Using+Evidence


 * ﻿Using Evidence in Essays

__**Contemporary Australian Theatre**__ This topic explores, theoretically and experientially, the traditional and contemporary practices of Australian drama and theatre and the various ways in which artistic, cultural, social, political and personal issues and concerns are reflected in different contexts. Students investigate how different Australian practitioners use dramatic forms, performance styles, techniques and conventions to convey ideas and influence the ways in which audiences understand and respond to ideas and im﻿ages presented in the theatre. In the production there were no scenery changes, the location of the play changed through the use of sound effects, lighting and costume changes. Our group first performed the prologue as a plain scene without any silences. It was clear to see that the use of long pauses was an effective technique to show the stress in the relationship between Ray and Sylvie
 * ** Topic description (rubric excerpts) ** || ** Experiential evidence ** || ** Textual Evidence ** || ** Other Evidence ** ||
 * ** Performance Styles: **
 * Absurdism
 * Epic Theatre/Brecht
 * Realism
 * Indigenous Theatre || **// Ruby Moon //**

The repetition of the lines //“it helps when you tell me what we know”// and //“Past tense”// allude to the repetitious nature of Ray and Sylvie’s routine of searching for answers
 * // Stolen //**
 * classmates performance of 'Sandy revisits the childrens home" saw use of historification with contrasting images of luxury apartments and the old childrens home (Epic)
 * 'Ruby's descent into madness" classmates used transformational acting to portray both Ruby and her abusers as the same person (epic)
 * Used drama blocks to symbolize beds and jails (non-realistic)
 * Performed memories from our own childhood + storytelling (indigenous)
 * going on stage as ourselves and becoming character, (epic)
 * || **// Ruby Moon //**

In the Daniel Morcombe case, a mannequin dressed as the missing boy was placed under the bridge where he disappeared.
 * // Stolen //**
 * characters onstage talk to audience (epic)
 * smell of phenol wafting into audience providing alien/sterile environment (no-realistic)
 * actors talking to audience at the beginning and end (Epic)
 * transformational props (beds) and acting (playing a younger/older version of same character) (epic)
 * minimilistic set (non-realistic)
 * Indigenous themes (indigenous)
 * Indigenous actors (indigenous) || // **Ruby Moon** //

In the production I saw, the two actors used quick paced banter contrasted with silences to make a normal situation seem strange, which is a convention of Absurdist Theatre.
 * // Stolen //**
 * Stories of the Dreaming
 * Recounts of the Stolen Generation
 * Personal accounts of people from the Stolen Generation from video 'Bringing them home' ||
 * ** Techniques and conventions: **
 * || // **Ruby Moon** //

In the production I saw, the two actors used quick paced banter contrasted with silences to make a normal situation seem strange, which is a convention of Absurdist Theatre.
 * // Stolen //**
 * handclapping game a group of classmates interpretation of the chanting during abouse 1 to show the ignorance of the 'unchosen' children
 * Director used lighting to single out characters: unspoken abuse 1 isolating Ruby and line ups overheads of actors and each blink while they are choosing...shows perspective that the children and the government were 'winning the lottery'
 * transformational acting
 * sillouettes to represnet europeans instead of having them onstage to avoid taking focus away from the cultural australian issue
 * soundscapes (filing cabinent) || // **Ruby Moon** //

Multiple characterisation is a technique derived from the performance style of (Brechtian) Epic Theatre
 * // Stolen //**
 * Vegemite parody
 * Shirley and Snady's story telling - eg. Sandy's Story of the Mungee (Dreamtime)
 * Symbolism of filing cabinent, suitcases and presents helps shows a passing of time from when the children were taken
 * constant movement of beds shows that the children do not have any permancy || // **Ruby Moon** //


 * // Stolen //** ||
 * ** Thematic concerns: **
 * paranoia
 * grief
 * change
 * coping

The sinister atmosphere of the play helps to evoke a sense of the theme of paranoia explored throughout the play
 * Abuse
 * Isolation
 * Racism || // **Ruby Moon** //

In scene five, the character of Veronica Vale introduces the sexualisation of children as a theme, //“If you walk down the street in a little red dress you’re playing with fire”//
 * // Stolen //** || // **Ruby Moon** //

