Drama journal entry. I have got an idea of writing a drama based on energy conservation. Below are the details of my proposal for a drama on this topic:
Drama Journal Entry 3 After attending almost a whole term of drama lessons, and as stimulated by the presentations by Environmentalists recently, I have got an idea of writing a drama based on energy conservation. Below are the details of my proposal for a drama on this topic: Introduction With higher consumption of energy nowadays, people will not only have inadequate energy for use in the near future, but also suffer from adverse consequences such as global warming. It is therefore crucial to teach the younger generation not to waste energy. I propose to do this through an interesting and easy-to-understand drama targeted to all secondary school students so as to arise their awareness to the importance of environmental protection. Setting and characters I wish to do a drama with a fairy-like setting. The story happens in a country named Crystalia. Its name originated from a crystal pillar which generates electricity for the whole country. There will be three main characters in the designed drama. There will be a plump and extravagant Emperor, who should be a bad guy wasting resources in the country. He craves comfort and pleasure at the expense of the citizens' livelihood. Apart from the brutal Emperor, no doubt there will be a nice and kind-hearted person, who is the Goddess of Crystal. She is the one who gives energy to the country
GCSE Drama: The development phase
GCSE Drama Paper 1 Unit 2 Task 1- Response Phase Our group started working on 'Table Manners', one of a trio of plays in 'The Norman Conquests', written by Alan Ayckbourn. We used the following explorative strategies; Role-Play, Hot-Seating, Thought-Tracking and Still Image, to further enhance our understanding and appreciation of the characters in the play. Still Image: For this explorative strategy, we were split into two groups, and we were to portray all six characters, as if they were in a waxwork museum. We exaggerated features of our character, to make it easier for the other group to identify our characters. As individuals, we focused on our body language, facial expression, but as a group we tried using our proximity to show the character's personality and attributes. We showed this, by depicting Norman as being the 'gigolo' he says he is in the play, and by having his arm around Annie, looking extremely confident, but still longing for Ruth, as he was still looking at her in admiration. Meanwhile Tom was expressed by him just looking at Annie from a distance, showing his inability to put his emotions to words or actions. I posed as Reg, while another member of my group was Sarah; she tried 'perfecting' my appearance, keeping in line with her character's opinionated views, by fiddling with my shirt. At first, I put up a facial impression to show how annoyed I
Play script. One wish Scene 1- The argument!
One wish... Scene 1- The argument! Angela on the left side, sat on a chair, Sasha on the right hand side stood up and Karlie sat on the floor in the middle. A- What is your problem? S- I don't even know you anymore, who have you become? A- What do you mean who have I become I'm still your husband aren't I? S- There you go again, nothing is ever serious with you. Ohh yer some kind of marriage we've got. A- Yer but you know I love you! S (Shouting) - Don't even try that, you tricked me with that line before and look where it's got us now. But the funny thing is that was when I did love you too. A (angry) - What do you mean did love me? *S looks at the floor* K+A (at the same time) Daddy? / look at me when I'm talking to you! K- Dad? S- Can you not even hear your daughter calling you? She adores you, but you can't even see that because you're so self-obsessed! A- Don't start bringing her into it, you always do it's not fair! S- Don't even try to turn this around; you can't even stand me talking about our child now? A- I told you to leave her out of this; it's not her fault we argue! S- Yer But how many times have you promised to take her out? Ohh yer as many times as you have broken her heart. A- Yer wel you take her out don't you? S- You just don't get it it's not about me and her; she wants to spend time with you. Have you not heard her crying at night,
Evaluation of preparation and improvisation based on a section from ‘Confusion’ by Alan Ayckbourne.
