Response to Journeys End Essay

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In the novel Stanhope has the most physical position. non merely because of his rank but besides because people look up to him. Stanhope may rank the societal hierarchy degree amongst his fellow companions but inside he is emotionally overwrought. he does non demo this and somehow corsets head strong. on the other manus there is Hilbert who is tired and has lost all hope and hates the war and so decides he would wish to draw out claiming that he has neuralgia but he is merely seeking to happen ways to acquire place. To make a dugout like entryway we set up a few pedestals on top of each other and the lined chairs up behind it making a paseo which was on the breadth of our shoulders. this helped us to demo great accent in our gestus as we clambered in and out of the trench.

Workshop Two – Lighting/ Staging

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Our phase set was really minimalistic so that we could re-create what it would be like to be in a trench. to assist us accommodate and gain this we set up chairs as a boundary line and them established a regulation saying that embarking outside the boundary line was ‘forbidden’ . For our drama we had merely a few visible radiations on phase. we did this to seek and accomplish the same sum of minimum illuming merely as it would be in the trench. In one of our lesson we even used unrecorded tapers to assist construct the low lit and moist surrounding of a trench and we besides cramped all of the furniture together to do ourselves set to such a little so infinite merely as the soldiers would hold had to in journeys end.

Workshop Three – Crosscutting

In our 3rd work store we focused on the dramatic exploratory scheme of cross-cutting. first we assembled ourselves into groups with sizes of 2-4 people and so we had to take a scene from the book and re-enact it utilizing the dramatic scheme of cross-cutting. My group chose the scene where Riley dies from a conflict lesion. To add the component of cross film editing we showed a little portion of the scene where Riley dies and so we had 2 other scenes which showed his reaching to the regiment. and an statement with Stanhope.

The concluding scene which was a critical portion to our short public presentation included an extended. and more elaborate version of riley’s decease. The manner that we used cross film editing helped us to raise tenseness in the audience and besides made the audience presume a decision to our piece or construct premises on what it was approximately. but the gimmick of cross film editing is that no affair what the audience may believe the histrions ever have the ability to writhe the last scene and possibly even stop the public presentation on a cliff-hanger.

Workshop Four- Hot seating

In our 4th workshop we used the D. E. S ‘Hot seating’ so that we could hold a better apprehension and wider cognition of the characters in journeys terminal. the critical portion of hot seating is that you do non merely feign to be your chosen character but to set yourself in the characters places and wield the characters personality. wonts and life style. In the work store we split ourselves into groups of four and so took on characters in the book that we did non cognize a batch of information about so that we could derive a greater penetration into what that character is like.

After that we asked our characters inquiries in which they would hold to reply merely as their character would as if they were in the same scene as in the book. this gave the other members of the group a opportunity to observe down information on what the character’s personality is like and what their ideas are in the book. After we had hot seated each member on their chosen character we reformed with the remainder of the category and did the same thing. I think that reforming the category and holding a bigger audience was a really cagey thought as it widened the assortment of inquiries that could be asked about the character and besides gave us a larger penetration into the characters lives in the book. I feel this workshop went really good because it benefited all in the room and we all shared and hence gained information on the personalities of the characters.

Workshop Five – Forum Theatre/Still image/ Thought Tracking

For our 5th workshop we used the D. E. S ‘forum theatre’ . by utilizing this scheme it enabled us to have feedback from the audience live on how we could break our public presentation. Once we had received this provender back we put it into practise directly off. Our instructor besides created a phase set utilizing chairs which enclosed around the histrions all around apart from the dorsum of the phase this made us experience really open due to the claustrophobic consequence of the phase. Our undertaking was to execute a little portion of the book so that we could have feedback on how to break our public presentation. as each group performed their piece our instructor changed the placement of the phase set excessively create a different consequence on the histrions.

As we received feedback our equals changed the subject of our piece at one point from a sad and grave piece to a comedic and vivacious 1. Due to the sudden alteration in the subject it enabled us to improvize our lines and tinct the tone and speech pattern of our voices so that it would fit with the subject. Another advantage of the alteration in them is that we all changed our degrees and position when the comedic turn was incorporated. Overall I think forum theater is a great. successful technique. It enhances your public presentation because you receive thoughts and utilize them to better your public presentation.

