Creating an Atmosphere - Drama
Creating an Atmosphere Recently we have been doing a play whilst trying to create an atmosphere. The idea behind this unit was to create an atmosphere that was seasonal at this time of year, which is winter. Normally when watching a film, which has a wintry atmosphere it, would be something like a Dracula, Ghost stories, Murder Mysteries etc, so one of these ideas would be ideal for a play, as ancestors & scriptwriters have described to us in films and stories for hundreds of years. Before we got into groups and started the improvisation we did a few warm ups to help. Some of these warm ups helped us to express our emotions more fluently, there was one activity in particular that was particularly odd. In pairs we had to do an improvisation based on a game of chess, however this was no ordinary game of chess, this game of chess was arranged with "Death" the grim reaper himself and an innocent human playing for his/her life in which the grim reaper would then posses. During this improvisation we had show many different emotions contrasting with this event such as fear, stress and nervousness. I used a few small expressions like biting my nails and hesitating whilst taking my turn, which showed the audience that I was careful/cautious. However I wasn't performance wasn't extremely effective in persuading the audience that I was. When we had
Cross-Cutting Blood Brothers
Cross-cutting evaluation "Blood Brothers" We decided to begin our scene 1 with young Mickey and Eddie meeting for the first time. Mickey says "Gis' a sweet," which shows that Mickey is from a lower class as he doesn't pronunciate his words properly, also it shows Mickey's childish behaviour as he does not use manners in comaprison to Eddie who replies "All right" using correct diction. We chose to start with this specific line because it shows the audience how the friendship started. We then ended the scene by Mickey asking Eddie to be "Blood Brothers?" We ended the scene with a freeze frame of Mickey and Eddie shaking hands as to agree to be blood brothers. This leaves the audience in a happy, content mood. Dramatic irony was present in this scene as the audience realise that Mickey and Eddie are birth twins so do infact share the same blood, the audience may find it humerous. Then we started scene 2 with Adult Mickey pointing a gun to adult Eddie's head hurling the word "Friends?" at Eddie, Mickey then goes on to say "I could kill you! We were friends werent we? Blood Brothers wasn't it?" This shocks the audience as they have previously witnessed a scene in which young Mickey and Eddie's friendship was just begining to blossom and now they see how their friendship has detiriated during the years. We thought that by begining the scene with this shocking line it would make
A comparision betweem 'Oedipus the king' and 'the stonecutter'
A comparison between two different theatrical treatments of mythical stories; Oedipus the King by Sophocles and The stonecutter Sophocles play Oedipus the King (also commonly known as Oedipus Rex and Oedipus Tyrannus) is a very famous tragedy about Oedipus, a mythical King. Sophocles, first produced the play in Athens around 430 B.C., we can tell this because of the reference to the Theban plague at the plays opening, at the Great Dionysia, a religious and cultural festival held in honor of the god Dionysus, held in early spring, where it won second prize. It would have been performed according to the Greek rules of performance known as the Aristotelian unities of time, place and action. The stonecutter, devised by a co-operative of year eleven students in 2008 in contrast to Oedipus the King does not obey the Aristotelian unities as it jumps between past and present, has a variety of settings and will not be performed in the time it is set. The stonecutter comprising of a variety of playwrights including improvised scenes and sections is a play within a play with the warning to be careful for what you wish for. In this essay I shall discuss further similarities and differences of the theatrical treatments of the two mythical stories. Sophocles play deals with a number of themes; Fate and destiny being pre-decided being a main one; Fate is a theme often occurring in Greek
GCSE Drama Coursework - Billy Liar Section One: The Response PhaseFor the response phase we worked on three sections of the play to discover and understand
GCSE Drama Coursework - Billy Liar Section One: The Response Phase For the response phase we worked on three sections of the play to discover and understand the family relationships in particular the development and changes of Geoff and Billy's complex relationship. We looked at firstly at the opening scene, then at act two and finally act three, the end of the play. In the response phase we used various explorative strategies in order to widen our understanding of the play and help us analyse themes and relationships in greater depth. . The opening scene. Role play - A typical family are seated around the breakfast table; a mum, dad, grandparent and two teenagers. Each has their own agenda and are focused on talking about their own topic, not really noticing or listening to each other. Our role play demonstrated something that all the audience, to an extent, should be able to relate to: the basic set up of a stereotypical family; the moody teenagers; staying out late, always after money, arguing and rebelling against parents, school and work. The elderly grandparent; constantly mumbling endless and boring stories about 'back in their day'. The father; the man of the house, the money earner, providing for the family. Finally we have the mother; the housewife, constantly fussing, cooking and cleaning and doing all the household chores with no help and no thanks.
Evaluation of improvisation based on ‘The Bald Prima Donna’ – Ionescu
Evaluation of improvisation based on 'The Bald Prima Donna' - Ionescu We have been looking at a rather strange and confusing play called 'The Bald Prima Donna'. We have done a lot of work based on this piece of text. One of the improvisations we performed was based on a part in the play where they are gossiping about Bobby. Clare, Natalie and I performed this piece while we were in an office gossiping and giggling about other workers. We made it quite stereotypical as we stopped working as soon as the boss left and started filing our nails and we put our feet on the desk. We spoke in a really common accent and giggled really loudly to emphasise the gossiping. We were trying to impress each other by having the best news about somebody else. Another improvisation we did was where we were married and did a repeated routine everyday and had ritualised conversations with one another. Ian and I were a married couple in our 90's who said the same jokes everyday and carried out the same task's day in and day out. We used good body language by walking slowly and with our backs bent, also our voices were croaky. My partner and I decided to make our performance funny so we did a little dance, the fact that we were so old made it very humorous. This piece was purposeful as it related to the part where Mr and Mrs Martin play a little game where they forget who each other are.
monologue Ugh, Im not sleeping, I guess thats what happens to people who have the images that I have in my head, but I have no regret at all. Why should I?
