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

Explain how group work contributed to the final performance

Extracts from this document...

Introduction

Name: Michael Sims Candidate Number: 8178 Centre Number: 56515 Explain how group work contributed to the final performance When we first began working as a collective none of us were very sure about how to proceed; we knew that for this to work, everyone would need to take their role within the group, but the problem was in finding what those roles should be. As we were in a very small group, everyone's full input was needed throughout the process as we realised early on that if this did not happen then there would be a large proportion of the group not taking part. In larger groups, having someone not taking part would not necessarily be that important, however, with ours, we would be at a serious disadvantage. Luckily every one of group was very committed to producing the best piece that we could, and this involved not letting each other down. This work ethic allowed us to have many in-depth discussions into the possible interpretations and meanings of our work, and so we developed a very complex understanding of what we were actually trying to communicate, and, to us, gave the work much greater meaning. ...read more.

Middle

These rules were not there to keep members of the group constrained, but were there so that we knew what was expected of us during this process. Much of what was decided came from common sense, but it was very useful to have everyone's contribution as this created an open atmosphere where we could voice hopes and concerns about working in the group. These rules were written down, but they were never referred to afterwards as we all respected them throughout the process. In this early stage we had not had the chance to develop the group skills that would be so important to the completion of the project. In order to gain these skills we began working on simple tasks such as constructing short scenes and improvising around the stimulus material. These exercises did not contribute to the final performance, however, the processes of constructing them allowed us to work in the same group situations that we would be working in throughout the devising process, and gave us an idea of the kinds of concessions and cooperation needed for the success of group work. ...read more.

Conclusion

This closeness that we had developed worked to our advantage on a number of levels. When developing ideas we were able to understand the thought track of other members very quickly, and so very little explaining was needed when presenting new concepts. But also, when we came to the final performance, we knew that we were able to rely on the abilities of other group members. In the performance, not only did we know what we were meant to be doing, we also knew exactly what other members of the cast were supposed to be doing. This allowed us to precisely plan our reactions and meant that (epically with the more physical elements) we were able to rely on other cast members to doing exactly what they supposed to be doing. This level of trust that had been developing for a number of weeks meant that we did not have to worry about the performance of other members of the group. Without the development of group work in the early stages we would not have been able to work effectively within the group, and possibly the very simple devising tasks would not have been achieved. ...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. Free essay

    Drama Development

    This next scene would also be a flash back showing the mum not allowing the girls to go to school anymore and locking them in the attic, with the TV. It would also show the audience how much control the mum had on the girls because without so much as

  2. Charmed I'm Sure

    Cecil: Look, I've told you a thousand times; pet stores don't sell manically perturbed owls surprisingly enough. I'm not even sure owls can be manically depressed. Gertha: Well then.... You should have painted me one yourself. Cecil: Oh for... Gertha: I'm sorry Cecil but that's it.

  1. "one more time" - monolog

    Muksi was eighty-eight, but she was in very good health. I was doing some cooking and cleaning, but not much more. They treated me as a part of the family and after while I started to feel it. (Half closed eyes, recalling memories)

  2. Drama Course Work

    We had this as two people leaning over a table as if listening to the radio. Edith appeared angry or disappointed, where as her mother appeared worried or perhaps frightened. This helped us to distinguish between the fighter in Edith and the follower in her mother, and probably the majority of people in Europe at the time.

  1. GCSE Drama Coursework - Billy Liar Section One: The Response PhaseFor the response ...

    She is constantly on the move and busying herself with chores. She fusses over Billy and Geoffrey and worries about practicalities. Alice's role in the family is that of most women of the time, a housewife; she stays at home while Geoffrey is out at work and she cleans the

  2. Unscripted: Devised Thematic Work

    monologues or duologues and did these help. In order to make sure the audience were right for the performance we printed out 90 questionnaires and handed them out to Year Eleven, we included such questions as; Have you ever tried drugs?

  1. creating atmosphere

    In the following lessons we had finished our improvisation but we didn't change anything as the film clips had nothing to offer us due to the fact that we had almost finished the improvisation and we couldn't change the entire improvisation in order to include a minor change.

  2. Drama Stimulus - The Future

    us think how they might feel, this helped us understand our character which is part of role-play. There was a lot of humour throughout this in-role discussion as it took a while for a lot of us to come to terms with what we were doing, however this made people

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