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

In what way was the stimulus material developed though the drama process?

Extracts from this document...


After getting a general understanding into Edward Hopper as a person I began to look into his paintings for ideas and inspiration. This became rather an enjoyable experience and each painting came up with the theme of 'loneliness'. I decided to use the location and content of each painting to create a spider diagram, and then develop the ideas from there, where I narrowed 5 ideas down to one. The painting titled Nighthawk seen below, created1942 is said to be regarded as one of his most definitive pieces of work. Upon looking at the picture for the first time I was taken back his ability to separate the caf´┐Ż from the street behind using light. This for me created a microcosm of society highlighting everyone as an individual with there own problems. Upon studying this piece further each individual seem to be lost and a million miles away from each other, rather than on the next bar stool, but at the same time make them dependant of each other. When put into groups we each put forward our idea and stimulus, then choose the idea as group we wanted to go ahead with and develop. ...read more.


This structure was fundamental in helping us develop ideas and get more than one persons view on them. A great idea came from a colleague to use a doppelganger; this would help show how 'loneliness' and 'isolation' could affect and shape a child. Looking back on our stimulus we then developed the idea of being in a community, and how it is made up individuals. We improvised scenes in a classroom, playground and sport field, then adding still image to them to highlight key parts. After evaluating the different locations, we choose to use the playground as it was the area where kids were free to do most things. It also mirrored the bar in Nighthawk as it showed how some people grouped together, and some left on there own. We then began looking at how we could develop ideas into our playground scene, the first thing we did was to isolate one child and incorporate the idea of a doppelganger. We tried included our still images, but felt it did not show clearly enough a doppelganger. So we created a scene of a child getting stabbed in the back by his team mate in a game of cowboys and ...read more.


We then tried to look at the given circumstances like color, props and costume. We looked at having black costumes as it highlights the face more and magnifies there emotions. Also red was a color used a lot by Hopper for costume as well as props. In the next rehearsal we decided to look for ways of showing the child in later life. We went back to the stimulus and decided showing the child as 'the odd one out'. We used the idea that we are all different and individuals in a community, so we created a work scene where each person was dependant on another for them to complete there specific job. We came up with a sequence of five movements in an office, and focused on the grown up child who suffered from loneliness in the playground, each rotation of the five moments he would become more and more out of sequel. Using his doppelganger we were able to express the thoughts of the character, and show how he had developed a friendship with 'himself'. ?? ?? ?? ?? 5/7/2007 Jack Bitton Question 2.) In what way was the stimulus material developed though the drama process? 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 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. Discuss the characteristics of Tulip and how it developed in the novel

    When her friend, Natalie deserted her and she had no friends, Tulip decided at the end of the novel to burn the Palace down. " Oh, clever, clever Tulip!" She was very interested and curious of how a person or thing died.


    After the session had ended I thought of my own experience in life. I have also been in similar situation with family letters and loss - but I acknowledged differences as individuals and of circumstance, therefore 'appreciation of difference'. When I listened to K's direction of thought that kept emerging,

  1. What are the critical differences between content and process theories in motivation?

    A person with strong achievement needs normally has the following characteristics. (1) Task difficulty and goals - Having moderately difficulty tasks to do proves that they can do better. A difficult task is too risky as it reduces their chance of success in achieving their satisfaction.

  2. The basic components of group dynamics as they relate to the process of decision-making ...

    Interestingly, reiteration has two diverse outcomes. First, a small amount of repetition leads to a lot of persuasion. Second, a lot of reiteration leads to irritation. There is a balance point with the handling of repetition. Using repetition up to a point is effective, but once you move past the point of balance, you get diminishing results.

  1. Blue Remembered Hills

    Angela also gets a lot of attention from the boys which is why she gets jealous and frustrated when Audrey gets the attention from Donald, because of this Andrea copies Angela to 'fit in' The majority of the time the 2 characters get along with each other very well, especially

  2. Mask Work in drama.

    is sound use it so it's clear and relevant also loud or quite depending on the mood. Mask +Movement+ Sound= A Ritual with expressive movement and sounds were effective adding atmosphere depending on the ritual piece. Mask+ Movement+ Sound+ Music= For example a piece of mask work like Oedipus which was the play we did and turned into a ritual.

  1. Holocaust drama stimulus

    one by one, it seemed like it was some sort of entertainment for them and this was a day to day event. While the soldiers are just watching, a Jewish man is sitting beside his own death waiting to join all the others who have already been sent down.

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

    We then used realism to imitate us driving along in a key, by doing standard protocols, or missing them and then realising what happened, we did to show the audience that drinking can slower your reaction and thinking process .

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