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

Improvisation based on text : Charlotte O’Neil’s Song

Extracts from this document...

Introduction

Improvisation based on text : Charlotte O'Neil's Song We have been looking at a poem, 'Charlotte O'Neil's Song'. It is written in the eyes of a servant girl who has been treated with no respect by her master. She has finally had enough of doing everything for them and is leaving, they can now do things for themselves. The first two verses say everything that she has done for them and what they have said to her. The last two verses of the poem are saying how she is going to leave and they can do their own cleaning as she will not be there anymore. In our improvisation we decided that we would have one person acting as Charlotte doing the work then being treated badly and then walking out. We used the same sequences as in the poem. We did a lot of preparatory work for this improvisation. ...read more.

Middle

It showed that they worked better if they were treated well and given the respect that they deserved. We saw both sides of their lifestyles, this helped us more to get in the role. We then swapped around, the person who was the servant before now became the master. This time the master would treat the servant very badly and make them do some terrible jobs that would make the servant walk out. This gave us an idea of how Charlotte must have felt that forced her to walk out. We were then put in-groups to do our final improvisation. There were four people in my group, Michaela, Andrea, Elizabeth and I. There was person who played the master this was Michaela and one person who played Charlotte this was Andrea. ...read more.

Conclusion

The three servants stood tall with their heads towards the floor this would show that they were worthless and not important and we spoke with a very common accent. At the end of our sketch the master was on the floor and the three servants were standing up tall around her this showed that the tables had been turned and she could not tell them what to do anymore. In our group we explored the ideas and feeling from the text. We showed it from Charlotte's point of view just like the poem. We showed how she was feeling using freeze frames when only she was talking, so it was her thoughts. Our improvisation helped me to understand the text as we understood how she was feeling and what sorts of things were involved in being a servant. I understood how they walked and talked and how low they felt next to their masters and how powerful it made the masters feel. Harpreet Sekhon 11.1 ...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. GCSE Drama Coursework - Billy Liar Section One: The Response PhaseFor the response ...

    her son announces he is moving away; for a woman whose life revolves around her family it would be quite a shock to the system to suddenly loose two members. In the extract we studied, she is just being introduced and her role in the family and her relationships are just being established by the audience.

  2. Comparison between our improvisation project and The Shawshank Redemption

    As a result of this the film, "The Shawshank redemption" can make you more aware of how harshly prisoners were treated. Directors can use real places like prisons, and cells to really get the story across, where as with theatre there is just one stage and you are very limited

  1. Devised Improvisation on the topic of war

    We have used many dramatic techniques in our improvisation. These include a freeze frame, in our first scene, whilst Steven is on the telephone, he freezes and I move around nervously, discussing how I feel about leaving. After I have finished, Steven then carries on, on the telephone. We use writing in role, this is when Lucy writes to her diary, which she refers to as "Kitty".

  2. Responding to the text (The Pilgrimage, by Paul Goetze).

    He also shows how ridiculous people's prejudices are, and how really all people are much the same. * The first strategy we explored using when we were trying to focus on the themes that Goetze communicates in the text was a role-play.

  1. Our improvisation was based on many different scenarios that have been in the newspaper ...

    When it came to decisions, we usually managed to reach a mutual agreement, although sometimes arguments arose. I did work well with most of the other actors in my group, although I was a bit annoyed at some peoples lack of enthusiasm.

  2. Drama Course Work

    Tears spring in my eyes. Saint Joan In the first task, my favourite group who preformed used the technique of choral repetition. I liked this as it gave a very eerie atmosphere, as they also used voice pitch and pace to change the mood of the words, between encouraging and menacing.

  1. Response to Niemoller poem.

    A still image is a dramatic convention used to capture a moment, which expresses thoughts and feelings about a subject. My still image looked like this It was meant to show discrimination between groups. We did this by having males in blue blazers standing on chairs.

  2. Progress Documentary Response. We firstly discussed progress and technology as an introduction to the ...

    This lesson was based on a piece of poetry stimulus named 'The Horses' by Edwin Muir that described the experiences of survivors of a technological breakdown, their rediscovery of nature, and the new beginning brought about by the horses. This piece of stimulus was undertaken to highlight the unit's theme

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