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

Evaluation Of GCSE Drama Performance - Gregory’s Girl

Extracts from this document...


Evaluation Of GCSE Drama Performance Gregory's Girl Voice: I was cast as two completely different characters which both spoke with different levels of voice, maturity and knowledge. Strangely the younger of the two characters, Madeline, overtook my other role Eric in each of these three aspects. This gave each of the two characters an interesting twist which meant I had more fun acting them both out. I tried to bear in mind the background relationships with each of the other characters when talking to them. For instance When Madeline talks to Richard (Her boyfriend) she would talk with a slightly entranced tone. When Eric talks to Richard (One of his friends) he would probably be quite comfortable with the situation and therefore talk in a loud, festive and in a merry tone. One of the main things I should have picked up on had I had the ability to do so was the Glasgowegian accent. All the characters come from Glasgow therefore they would talk with an accent from that area. Madeline is a very mature character yet she is a young girl, this means to attain the desired affect all I had to do was act like I would normally but use a slightly softer tone of voice. Occasionally I would sneak in the odd hint of a young girl, this was mainly via body language. ...read more.


It was also important that the audience reacted to the game in the same way. Even though there was really not much happening on our makeshift pitch we had to react to pretend events(such as a bad tackle). The other scenes didn't really require any timing except delays in responses to show that the character was thinking of what to say. Responses to chosen play: After being given the task of acting out Gregory's Girl I felt reasonably happy yet knew that I was in for a tough ride. I was told but not convinced the play was a comedy, it was only after finishing it that I realised the potential of the rather humorous characters and found out how each one had an unusual yet quite amusing twist. The play looked quite complicated and as unlike some of my group I hadn't seen it yet so it was hard to grasp the overall meaning of the play. To be honest I'm still quite confused over the meaning of the play because it didn't seem to have one. One thing I was sure of was that the play and my group would be one I would enjoy being part of. How I felt about my chosen character: When I was given the characters of Eric and Madeline I knew little about them and therefore had to take the teachers word that they would be the right characters for me. ...read more.


We did manage to make it work by taking the whole shot again. The third scene was also fine as it was not very long. The final scene was probably the weakest because of the amount of lines and the fact that we didn't feel as confident saying them. Either way play as a whole went very well and got us a good mark. Amendments: If I could make any changes I would probably have to spend a lot more time developing the scenery etc. because we only concentrated on the lines and acting. Although his was very important it didn't gain marks in one of the areas whereas more intricately designed scenery would have. More practice on the lights would have also been more useful but I'm grateful for having them in the first place as we were very close to not. The scene transitions were a bit rough, this could have been worked on but it was overlooked and brought down the professional look of the play. In terms of acting we were sound but could of worked further on characterisation. Our group worked very well in all aspects. Not only did we finish learning all the lines, design some reasonably set designs and bring in a few props in a short amount of time, we also delivers a well polished final production which achieved high marks. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Theatre Studies 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 AS and A Level Theatre Studies essays

  1. Free essay

    Drama Reflection. Evaluation of the development and improvement of my skills including examples of ...

    We blocked our dance routines on stage to make it look effective and enjoyable to watch. In music we learnt that singing in harmony makes the chorus songs sound better, and also it gets us working as a whole group to sound as one.

  2. Evaluation of a Theatrical Production - 'Too Much Punch For Judy' By Mark Wheellers.

    Using costume this way helped to identify the different characters. A symbol is an object that is used in the performance to represent something. In 'Too Much Punch For Judy' the symbol was the set of Car Keys. I think that this represented Life.

  1. Tension Portfolio - the seven levels of tension.

    Ok! Mo: Come on let's go! 20 Yr Olds: - Mo: Hello, my name is Mo and yours is... Coral: Coral Mo: Nice to meet ya! Coral: Likewise Mo: Can I get you a drink? Coral: Sure, Bacardi breezer Mo: That sounds good ill have the same Coral: Aint that a little girlie?

  2. Macbeth Critical Evaluation

    ghost in his chair this would happen to be the ghost of Banquo and Macbeth is fearful of what he sees so Lady Macbeth feels the need to made excuses for Macbeth's madness.

  1. How did group skills contribute to the development of the drama?

    it helped us to improve our scene, in comparison with theirs, but still carry on the path of humour we'd been following. Rehearsing the Company scene where every member of the chorus has a board and we created a movement piece using them together.

  2. How did rehearsals and the production process contribute to the final performance?

    used on refining and reshaping old material rather than just creating new. One particular problem we encountered early on as a group was an unwillingness to physically try out ideas. We tended to become pessimistic and analyse the possible success of a way of staging a scene, without trying it out.

  1. How rehearsals and the production process contributed to the final performance.

    in the lighting state - 'I' began to choke Jack....and then we snapped back to work...with myself halfway through a sentence and 'Jack' questioning as to what just happened. We thought that the throttling could be a main part of the bad trip which would be developed at later stage.

  2. How did rehearsals and the production process contribute to the final performance

    laughter and general noises to show we were in a busy pub. We spent about half an hour of or rehearsal time on the music as it played a significant role in some scenes i.e. in the mask scenes when we were all doctors, the music really helped show the

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