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

Holocaust drama stimulus

Extracts from this document...


´╗┐Thanuja Nandakumar Draft1 Introduction During our first lesson, as a class we went through a slide show of different shocking pictures. These shocking pictures represented what the Jewish people had to go through during the period in which the Holocaust took place. As a class, we discussed about how we felt looking at these pictures and these feelings and emotions were going to help us create a new piece of drama later on. The pictures that were being put in front of us made me feel disgusted, it made me feel disgusted that a whole race can happily discriminate and wipe out another race simply because they did not fit in or because they were not liked. I was shocked and angry because no one took action as no one really knew this massacre was taking place. We were going through the slide show which showed these horrid pictures of innocent women, men and even children getting killed, dead in piles of bodies or being in really bad conditions, these pictures made the atmosphere feel different; it made the atmosphere feel gloomy and depressing. Everyone who sat in the room went from feeling happy to feeling sad and miserable but suddenly a picture of a man who was behind all of this cruelty came up, at this point all I felt was anger but I also felt pity for him. ...read more.


4. Proxemics has been used again in this image to show the relationship between two individual by putting them very close to each other. From the body image of the two characters, we can tell that they are in great distress and they are trying to comfort each other by holding each other?s arm. 5. The levels show you who are more upset within the family and who are in more distress. We can tell that the men are taking the situation calmly although they are in shock but the women are in more distress. 3rd STILL IMAGE; Stage in which each family member has to leave and make their own way. 1. Brandon has used facial expression; we can tell that he is not happy; in fact he is quite angry and upset about leaving everyone. His facial expressions are quite powerful as it looks realistic. 2. Their postures and body language gives a hint to the audience that they are not happy. Everyone has their head down showing that they are in distress but the character that had the higher authority (Brandon) is looking back at everything. 1. Everyone is now at the same height and stages, this shows that they are all at the same stages and shows that they all have the same values and destiny (they were all going to die). ...read more.


?From the ashes, hear our plea?; we said ?hear our plea? together as it made it more clear to the audience that ALL the Jewish children were upset and frustrated and wanted someone to listen to them. Our motion to this was sitting on the floor with our arms out looking upwards as if we were praying to have justice and for people to listen to us. I think we could have improved this by saying this together at the same time and improve our timings. ?This atrocity to mankind can not happen again?; we shouted out ?can not? together to show our anger against what has happened and show that this certainly cannot happen again. I personally believe this worked well as it showed our anger because we did not shout many things out so shouting these particular words out really meant something. At the end we all got in a line and sat down, we then each said few words from this sentence; remember us/, for we were the children/ whose dreams and lives/ were stolen away. After saying our section we looked down and the lights slowly switched off. I think this was a good end because it seemed like we came back from dead to give a message to everyone and then went back. I believe that we worked well as a group and rehearsed well towards our performance. We had few errors during our performance in which one individual forgot to say something and some repetition were forgotten but these errors were not noticeable. ...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. Our Day Out - By Willy Russell

    It shows the side of Mr Briggs the audience previously never imagined he had - his sensitive side. It also reveals the true intensity of Carol's desire to escape her life in Liverpool; potentially she could have killed herself just because she wanted to stay in Wales, therefore it is evident that she is very passionate about the issue.

  2. Our stimulus for these Dramas was the play "a legal weapon" by Mark Wheeller.

    We did a prepared improvisation about what was going on in Kelly's head just after she had been hit by Andy's car. I was in a group with Sarah, Nick and Rhian, we showed the happy moments in Kelly's life, and fond memories and we linked them all to her moped.

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

    We would do our separate exercise but after five seconds we would both change exercises, as he would do the exercise I was doing, and I'd be doing the exercise he was doing. We vowed to exaggerate our facial expressions and gestures also and alter energy levels whilst speeding up/slowing down the pace of the ritual performance.

  2. I will always remember going to the RSAMD (Royal Scottish Academy of Music and ...

    take our food back up to the drama to eat and then we would either run about for a while just being childish or sit about on in the booths just having a laugh. I enjoyed lunch and the breaks much more than the actual classes for I loved being

  1. As a part of our GCSE Drama assessment we have explored the topic of ...

    A way we could have done this could have possible done by the use of dialogue between freeze frames. One group that made me think about the piece in a different way was Charlie, Jahan and Adib's group.

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

    It could also represent 'any time', the fact that there are no hands could mean that you don't know when anything will happen, you cannot predict the future. The real clock on the floor shows the reality that time really is slipping away, seconds tick by all the time, everything

  1. Using "Too much punch for judy" as a stimulus.

    Just after that line we went straight into a still image, to show the shock on all our faces as if to say, that was the worst chat-up line used. In another lesson we had to watch a short advertisement about drink driving, and the effects on alcohol on people.

  2. Devised piece coursework. When I saw the stimulus I first believed it to be ...

    This shows the audience how Cinderilla see's the world as out to get her because she 'never' get's her own way. Persoanlly, I visualise Cinderilla as Rachel Berry from Glee in the way that she stands with her hands on hips and that she will do anything and go to

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