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

Evaluative phase on bullying.

Extracts from this document...

Introduction

Drama GCSE Portfolio work Evaluative phase We had to study a project and our topic was bullying. We had to use different techniques and different view points. We used different styles of drama and different use of language. I though that the project was a good topic because it was a real life topic as this really happens and it helps us to deal with the reality that it exists and we do it through acting and putting in our emotions and feelings. We saw two sides to this topic, one the humour of it and the other the more serious side. Bullying is a common thing to happen and it happens to all of us at one point in our stage of life and we have to deal with that, although bullying can happen anywhere it mostly happens at school. The stimuli that particularly interested me was the Adrian Mole extracts because we had to think of the seriousness of the topic as this was one of our first real performances to start this topic, but we were able to put humour into that and made it easier to act out. The scene that I created for the Adrian Mole extract was that I worked with a partner in my class, Veronica Horwitz, and we read a piece of information that would help us to carry on this scene. Now the information we had was there was a boy called Adrian Mole and he was being bullied by a boy at his school called ...read more.

Middle

I think that it was good because it caused a reaction in people, which was that they think that he should have said something and that we knew that this happened and that most people do not admit that they are bullied because they are afraid of what will happen. We used Forum Theatre by acting out the next scene which was at the head teacher's office and we thought about how she would sort the situation out and handle it. The whole group had to come up with ideas that would help the teacher to resolve the problem. For example if the teacher used the wrong method, someone would shout "Stop" and then suggest a way in which she could change her approach so that she could improve the situation. I suggest that we should try to separate the people who played the bully and talk to them separately. The best idea was that the headmaster should talk to each of the bullies individually and talk to them and use blackmail to try to get answers from them, the idea was that she would say that she was going to call up their parents. I think that schools could use Boal's ideas to stop bullying by maybe making the roles reverse, for example get the bully to play the victim and vice versa. Then they would be able to realize how it felt and how much it affects you. ...read more.

Conclusion

We learnt about the topic but we did not act it out as we may usually, we mainly discussed and then acted and this gave us a prospective on how to act and what techniques to use, and we learnt how to see both sides of the project. We were not always serious; we put humour to help feel what its like but also how serious the topic is and how important it is to see both sides of the story. For example we used humour in the Adrian Mole extract and seriousness in the soundscape. Also we used different techniques and we used different types of movement and facial expressions. For example I used a slow movement in the Adrian Mole extract; I used stern facial expressions for the meeting of a bully a few years later. The way I feel has become more emotional due to this project and because we acted out different scenes in different groups with different people. It gave me a completely prospective to what I had before. Since we have done this topic, so far I have not seen any year 11s being bullied or bullying, so I think that it has had a great effect on our drama group. And I hope that we bring the topic up again as it was a lovely and emotional topic in which to do. Charlene Finch Miss Coleman Drama GCSE ...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. Year 11 Portfolio on Homelessness

    this is good as she gets many men coming up to her, asking her to go home with them. Then we were asked to think of three still images in our heads that will show and describe different points throughout their day, we then performed them to the class.

  2. Capital Punishment - Response phase

    Alex glances over to stage right and starts to panic Alex: sis Sandra: yeah Alex: sis, the guards are coming Guards enter stage right 1st Guard: Right Sandra, this is it, come with me. Sandra puts her plate down, walks up to Alex where she is still sitting and gives her a hug.

  1. AN ANALYSIS OF MY PROCESS AS A STUDENT OF COUNSELLING SKILLS ON THE FCCS ...

    I used immediacy indicating to her that I noticed her hand movements when she was speaking about her father being on a hierarchal level which confirmed to K this had been until now how she perceived him. The feedback I received mentioned K's family not writing back and that I

  2. Speaking out for those without a voice

    We also wanted to focus on the responsibility the daughter felt she had being a nurse. At one point she places the stethoscope on the table and it is thrown back at her by the neighbour on her entrance this was to show that she could not just throw away her responsibility when she wanted to.

  1. The stimulus for the topic on fears was given to us by the teacher, ...

    Building stress of woman with OCD Another group showed the build up of stress on the family of the women with OCD in several ways. The scene was a mother with the disorder, readying her children for school. She constantly made sure her children were clean, and made them wear

  2. Drama Cwk Miss Julie

    Samiha played a very commanding Julie lifting her foot up very quickly when she asked Jean to kiss it, this rapidity of movement reaffirmed her authority. Peter and Alia then acted out the scene where Jean and Julie have finally decided to leave for Switzerland.

  1. Response Phase: Stags And Hens.

    My part in this was to be Kav, and our pieces were consecutively placed to give the impression of time passing, and of a certain 'ritual' between the men. The first still image made was where I was washing myself, my face, and my hands.

  2. Drama portfolio - Oppression.

    Our final piece was a relatively short (5 minute long) performance of this. Our final piece was thoroughly intriguing and good to play with, as it was futurism, it lay any possibilities out to us, but at the same time, we had the experience and responses from our other work

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