Does Clark present arguments for and against 'assisted suicide' without prejudicing the audience in 'Whose Life Is It Anyway'?
Harriet French Coursework Does Clark present arguments for and against `assisted suicide' without prejudicing the audience in `Whose Life Is It Anyway'? The central character in `Whose Life Is It Anyway?' is Ken Harrison who is a patient in the hospital, in which the play is set. The play sees Ken, who has been involved in a horrific car accident, recovering from various injuries, some of which will never heal. The accident leaves Ken paralysed from the neck downwards permanently, which results in him having to stay in hospital for the rest of his life. Throughout the play Ken fights for the right to die, as he sees the situation he is in as one that is not worth living. After many struggles and set-backs, Ken is allowed to die, but against the doctors' will. The play was written in the 1970's when euthanasia, a form of assisted suicide, was not a subject commonly discussed. An audience watching the play in the 1970s would be far more shocked at some of the events that take place than a present-day audience. In the 1970s most people did not fully understand euthanasia and the effects of it and it was certainly not talked about openly. An audience thirty years ago would be quite shocked and possibly offended by the language used by Ken and some of the hospital staff. Also Ken's behaviour in general would be quite different from the sort of behaviour
Stimuli and its results.
Drama Coursework Group: David C, Bradley W, Natalie T, Joanne R, Hannah E, Claire H, Carrie G, Louise V Task one We were given the following stimuli: A book, Ohh Ahh Showab Kahn. When we had finished reading the book, we were quite happy, as there are lots of possibilities when basing a play around racism. The book itself, is about the only Asian football player in the premiership, who had to face a lot of racism, and had a lot of problems, but managed to pull through. We thought about it and decided to do a play not too closely tied to the book. We had come up with a few ideas, and we wrote them down, and voted. The idea we ended up doing was around the idea of the television programme Wife Swap, and so we went with that idea. We concentrated on the subject of not judging people by their appearance, or by the way they speak. We thought that we should try and have two completely different families mixing. Task Two In role writing My name is Professor Dimebag Bopp III, I am a well known psychiatrist over here in the states. In march of last year I was asked to do a show over in England, in which they swapped over the wives of two completely different families in order to see how they would react to each other. Of course, I agreed to it and I flew over the pond the next week. I was called in my hotel room by the director of the show, I can't remember his name, and he
Response to Live Performance
Section B Question: Response to Live Performance "The Play What I Wrote" Character Review: Toby Sedgwick (stage character Arthur) Albeit the production consisted of a scarce number of actors, Toby Sedgwick's dynamic performance compensated, due to the way in which he effectively portrayed an astonishing broad spectrum of characters. These characters varied greatly in presence, from absent-minded Arthur who dreamed of playing the harmonic no matter what the circumstances may have been, to the idiosyncratic stage manger. Despite the significance of each character; whether it being merely an addition to the main characters; Jo and Ben, or the focus of the scene, Toby always possessed a remarkable presence, which was able to divert on eyes onto him. This factor was what distinguished Toby from the other actors in the productions, as every movement and every sound he made was directly related to his character, showing that he had put considerable thought into each individual character and in which way would their characterisations be at the utmost effect to the audience. To elaborate on this, there were a range of moments in the play in which Toby's characterisations made great impact on the responses of the audience. For example, during Toby's part as the bizarre stage manager, rather than his words alone, it was his body movements that made Arthur a memorable character.
Analyse how the opening sequence of 'Halloween' captures the attention of the audience.
Lukas Bates Analyse how the opening sequence of 'Halloween' captures the attention of the audience. You should consider such aspects as: • The codes and conventions. • How the suspense and tension are created by these codes. • Outside influences on this film as an example of the horror genre. ' 'Halloween' was made in 1978 and is a good example of the 'Slasher' movies from that time and this is an interesting piece of cinema as it can be related to the German expressionism of the late 1920's which used jerky camera shots and high contrast lighting to enthrall the viewer .In this essay I will discuss how the opening to Halloween captures the audiences attention and how codes and conventions create suspense and tension for the audience. The opening to the film begins when the credits start to fade onto the screen in a blood red font this symbolizes blood, death and evil to the audience which straight away brings tension to the film and creates a sense of interest for the audience. Whilst this is happening the Halloween theme music is playing in the background, this music is very high pitched and uses string instruments to create horror and suspense for the viewers. Once the credits have been shown there is a 'vls' (very long shot) of the house this is used to set the scene, this is a subjective point of view from the killer .This can be related
Analyse the ways that the director builds suspense and scares the audience in the film 'Jaws'.
