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Unit 2 DRAMA SAC 3. Performance Evaluation. 1. Performance Process Draw a time-line to represent the production process you have gone through to create and develop your group performance. . gathered into groups according to our play interests. We were the random group.
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Unit 2 DRAMA SAC 3 Performance Evaluation
1. Performance Process Draw a time-line to represent the production process you have gone through to create and develop your group performance. • gathered into groups according to our play interests. We were the random group. • brainstormed ideas of the plays we were going to use. • chose the idea of doing a morning breakfast show. • came up with characters • improvised some scenes to get ideas. • thought up the ides to use the projection screen and live performance. • chose costumes and props. • practised with a flip camera. • wrote out a rough script to know how it would all go together. • researched individual characters and morning shows to get the style. • blocked stage positions. • filmed segments. • rehearsed live performance. • cut it down shorter. • rehearsed new scenes. • cut it shorter. • changed costumes ideas • run through it in James King hall. • performed final performance.
2. Intention • a) What was the focus or theme of your performance and how did you plan and develop your group’s interpretation of a Shakespeare play to reflect the overall topic of ‘Wicked’? • b) What was your performance goal or intention? Evaluate, with reasons, explaining 2 examples that show how your intention worked or did not work as you expected. a) Our group focused on the humours side of the Shakespeare villains. To showcase the idea of Wicked the on set councillor was encouraging self harm and death. All of her guests ended up killing either themselves of one of their loved ones. b) My performance goal was to engage the audience and make Shakespeare more interesting and understandable. I wanted it to be funny, clever and educational. I think the way we gave Romeo and Juliet a more authentic
3. Characters • Explain how you developed and performed one character using 2 expressive skills and why you made these choices.
4. Dramatic elements in performance • Describe examples to explain how two of the following dramatic elements worked or didn’t work well in your group’s or another group’s performance: • Mood • Conflict • Use of space • Contrast • Tension • Symbol
Evaluation of the process • a) What have learned from this production task about yourself as a learner/actor? • b) What you would do the same or differently in the process of creating another ensemble performance?
