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.
Drama Sparkleshark
Sparkle Shark Coursework Amy Hudson In drama, we have recently been looking at a contemporary piece of youth theatre, Sparkleshark, by Philip Ridley. Sparkleshark is set on the junk-strewn roof of an inner-city tower block. This is the secret hideaway of Jake (14), where he goes to work on his stories. He's interrupted by Polly (14), who's more impressed by his stories than his rudeness, then by the trendily-dressed Natasha (15) and Carol (14) who copies everything Natasha does and wears; finally, to his terror, up come his tormentors, the self-obsessed Russell (15) 'the love muscle', his cohorts Buzz and Speed (both 14) and Shane (16), who they all regard with awe now he's left school for the outside world. Tough, trendy, heartless, they all think they know who they are, or need to be to survive. But they're in for the biggest surprise of their lives. When the girls try to protect Jake from the boys, he can only truly save himself and his dignity by weaving his best story yet; and this life- saver is so good that, despite themselves, they all not only want big parts in the roof-top enactment of its perils and mysteries, its trials and love quests, and its meetings with the Dragon Sparkleshark (played by Finn, 15) but will also find that they have formed new, unbelievable friendships and enjoyed the one thing they had been bullying people for. My first
Improvisation involves a variety of different factors.
Improvisation Improvisation involves a variety of different factors such as: * Imagination * Co-operation * Immediacy * Thinking quickly * Listening and Watching * Being Open to others suggestions * Relying on feelings * Word association * Brainstorming If all these factors are combined then a good improvisation will be formed. The first type of improvisation we studied was ' Spontaneous Improvisation'. This involved three sections impromptu, polished and extended. The first piece of 'impromptu improvisation' we did was done by us being given a title and then devising a scene for it. The first title was running away, in which we had to pair together and come up with a scene. For this title my partner (Jelani) and I did a scene in which two people were going crazy staying where they were and wanted to run away. We created this scene by shouting at each other and talking continuously to give the impression that we were going crazy. Also we used body language to suggest getting away such as moving our hands away from our bodies and we fidgeted to reflect the fact that we weren't happy and wanted to get away from where we were. I think this improvisation worked well because me and Jelani made it believable and we were very lively and vivid. The second title we were given was " On the Streets" for this improvisation we worked in-groups of 5 or 6. In my group were
Drama script - Doctor Who - The Lady and the Locket
Doctor Who - The Lady and the Locket Cast: The Doctor – Joe Powell Amy Pond – Alex Swallow Rory Williams – Ed Pocock Dana – Lydia Dominguez/Lucy Thomas Bounty hunter – Ryan Kirk Maxis – Matt Clark General Talok – Joe Powell (voice) Plot: Team TARDIS arrive at a small village on Earth in response to a distress call, but there is a surprise in store for the Doctor and with a bounty hunter after the new arrival, the job of keeping her safe is going to be trickier that anticipated. Script The scene opens in space, and a damaged spacecraft hurtles towards Earth. On the TARDIS, the Doctor, Amy and Rory are talking. Doctor: One of these days I’ll take you two to the sixth moon of B-zazz, it’s got upside down mountains that glow in the dark and every inhabitant is lactose intolerant but they’re okay about that. Amy: What’s wrong with the other five? Doctor: the first three are at war with each other, the fourth is lodged in the planet itself and the fifth is a massive black market with lots of guns. Not exactly pleasant so number six it is! The Doctor stops suddenly and closes his eyes. Amy: Doctor? Rory: Are you okay? Inside his head, the Doctor hears the voice of a distressed alien. He suddenly opens his eyes and starts flicking switches. Doctor: Sorry kids, B-zazz will have to wait! Amy: What’s happened? Doctor: Psychic distress call,
Charmed I'm Sure
Presenting A 2007 Jamie Karreck Production CHARMED, IM SURE! Cast List Prince Nicholas Charming- Princess Cinderella- Princess Beauty- Princess White- Dandini Reginald Charming- Cecil Charming- Toady's Butler + Postman- Gertha: Bertha: Doc: Prince Toady- Flora- Fauna Merryweather- Oompa Loompa Assassins- Plot As I'm sure many of you have now realised, Prince Charming has married several people in various stories, the main of which are Sleeping Beauty, Snow White and Cinderella. When these three meet each other at a ball and realise their husband is a disgraceful Trigamist, they plot their revenge... ACT 1 Scene 1- Snow White's House (Lights up on a fretful Snow white trekking up and down the stage. There is a traditional country cottage scene with table in the middle, 8 chairs surrounding it) Snow White: Oh where could they have got to? I don't know, I slave all morning making those idiotic shrimps favourite soup and they don't even turn up! I'm telling you, if they don't come very soon I swear I'm just going to have to kill myse.... (Door Rings with Doc at the door) Snow White: Finally, where have you been? Doc: Sorry Snow, I had to finish sorting out Dopey's Funeral. Snow White: Funeral? Doc: Haven't you noticed? Snow White: Noticed what? Doc: The fact that strangely, every time you see us there seems to be less and less of us. Snow
Drama Coursework