Evaluation of preparation and improvisation based on a section from 'Confusion' by Alan Ayckbourne. Preparation work on confusions We did quite a lot of preparation to help us with the different plays in 'Confusion'. We got given some scripts and we had to act them out in pairs but each one was acted out in a different way even though they were the same scripts. It was quite effective as everybody presented theirs differently. We had to write a script in pairs then another couple would act it out. This was good as we got used to script reading. We also acted out a normal scenario but it had a twist in it. We also done a scene in an office where we were just acting normally in an adult behaviour about a disagreement, but it gradually changed to children arguing. All this work helped to understand the issues of the play, as there was a twist in it and it all related to it. Work on characterisation After we got into groups and read a story from the book we took it in turns to go in the hot seat and be asked many questions about our character. These questions could be about anything like their past, their present or what happened at the restaurant. This worked very well as we all got into character and we could understand the character more. We got to establish other characters as well as our own. Improvised work on naturalism Improvised work on naturalism and
How things have changed in R&R
950/60's Dance Critical Analysis Introduction The term Rock-and-Roll was first used in 1951 by Alan Freed, a Cleveland disc jockey. The use of rock and roll is traditional in blues, a form of popular music that grew in the 1950's from rhythm and blues, recognized by the use of electric guitars, a strong rhythm with an accent on the offbeat and youth-oriented lyrics. Rock and Roll is a form of popular music arising from and including a variety of musical styles, especially rhythm and blues, country music, and gospel. It was recognized in the United States in the 1950s and was very popular with teenagers. Everyone thinks that rock and rock was a new type of music in the 1950's but it was recognized by the Africans much earlier. The African slaves brought it over to America and it grew in popularity from there. Another influence to rock and roll was the dance the Charleston and the Lindy Hop which is believed to have been created by the African Americans in the 1920's. The girls who did the Charleston were known as Flapper as they used to flap their hands around when dancing. How things changed when rock and roll came In the last year of Elvis's life in 1977 over 80,000 fans turned up in Chicago to see him perform, a fair amount of them being teenagers. The way he produced his music and the songs and dances inspired not millions but trillions of teenagers. His music was
Drama Portfolio ~ Fear.
Drama Portfolio ~ Fear ~ Hanaa Anwar ~ Ms.Routledge ~ 10.2 ~ 11G RESPONSE In workshop one there was two forms of drama; straight improvisation and teacher in-role. This was structured by having the class in a semi circle and the teacher walking in straight in-role as the manager of the youth hostel. The teacher said in-role that we were 'experienced therapists' this automatically made clear on the role we were to play so we were quick to think as the form was straight improvisation. Structuring the drama as a semi circle of chairs gave the impression it was a meeting of some sort. The opening of the circle where the manager sat showed the meeting was being lead by a person of higher status. In the second half of the workshop the class was working in pairs, the form was still straight improvisation. We were carrying on from being therapists in this youth hostel but one of the pairs was now the girl we were treating with therapy. This is where our stimulus came in to use. Our stimuli was a picture of a girl screaming, holding her head in pain, surrounded by a lake with two people walking away. This was drawn by the girl who was in therapy. The aim of the drama was to try and get as much information out of the girl about why she had drawn this picture, what it represented and find out who she was, using therapy, as she didn't talk. The stimulus helped us with the form because
Explain how group work contributed to the final performance
Name: Michael Sims Candidate Number: 8178 Centre Number: 56515 Explain how group work contributed to the final performance When we first began working as a collective none of us were very sure about how to proceed; we knew that for this to work, everyone would need to take their role within the group, but the problem was in finding what those roles should be. As we were in a very small group, everyone's full input was needed throughout the process as we realised early on that if this did not happen then there would be a large proportion of the group not taking part. In larger groups, having someone not taking part would not necessarily be that important, however, with ours, we would be at a serious disadvantage. Luckily every one of group was very committed to producing the best piece that we could, and this involved not letting each other down. This work ethic allowed us to have many in-depth discussions into the possible interpretations and meanings of our work, and so we developed a very complex understanding of what we were actually trying to communicate, and, to us, gave the work much greater meaning. In the beginning stages, we all took on very similar working roles. This was not very productive as often the same task was performed three times over. For example, all doing research on the same subject meant that a lot of information was being regurgitated, and so
Evidence that formal selection of groups and formal selection of leaders can enhance group performance.