Analyse the ways that the director builds suspense and scares the audience in the film 'Jaws'. 'Jaws' was set in a summer town called Amity Island in the late 70's-early 80's. The film was about a great white shark that was attacking and killing innocent humans as well as the occasional dog, which must be stopped. The reason why 'Jaws' was set on and around 4th July, was because it is Independence Day, one of America's national holidays. The 4th July is when people go to the beach to celebrate the national holiday. With attacks taking place on July 4th, it creates more suspense and fear because the audience knows that the day was supposed to be a happy occasion however there is a dark cloud shadowing over in the form of a killer great white. The director uses music in different ways to connect the shark to the title music. The director does this, to scare the audience and build suspense. The music at the beginning of the film creates an atmosphere of chaos, uneasiness and franticness. As well as this, the music helps the audience sense that something foreboding is out there. When the tempo and the volume changes suddenly, the audience knows that the creature is getting closer and that it is dangerous and that it is a big threat to anything alive. Before July 4th, when the music is playing on the beach, just before the second attack, the director has chosen to create a false
Indicate how the influences and ideas of other playwrights and/or directors, designers and performers have been used
Indicate how the influences and ideas of other playwrights and/or directors, designers and performers have been used We have experienced a broad range of performance styles, however only certain styles influenced our final piece. "Invisible Friends" by Alan Ayukbourn was used in our final piece as it is a script which contains an effective storyline for our theme 'escapism'. The content was very fitting to our piece as it showed a family all using different ways to escape. For example, listening to music, chatting away on the telephone and watching television are all forms of escapism. When the character Lucy, a young girl, returns home with some exciting news no one is willing to listen to her therefore she decides to create an invisible friend. Although the play is simple and basic it was very effective as it differed to the rest of our piece which consisted of more complex scenes and less straight-forward concepts so that the audience had a wider variety of scenes to watch. We decided to use certain lines from different parts of the play to create our own scene which would be related to our theme - escapism. Antonin Artaud was a French playwright, poet, actor and director who influenced our piece. Artaud had a pessimistic view of the world, but he believed that theatre could effect change. He believed in removing the audience from everyday life and used symbolic objects
Romeo and Juliet
Romeo and Juliet John Kinder 11.3 Unit 1 Script/Stimulus: Romeo and Juliet Author: William Shakespeare Origin: Elizabethan Play Genre: Tragedy Time Allowed: 4 Weeks Length of Performance: 10 Minutes Date/Time of Performance: Tuesday, October 19th 2004, 1:30pm Venue of performance: The Brooksbank School, Drama Studio Way of Working We worked on key themes and improvised around them. In some lessons we used improvisation with conflict, we did this by standing in front of everyone, and performing mini-scenes. To help us in our Romeo and Juliet play, we watched the opening scenes of Zieferelli and Luhrman films. To understand the plot, we performed a three-minute version of the play, which was reduced to understand the plot. Also to help us, we improvised a scene of anger, and played a game about insulting each other, which was very tedious, but helpful. We did many warm-up exercises, such as walking across a circle, and when we met another person in the middle we had to show an aggressive dislike for them. We had to reflect on ways to show dislike. We also played a warm-up game, where there are two people. We had to show who the leader was, and who was the follower by gestures, and the way we spoke. Another improvisation task began with 'Them...', and had to finish with a threat. We needed quite a few rehearsals, because we
What kinds of humour does Aristophanes use in his plays? To what extent would a modern audience find his plays funny?
Tosin Abdullai. CLASSICAL CIVILISATION COURSEWORK. What kinds of humour does Aristophanes use in his plays? To what extent would a modern audience find his plays funny? Points you may like to include: * Description, analysis and classification of the humour in the plays. * Definition of a "modern audience" Comparison of the appeal of the plays you have read In the course of the three plays we have studied, Aristophanes adopts various types of humour in reaching out to the audience in different ways. For instance satirical humour, sexual humour, visual humour, slapstick humour and various other types. These various kinds of humour are used to echo the themes, which are explored in these three plays. An example is the satirical humour in the Acharnians, which represents the exploitation in the city of Greece by the so-called foreign ambassadors. These various types of humour will appeal depending on their background generations. For instance, the same elements of a comedy that were found humorous by an average Athenian citizen would not be the same as a member of today's modern audience. In reference to a "modern audience", I mean the generation of today, who are presently alive in my country, Nigeria. The first classification of humour in the plays are the satirical humour. Aristophanes adapts the use of this to
Too much punch for Judy.
Too much punch for Judy Introduction The play is about two girls from Essex that like to go out drinking and to clubs. Then they meet two men named Bob and Nob, they are of the box characters, and are up for anything. Then they are all drunk and Jo and Judy decide to go home, and not sure who should drive, and their giving their reasons on who should drive, then they reach a decision on who should drive and Judy gets the keys from her younger sister. They get in the car and drive past two policemen Pc Carter and PC Abraham. They then crash a short while after, and a young man Duncan gets out and runs across to the crash scene to see if he can help, he decides to ring the police and put some shoes on. The police get on the radio and start to make their way to the crash scene. Meanwhile Duncan gets Judy out from the car and she starts to make signs of recovery. At this point the police car comes round the corner and PC Abraham runs over to Jo who is dead and Pc carter checks for a pulse. PC Abraham then takes off his jacket to cover her, then goes to get a fire extinguisher. He then comes back on with two people who carry Jo off. The two policemen go to Vic's house that is Jo and Judys mum, no one answered, so they came away. Later that day PC Carter gets hold of Vi at her house, and speaks to her about her daughter At this time Nurse Davis is speaking to Judy about