how to change my voice and pronounce words with clarity, ...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. Module 3 drama portfolio

    in the genocide so the audience would get a clear picture of the story. The way we chose who would be which characters was quite easy as we planned what would be happening in each scene and then improvised it out with the characters needed and if all our group

  2. Non-verbal Communication.

    He also seemed slightly lethargic meaning he may have needed sleep or not had enough sleep.

  1. Discuss in detail how you would play either Peter or Willie in Scene 2 ...

    sissy, I will stop circling Willie and will put emphasis n the word sissy and I will probably spray Willie with spit because of the amount of force I put down on the word.

  2. Throughout the aboriginal research and acting drama course, my drama group and I have ...

    Role play was used as we were rehearsing a kidnapping scene with screams and violence to show what the families had to endure.

  1. Non-Verbal Communication

    Foot pointed toward you! Foot pointed towards you Body positioning Body positioning is key; if he's interested he'll turn his body towards you. If you're standing or sitting in a group look at his feet, if one or both of them are pointing in your direction it's a good sign.

  2. Final Cargo - Drama portfolio

    against the fact that dumping toxic waste in the water was wrong. Once we had done this we thought of how these people would react and create a short story between them. We took it in turns to show and view our points using Cross Cutting and this is how we did it: Those Harming - Loading barrels onto ship.

  1. GCSE Drama: Responding (Sparkleshark)

    has been reading his stories without him knowing. We then created another flashback scene which would show Jake's day at school before he came home to his family, and this would involve other characters from the play which would help us see Jake's possible feelings towards them before Sparkleshark.

  2. Holocaust drama stimulus

    The body language and posture between Rebecca and Calleh shows that they are trying to comfort each other as they are in distress; this has been done well as they are both very low down and their head are facing downwards while holding each other.

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