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

Responce Phase

Extracts from this document...

Introduction

Response Phase We began our workshop by talking and discussing in our groups the explorative strategies to enhance our understanding in our drama piece. We started off by looking at the Recruitment posters from WW1. Song: "I'll make a man out of you" " Oh what a lovely War". From this discussion we learnt about the factors of war. For me going to war is about pride and love of your country. This song is relating to the thought that war will make you very popular and get the attention of lots of ladies. The song is trying to persuade young men to go out and fight for their country in the war. The methods used to recruit the soldiers are mainly seductive and sly because the woman performing this song is making herself look as though any army man can have her, and that women only fall for the so called brave army man. These methods would attract and entice the attention of a young man. It would mostly work on younger men because a young man would not have had as much encounters with a woman as an older man and younger men at this time were much more gullible. An older man would see right through the corny/fake attempt of this song and wouldn't fall for the seductiveness of the woman. ...read more.

Middle

The mental impact left engraved in the minds of veteran soldiers is so immense that they have been scarred for life. It also made me think that a human being can only do so much and should be rewarded for their efforts. Young men are enticed into what they think is a glamorous career but in fact there is nothing glamorous about shooting and killing in the trenches. The thought of war can make a man want power and feel great about him, but deep inside fear starts to gap out. This can make even the toughest man alive cannot concentrate fully when under pressure or if they are nervous. When a soldier goes to war they shouldn't be judged on what how they died or how they have killed numerous amount of people, they should be judged on his/her efforts towards the war and surviving. Also every soldier should not be in it for the fun of going to war. War is about doing your country proud not showing off your weaponry skills. We did still images relating to this poem. The Still Images were based on a family of a soldier getting on a boat and sailing of into war. I think that the Still Imaging makes you the audience see how someone is feeling in just facial expressions and body positioning. ...read more.

Conclusion

This task allowed my character to improvise his feelings towards what he had done. My character was the sniper that shot down two people. In my characters monologue I talked about how he was full of glee after shooting down those people and wishes hi could have killed more. This emotional sequence makes the audience see that people such as this sniper man can have amusement from very disturbing events, which could mostly be caused due to all the build up to war. War can make any individual suffer mentally and cause mental illnesses. For the duologues they had to limit their speeches down to a maximum of 10 words. I think this is a very effective task because it makes the character's emotions extremely effective. It makes the character communicate with the audience not only with words, but also with facial expressions and body movements. When someone has less words to say they have to use their emotional ability to try and show to audience how they are feeling. It made you feel really bad when you see how people can make you feel depressed by the slightest movement of their face or depressing gestures. A lot of actors can do this because they are naturally talented in making signs without using their voices. It made me feel as a character in this drama piece that words cannot describe all of what a person is feeling, sometimes you have to dig deep into your emotions to try and express yourself to other people. ...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. Capital Punishment - Response phase

    I think this strategy is also very affective because even though they are making up answers on the spot it helps them and the audience to build a character profile together. We learnt a new explorative strategy called "Track Alley".

  2. Devised Practical Evaluation for 'The Guilt'

    At the very beginning of the play I am the only one in the first scene. During this scene I had to express my guilt and remorse for what my character had done. I started this scene sitting on the floor holding a photo of my dead daughter and saying a poem expressing my guilt.

  1. AN ANALYSIS OF MY PROCESS AS A STUDENT OF COUNSELLING SKILLS ON THE FCCS ...

    Another self challenge that needed considering was not listening when I do not agree with what is being said which I have noticed in political situations for instance. By the skills I have learnt on courses 1 and 2 I have started to address this and now try and take their 'frame of reference'.

  2. During the monologue I played the main character Ben and I explained how my ...

    I wanted the audience to know how I was affected by the situation, I wanted the drama to deepen and the audience to get involved. I wanted the audience to sympathise with Ben.

  1. Response Phase: Stags And Hens.

    My part in this was to be Kav, and our pieces were consecutively placed to give the impression of time passing, and of a certain 'ritual' between the men. The first still image made was where I was washing myself, my face, and my hands.

  2. Speaking out for those without a voice

    This was important because we wanted to show the strength of love. There was also a strong white light used. This was used as white is a colour usually associated with goodness and purity which fitted with the love of the Father to his Son.

  1. Evaluative phase on bullying.

    Another example was chanting, we all chanted "freak" and this created the effect of what was happening in the playground. I think that our soundscape was effective because it was in the dark and we made the audience face the opposite way so that they could only hear us and not see, this added the effect to the soundscape.

  2. A Comparison Between 'Billy Liar' and a Group Improvisation on the Theme of Dreams

    This type of dream is fantasy this type of dream also occurs in the play 'Billy Liar' and 'Jimmy' these plays also have dreams of wanting a better life. In the monologue 'Jimmy' there is only one character he is not shown as a in- depth character like characters from 'Of Mice and Men' and 'Billy Liar'.

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