Evidence that formal selection of groups and formal selection of leaders can enhance group performance Organisational psychologists have been interested in seeing whether random selection of leaders or the usual systematic selection of leaders leads to greater task performance and greater group cohesiveness (also known as group maintenance). Finding significant results here would be beneficial in the workplace if the problem of random selection vs. formal selection is solved as it would help increase group harmony and productivity. The findings of previous research have been varied. In a study very similar in method and aims to this present study found that the random selection of leaders leads to greater task performance. ( Haslam, S.A., McGarty, C., Brown, P.M., Eggins, R.A., Morrison, B.E., & Reynolds, K.J. (1998). Three experiments were done in this study using the same survival task used in this present study. The first two experiments measured task performance and group maintenance by manipulating the process of leadership selection (random, informal and formal). The third experiment confirmed that society holds the view that formal selection is better than random selection of leaders, hence explaining the reduced group maintenance in groups with randomly selected leaders since they perceived the process of leadership selection to be less legitimate. This third
Drama final monologue. Ann (in a scary and different voice, says the words silently and slowly): theres a lot to be scared of Lucy, you didnt want to go home did you, then pay for your mistake
Why am I here? I didn't do anything. It was them. Have they sent me here? I'll make them pay. They'll pay for this. All of them. I'm alone, no wait Lucy! Ann: "Lucy let me come down, I'm going to fall off!" Lucy: "No you won't, don't be silly Ann, come on trust me you won't fall off." Ann: Lucy please I 'm scared, let me come down, I wanna go home now, it's really dark Lucy: please Ann we never have any fun, let's just stay for a little while longer then I promise we can go home, ok? Ann: no Lucy, I want to go home, you don't understand, there are things there, I can see them, I'm scared can we please go home, please lucy, I don't want to play any more. I want to go home, please, I'm scared, please. (sobbing now) Lucy (annoyed): God Ann, stop being such a baby, there's nothing there. Don't tell me you're scared of the dark now. Sheesh, what's there to be scared of, see there's nothing there, stop acting like a baby, and let's play for a little while longer. (Shadows are suddenly behind Ann, whispering to her) Ann (in a scary and different voice, says the words silently and slowly): there's a lot to be scared of Lucy, you didn't want to go home did you, then pay for your mistake Lucy (scared now): Ann what's wrong, why are you talking like this, ok, if you want to go home then let's go, I don't mind, I don't want to play anymore. We'll go home. Ok? Ann (in the same
o me conflict means not getting along with each other resulting each other being violent to each other, mentally or physically. In this unit I show this when Billy and Tommy have been conscripted to go to war. I show them showing there emotions abou
Year 11- GCSE Drama Unit 1- Conflict This unit is based on the theme about conflict. It's manly about the conflicts of war and the conflicting relationships between the two most important characters in this unit, Billy and Tommy. To me conflict means 'not getting along with each other resulting each other being violent to each other, mentally or physically.' In this unit I show this when Billy and Tommy have been conscripted to go to war. I show them showing there emotions about each other by using a variety of drama techniques such as: slow motion, being abstract, the use of still images, thought tracking and many more. Lesson 1 I started off by brainstorming all the words I would associate with conflict. These are all the words that I chose: I chose these words because I think that conflict has many effects on a person and some of them are the words that I chose above. I chose these words and made a short piece of mime role-play with my group based on these words. I used slow motion at the start of the mime role-play, because it gives a bigger effect and a good way to use facial expression. Also slow motion helped me concentrate more on conflict as it marked the moment of the scene. (Tommy showing his true side to how he feels about Billy). I also used thought tracking. I think this is the best technique to use when working with the theme, conflict. Because while using