GCSE Drama 1699 Paper 1, Unit 1 - Portfolio Anya Sweilam Response Task As a class we looked at a picture called 'Girl In The Dungeon', it evoked thoughts of depression and grief. From the picture I was able to infer that the girl which appeared in the picture had been deemed an outcast by society and almost left to rot. It is arguable that the girl was locked in the dungeon because her state of mind was questionable, maybe it was seen as almost abnormal or atypical. However, it could also be assumed that the solitude in which the young girl was forced to endure pushed her into an unusual state of mind, possibly leading her to be thought of as 'mad'. When our groups were formed, I worked with Holly, Nancy and Caitlin. We decided that madness could be portrayed in many ways and ultimately could be seen as any form of abnormality. We took this central idea and around it formed a piece of drama involving bullying. We thought that although bullying was neither an abnormality nor form of madness it can result in one experiencing psychological problems which can often lead to or be the cause of madness. We began by choosing that I would be the main character and the person who would experience the four stages of madness: annoyance, fury, rage and eventually madness. I was hot-seated by the three members of my group in order to achieve an insight on my character, although the
Response Phase We were assigned the task of creating a Drama improvisation based on the Blood Brothers production we had already seen on the 18th June 2004.
Blood Brothers Improvisation (The Development Phase) We were assigned the task of creating a Drama improvisation based on the Blood Brothers production we had already seen on the 18th June 2004. As it had been six months since we viewed the performance at the Churchill Theatre we sat as a group and recalled the events of the play. While we recalled what we had witnessed, we also discussed certain scenes that had great significance in the play i.e. when Mickey was robbing the house with his brother Sam and the scene in which Eddie and Linda show their affections towards each other. We then discussed the drama techniques used in these scenes and the effect it had on the audience. Once we analysed this into detail we then discussed the main themes apparent in the Blood Brothers play. We all agreed that the central theme of the play is injustice of the British class system and the prejudices it creates. The main idea that Willy Russell (the writer) is trying to portray to the audience is that the system leads to those of working class and underclass backgrounds have significantly reduced life chances and opportunities compared to those of middle and upper class descent. Russell proved and emphasised his point by demonstrating his point of view using identical twins. By Russell using identical twins with a therefore near genetic make up he proves that by them being brought up
Drama Course Work
Saint Joan Our first task was non-naturalistic, choral work using a short piece of text. By use of non-naturalistic drama, we learnt that when Joan heard the voices, she was probably scared and worried that she was going mad, but she may have been happy, as she knew God was talking to her, telling her what to do. We saw two sides of the story, one where she was pleased to hear the voices of saints and one where she was very afraid. The actors who played the saints used hushed voices, which helped me to understand that what Joan heard may have been supernatural, and frightening, making her unsure of her convictions. We had the saints move closer into Joan's personal space. This made us understand that Joan may have felt invaded, or encroached, and in turn afraid. The lines that we used, were repeated and said in choral, but sometimes, one actor would just say the lines, but in a loud, firm voice as if to order Joan. This showed us that Joan might have been persuaded by the voices, truly believing that they were giving her God's message. Next, we did some scripted work. We had a small extract from the play, "Saint Joan," by George Bernard Shaw, which was about Joan's arrival in the town of Orleans and how she met the commander of the army there; Dunois. We were in groups of two. We portrayed Joan as impatient, masculine, and uncaring about what her soldiers were doing; this
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
Paper 1 Unit 1: Exploring Persecution
Paper 1 Unit 1: Exploring Persecution Evaluation by Matthew Simpson When devising our piece about persecution, I felt that our piece should convey several different things to the audience. Firstly, our stimulus is key to understanding what we wanted to show; we chose the Rwandan Genocide and so wanted to show how the oppressed or the persecuted in this situation, due to what has happened to them feel the desire to overpower the oppressors or the persecutors, resulting in the deaths of hundreds of thousands of people. I also felt it was important to show that these people held many similar beliefs and traditions and ways of life and the main difference between them (the Hutus and the Tutsis) are their names, and so show that their conflict was pointless. Perhaps it also shows how people can turn in on their own kind because of these attributed differences which have no physical or even cultural correspondence. Furthermore, I felt it important to show the historical context of the piece and the influences of Western powers upon poorer African nations. After the Treaty of Versailles, Rwanda was under the command of Belgium who promptly gave all of the power positions within the Rwandan society to Tutsis whilst the Hutus had the lower skilled jobs and perhaps even felt sub-human. Over the next 60 years the tensions between the two groups would build up considerably until the