AQA GCSE Drama sample

Answering a question about character interpretation If you choose to answer question 4, you will need to write about how you would use your acting skills to interpret a character both in the extract provided and in the play as a whole . An example of this sort of question might be: You are performing the role of Mrs Johnstone . Describe how you would use your acting skills to interpret Mrs Johnstone’s character in this extract (Act 1, lines ‘MRS JOHNSTONE: I had it all worked out’ to ‘Give one to you?’) and explain why your ideas are appropriate both for this extract and the play as a whole . Below is a sample student plan for this question. This extract: 1 Character of Mrs Johnstone and reasons for making acting choices: Working-class, superstitious, single mother, struggling financially. Wor�ied about managing with two more babies, afraid social services will take her children. Wonders if one of the twins will have a better life with the Lyons. 2 Acting skills: vocal: Liverpool accent. Informal diction. Mrs Lyons is her boss so I will speak with a respectful tone to her. Tries to please. Anger on the word ‘they’ about all those of�icials who want to take children and don’t give me the support I need. Emotional on lines like ‘kids can’t live on love alone’. A shocked pause before saying ‘Give one to you?’ to show I can’t believe what I am hearing. 3 Acting skills: physical: Heavily pregnant, but still have to work. Movements are automatic as I speak thoughts aloud, I continue to dust. When I clean something low, I struggle a bit getting up again. Touch my belly when I say, ‘I’ll even love these two …’ to show I am already attached to the babies. Rest of play: 1 Character of Mrs Johnstone and reasons for making acting choices: She is a warm, relatable person, but haunted by her decision to give up one of her sons. In her two scenes alone with Edward, her love for him is apparent and, in the final scene, she rejects her own superstition in an ef�ort to save him and Mickey. 2 Acting skills: vocal: In scene with Edward towards the end of Act 1, speak softly and af�ectionately. Don’t want their conversation to be overheard. Comforts him when he’s crying, ‘Shush, shush’. Laughs on, ‘God help the girls when you start dancing.’ At the end of the play, voice is loud and desperate: ‘Mickey. Don’t shoot.’ 3 Acting skills: physical: Physically af�ectionate with children, hugs and teases them. Always busy, cleaning, cooking, looking after others. Towards end suggest weariness in some movements (slow to rise from chairs, more hesitant) but still strong. Fights of� Mrs Lyons and rushes to town council. TIP It is important to include both vocal and physical skills in your answers. Note key moments when these skills can be discussed. 1 Character of the Narrator and reasons for making acting choices: 2 Acting skills: vocal: 3 Acting skills: physical: TASK 13 Using the above plan as a guide, create your own plan in answer to the the following question: You are performing the role of the Narrator . Describe how you would use your acting skills to interpret the Narrator’s character in Act 2, from their entrance on page 100 to Edward’s line: ‘Hey’ on page 101, and explain why your ideas are appropriate both for this extract and the play as a whole . 64 COMPONENT 1 UNDERSTANDING DRAMA