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

Junk - evaluation

Extracts from this document...

Introduction

DRAMA EVALUATION: 'JUNK' At the end of the last school term, we started a new theme for our drama lessons. The theme was based on a book called 'Junk' by Melvin Burgess, which has two main characters called Gemma and Tar. We found out that both Gemma and Tar have complex emotions that we were lucky enough to explore in our drama lessons. In this essay I shall evaluate what we did over the course of this section of drama and assess our work that we accomplished in the topic also. First of all, at the start of the topic, we received a sheet that described the beginning of the story. It explained to us that Tar (an adolescent boy) had an abusive father so he used to go to a beach called Minely with his friends to get away from it all. There he met Gemma, who was later to become his girlfriend. I think the sheet really helped us to understand what Tar was feeling. ...read more.

Middle

Next as a whole class again we did a circle of thoughts and once more we chose two people to be Gemma and Tar. I was chosen to be Gemma. The rest of the class got into two lines opposite each other and either Tar or Gemma had to walk through. Whether it was Tar of Gemma, the class had to say their thoughts and feelings. Then the character did a monologue on their views. I think we did this so we got 'in tune' with the character to know all of their strengths and their vulnerability. It was here that we found that Tar had run away to Bristol. From this, we did an improvisation in twos on the night after Gemma went out with Tar and stayed out too late. The characters were Gemma and her mum. Gemma's parents are very overprotective, so we had to show that in the scene. We performed these, and then we got in fours and did them again with more sympathy towards the mother. ...read more.

Conclusion

the Angel would take small steps and talk in a high voice. This helped us to know how the characters must be feeling in a situation like that, and made us understand the emotions that characters (and people) have in those predicaments and how easily influenced people can be. In this topic/theme, I have learnt a lot of things not only about drama but also about real people and it showed me how to portray certain feelings of a character. It had also helped me understand the realism of some situations, and just because I am fortunate enough not to be confronted with some bad situations, it doesn't mean that it doesn't happen to anyone else. I have also learnt, established and improved Drama techniques such as subtexts, Devil and Angel and monologues. I have also learnt a lot more on why we do certain things in Drama, now I know that we don't do some things just for the sake of them. I have really enjoyed this topic and I hope to do more like it. Ceri Geib 10H ...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. Drama Course Work

    We learn about her inexpressible joy about seeing her brother again and how she might have felt guilt about causing the Capo to beat her brother. THE BANK OF THE RIVER LOIRE DUNOIS Are you Joan the maid? JOAN Sure.

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

    facial expressions, gestures and tone and pattern of speech in order to introduce the characters in the right way. My Character The character I play in the extract is Alice Fisher, Billy's mother, Geoffrey's wife. Alice is a very typical mother and housewife; she is very motherly in her manner, a bit of a busy body.

  1. Response - Improvisations based on 'The Woman in Black'

    The spider diagram on the next page shows what we, as a group, have discussed in initial response to the text. When we were first asked to begin thinking about trying to create an improvisation we found the plot very challenging, as we wanted to include whistles, loss and mist

  2. Charmed I'm Sure

    I was just watching more Jerry Springer. Charming: Aren't you forgetting something? 'Cough' Anniversary 'Cough' Beauty: Oh yeah. I got you something. Here you go! ( She hands him a empty chocolate box) Charming: It's empty Beauty: You took too long and I got hungry! Charming: No surprise there.

  1. Drama Coursework - Development and evaluation of Disasters

    When the terrorist attack starts I would show fast movements and the body and facial expressions would show the audience shock and distress. I would also show the movement as the characters would be very shocked and would move around a lot to show this.

  2. Response Phase We were assigned the task of creating a Drama improvisation based ...

    and I was a drug dealer. To emphasise the effect we were trying to create we included the use of levels to show the differences in status between each character. I felt that this added to our tableau giving it a great edge as well as great stage craft and spacing.

  1. Devised Improvisation on the topic of war

    We had difficulties as we started relying too much on scripts, and trying to remember lines, but we started to remove scripts and tried our best to improvise it and let the whole thing flow right, and anything not mentioned could be picked up by the other characters.

  2. Drama work on the theme of oppression.

    She has a very good technique for bringing out emotion into a performance and i wish i could bring such emotion. This leads onto Emotional Memory. We mentioned this brifely during one of the sessions. This is where you use Certain events and feelings you have experienced in life to portray Honest and truthful emotions on stage.

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