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in our group we used line of chorus very effectively.

Can you explain why? Can you give some more detail here?

we could of used flock of birds when we are all trying to run away. the narration wasn't as strong as it could be. we should use more vocals in the performance. we could use the sound scape to be like people are in the performance. i liked how we used line of chorus it showed the impact on the performance.

Miss Griffiths says:
A good start, Destiny.
WWW: You have used some drama vocabulary in your reflection.
Target: Pick one aspect of your performance and reflect on it in order to focus your evaluations. Use the PDE structure to guide you.
Literacy Target: Use capital letters at the start of sentences.
Effort grade: 4

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in our group we were disscussing on how to do use drama stratagies. and we started to act our play out and our act was effective when the part i turned into a zombie it came out to be a climax.

Can you explain this moment in more detail? What was happening on stage at the time?

we worked together and helped each other. we told each other what we went wrong with their part. the climax part was very effective because it built tension and created suspense.

Miss Griffiths says:
WWW: You have used the PDE format to structure your writing.
Target: Develop your 'describing' section by explaining what happened on stage with each character (see questions above).
Literacy Target: Use capital letters at the start of each sentence.
Effort grade: 4

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I think when we used cross-cutting was the effective part because we started off from the future so it gets the audience more intrigued and interested in our play since it was building up suspense, then we went to the past and explained how this all started. I was one of the person who was watching the news and showing my reaction about how i felt about the news.

Which drama skills did you use in this scene? Can you provide more details?

I think that was effective because since my reaction was that i was scared so that would affect the audience and make them feel scared as well.

Miss Griffiths says:
A good start, Amina!
WWW: You have used the PDE structure in your writing.
Target: Develop your 'describing' section (see questions above).
Literacy Target: Proof read your writing to check the phrasing of your sentences.
Effort grade: 4

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As a group we are working towards a drama piece on the apocalypse portraying emotions and actions trying to create an atmosphere that the apocalypse build up using suspense and tension. We took the drama piece concepts one step further and staged it using a stimulus, a still image, and creating a piece including many elements consisting from  facial expressions, staging, physical theatre, body language, chorus, and many more objectives that lead to a successful piece of drama. Eventhough we used a wide range of drama elements yet the most effective one is physical theatre. We used physical theatre many times . The most effective part of the drama piece which was developed by physical theatre including the heartbreaking and sorrowful story in which the family where split up leading to ones death after a fight to survive. This was effective as we used the rule of 3 at first, followed by slow motion giving off a sad, emotional scene where the audience can sympathise with the family. I believe that our drama piece was successful and effective.

What was the impact on your audience? Were your artistic intentions received well by your audience?

Miss Griffiths says:
Fantastic, Boothayna!
WWW: You have used the PDE structure and describe your performance using drama vocabulary.
Target: Develop your evaluation section (see my questions above).
Literacy Target: Use a full range of punctuation.
Effort grade: 5

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In my opinion, I think that it could have got improved because we didnt use much soundscape to make it look like a horror type of piece. When I played different roles, the audience would then tell that I had got infected because I would turn into a zombie in the other scenes. Using the present tense first, in my piece, made it look interesting for the audience because they were more curious to find out what actually happend in the past. If our group had used the future tense after the present tense, then that would have made it more powerful because it would give the audience more suspense.

Which drama skills did you use to bring this scene to life?

When I kept leaving each scene to go backstage, I would see if it was great enough to show everyone. It would have been better if everyone had also been a mini director because many bits of our piece would have came out better

Miss Griffiths says:
Great, Luciana!
WWW: You have reflected on the aspects of your performance that needed to be developed.
Target: Use the PDE format to structure your writing.
Literacy Target: Check your use of punctuation.
Effort grade: 5

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In our drama piece, we chose to leave the audience on like a cliffhanger, so it could create suspense. We started from the future, to leave them curious about what was going to happen. That was the effect it gave on the audience. I chose to act as the news reporter and a zombie. The news reporter role was important because it would have looked boring if people just start getting killed anonymously, however being a zombie made the audience think that the news reporter had also been infected.

