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

Too Much Punch For Judy - Response Phase.

Extracts from this document...


Too Much Punch For Judy Response Phase The play we have been studying is called 'Too Much Punch For Judy'. It is about two sisters who go out drinking and both get drunk. They have to decide who will drive home, Judy decides she should as she has not drunk as much and if they get aught Joanne will lose her licence. So they get in the car, and suddenly Judy loses control and they rash. Judy is OK, but Joanne is dead. Then the story explores how Judy might cope with life after that horrible night. In our lessons we took pieces of the play, and acted them out using different techniques, such as frozen images, abstract and form theatre. In one lesson we used frozen images to show how attitudes towards alcohol progress. The sketches show how we were stood, and the numbers of the scene. 1 2 3 ? ( 1. In this scene are me and Sabrina leaning on a double height rostra, drinking and laughing. In this we are in a having a laugh situation with the alcohol. 2. In this scene are Harry and Tara driving a car while drunk. In this they are using chairs as car seats. They are about to crash and at this point the serious consequences of alcohol start to show. 3. In this scene are Danielle, Gemma and Hannah. ...read more.


Then the other way I used my voice was when Sarah asked us what we were talking about, and we both used a high pitch, loud and hesitant voice. We used these as we thought the hesitation showed we had to think and make up what we were saying, and a high, loud pitch to show the shocked, lying side. This helped me to understand how Judy and her mother felt when they first meet, as there must have been a lot of resentment between them, and that they were probably lying. Also it helped me to understand the way they would have tried to act. In another lesson we used mime to music. We used the music to help us understand the emotions of the scene. As the song was about not being safe in your own skin, and how you feel that related perfectly to Judy and how she actually felt at the time. The song helped my group, which was me Holly and Sarah, as it was showing us Judy's thoughts when we first meet her mother after the accident. As we had three in our group we had it as Judy's mother and sister. We originally had to make a scene using words, then we had to cut out the words and adapt it. We did this but we kept one word as we thought it was too important to leave out - it was "sorry". ...read more.


I think that even though it was Judy's sister, Judy being put in jail would make her feel even more guilty and remorseful. I think that it is the only way she could understand the consequences of what she did, then on top of that had a fine, a 2-year driving ban when she comes out, and in jail she should be rehabilitated. Then for the second time she should have had a longer term, even life, as she took the life of a young girl, and have her licence revoked permanently. I really enjoyed this topic as it helped me to understand all the things families have to go through in an accident, not just in a drink driving accident. It has helped me realise that rehabilitation is really the only constructive way we can help the causer of the accident, and to help prevent them from re-offending. Also I have realised that we do not punish the offender enough if they have taken a life, then go on to take another life. We need to bring in a harsher punishment and stricter laws about drink driving. I did find this topic challenging, as I know people who have been the victims of drink driving accidents, who themselves and their families have been broken and scarred for life, and the offender got away with it relatively scot-free. So all in all, from this topic I have gathered knowledge on how accidents happened from you thinking I'm only a little over the limit, and that there should be some way to stop this happening to save lives. ...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. GCSE Drama Coursework - Billy Liar Section One: The Response PhaseFor the response ...

    For instance the teenagers were facing outward from the table showing division, they were slumped in their chairs, and had a lazy, bored and moody expression; they also had their arms folded, building barriers between themselves and their parents and showing how they really didn't want to be there.

  2. The Response Phase - How a class responded to the words - Fatal Shore

    This was effective because it was fun and it helped us concentrate on the more serious work that we did later on. We looked at a text extract from fatal shore, about the harbour and the exiles. We were read the extract, while we all created a still image, of

  1. The Seven Deadly Sins: Response Phase

    Normally in drama I am used to doing a verbal piece of drama and then everything freezes whilst a character gives a speech about their inner feelings. However, this time our task was have the whole piece of drama revolve around a character's mind being swayed by a devil conscience

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

    The death of his blood-brother, Tommy. I was told to "Explain what techniques I used to show the breakdown in Billy and Tommy'srelationship?" and "what techniques did you use to show the fatal mistake which lead to Tommy's death? The techniques that I used to show the conflicting emotions were very abstract.

  1. GCSE Drama: The development phase

    The other sound that we used was a very timid noise which combined well with the movement, which was again very timid with a very bent posture, to show his meek and inexpressive character, which also lacks confidence. As the animals were sent into the watering hole, one after the

  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.

  1. Unit 1 - Documentary Response to Children's Drama

    Key Stage 1 Storytelling and Interacting with the Children Key Stage 1 teachers tell their stories using varied voices and tones. They speak softly to keep the children?s attention because the children wants to listen to the story and at the end of the story, they were literally an arm?s

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

    These techniques works well because the questioner received the message my character was trying to send and stopped the interview immediately. As all of us played in roles of different characters, we used Role Play and Characterisation to show how different characters respond differently to the questions.

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