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Salem witchcraft.

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Victoria McDonald Coursework section 1 In our first drama lesson, which was based on witchcraft, our teacher Mrs Massey asked us to think about some basic word association surrounding witchcraft. As the whole class put ideas together, everybody typically associated witches to look like this. ?Horrible features such as, boils, warts, pointed noses and chins, yellow teeth and long yellow nails ?Strange dress sense that includes large black pointed hats, stripped socks and they generally wore dark morbid colours. ?Stereotypical witches are also associated with, big black cauldrons, potions, spells, broomsticks and frogs. ?Stereotypical witches are also associated with night time that includes the full moon, bats and black cats. This evidence shows that it is very clear, that this is a stereotypical image of a witch stereotypical witch image differs quite a lot compared to a witch in normality. Here is a picture of a stereotypical witch. Witches in reality do not look like this they are just normal people. The stereotypical image has been developed over a long period of time. These images have been developed and exaggerated from fairy tales and gradually made into books and films. Such as the Witches, Hocus-pocus and Snow White.This is where I think the whole stereotypical image of a witch has come from. The history of Salem witchcraft The events, which led to the Salem witch trials, occurred in Danvers a parish in Salem town .The commotion in the village was started by the bizarre and strange behaviour of two young sisters, Betty and Abigail, daughters of the village minister Samuel Parris. ...read more.


The inclusion of the Abigail and John sub-plot story shows the audience that John regrets his mistakes and feels guilty about what he's done. It makes him seem more human and makes Abigail seem more manipulative and devious. The way John acts towards his wife, aware that she knows what's gone on, makes him seem like a more benevolent person The use of narration throughout the play is extensive, but in Act One, particularly, it is used in abundance. In fact, approximately twelve pages out of the forty in Act One are narration. The Act begins with five pages of narration. There is then another page to describe Thomas Putnam, half a page on John Proctor, one page on Rebecca Nurse, four pages about Mr. Hale and half a page about Giles Corey. This is very unusual as most plays include hardly any narration and to use twelve out the forty pages of Act One for narration is quite a risky thing to do as the audience may become disinterested. However, Miller pulls this off well and the narration adds atmosphere to the Act. Miller includes so much narration because he wants the audience to know the characters well before they feature heavily in the storyline. He gives the reader enough information about the characters' strengths and weaknesses to from there own opinions of them and make their own speculations. We are given information about the characters' pasts and how they behave rather than how they look, we were also given a script in class, which told us about the characters. ...read more.


I am very excited about the situation but also scared, I am prepared haven't told my two friends, who are joining me on this trip a lot about the Blair Witch. I do not want them to be worried for no reason. I have put so much effort into this project and I do not want them to spoil it. I hope the trip will be a great success. Class Role Play The whole class performed an improvisation together. In this performance we were acting out a meeting. Everybody played different roles some people were villagers and some people were supporters. I played a villager; Emma Collins had the main part she played the role of the village chief. Emma was asking the whole class questions on what they thought about the situation of the missing students. The children have being missing for five days and have not returned from a college project. After the whole class had performed this task we talked about are emotions .I felt very sad and wanted to search for the missing children. Mrs Massey then put the class into groups of fours. My group consisted of Lucy Eccleston, Lucinda Miller, Carmela Manta and me. We all performed short monologues pretending we were related to the characters. Once we were confident within our roles, we joined with another group who were Emma, Georgina, Stephanie, Charlotte, Emma Marren and Joanne. This group was performing a short role-play, demonstrating the scene before the college group had gone into the woods. We joined our performances together by cross cutting. ...read more.

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