Which drama skills did you use to create this moment? Can you be more specific?

Being the director, in a way, helped how people worked in their piece.

Miss Griffiths says:
Great, Hujema!
WWW: You have used the PDE structure in your writing.
Target: Develop your 'describing' section (see questions above).
Literacy Target: Proof read your writing to check the phrasing of your sentences.
Effort grade: 4

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Our piece was effective because the group worked together cohesively. We include many aspects of our last performance and kept the same scenes, but elaborated on the with the use of cross cutting

Can you describe this in more detail? What was the impact on the audience?

Next time, as we added some new aspects into the piece and some new dialogue, I thinkwe  needed more time to polish it up.

Miss Griffiths says:
A good start, Melanie. I do expect more detail next time though!
WWW: You have used drama vocabulary to reflect.
Target: Develop your 'describing' section (see questions above).
Literacy Target: Proof read your writing to check for small errors.
Effort grade: 3

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In our piece of drama, we had used  suspense. When we mean this I mean that we are all working together to form a piece not only to make the piece although to understand what story line may mean. For example when the TV started moving with beat the TV had moved making the scene more dramatic in this we had used the stage and the emotions correctly making the audience understand why we may  act in a certain.

Can you describe this moment in more detail? Can you describe this moment using drama vocabulary?

this may also create suspense for us and the audience.

Miss Griffiths says:
Good, Zarah!
WWW: You have used the PDE structure and have considered the effect on your audience.
Target: Develop your describing section (see my questions above).
Literacy Target: Use a full range of punctuation.
Effort grade: 4

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I think our piece was effective because we showed 'the moment' of our piece and our peers were able to tell that it was effective in the way that we did it. we also had used the rule of 3 which I thought it added suspense to the piece.

Which skills did you use in the creation of this scene? How did 'the rule of three' look in your piece of drama?

To make sure our audience was kept engaged we made sure our scenes flowed and wasn't too long. Adding to this we kept in mind to use facial expressions and a good use of spacing. one thing we all did was we used cross cutting to the past, present and future and started with a still image which we took from a stimulis.

Miss Griffiths says:
A good start, Amina!
WWW: You have reflected on the impact on the audience.
Target: Develop your 'describing' section (see questions above).
Literacy Target: Proof read your writing to check the phrasing of your sentences.
Effort grade: 4

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In our peice was alright we started of with ideas and made a finnished 

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In our peice was alright we started of with ideas and made a finnished 

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Who does this homework belong to?

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In my group, We showed a storyline. This storyline was detailed but could do more work on the characters and setting.

How did you show this on stage? Can you describe this moment in more detail?

I wanted narration in the play. I wanted to have the noise behind the two people who are hiding in the closet. I believe this was effective because the sound adds tension to the atmosphere. The narration added a stronger opening to the story so it pulls in the audience. The impact on our audience was a cliff-hanger so it grabs the until 'next time'.

Miss Griffiths says:
Good, Faythe.
WWW: You have evaluated the effective moments in your piece of drama and also discuss the areas for improvement.
Target: Pick one aspect of your performance and reflect on it in order to focus your evaluations. Use the PDE structure to guide you.
Literacy Target: Use commas in your sentence structures.
Effort grade: 4

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I think that  what was effective in our piece was the ending part which was when we all freeze and the part that we all turn into zombies and I also thing it was effective because we followed all the instructions.

I have chosen to be one of the survivors on stage and I have also chosen to be the one who opens the cubed where the teachers gun was.

Can you describe how you showed this on stage? What were the characters doing and which skills did you use?

The audience were really scared because we followed all the instructions and used the key words in our own way witch makes our piece different.

Miss Griffiths says:
Very good, Naine.
WWW: You have used the PDE structure.
Target: Develop your 'describing' section (see questions above).
Literacy Target: Use a full range of punctuation.
Effort grade: 4

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WHAT I FOUND EFFECTIVE WAS OUR TIME LAPS AND CHORUS WE USED IN  OUR PERFORMANCE. THE REASON WE CHOSE TO DO A TIME LAPS WAS TO SHOW THE BEFORE AND AFTER AND TO GET THE VIEWERS A LITTLE INSIGHT ON WHAT HAPPENED FIRST AND WE USED CHORUS TO MAKE THE STATEMENT MORE EFFECTIVE.

