BGE Performance EvaluationDrama Department

Learning Intention:

To develop my evaluation skills; with a focus on set, costume, make-up and acting.

Success Criteria

I can use correct terminology for each production area (set, costume, make-up and acting).

I can identify key moments of action within the performance.

I can describe the ways each production area was used in each moment.

I can explain the impact that the performance had on the audience.

Task 1:

Choose one of the following productions to watch on Drama online:

Peter Pan:https://www.dramaonlinelibrary.com/plays/peter-pan-bristol-old-vic-nt-iid-190789

Treasure Island:https://www.dramaonlinelibrary.com/plays/treasure-island-nt-iid-190788

You will need the following Log in details: (make sure you include the comma)

Username: 0Rv&9Jx, Password: 2Jd&6Il*

As you watch the show, look for the various technical equipment and theatrical techniques used in live theatre to communicate to the audience. You will focus this evaluation on set, costume, make-up and acting. Help Sheets are on P.4-7 of this guide.

Evaluating means making judgements about the effectiveness of the production. Your evaluation of the production will be written.

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Task 2:

Write a paragraph with a brief introduction about the production you watched. Use the help

box below.

Which show? Peter Pan OR Treasure Island

What theatre company?

Bristol Old Vic and National Theatre (UK)

OR National Theatre (UK)

Who wrote the play?

Novel written by J.M Barrie, adapted into a play by the Companies

OR Novel written by Robert Louis Stevenson, adapted into a play by Bryony Lavery

Who directed the play?

Sally Cookson OR Polly Findlay

Who designed the production?

Designer- Michael Vale

Costume designer- Katie Sykes

OR Designer- Lizzie Clachan

Who performed the characters?

Wendy- Madeline Worrall; Peter Pan- Paul Hilton; Tinkerbell- Saiket Ahamed; Hook/Mrs Darling- Anna Francolini

OR Jim- Patsy Ferran ; Grandma- Gillian Hanna; Long John Silver- Arthur Davill

Task 3:

Now write a summary outline of the story. You can look up the NT website to read the blurb used for the show. Include:

Who are the key characters? What are the main events of the story?

Task 4:

Select four or five key moments from the production to describe in your evaluation.

Write these down in order that they happened in the story.

You can include, important moments in the action, any moment that you found interesting OR shocking OR tense OR exciting.

To help you think about which moments to choose, watch the support videos (see web-links on final page)

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Task 5:

Think about the way(s) that set, costume, make-up and acting were used for each key moment

Now create a table for each key moment in the performance that you felt the production areas was successfully used.

Scroll down to see resources that explain the language you should use for each skill; more examples and more tasks.

EXAMPLE: 1) Identify the

moment?2) Describe how the skill

was applied in this moment?

3) Explain why you enjoyed/not enjoyed the moment? (Try and include the impact of the skill on your experience)

When Peter Pan was teaching

the children to fly in the bedroom.

Skill: SetThere was a large white bed

C.S. pointing towards D.S.R, it had white pillows, and white

sheets and a colourful patchwork quilt upon it. Peter

climbed onto the bed, wrapped Micheal in a large white sheet,

and attached it to the fairy string and when the actor was on his front in the sheet he was

flown towards the flies.

When the actor was up high, above the stage, this was a

thrilling moment because seeing him actually be flown made me

want to experience the adventure of flying to a new

place.

Skill: Costume…

Skill: Make-up and hair…

Skill: Acting…

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Set Design Terminology

Set Scenery used to show where a drama takes place.Backcloth Canvas cloth, which covers the back of the stage: can be

painted.Cyclorama The back wall of the stage, which can be painted or lit. Flies Area above the stage from where scenery/actors are flown in on

pulleysFloorcloth Canvas cloth, which covers the floor of the stage: can be painted.Revolving stage

Area of the stage which turns in a circle

Set prop An item placed on the set, usually part of it e.g. a lamp, clock, picture

Trapdoor A door in the floor where actors or items may exit or enterTrucks Piece of scenery on wheels for ease of movement

When describing the set that was used on stage, it is useful to use the stage areas in your description. You can use the initials to mention a specific area (for example, use C.S. for Centre Stage) This helps paint the picture for the reader.

For exampleThe set designer transformed the stage into a large 1800’s ship by slowly revealing 3 layers (stretching from U.S.R to U.S.L), a sail, the wheel, ropes, barrels, various rooms and the galley from under the revolving stage. The deck and the Captains quarters rose high but the galley was low, this is where Jim was sent. This communicated the status difference between the Captain and the crew

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AUDIENCE

(including Jim and Long John Silver). I felt annoyed that Jim was denied her dreams and understood her frustration and anger.

Costume Design Terminology

CostumeClothes worn by actors for their character.

