Responsive Phase - Sample Essay
Still Image = This is where a short action is made and then it goes into a still image. The members of one group are acting whilst in a still motion. This can be used to focus on one particular scene that might be confusing or hard to follow. It can also be used to show different levels, status or particular theme. It can also be used to be more imaginative than basing it on fact. This was used in the workshop when we had to show the different status of St. George High School and Whitehall high. In the performance we used levels to show the difference between them.
Narrating = This is where someone accumpanies the action on stage and talks over the performance to explain whats going on whilst in character. It can be done by one or more characters on stage. This can be used to fill any gaps in the performance and its very effective. This can also be used to explain to the audience what is goin on if they dont already know whats going on. This was used during the workshop when we had to perform our performance using “Cross – Cutting” and “Minimalistic Theatre”. It was done by Mr. Nixon (the role that I played) and it was very effective
Hot Seating = This is where someone is chose at random to go out on stage and immediately go in to character and answer questions unexpectedly by the audience. This can be used to help someones perforance if there having difficulty to act as that character. It gives a possible background to what the character might have and gives ideas for their personalities. This was used during the workshop to show the difference of social classes, social status and stereotypes of two different teachers from two different which appears in the script.
One was in St Georges which was a school in “Teechers” which recieved a lot of money and was thought of as a better school. The other was Whitehall high which didnt recieve a lot of money and was thought of as a bd school. It showed how school’s were stereotyped in the 1980’s. Thought Trackng = This is where someone comes out of the perforamance whilst the other characters are still on stage and then he/she explains what the character is thinking This can be used in a performance to show what a particular character is thinking without the other characters knowing what is going on.
This was used in the workshop when we had to perform what pupils at a high school might be thinking. We had to act as pupils from Whitehall High who went to a school which was badly treated and wasnt given any funds and as a result had no money. The characters had to show stereotypes that other people might of presumed of them. We also had to do “thought tracking” because the characters acted as if they didnt care but when they were thought tracked it showed that all of them did care but they couldn’t show it because of what their peers might think and because of the lack of funds at their school.
Cross Cutting = This is where there is an obvious change of character, setting or change of scenes and go back and forward to differnt dramatic moments This can be used as a flaskback in a certain characters life and it can be used to explain to the audience why a certain moment is happening to a charater. This can also be used for irony or something that they say or do. In the worshop, I used this to show three different scenes in the “Teechers” script.
The method I used was I took a scene from act one and made it to look like the start of my performance and then cross – cutted my scenes to Act three and then back to act two to make it the end of my performance. During this performance I also used other explorative stratergies such as narration and multi roleplay. Marking the Moment – Having created a piece of drama, group members identify a significant moment in the piece, or possibly one moment for each character.
This is then marked in some way – by freezing the action at a certain point, or speaking directly to the audience, or using lighting. This can be used to show to the audience an important part of the play which can grab their attention. This Explorative Stratergy can be used to focus on a main event in the performance In the workshop we used this as a practice for if we wanted to use it in our perfrmances. We had to do a performance about these dog kennels that were badly treated and needed to be saved.
We had to do two “Marking the Moment” in the performance. It is also used in “Teechers” sometimes when Mr. Nixon enters and explains wats goin on. Role Play – This is where you pretend to be someone else – a character – and imagine how the character would behave and re-act in various situations. There is also multi roleplay where you do the same stratergie but you are performing as more than one character This explrorative stratergy should be performed in very dramatic piece performed.
This was used in the workshop in every performance that we did but the main role play that we did was for our “forum theatre” where we had to show how caretakers in schools are unfairly treated I also used multi roleplay in the “cross cutting” perfrmance where, from “Teechers”, I had to take on the roles as Mr. Nixon and Salty. Forum Theatre – This is where a scene is enacted and watched by the rest of the group. At any point during the scene, any actor or member of the audience can stop the drama to ask for help or make a suggestion.
Observers can join in by suggesting a new role or by taking over an existing one. This can be used as exploring an issue in a particular piece and it can new ideas for going round the issue and it can come to good use when someone comes to perform. This was used during the workshop to show a little incident going on when the drama theatre at Whitehall High in “Teechers” had to be used for more than one purpose. Some people went in as students, some as caretakers and some as teachers at that school. It really helped during the performance that I had to do and gave me a lot more ideas.