Be my baby- response
'Be My Baby' Response 'Be My Baby' written by Amanda Whittington, and is set in the North in 1964, during a time when moral values and discipline were still an integral part of British society. Furthermore, the repression of women in everyday life was still existent and any evidence of blasphemy, disobedience or rebellion was strongly disapproved of. 'Be My Baby' is set in St Saviours, a mother and baby home, where young, pregnant, unmarried girls were sent to have their babies in seclusion, because many families would risk their reputation and status, if it became known that a family member had became pregnant outside of marriage. The purpose for mother and baby homes, which were established in the 1960's, was for young mothers to give birth discretely and the baby be adopted immediately with no complication or embarrassment to the families' or girls'. The basic plot outline consists of the journey and tribulations of each of the inmates at St Saviours, and how they cope with the inevitable shame of their actions, as well as the realisation that they will not be allowed to keep the baby. It essentially focuses of Mary Adams, who is forcibly sent to home by her mother, who is intent on maintaining her dignity and status. Mary is from a middle class background and has been sent to St Saviours by her mother. Mary is fairly subdued and timid because she is accustomed to
A dolls house act 2 plot summary
A Dolls House Act Two Plot Summary Nora is alone in the room. She is very nervous about Krogstad coming round and posting and/or giving the letter to Helmer revealing that she has borrowed money under a false name. Nurse enters with Nora's dress for the dance, which needs mending. Nora says she wants in ripped in to a hundred thousand pieces, but then decides she wants Mrs. Linde to help her mend it. Nora asks about her children, and nurse says they miss their mama and Nora says she cannot be with them as much as she used to be. Nurse tells her children get used to anything easily, and they would become used to being without their mama after a while. Nurse tells Nora that she had to give up looking after her daughter to look after her, but did it because she would get a good home out of it and she is still in contact with her own daughter as Nurse's daughter wrote to her when she got confirmed and married. Nora stammers on about how nurse would be a good mother to her children if she ever went away. Nurse tells Nora she will look the best at the ball. Nurse exits and Nora continues to worry about Krogstad turning up that day. Enter Mrs. Linde. Mrs. Linde agrees to mend the dress for Nora for the ball the next day, and says she will turn up just to see Nora in her dress. Mrs. Linde thanks Nora for a god night out the night before, but is concerned about Dr
script on aboriginal
Year 10 GCSE Drama Summer 2008: Paper 1 Unit 1 Script- Power, Freedom and Control I have chosen to do my following script from when Molly, Daisy and Gracie have just been captured and are being taken to Moore River Native Settlement. The reason I have chosen to start my script from there is because there will be a range of emotions that will be felt by the girls at that time I and will develop on them and hopefully get a bit of understanding of the torment they must have been going through. Molly Daisy and Gracie are in the back of Mr. Neville's care on the way to Moore River. Gracie is crying and Daisy is shaking. Molly: (Whispers to Daisy) It's going to be all right Daisy, I will get us back home. Daisy: (Still shaking) OK Molly, I trust you. Molly: (Turns to Gracie and whispers) Remember the spirit bird Gracie, remember spirit bird... Gracie: (Tears running down her face, wipes her nose with her hand) The spirit bird will guide us home. Where are we going Molly, I'm scared Molly, I want to go home. Daisy: (in aboriginal) Molly is going to get us home Gracie. I know she will. Mr Neville: (sharp cold tone) Oi! Enough of your filth language. If you are to talk, talk in English. (to himself) Bleeding half-breeds. Molly: (Now shaking herself) Where are you taking us? Mr Neville: (not even looking at Molly) You will see in due time. But first I need to stop And
Historical, social and cultural
Explore the impact of social, cultural and historical on the work The historical, social and cultural influenced our play immensely because in order to create an understanding of our stimulus gender we needed to explore different sides to gender. We decided that in order for the audience to work out the meaning behind our play they needed to fully understand the idea of gender both past and present. During the creation of our play we thought it was important to bring up certain topical issues, we decided the main issues would be how women were treated in the past and present, domestic violence, love and relationships, stereotypes and social roles. We chose the idea of 'lion tamers' because it was based on a circus however we twisted it so the scene was 'lady tamers' to show how women were treated in the past. We started off with the ladies as wild animals with the men in the middle shouting out the orders such as 'wash the floor'. Then we went onto more advanced techniques were we stood in a 'Stepford wife pose' and spoke lines such as 'have dinner ready, plan even the night before so he can have a warm meal on time.' In order to create a realistic impression of what women's roles were in the past we looked at The Good housewife's guide this was a booklet of instruction from the 50s telling young women how to be a good housewife and because some of the instruction were
the empty space
The Empty Space, By Peter Brook. Having read The Empty Space by Peter Brook. I will be discussing all that I have learnt about the different form of theatre he discusses. He tries to categories theatre into four different types of theatre. These categories are; The Deadly Theatre, The Holy Theatre, The Rough Theatre and finally, The Immediate Theatre. The first category I shall be discussing is The Deadly Theatre. Firstly The Deadly Theatre, this is the form of theatre we see most often. As theatre audience are falling around the world and this is because it fails to entertain. However the author does appreciate that occasionally there are new movements with good writers. The author goes on to compare theatre as a whore. He believes that its art is dirty and robs your money and doesn't deliver the entertainment required to warrant an expensive admittance. Mr Brooks makes the statement that there is no true theatre joy as The Deadly Theatre is not only found in the commercial West End or Broadway but also is making its way into Opera and even Shakespeare. This is because Brooks makes the very true statement that even though universally we find these Shakespearean productions marvellous to look at with their grand sets, costumes and are drawn to the theatre because a popular actor maybe in it. However if we were to sit through the production the majority would be truly bored
How would you direct the characters in the yellow bird scene?