Can you describe how this looked on stage? Which drama skills did you use?

Miss Griffiths says:
A good start, Denise!
WWW: You have evaluated the effective parts of your performance.
Target: Use the PDE format to structure your writing.
Literacy Target: Check your use of spelling.
Effort grade: 4

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our short play/piece was effective because our use of cross cutting from the future to past then to present to create suspense and to engage the audience a bit more we never got to perform out peace as there was no time but the end bit when zarah suddenly get bitten by the zombie the impact it would have had on the audience would be the immediate tragedy that had unexpectedly happened   

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our short play/piece was effective because our use of cross cutting from the future to past then to present to create suspense and to engage the audience a bit more we never got to perform out peace as there was no time but the end bit when zarah suddenly get bitten by the zombie the impact it would have had on the audience would be the immediate tragedy that had unexpectedly happened   

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Which drama skills did you use to show this? What did this action look like on stage?

- HUMAYRA AHMED 9A

Miss Griffiths says:
WWW: You have evaluated an effective part of your performance.
Target: Develop your 'describe' section (see questions above).
Literacy Target: Check your use of punctuation.
Effort grade: 4

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I think that our piece was effective because of our seriousness, I am saying this because we did not laugh during our piece and we didn't nudge each other to direct each other where to go on the stage. We did not do a too unusual order to confuse the audience, however I do think that would have been a plus point. first we decided to jump straight into the opening scene which was set in the future, when everthing was out of hand, then we moved to the past, to show how we ignored instructions of the news reporter's  warning about the attack and virus.

Which drama skills did you use to show this? Can you be more specific?

Finally, we went to the present where a cliff hanger ended the piece. To me this was effective because it helps the actresses(us) to understand what kind of gestures, staging style and drama strategies to use in the piece as well as clear the piece to others in the audience.

Miss Griffiths says:
Fantastic, Aiman!
WWW: You have used the PDE structure and have considered the effect on your audience.
Target: Develop your describing section (see my questions above).
Literacy Target: Use a full range of punctuation.
Effort grade: 5

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I think that my group's piece went well and that it was effective. This is because we used crosscutting (we started from the future, then moved to the past, and then to the present), we used facial expressions and gestures to keep the audience engaged, and we paused several times to create tension and suspense.

Did you use any other drama skills? Can you be more specific?

All of these strategies were effective as the piece was filled with suspense and mystery which kept the audience engaged throughout the performance.

Miss Griffiths says:
Good effort, Zainab!
WWW: You have explained the effects of your choices in this piece of drama.
Target: Develop your describing section (see questions above).
Literacy Target: Check your use of punctuation.
Effort grade: 4

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I think our staging was really good and the use of face expressions and levels. We chose to do this because it really has a good effect and really grabs the audiences attention and generally makes it a really good piece of drama work. This really grabbed the audiences attention.

Can you explain why? What effect were you trying to have?

Miss Griffiths says:
Try to write in more detail next time, Fahima.
WWW: You have described some moments in your piece using drama vocabulary.
Target: Develop your evaluation section (see my questions above).
Literacy Target: Use a full range of punctuation.
Effort grade: 3

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Evaluate your devised piece (one paragraph) using the PDE format:

P: Point - Tell me what you think was effective
D: Describe - Describe what you chose to do on stage
E: Evaluate - Explain why this was so effective/ the impact on your audience.

Example:
Our devised piece was effective because of our use of cross-cutting. We chose to show events in a random order in order to create suspense for our audience. We began our piece at the moment where the destruction had hit and the zombies had attacked. We showed this by creating a still image using physical theatre to represent the rubble and ruins in the town. This was effective because the audience were immediately struck by the intensity of the image making them want to find out why such a tragedy has happened.

Due: Friday 16th September

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