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After careful consideration of various global social issues, our focus has narrowed to peer pressure. In a variety of contexts, this social phenomena affects choices and behaviors. Comprehending its complicated nature and consequences is essential for cultivating adaptability and advocating for social interactions in societies across the globe.

We decided to chose this topic as we hope to be able teach others about the dangers of peer pressuring, in hopes that bad mistakes can be avoided. Amongst our age group, Peer Pressuring is very prominent and can lead to very bad things. We figured that it was a good time to acknowledge these issues and address why it is so important to ensure that you do fall into temptation.

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Once our group had determined our topic, which was Peer pressure on friends to do illegal things, we determined how our performance was going to look.

first we decided on the 5Ws. we said that there was going to be a Student, Teacher, Police, and Parents, and that a student would be pressured by his classmates into doing illegal activities. This would take place at school and at the police station. We hope that our performance will be able to convey the message of Walking away from these kind of scenarios and knowing what to do in a wrong situation.

Once we had the general idea of how our performance was going to go, we wanted to focus on the Brechtian Technqies that we were going to use in our work. We decided on the following

Multirolling

Breaking the 4th wall

Narration

Placards

With these Brectian techniques, I believe that we can make our final performance convey a powerful message towards the audience.

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This was the Artistic Intention me and my group decided on.

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"Breaking the fourth wall" in Brechtian theater describes when characters or performers explicitly and directly acknowledge the audience. This method challenges the sense of realism that is usually upheld in traditional theater and invites viewers to consider the action as it is taking place on stage. Characters can provide observations about the play's events, shed light on their motivations, or refute viewers' assumptions by speaking straight to the audience. This method is consistent with Brecht's idea of the "Verfremdungseffekt," often known as the "alienation effect," which tries to keep viewers from getting overly emotionally invested in the story in order to promote a more detached and critical viewpoint. In Brechtian theater, breaking the fourth wall emphasizes the theatricality of the show and encourages audience participation and thought.

As shown in our final performance, we can clearly see our group breaking the 4th wall to tell the audience about the scene, such as Tianyu saying "let's see what happens". This encourages the audience to pay attention and find out what happens later in the story. This also uses Narration as it narrates the next season to the audience

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"Multi-rolling" is the term used to describe actors who play more than one role in a single show in Brechtian theater. This method is frequently employed to highlight the idea that characters are not fully formed persons but rather are symbols of larger social types or concepts. Instead of allowing viewers to get emotionally involved in the outcomes of individual characters, Brecht wanted to establish a sense of distancing and inspire critical engagement with the play's themes and messages by having players alternate between parts. By highlighting the actors' versatility, multi-rolling can also improve the theatricality of the performance and make better use of the cast members.

You can see my use of multi rolling as in the first few scenes I was a normal student who was also in the act of Peer Pressuring Kerem, but later than switched my role and confiscated everyones Vapes. This is important as we lacked the nesscary actors to perform the nesscary roles, therefore, by switching roles throughout the different screns, we acn improve our performance.

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Placards are actual signs or banners that are put up on stage in Brechtian theater to express statements, catchphrases, or criticism pertinent to the play's ideas and plot. These posters break the illusion of reality, highlight important concepts, and encourage critical thought. Placards, which frequently have strong text or images, are placed in key locations throughout the performance area and can be handled or moved by stagehands or players. Brecht aimed to actively involve the audience in the theatrical experience by introducing placards that prompted them to analyze and inquire about the happenings in front of them. This method is consistent with Brecht's main objective of raising viewers' social and political consciousness by getting them to think about the story's larger ramifications and to

I used Placards to convey a big message during this scene.

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In scene 1, we can see a group of students vaping in the bathroom. This sets up the plot of the story and demonstrates to the audience the conflicts within the performance.

The V-Effect we used during this scene was Breaking the 4th Wall, as shown with Kerem talking to the audiencec, and Tianyu narrating and setting up the story.

Jac, Colby, Tianyu, and I are the supposedly "bad" studentrs influencing Kerem to try and take a vape.

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In Scene 2, we are in the school toilet and Kerem is vaping by himself, however, the "bad" students go up to him and need him to give them money, however, Kerem's family is struggling.

We know this by the use of the Placard. The placard helps convey a big idea or a message that wouldn't be acknowledged by the audience otherwise. For this scene, it is used to tell the audience that Kerem's family is struggling.

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Scene 3 takes places with us in an assebly. The assembly is aboout peer pressure and vaping. However, Kerem gets caught vaping in the MIDDLE OF THE ASSEMBLY. he is then sent to the principals office.

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In Scene 4, Kerem goes to the principal's office and gets caught with a vape. I am the one playing the principal, using the technique of multi rolling in the process. Jac and Colby also use Multirolling, playing the roll of the parents.

In this scene, the Principal talks about pressure anda calls in the students parents to talk about it.

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This scene takes place at Kerem's house and it is where Kerem is having the "converstation" with his parents. This scene talks about how Kerem didn't want to start vaping and felt pressured to do so.

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This scene takes place in the principal office, were the vapers get caught. The princiapl seraches them of the vape and he catches Tianyu, Colby, and Jac with vapes.

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This scene takes place outside Kerem's house, where the "bad" students harrass Kerem about Kerem snitching. This is where they beat up Kerem and the police come, and they all scatter.

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I feel like this tableau that my group and I did did a great job conveying peer pressure. As we can see, I am getting Peer Pressured by my peers. As they're many people around me, you could say I feel obligated to cave in and do what they are telling me to do. However, by showing that my hands are up, it suggests that I am turning them down, conveying the message of doing the right thing in a bad situation. We used brechtian techniques here to attempt to better convey the message, such as the use of pens in the subsitution of vapes.