Workshop Six – Still image/ Thought Tracking

We used thought tracking because it helped us to the full explain the peculiar subject of whatever still image we were seeking to show. it besides helps because there is a batch of unnoticed emotional tenseness within the ambiance. By utilizing this technique we gave our characters a opportunity to show themselves in a manner that they are excessively afraid to in forepart of their fellow companions.

Emily Davison: Protests

Workshop One – Narrative

This workshop was focused on Emily Davison who was a celebrated suffragette. who gave her life to stand up for women’s rights. In our workshop we worked together as a whole category so that we could present many different characters that held different positions on the ideas and actions of Emily Davison. Our instructor gave us some information on the history of Emily Davison and her battle for equal rights amongst the adult females and work forces of Britain. We were so to move out a little scene by improvizing with the information that we had received. sir picked two people to get down the scene and bit by bit assigned people to fall in them but foremost he gave each individual a function.

As we were all finally in the scene he started to narrate and state us what we were to make by stating a narrative. this helped give us an apprehension of each character which helped us to bring forth the scene with ease although we had no formal book. Next we were all split into two groups and so we had to move out a cardinal event in Emily Davison’s life with my group which consisted of four others. Our group had decided to animate the clip when Emily Davison was sent to prison for the 2nd clip and was about drowned in her cell. one member of our group became the storyteller and the remainder of us acted out the scene but we besides included still images and thought tracking to every bit show the emotions fluxing through the character at the clip.

Workshop Two – Devised Piece/ Role-play

In the 2nd workshop we had to invent a piece utilizing the information we had received on Emily Davison’s history. We were split into groups of four and so we had to be after on what we intended to make. we decided on holding 4 scenes in our public presentation which explained a mass amount of Emily Davison’s life in a short sum of clip I think that as a group we acted cleverly as to merely include critical events in her life as it was paramount to the last scene which was really tense ; 1. The school schoolroom that Emily taught in. This included a soliloquy where a member of our group played as Emily who was speaking about her aspirations for the hereafter. 2. A presentation March to run for women’s rights. This is after she additions followings who believe in equal rights for adult females as she does. 3. The prison where Emily was dreadfully mistreated in. This scene shows the pure ferociousness of the battle that Emily Davison went through. 4. The race path where she died through an act of martyrdom.

This scene shows how far Emily Davison went to stand up for what she believed in and unluckily she paid the ultimate monetary value for it. All of these scenes we included the critical key parts that were needed to assist the audience to understand the life. decease & A ; history of Emily Davison. To develop our piece we used dramatic exploratory schemes like chorus were we all joined in when shouting at another member of our group during the public presentation this helps to show the characters emotions or the subject of that peculiar minute in the drama. At one point we besides used thought tracking so that we could show the characters inner feelings i. e. when Natalia ( Emily ) is arrested by the constabulary and taken to tribunal she uses the thought path as an chance to do the audience aware of her emotion at the clip. By developing our ain piece based on the history of Emily Davison it allowed us to construct our ain position of her personality and the many problems that she faced throughout her life.

Workshop Three – The Race Track – Contrast

In this workshop we had to research the facets of each characters physical/emotional degree by utilizing contrast. our instructor besides gave us some rope as a stimulation and we were asked to integrate it into our piece. As a category we decided to utilize the rope as a manner to divide the characters in a societal facet i. e. on one side of the rope we had the adult females and on the other we had the work forces. To demo mass contrast within the group of adult females we had Emily Davison and two of her fellow candidates placed off from the big group of homemakers. Over on the boys’ side most of the work forces who were wagering on the race standings were concentrating on a member of our group who used physical theater to construe that she was a Equus caballus by utilizing a mask and utilizing integrating the component of gestus and physical theater.

The rope is a really strong stimulation because its shows highlights the ability and how easy it is to split relationships. emotions and even society. this was strongly shown in our public presentation when Emily ran in forepart of the Equus caballus and both sides stopped in awe and so in chorus whispered ‘the woman…… . the horse’ finally this susurrations grew into cries and so everyone rushed over to be given to the Equus caballuss needs. This peculiar minute shows how in those times society was a batch different and adult females were seen as 2nd category citizen.