Clothing Colour Pattern Quality LengthTattooed long

sleeve topVarious Ships, rib cage,

skulls etcFull arm

3 piece suit Green plain Creased Full lengthPyjamas Red and white Thick stripes crushed Full length

Shirt/blouse Purple Paisley “Broken down”Stained (inc. with what)

FadedFrayed

DistressedTorn

CroppedDress Red Flower Mini

Trousers Blue Striped (thin or thick)

Floor length

Shawl Orange Psychedelic swirls

Three quarters

Jacket Cream Gingham LongCoat Green Spotted Pressed ShortHat Gold stars Creased

Wooly Bobble Hat

Red, grey, black

Horizontal stripes

Good

When describing costume, be as detailed as possible, consider colours, patterns, length and quality

For example

Billy Bones wore a worn brown leather waistcoat, a light brown short sleeved shirt open to the belly; this exposed a long-sleeved top with brown and black tattoos printed on it. The pattern was of a rib cage, a heart, ships, skulls and others’ bones. This design concept showed that he was a dangerous pirate and helped to create a scary mood and atmosphere.

Hair and Make-up Terminology Resource

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Hair and make-up can communicate so much in a production; here are a few things to consider:

Time period (1920s, 1960s etc)Living conditionsCharacter health

Character history and emotions

Costume can communicate a lot within a play.

Time (morning, 1800s, 1980s)Activity (playing football, salsa dancing)

Place (school, hospital)Mood and atmosphere (scary, safe)

Character information (age, health, job, hobbies, status)

Look at my hat, what job would this character have? And what status does it communicate?

Hair and Make-up

Equipment Effects TechniquesFake blood Brushes

(variety)Bleeding Scarring Smeared

Nose/scar putty Powders/ shadows/ crèmes

Enlarged nose Bruising Shading

Foundation/base

Liners Rosacea Spots Highlighting

Wig Skull cap Enlarged features

Baldness Blended

Stipple sponge Stubble Broken capillaries

Smudges

Crepe hair Tooth varnish Aging Lost tooth

For example:

The make up designer created the pirate look for Billy Bones with brown, curly crepe hair braided and glued to his chin and a dark red crème over scar putty, to create a large slash of scar tissue on Billy Bones shaved head. This showed that he had been in a dangerous fight making him a threatening character to Jim and their Gran.

Another example:The make-up designer turned the loving Mum into evil Captain Hook by using a long, black and curly wig. Then used a white foundation, with black eyeliner, dark red lipstick, a faint red blusher and a large black mole. This change from the loving mummy to evil Captain was successfully shown and made me concerned about what the Captain would do to the children.

Acting Terminology Resource

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Hair and make-up can communicate so much in a production; here are a few things to consider:

Time period (1920s, 1960s etc)Living conditionsCharacter health

Character history and emotions

Time to describe the acting in the performance. You MUST use suitable adjectives alongside the

voice and movement words to successfully communicate the performance.

The language is vital in future assessment across ALL levels and when you act and/or direct.

Acting Concept Word Bank 

Voice  Adjectives  Movement  Adjectives Pace  Fast  Facial expression  Happy 

Slow  Angry Tone  Happy  Proxemics  Close 

Angry  Distant Volume  Loud  Eye contact  Holding 

Quiet  Avoiding Register  Formal  Posture  Slouched 

Informal  straight Pitch  High  Gait  Staggering 

Low  brisk Clarity  Poor  Mannerism  Biting nails 

good  Fidgeting with hairEmphasis  On word or phrase, not 

an entire sentence Use of levels  High 

Equal low 

Fluency  With  Gesture  Fist Without (stammer)  pointing 

For example:

The actor communicated fear when Jim found out that Long John Silver was the one-legged man they had been warned about. They used a scared facial expression, holding eye contact with Silver, a straight posture and a slow speed. They also spoke with a scared tone, without fluency as they stammered when they spoke, they stood C.S.R. and Silver stood D.S.L. keeping a distant proxemics and they held a knife out in front threatening him. This created tension and made me nervous because I did not know how the pirate would react to Jim.

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Task 6:

Read over the work you have done so far and complete the following checklist.

Task 7: OPTIONAL FUN!!!

Can you look through your wardrobes and recycling materials and recreate a costume for one of the characters from the production you watched. You can be creative and change it into something new and different.

Dress up as your character and can you even add some make-up? (Look at the support videos for ideas)

Make sure you take photos and upload them to your online jotters.

Task 8: MORE OPTIONAL FUN!!!

Using some recycling materials can you create a prop for the production you have seen. For example, a sword made from cardboard for a pirate or a hook for Captain Hook.

(Look at the support videos for ideas)

Make sure you take photos and upload them to your online jotters.

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Check your work Have you used a minimum of 3 words that are specific to each production skill?Have you identified at least 4 key moments?Did you explain in detail how the production skill was used?Have you included an audience reaction?

SUPPORT VIDEOS:

Official Introduction to Treasure Island| National Theatre at Homehttps://youtu.be/fLzbNrvM9Qc

National Theatre: Staging Treasure Islandhttps://youtu.be/FkyrDyuUkRI

National Theatre: Fifty Years of Costume

https://www.youtube.com/watch?v=bgxcWne7uzg

Costume, Wigs and Make-up at the National Theatrehttps://youtu.be/aLROmAKAUyo

How to Dress Up as a Pirate |Treasure Island: National Theatre at home https://www.youtube.com/watch?v=PNU4sBtH0Lk

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