For our Drama piece, we presented a devised thematic work titled 'Revenge' as option one. This performance, lasting 15 minutes, revolved around superstition and the supernatural. It was set in a typical contemporary high school in England and centered around three teenage girls. When their teacher, Mr. Andrews, informs them about a spell-book available in the library, they seize the chance to seek revenge on a fellow student named Tiffany. However, they soon realize the consequences of their actions and must face them. The three girls involved are Louise, Kate, and Andrea.
In my portrayal of Louise, my character exhibited wickedness and maliciousness. As the play progressed, it became increasingly evident how much influence I had over the other two girls. I manipulated them to such an extent that two of them vanished amidst their rivalry. By employing a stro
...ng tone and speaking loudly, I could effectively express my inflated self-importance, which the girls yearned for desperately. To ensure clarity for the audience, I projected my voice in its natural accent, medium pitch, and moderately slow tempo.
This maintained throughout most of the play except for scenes such as 'The witch scene', where I used a booming and commanding vocal mannerism to cast the spell with Kate and Andrea on Tiffany. Overall, I projected my voice clearly so that all could hear it in the audience. I felt that in our piece, I moved confidently as my character would across the stage independently. I showed this through my straight posture, strutting walk, and casual attitude towards conversation to demonstrate my independence from Kate and Andrea and highlight Kate's dependence on me.
To demonstrate my independence, I exhibited various
gestures. These included holding my head high and checking my nails, which were intended to convey a certain demeanor associated with my character. Additionally, I frequently maintained a pout on my face and raised my eyebrows to express disgust. Furthermore, during performances, I purposefully moved in a distinct manner from the other girls on stage. For instance, if they were gathered in one area engaging in a discussion or argument, I would deliberately separate myself from their presence to emphasize my own significance and position myself on the opposite side of the stage.
In the girls' argument scene, the effective use of space on stage demonstrated my strong character. In the classroom scene, Sarah and I (or Kate) showcased the dependence of her character, Louise, on mine. I would cross my legs and after a few seconds, Kate would do the same. When I switched legs, Kate would also switch. These small details effectively portrayed our characters.
During the witch scene, I utilized various levels and employed exaggerated movements to portray the act of casting a spell. I firmly believe that my bold and confident motions in this particular scene, along with distinct facial expressions, effectively conveyed my character's inherent malevolence and unwavering seriousness towards her actions. The mood and atmosphere of the scene were established through several methods. Largely contributing to this was the use of lighting, which enabled us to readily adapt our characters to the setting.
In the witch scene, the mood was effectively created by speaking in a low but harsh tone. This allowed the audience to sense the enchanting and evil nature of the scene. By working together, utilizing various levels
and using our gathered props, we were able to make this particular scene stand out and have a strong impact. We employed similar techniques in other scenes as well. By portraying a mellow and downtrodden demeanor, we were able to generate an atmosphere of suspicion and the supernatural, evoking an eerie effect. Our intention was to engage with the audience by connecting our storyline to relatable everyday experiences.
By establishing a realistic situation at the outset, the audience can plausibly connect the realms of witchcraft and revenge, thereby avoiding a complete sense of surrealism in the story. Additionally, we manipulated the audience's emotions by depicting basic bullying, where my character targeted Tiffany, Kate, and Andrea. One audience member even commented afterwards that she found my character "horrible" and expressed empathy towards the other girls due to my character's actions.
Our group collectively produced high-quality work, particularly in the witch scene. Through our collaboration, incorporating a range of intense vocal levels and facial expressions, we successfully established a captivating atmosphere. Ultimately, this specific scene stood out as both one of our finest and most enjoyable performances, albeit physically demanding. These factors effectively highlighted the significance of acting in this scene. Our rehearsal process included practicing specific segments of scenes repeatedly until achieving perfection.
One example is the slap I deliver to Andrea. To ensure the necessary anger and tension between us, we rehearsed that section multiple times. However, due to our thorough rehearsal, the slap was executed flawlessly during the performance. As previously mentioned, I believe the witch scene, which we performed as a group, was the most successful element of our piece. Nevertheless, my personal favorite scene was
the betrayal scene where I deliver my 'pointy reckoning speech'. This scene truly showcases my character's true colors.
I discovered this to be one of the most gratifying experiences because of the immense amount of anger and tension that needed to be developed. Despite thinking that our piece was satisfactory, there are several areas for improvement. I believe that even though I considered the witch scene to be our best, it could be enhanced further with additional rehearsals. By practicing this scene more in front of an audience, we would have felt more comfortable performing it on the actual day. I think that in future performances, particularly for the witch scene, we should warm up our bodies beforehand in order to move more effortlessly on stage.
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