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

Rwanda Evaluation

Extracts from this document...


In this topic I looked at the Rwandan Genocide through the eyes of refugees, child soldiers, the problem from the West's point of view and the first hand witness accounts. I most enjoyed exploring refugee problems, because it made me use different drama techniques to the ones I am used to, and acting out witness accounts because we were given the opportunity to use abstract drama, which I find harder that realism but enjoy a lot. We as a class were given a wide variety of tasks that needed different dramatic techniques to help them get the desired point across to the audience. Among them was the refugee soundscape, the whole class frozen image of child soldiers and the split-scene depicting the ignorance of the West. I found these tasks challenging, and they made me dig deeper to bring out more emotions in my acting. During the refugee soundscape, I found that I had to really feel the emotions of fear, despair , exhaustion and panic to be able to portray the feelings properly through vocal expression, and help add to the layers that were drumming, stamping, heavy breathing and screaming. ...read more.


We also created a split-scene task, which showed the contrast between the ignorance of the richer West and the poverty and carnage happening in Rwanda. During the split-scene, the 'ignorant' West were having an expensive sweet sixteen birthday party and the news about the Genocide was on the television. In Rwanda, I was being held hostage, and faced torture before a drawn out death. I used my body language to express my fear, like shying away from any noises that were near, I also tried to show my oppression my hunching down on the desk that I was sitting on, lowering myself down to emphasise my lower status. I was blind folded, and restricted to whimpering and small screams of terror, so did not use very much vocal expression. Emily used her voice to try and drive fear into my heart, by shouting in my ear and whispering inaudible words around my head, and laughing hysterically when I shrank away to show my horror. In the other scene, they do not take the news flash seriously, and switched it off. They used irony by exclaiming "Look at those little African kids, why can't I be that skinny?" ...read more.


The final task given to us was to try and get the point across that the government should have intervened and a great many lives could have been saved. The title 'Don't Let It Happen Again' inspired us in the work that we did in the lesson, and we feel that it did get the message across. We used black comedy to try and get people to think before they laugh, and a series of comic television shows. These included Match of the Day, Blue Peter, Countdown and two news flashes. Throughout the piece facial expression and body language were falsely cheery and sarcastic, with fake laughter punctuating the lines that we said. To make it better we could have put some abstract drama into it, and used a wider range on drama techniques. Other groups were mainly abstract with some black comedy. This gave them in individual feel to them, and no ones was the same because on the nature of the task given to us. I most enjoyed the abstract drama piece, because it is a weaker area for me, so I think that I improved my abstract style. It was challenging because it was outside my comfort zone, and I found it harder that realistic acting. ?? ?? ?? ?? Rwanda GCSE Paper 1 Unit 1 Evaluation Alex Doyle Miss Crowe ...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. Drama portfolio - Oppression.

    For example, at the beginning of our piece when we wanted to leave the audience intrigued for a while before letting them know exactly what was going on, to contain their interest, we needed a slow, unpredictable beat; thus choosing song 1, which lacks rhythm or any melody for at least 30 seconds into the song.

  2. Devised Practical Evaluation for 'The Guilt'

    I found the flashback scenes a lot easier to act because I felt more comfortable than the scenes when I had to be really emotional and sorrowful. Vicki and I discussed how we were going to act during the play because we desperately wanted to make our play appear as realistic as possible.

  1. Performance inspired by the Columbine killings

    There were lots of other issues that were to be blames for the bad influence they enforce on the murderers as much as the clique system was to blame the media was also blamed, when we watch blowing for columbine musicians like Marilyn Manson was blamed by the media for

  2. The stimulus for the topic on fears was given to us by the teacher, ...

    Almost being apologetic whilst reading out the letter, and extending my arms out in passion while reading aloud the letter. As I was interrupted every odd sentence, I had sympathetically calmed down the mother, as I had felt her grief.

  1. Equus, Peter Schaffer

    I would want the audience to feel intrigued about Dysart's complicated life and emotions, but also leave the theatre thinking about what will happen next... Evaluation Interesting Points I found many things interesting in performing Equus and the themes it explored.

  2. Drama Cwk Miss Julie

    I replaced Peter in the second acting of the scene. There is a lot of subtext in the script before Jean and Julie's lust is consummated but very little afterwards since they tended to be more open with each other.

  1. Development - Drama from film, tv and radio

    He wore casual clothes, which shows he just wanted to be like every other normal guy. Bride- Played by Alex Alex played a normal girl in her twenties which is shown by her clothes. She was shy, which is shown by her small gestures and quiet, soft voice.

  2. Holocaust drama stimulus

    as when the poem was read out, slow and emotional string music was going on in the background making every individual feel upset and emotional. The mixture of the long and short sentences (stanza) makes an impact. Also I like that the writer has used simple use of vocabulary for such a serious situation.

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