In the wake of The War on Terror, contemporary Western society has become paranoid e.g. The Australian government has unveiled a new advertising campaign that encourages people to report “suspicious behaviour” to an anti-terrorism hotline.
 * // Stolen //**
 * Ruby experiences abuse, rape, trauma, until she eventually goes crazy. || // Ruby Moon //


 * // Stolen //** ||
 * ** Changing artistic, cultural, social and political issues and concerns (context): **
 * Missing Children
 * Stolen Generation || // **Ruby Moon** //
 * Stolen Generation || // **Ruby Moon** //

The repeptitious use of the song Greensleeves reinforces the eerie atmosphere and suggests a new suspect at to end of the play. The disappearance of the character Ruby is reminiscent of cases of missing children such as Azaria Chamberlain, Madeleine McCann, Daniel Morcombe and JonBenet-Ramsey As an audience member I was constantly blaming a new character for the crime as the play progressed. I was left frustrated by the ending when there was no answer, just as the parents of a missing child would feel.
 * // Stolen //** || // **Ruby Moon** //
 * // Stolen //** || **// Ruby Moon //**
 * // Stolen //** ||
 * A** udiences understand and respond ** || //** Ruby Moon **//

**//Stolen//** || //** Ruby Moon **// //** Stolen **// || //** Ruby Moon **// //** Stolen **// ||

This topic explores, theoretically and experientially, modern comic plays from different countries that deal with what is often uncomfortable or suppressed. Students must investigate the nature of comedy and use of humour to confront an audience with human experiences of pain, loss, the controversial or the taboo. In particular, by engaging with the forms, styles, techniques and conventions of the plays, students assess how audiences are affected and whether laughter provides a cathartic experience in this style of theatre. Realism //** The Shape of Things **// Realism || //** October **// //** The Shape of Things **// || //** October **// //** The Shape of Things **// || //** The Shape of Things **// || //** October **// //** The Shape of Things **// || //** October **// //** The Shape of Things **// || (human experiences of pain, loss, the controversial or the taboo) || //** ﻿﻿October **// Pain: //** The Shape of Things **// //** Controversial: **// Bedroom scene performance- under the covers action (movement) and the placement of the video camera. The embarrassment of discussing the bedroom scene as a class. Very uncomfortable. We can imagine as an audience how we would feel seeing it. || //** October **// //** The Shape of Things **// **Loss:** Adam's loss of his friends his identity and his relationship with Evelyn. Picking a fight with Phil in Lounge room scene. Pain: Physical pain of nose job. Pain of realisation of what Evelyn has done. || //** October **// //** The Shape of Things **// Listening to an interview with Neil LaBute he says that the confession Evelyn says in her penultimate scene is actually said to the audience, breaking the 4th wall. Also that the other actors are actually in the audience as well || Dick interrogating Dez even with his stupid disguise, it started as funny then everyone just got creeped out especially when he got really soft and went right up to Dez's ear. (i'm thinking of when Tom and Georgia did it with Miss directing) //** The Shape of Things **// || //** October **// //** The Shape of Things **// Confronting: Bedroom scene - under the covers action and the placement of the video camera. The argument in the lounge room scene. Confronting to audience because of the swearing and yelling. Very high tension scene. || //** October **// //** The Shape of Things **// ||
 * __Black Comedy__**
 * ** Topic description (rubric excerpts) ** || ** Experiential evidence ** || ** Textual Evidence ** || ** Other Evidence ** ||
 * ** Dramatic forms and conventions ** || //** October **//
 * ** Nature of comedy and the use of humour ** || //** October **//
 * ** Thematic concerns **
 * (uncomforatble or suppressed) **
 * Uncomfortable:**
 * Pain:** Angela's sexual harrassment by Dick.
 * Pain:** Dick's interrogation of Dez "
 * Pain and loss** of remembering September 11.
 * Loss** of security and safety from Tim and Angela. Loss of innocence due to contracting Dez's murder.
 * Controversy:** Dez's audacity of inviting himself into Tim and Angela's apartment.
 * Controversy:** Dez's accusation of an affair with Angela and her denial of the affair.
 * Controversial:** Evelyn's spray painting of the sculpture. Her definition of art.
 * Taboo:** Bedroom scene - Evelyn's artist friend eeww!
 * Taboo:** answering the proposal as a no in front of a huge audience.
 * Taboo:** using a human being as an artwork
 * ** Audience Engagement and Cathartic Responses ** || //** October **//