Jess Burke You wouldn't understand People want to know, I guess, what turns a cute young girl like me into something that I am today. The truth? Why I did it? It's because I like it. I don't expect people to understand what it's like. They have no idea. To hold someone's life in your hands. To be in control. Ugh, I'm not sleeping, I guess that's what happens to people who have the images that I have in my head, but I have no regret at all. Why should I? There is that one image that over powers all the rest. That instant when she realizes your power, and she looks at you and you look at her, and she pleads with her eyes. She begs for mercy, for her life. And you have a split second to decide: To save her, well that's great. You could give her life back, give her back to her family and friends, the people that love her. But to kill her... That's something different. To remove her from this earth, to take away the thing that's most value above all: Her life. Now that's real power. None of these girls deserved their lives. Look at them! None of them appreciated what they had. They were the best. And that meant nothing to them. I've never been the best. Always smart, but never the smartest. Pretty, but never the prettiest. Talented, but never the most talented. But despite all this, I'll always think I'm special. I thought there was something inside me, lurking within, that
We were sure that we could make a brilliant improvisation from this unit of work.The basic idea of the plot was a simple murder. The idea had three main characters which were D.C.I Summers,
Creating an Atmosphere Recently we have been doing a play whilst trying to create an atmosphere. The idea behind this unit was to create an atmosphere that was seasonal at this time of year, which is winter. Normally when watching a film, which has a wintry atmosphere it, would be something like a Dracula, Ghost stories, Murder Mysteries etc, so one of these ideas would be ideal for a play, as ancestors & scriptwriters have described to us in films and stories for hundreds of years. Before we got into groups and started the improvisation we did a few warm ups to help. Some of these warm ups helped us to express our emotions more fluently, there was one activity in particular that was particularly odd. In pairs we had to do an improvisation based on a game of chess, however this was no ordinary game of chess, this game of chess was arranged with "Death" the grim reaper himself and an innocent human playing for his/her life in which the grim reaper would then posses. During this improvisation we had show many different emotions contrasting with this event such as fear, stress and nervousness. I used a few small expressions like biting my nails and hesitating whilst taking my turn, which showed the audience that I was careful/cautious. However I wasn't performance wasn't extremely effective in persuading the audience that I was. When we had
Too Much Punch For Judy - Response Phase.
Too Much Punch For Judy Response Phase The play we have been studying is called 'Too Much Punch For Judy'. It is about two sisters who go out drinking and both get drunk. They have to decide who will drive home, Judy decides she should as she has not drunk as much and if they get aught Joanne will lose her licence. So they get in the car, and suddenly Judy loses control and they rash. Judy is OK, but Joanne is dead. Then the story explores how Judy might cope with life after that horrible night. In our lessons we took pieces of the play, and acted them out using different techniques, such as frozen images, abstract and form theatre. In one lesson we used frozen images to show how attitudes towards alcohol progress. The sketches show how we were stood, and the numbers of the scene. 1 2 3 ? ( . In this scene are me and Sabrina leaning on a double height rostra, drinking and laughing. In this we are in a having a laugh situation with the alcohol. 2. In this scene are Harry and Tara driving a car while drunk. In this they are using chairs as car seats. They are about to crash and at this point the serious consequences of alcohol start to show. 3. In this scene are Danielle, Gemma and Hannah. They still use the chairs as car seats, but now only Danielle is in the car and she is drooped over the seat dead. Then Hannah is holding Gemma back from the scene to
a beautiful life written response
Written response- A Beautiful Life By Elise Mahoney Performance reflects the performance style, dramatic techniques and conventions, conveys ideas and develops a response from the audience, and reflects the historical and social background. A Beautiful Life by Michael Futcher and Helen Howard is a deliberate and artificial construction based on a number of stories of real life. The play is a dramatic theatrical exploration of the issues suronding Australian society and multiculturalism. Using an Innovative approach to convey and construct these issues an array of different dramatic forms and techniques are used. My group performance has taken theses techniques/conventions to engage an audience and reflect on the styles, techniques and convention A Beautiful Life explores to depict the "epic human tale of a little man against forces much lager then himself." A Beautiful Life is the story of the dramatized evens of an Iranian refuge musician and his family; the fictitious character of Hamid's experiences in gaol in Iran where he is tortured and forced to witness human rights abuse before making a dramatic escape to Australia in the 1980's where the hardships of his previous life follow him to a protest outside the Iranian Embassy in Canberra. Again he is arrested for his passionate act of protest which leads to misunderstanding and hostile charges of terrorism. His
Create a piece on Henry Vth.
Drama Evaluation Our class were asked to create a piece on Henry Vth. We worked in three separate groups to produce a non-naturalistic piece. Once everyone had performed we were then asked to evaluate a group of our choice, but not your own, I chose Jasmine's group. In this evaluation I will be talking about, what I liked and disliked about the group I chose, what could be changed, what was the highlight and other detailed analysis. I chose Jasmine's group because their performance caught my eye. Their piece was very well rehearsed, and you could tell how much effort had gone into making it. I felt the highlight of the piece and the part I will remember most was the end scenes. It came over to me as two scenes combined into one. The first scene had dead bodies sprawled across the battlefield and the second scene had a little girl slowly walking through the poppy fields. Poppies symbolising the many people, who lost their lives in the war, I found this kept my attention because it was an emotional scene that you could relate to. The little girl was singing "ring a ring a roses" in a mysterious dead-like voice. The two scenes then merged back into one, which left a powerful ending with the freeze frame of dead bodies, this was effective because it made you feel the true effects of the war. This is another scene that striked me most about the play with all the good ideas