Drama Gcse Edexcel
Unit 1 Written Evaluation (1968 words).
For our unit one exam, we explored the dramatic concepts of justice, and whether or not justice could truly be achieved. In order to do so, our exam was partitioned into six one hour lessons each containing justice as a focus point, using different forms and techniques to explore in a variety of different ways.
Firstly, we looked at how hot seating could be used to fully explore an emotionally realistic situation. Our main stimulus for this lesson was the story of the Soham murders; in which we used potential characters which may have been featured in the case. I believe that this task was exceptionally difficult as it required a lot of emotional depth in order to make the characters believable. This could be due to the fact that the experiences that the characters were involved in were based around a true event, and therefore our stories had to be liable.
In terms of the dramatic potential of this lesson strategy, I feel it would have been more beneficial to the class if we had each attempted the exercise that our teacher had demonstrated. This required using postures and facial expressions in order to react to the interrogation provided from our class members. Another advantageous way to complete this exercise would be to perform our characters to the whole class, rather than just half. This way, I feel we would have gathered an even greater understanding of the objective due to a larger variation of ideas.
One of the people that stood out particularly for me was Jean-Paul, playing the father of Ian Huntley. Showing emotional depth by explaining exactly how he felt, he was able to compare Ian’s character/personality to how he was before at childhood. In comparison with my own character; a parent of the classmate of the victims, I feel there was a lot more detail and precision to what he was doing.
In our next task, we explored the concept by using the stream of consciousness. There was a link between this and
For our unit one exam, we explored the dramatic concepts of justice, and whether or not justice could truly be achieved. In order to do so, our exam was partitioned into six one hour lessons each containing justice as a focus point, using different forms and techniques to explore in a variety of different ways.
Firstly, we looked at how hot seating could be used to fully explore an emotionally realistic situation. Our main stimulus for this lesson was the story of the Soham murders; in which we used potential characters which may have been featured in the case. I believe that this task was exceptionally difficult as it required a lot of emotional depth in order to make the characters believable. This could be due to the fact that the experiences that the characters were involved in were based around a true event, and therefore our stories had to be liable.
In terms of the dramatic potential of this lesson strategy, I feel it would have been more beneficial to the class if we had each attempted the exercise that our teacher had demonstrated. This required using postures and facial expressions in order to react to the interrogation provided from our class members. Another advantageous way to complete this exercise would be to perform our characters to the whole class, rather than just half. This way, I feel we would have gathered an even greater understanding of the objective due to a larger variation of ideas.
One of the people that stood out particularly for me was Jean-Paul, playing the father of Ian Huntley. Showing emotional depth by explaining exactly how he felt, he was able to compare Ian’s character/personality to how he was before at childhood. In comparison with my own character; a parent of the classmate of the victims, I feel there was a lot more detail and precision to what he was doing.
In our next task, we explored the concept by using the stream of consciousness. There was a link between this and