Although Emily Davison wanted equality for all adult females. non all adult females agreed with her and some were really comfy with their life at the clip we showed this in our public presentation by holding a member of our group who played the function of a homemaker do a idea path which expressed her hatred for what Emily Davison was making. I think that the rope as a stimulation helped us greatly to convey across our point society’s clear line between how adult females and work forces were respected and seen at the clip. The rope besides represented how divide society’s ideas were at the clip and that merely material things such as Equus caballus racing we greatly prioritised over the life of a adult female who stood up for what she believed in.

Rosa Parks: Drive to Freedom

Workshop One – Bus Boycott – Taging the moment/ Still Image/ Thought Tracking In this workshop we watched a short portion of the movie ‘Ride to Freedom’ its about the minute when Rosa Parks was arrested for standing up against being prejudiced for declining to give up her place on a coach for a white individual. Our category was split into half and so we worked in groups to animate the scene that we had watched. Although we had ample chances to utilize many elements of D. E. S we went excessively far and tried to jam excessively many things in our public presentation.

Unfortunately the fact that we had so many D. E. S schemes conflicted with the fact that we all had to retrieve our cues. due to miss of administration our public presentation was really slow and robot-like because everyone was seeking to make excessively much that even when improvisation was attempted it greatly lacked in co-ordination which besides led to the mass confusion within our heads when on phase. There were some good minutes in our public presentation i. e. we used split presenting good when I left the scene to acquire the constabulary officer and everyone on the coach was still transporting on seeking to acquire Rosa off the coach. but other wise I was non really happy with the manner our public presentation went and I have besides learnt a lesson and that is non to over complicate things.

Workshop Two – Devised piece/ Chorus/ Levels / Signs

In this workshop we worked in groups of 4s and were given a verse form to utilize as a stimulation. the verse form was made by a celebrated writer called Maya Angelou. We incorporated the subject of the Rosa parks narrative with our stimulation and created a short public presentation. First we read the verse form and decided as a group to merely utilize lines than empowered the mental position of our characters as it would assist us greatly in our usage of physical degrees we besides had many elements of D. E. S Within our public presentation we decided to utilize chorus so that we could assist the audience gain the passion that our characters had for what they believe in. as a group we had besides decided to make our best to keep a simple bold and austere voice when stating our lines so that we increased the deepness of choler that we were portraying to the audience.

At the terminal of the public presentation we all stood at different degrees on pedestals which gave the feeling that we were physically and emotionally lifting higher and higher by the terminal of the drama all of us were standing at attending demoing great power through the since of our organic structures. Through the positive feedback we received from the audience we could state that the manner in which we had used DES was really successful and that it was a great aid to us as many of the audiences feedback pointed out to us whilst being briefed about our public presentation. I think that by us utilizing a stimulation it helped us to construct a narrative around it in a manner that we felt comfy and hence I feel that is why this was success.

Workshop Three – Physical Levels/

For this workshop our category was split into two and were given a phase to utilize as a stimulation as we continued to research our thoughts on the subject of Rosa Parks. our instructor besides gave us a set of pedestals that were all on different degrees. he besides said that we were merely allowed to stand on the pedestals throughout the whole public presentation restricting our motion on phase. Our chief aim was to make a piece that used all the subjects and facets from our other two workshops on Rosa Parkss. Before we started to construct our narrative we assigned characters harmonizing to our ain strengths so that we would be able to accomplish the best we could when it came to developing lines that our character would state. To derive the most out of our public presentation and to utilize as many utile D. E. S and different play techniques so that we could heighten the quality of our public presentation.

Our group decided to utilize thought trailing and still image to play out the scene of when Rosa Parks challenged the coach driver and was arrested and as our infinite on phase was limited we had decided to utilize thought trailing and split presenting to do our public presentation effectual. All the characters voiced their sentiment on Rosa Parkss refusal to travel out of her place and so one member of our group narrated a scene so that we could add the component of split presenting to public presentation. When we had received feed back from our equals they had greatly expressed their positive positions on our usage of theatrical production and that holding a storyteller helped to state what was traveling on due to there being a deficiency of conversation within our public presentation between our characters. I feel that due to the great administration of our group and selected function assignment that we were able to draw off the public presentation good.

