AQA GCSE Drama sample

TASK 8 Using your own understanding of the characters in the play and how they could be interpreted, create an interpretation on paper of Edward, Mickey, Mrs Lyons, Mrs Johnstone or the Narrator, using the following headings: Age, Job/Education, Physical appearance, Voice, Body language, Costume, Hair, Make-up. In this instance, think about total characterisation, which includes facts about the characters and their appearance as well as how they could be interpreted through acting, costume and make-up choices. This will help you to think about all aspects of interpreting the character, even when writing about acting or design. Performing choices In question 2, you will be asked to discuss in detail how you would perform a particular line as a given character. For example: You are performing the role of . Describe how you would use your vocal and physical skills to perform the line below and explain the effects you want to create. Sample: MRS LYONS: Act 1: ‘Do you go to the same school as Edward?’ In this scene, Mickey has turned up unexpectedly at the Lyons house and Mrs Lyons is im�ediately suspicious of him. I want to establish that Mrs Lyons is not welcoming to Mickey and wants to discover who he is. 1 Playing Mrs Lyons, I would hold myself very stif�ly and formally, making no gestures of welcome to Mickey. 2 I would look down at him and examine him, noting that his clothing and accent are not what I would expect of Edward’s friends. 3 I don’t have a strong Liverpool accent; instead I speak received pronunciation , which indicates my background and education. My voice is well-modulated, not rude, but I would use a slightly cold tone. 4 I would emphasise the word ‘you’ as there is a sense of disbelief that Mickey could go to the same school as Edward. 5 I would say Edward’s name warmly and protectively, as I think of him as my boy. I would speak slowly and clearly, determined to get an answer. 6 At the end of the line, I would look between the boys, begin�ing to realise who Mickey is. 7 I would then move closer to Edward, blocking Mickey from him, my facial expression begin�ing to show my alarm. 8 Physical skills Vocal skills and effect Effect Physical skills Vocal skills Vocal skills Physical skills and effect Physical skills and effect KEY TERM: Received pronunciation: how clearly and precisely words are spoken. 60 COMPONENT 1 UNDERSTANDING DRAMA