Still Image = This is where a short action is made and then it goes
into a still image. The members of one group are acting whilst in a
This can be used to focus on one particular scene that might be
confusing or hard to follow. It can also be used to show different
levels, status or particular theme. It can also be used to be more
imaginative than basing it on fact.
This was used in the workshop when we had to show the different status
of St. George High School and Whitehall high. In the performance we
used levels to show the difference between them.
Narrating = This is where someone accumpanies the action on ...view middle of the document...
The other was Whitehall high which
didnt recieve a lot of money and was thought of as a bd school. It
showed how school’s were stereotyped in the 1980’s.
Thought Trackng = This is where someone comes out of the perforamance
whilst the other characters are still on stage and then he/she
explains what the character is thinking
This can be used in a performance to show what a particular character
is thinking without the other characters knowing what is going on.
This was used in the workshop when we had to perform what pupils at a
high school might be thinking. We had to act as pupils from Whitehall
High who went to a school which was badly treated and wasnt given any
funds and as a result had no money. The characters had to show
stereotypes that other people might of presumed of them. We also had
to do “thought tracking” because the characters acted as if they didnt
care but when they were thought tracked it showed that all of them did
care but they couldn’t show it because of what their peers might think
and because of the lack of funds at their school.
Cross Cutting = This is where there is an obvious change of character,
setting or change of scenes and go back and forward to differnt
This can be used as a flaskback in a certain characters life and it
can be used to explain to the audience why a certain moment is
happening to a charater. This can also be used for irony or something
that they say or do.
In the worshop, I used this to show three different scenes in the
“Teechers” script. The method I used was I took a scene from act one
and made it to look like the start of my performance and then cross –
cutted my scenes to Act three and then back to act two to make it the
end of my performance. During this performance I also used other
explorative stratergies such as narration and multi roleplay.
Marking the Moment - Having created a piece of drama, group members
identify a significant moment in the piece, or possibly one moment for
each character. This is then marked in some way – by freezing the
action at a certain point, or speaking directly to the audience, or