Pitmans Painters

Plot

The Pitmen Painters was a dramatic historical/ cultural drama about a group of mineworkers in the 1930’s that lived in Ashington which is a little town by the cost in Newcastle. it is about 5 work forces and an unemployed adolescent who through art categories explore their ain hidden endowments utilizing their emotions to show themselves through picture. Through the drama they besides develop mentally as people and finally get down believing g a batch more positively and see the universe as a topographic point full of chance.

Sub – Plot

Out of the whole group of mineworkers Oliver Kilbourn is the chief character as he is speedy to go a pawn to the grasp of existent art. His endowment in picture and involvement besides increases due to their rise in public consciousness and finally he meets a rich aggregator called Helen Sutherland who is a beloved fan of his work. they grow to go good friends but hit a bombshell when Mrs Sutherland inquire Oliver to come out of his life-long occupation of being a mineworker down in the cavities to going an creative person and working when he wants. Angered by the haughtiness that Mrs Sunderland is presenting although she is incognizant of it at the clip he declines the offer and loses his pique. but so apologises at a ulterior day of the month and so sets up a brotherhood for the mineworkers to assist better non merely his hereafter but his new found friends and the remainder of the Pitmans in Ashington.

Staging

The phase that we watched the public presentation on was simplistic and really little compared to the size of others that I have seen at other public presentations. The scene had merely two entrywaies and issues through which the histrions walked through they were placed at the dorsum of the Centre phase and on the phase left. Although there was a great deficit of infinite all of the histrions did utilize the phase suitably and to their advantage i. e. during a scene where they are all measuring each others art work the manner that the chairs are positioned and the rigorous boundary line lines that the histrions stuck to when traveling clearly suggested the length and breadth of the room.

Lighting

I feel that the lighting used in the public presentation was first-class because it did non merely hold the house visible radiations on to demo where the histrions were. they besides had limelights of many colorss which were used in certain scenes which helped put a scope of different ambiances on phase and in the audience. For case during the scene where all of the mineworkers go to see an exhibition on traditional Chinese art a white limelight instantly shone on the faces of the whole group. and so they all froze and listened to Oliver’s soliloquy which described the piece of art in a really intense manner this besides empowered the audience to experience the same passion for the piece as the character did on phase. An overhead projector was besides used throughout the drama to demo the audience the name of the each scene before it started. It was largely used though to demo the pieces of art that the Pitmans had drawn. this was really smart because due to the size of the pictures the audience were unable to see the art. but this little reverse was evidently countered by the phase crew with the usage of a projector.

Costuming

Throughout the drama most of the characters show a really clear line of division that suggest the difference of wealth between them all for case the Leader of the mine George brown ever attendee the art grasp group in a nice suit and decent polished places with his hair slicked back. this tells me that although he works down in the mines he either is really affluent or is a adult male with great pride who likes to look good. Professor Robert Lyon who comes down to run the art group in Ashington wears a assortment of suits throughout the public presentation suggesting that he is affluent and has a aureate pocket ticker on show at all times. Now although these two characters dress really good you can clearly detect the difference between them due to the manner that they speak and how their organic structure linguistic communication is.

Sound/Voice

The public presentation did non hold a batch of sound effects due to the fat that they strictly didn’t necessitate them and that due to the changeless conversation that happened throughout the drama it wasn’t appreciated. but neither was it missed. The characters voices included many different scopes of pitch and look such as Helen Sutherland who is a rich center aged art aggregator who is really affluent ; she speaks with a really crisp. squeaky but strong English speech pattern which suggests that she was taught at a school and affluent plenty to afford an instruction. Oliver Kilbourn who is another Pitman from the Ashington art group speaks with a heavy northern English speech pattern and besides spits his words and mumbles them a batch of the clip. this infers to me that he may non be from a good background where the pronunciation of English is paramount in life and instruction. Merely from the manner that all of the characters speak I am able to construct my ain personality file on every one of them and develop my ain thoughts on what their characters are like.

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