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

Paper 1 Unit 1: Exploring Persecution

Extracts from this document...


Paper 1 Unit 1: Exploring Persecution Evaluation by Matthew Simpson When devising our piece about persecution, I felt that our piece should convey several different things to the audience. Firstly, our stimulus is key to understanding what we wanted to show; we chose the Rwandan Genocide and so wanted to show how the oppressed or the persecuted in this situation, due to what has happened to them feel the desire to overpower the oppressors or the persecutors, resulting in the deaths of hundreds of thousands of people. I also felt it was important to show that these people held many similar beliefs and traditions and ways of life and the main difference between them (the Hutus and the Tutsis) are their names, and so show that their conflict was pointless. Perhaps it also shows how people can turn in on their own kind because of these attributed differences which have no physical or even cultural correspondence. Furthermore, I felt it important to show the historical context of the piece and the influences of Western powers upon poorer African nations. After the Treaty of Versailles, Rwanda was under the command of Belgium who promptly gave all of the power positions within the Rwandan society to Tutsis whilst the Hutus had the lower skilled jobs and perhaps even felt sub-human. Over the next 60 years the tensions between the two groups would build up considerably until the early 1990s when the President was shot and all hell broke lose, with hundreds of bodies laid strewn across roads. I contributed significantly in many different ways towards my group's piece. ...read more.


This conveyed to the audience that she was not as cold hearted as we sometimes assume persecutors are and she could not bear to see me look at her whilst she knew very well that my wife wouldn't last long. Sensing that I could be shot, with a gun held to my head, I slowly began to go to floor as she had told me to. Throughout the scene we used white light to show how normal the event was in Rwanda and to show that we hadn't stylised it in any way. Once I had gone to the ground we had a blackout whilst me and Samah remained on stage and Aliye and Ameika behind the curtain where they simulated the cries and orders of the leaders of the Hutu uprising, claiming that they would "squash the Tutsi scum like bugs." This really put the whole scene into perspective for the audience as they heard the orders that the "soldiers" who broke into the house had been under, not to clear them of any guilt. I think that this was a really effective scene in conveying both the human emotion and situation surrounding the Rwandan Genocide. In our next scene, we all assumed the role of the political leader's of both the Tutsis and the Hutus and engage each other in a debate. As a Hutu, about to regain power, I held myself upright and with pride. My head was also held high to show that I have no doubts about what I am about to do and when I spoke, I used a deep booming political voice, as if to drive away the Tutsi leaders with the sheer power of my voice. ...read more.


I started this unit on persecution thinking that I already had a pretty deep knowledge of persecution and thought that I wouldn't learn very much from it; however I'm shocked by how much I have. All of the different stylistic and other styles of pieces have really changed the way I think of persecution. Rather than seeing the facts of different periods of persecution such as in Nazi Germany, I know feel more in touch with the feelings of those who are persecuted, because I have been allowed to experiment with that. I think that we like to think that we don't have persecution anymore because we're a 'modern' society but due to Ali's groups exploration of the Muslim honour killings, I am reminded that persecution has always existed and will probably go on to exist forever because even from what I see of my peers reminds me that racism is still very much strong even amongst people brought up in a multi-cultural society. Moreover, I think that learning about persecution in history doesn't have the same impact as it has had on me in drama because you don't interact with what you are being told or to begin to think how people in those situations could have felt. If I were given another opportunity to improve my group's piece, then I would probably focus on the after or resultant effects of the persecution. Throughout my piece which I have described here we most focus on the elementary effects of it or the reasons of why it comes about, but we don't really show the devastating result of the Rwandan Genocide. ...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. The Language of Performance.

    Another way is if you, as an actor, feel that the performance was successful. For these performances it was the teachers comments that were most important as they were assessing them. They gave each group feedback on their performance in the form of comments on a piece of paper, and used a task objective to grade the performances.

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

    We had an entrance at the central back which Billy uses to enter and an entrance in the left corner which Alice enters through. Geoffrey was seated at the head of the table on the right side throughout the performance, immersed in his paperwork; both this positioning and paperwork were

  1. o me conflict means not getting along with each other resulting each other being ...

    In this short piece of work I chose images of both characters, when they were young, what they used to do in the childhood. In this scene I used a varied composition of facial expression. In Image 1, I chose the image of being blood brothers.

  2. Blood brother unit 2 in drama GCSE

    Say it's just some clowns, two players in the limelight, and bring the curtain down, say it's just two clowns, who couldn't get their lines right, say it's just a show on the radio. That we can turn over and start again, that we can turn over, it's only a

  1. Development Phase Unit 1 (Drama)

    Queen: Grusha! Take that baby away from me! I told you- I will only hold it in public. Grusha: Sorry your majesty, I forgot... Queen: [cutting across her] Yes, well you're not paid to forget now, are you? [Pauses as sounds of distant commotion grow closer to the palace]Grusha...

  2. Portfolio work Development 1

    We used the poem to keep a close link between that and the context of our piece, so we tried to keep the character of Ian Brady like he was described in the poem- a quiet yet arrogant man.

  1. Unit 1 - Drama Exploration of the theme Peer Pressure - Documentary Response

    of the crime, but the body languange displayed overpowered the lack of power, thus resulting in a disrespectful manner. This character reflects the character of the Chris that was often seen, thinking that he is the grandest person among the others, and in my opinion Sophia has successfully conveyed the messages.

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

    they were trying to represent was arguably lost to some extent due to dependency on one medium at the expense of others.

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