How would you direct the characters in the yellow bird scene? 'The Crucible' is a exhilarating play, which is based on the true events that happened in Salem, Massachusetts in 1692 when a group of teenage girls started to mess with witchcraft and faked being caught by the 'devil'; the girls created a horrific witch hysteria. It shows how the courts where run unfairly in the 17th centaury, and it shows how the court has such a big affect on the village's society. Arthur Miller has written the play in an effectual way and uses factual events to show the audience what really happened and how Salem and McCarthyism are parallel. Act 3 pages 86-96 is set in the courtroom, where the characters, Mary Warren, Parris, John Proctor, Danforth, Abigail, Mercy, Hathorne, Suzanna, Herrick, Cheever, and Hale are present. These characters are all present in the courtroom because they are all part of the village society affected by the lies caused by Abigail and her followers. The page starts with Danforth asking Mary to faint to prove that she can faint whenever she wants, to prove that Abigail and her followers can also pretend to see spirits. Mary is torn whether to tell the truth about Abigail lying about seeing the spirits, with this she may be facing a death sentence and she would go through the torment of Abigail getting revenge on her, or to go along with Abigail and not face a death
Drama coursework write up
Drama Coursework Meaning of scene On 29th January, 1979 Brenda Ann Spencer carried out a shooting spree at Cleveland Elementary School in San Diego, California. The school was across the street from Spencer's house, from which she fired the shots. She used a rifle that she had recently been given for Christmas by her father. When Ann's killing spree ended she was questioned whom she wanted to shoot, she said, "I like red and blue jackets". When asked why, she shrugged and replied, "I don't like Mondays. This livens up the day." She also said, "I had no reason for it, and it was just a lot of fun"; "It was just like shooting ducks in a pond"' and the children looked like a herd of cows standing around; it was really easy pickings." At the time of the shootings, Brenda Ann Spencer was 16 years old. Many people were injured in the unfortunate event; Principal Burton Wragg and head custodian Mike Suchar were killed and eight children and a police officer sustained wounds. Our task was to create and perform monologues from the viewpoint of two characters that were badly affected by the tragic incident that occurred. I chose to play the character of Brenda's father while Sarah chose to play the role of the wife of the headmaster who lost his life on that day. We intentionally chose to play contrasting characters; Brenda's father was quite close to her while the headmaster's
Antigonie How I would set the first choral movement
Antigonie How I would set the first choral movement Antigonie is a Greek tragedy written by Sophocles written before or in 442 BC. It is chronologically the third of the three Theban plays but was written first.[1] The play expands on the Theban legend that predated it. Traditionally a play like Antigonie would have been preformed during festivals to thousands of people. Greek plays like this usually contained up too three actors and a large chorus who would narrate all the events and keep the audience up to date. This chorus was usually full of ordinary people from the village. Antigone would have traditionally been preformed in an Amphitheater, with the audience in a semicircle around the performers, who would have acted the play out on a raised platform as well as a smaller area lower down. For this reason if I was staging a performance of Antigonie I would choose to hold it in the round. I would still have a raised platform for the principal actors to perform on, but would position the chorus all around the bottom of this platform. This would work well for two reasons, one because the chorus would be able to interact with the audience and the actors and two because it enables them to remain central to the action, but still appear less important then the other actors, who would be playing the Gods as well as various kings and queens. The first line the chorus speak
In what ways were drama techniques and effects used?
In what ways were acting techniques or design elements and drama forms used to achieve the intended effects? We came across many problems with the staging of our production because we had different ideas we wanted to communicate. Firstly we wanted to create the idea of a circus by using Theatre in the round however there were more cons than pros and although this helped create an image of the circus the room was too small which would limit the audience we had. Also, it would be challenging because we would have to perform to both sides which would limit how we acted in the scene. After trying out different styles of staging we decided on having the audience end on this helped increase the size of the audience and made it simple for us the actors because we only had to perform to the front. We also decided on having an apron through the middle because it helped us get on and off and were an extra exit when needed to leave the stage but was also good to get close to the audience and interact with them more. The set of our production was simple because we had limited equipment but also we wanted to keep it simple because it meant as a group we would have to work harder to create the illusion and let the audience use their imagination. We used basic props as well because there were numerous scenes so it was difficult to take them on and off. We decided on a few scenes were props
Written Comparison with Blood Brothers and Educating Rita
Written Comparison with Blood Brothers and Educating Rita My practical work in July 2009 was for option 2: acting. It was a piece of practical acting coursework and was based on the theme of class. The coursework was focused on Educating Rita and Blood Brothers which were both written by Willy Russell and both set in the 80's; we studied both of these in class and our coursework was to perform a section of Blood Brothers. My contribution to the performance was playing Mrs Johnstone in Blood Brothers from the beginning of the play to the song 'Easy Terms'. This section of the play is very significant because it is when Mrs Johnstone makes a binding agreement to give Mrs Lyons one of her babies, which later results in what the story of the play is all about. In my performance I mimed to the song 'Marilyn Monroe' and to Mrs Johnstones and Mrs Lyons duet. I had to put on an accent and learn to mime to songs. I had experience being a cleaner and having so many children that I had no money to look after them. I experienced being 'pregnant' because I had to have a cushion under my top to make it look like I was pregnant. To help me in my work I looked for information from Educating Rita because I found that Julie Walters played the character Rita very realistically. She put on an appropriate accent and showed how class changes people. I focused on how Julie Walters played Rita