'Too Much Punch For Judy'
Our last task in drama was to create a piece to 'mark the moments' in the play 'Too Much Punch For Judy', which tells the story of two casually drunk girls and their car crash.We chose to mark the moments in the play that we thought were most significant and would engage and inform the audience of the plays general plot most successfully. The structure of our performance was as follows:1. General introduction to the story by way of narrator This scene involved just one character on stage that was not involved in the play explaining the background of the girls and telling the audience of the car accidents. We chose to put this scene at the beginning because it was very informative, we thought this would help to make the rest of our performance flow and help the audience understand each segment as they were performed. The lighting for this scene was a single spotlight, we chose this because it helped the audience understand that this character was separate from the performance and would act as an observing figure throughout the performance. The speech type of this informative section was very formal and factual, we thought this would add more of a shock in the audiences reaction tow hat was being said, we also chose this as
The scene involves a lot of merry comedy and cheerful behaviour, we chose to place this scene after the crash as we thought that this would act as a very great contrast to the feeling to the last scene, and as the audience know the outcome of the "night on the piss", this dramatic irony made all jokes that would usually make the audience laugh, seem un-humorous as the audience knew that the characters recklessness would result in their death. My favourite parts of the play were the blackout during the car cash and the epilogue, as I thought these were the most emotionally effective sections of the piece, had we spent more time developing other sections of the piece as well, it could have helped the strength of our performance. We realised we could link the music quite easily in with the scene by making it apparent to the audience that the music came from a stereo in the car. This was done to make the audience feel shock at the scene and a discomfort at what had happened. As the argument between the sisters got more tempered and stressful, the music grew louder and louder, this continued until an immense feeling of chaos was created, then when the music stopped it became obvious to the audience that the crash had happened, and the lights came up on the bodies of the two girls. EpilogueThis ending epilogue spoke of what happened after the accident, another crash, where the survivor of the last crash was to blame, and as a result of drug and alcohol abuse. Like the opening introduction, this epilogue was spoken in an emotionless and unforgiving tone, which for the same reasons as in the introduction provoked a reaction of shock. We tried to make it obvious that the sisters were drunk through the language and slur on all speech in the scene. The lighting for this scene was full lighting for the whole set, we thought this would symbolise the reflection on the entirety of the past happenings that the monologue talked of. We did this by keeping the performance in blackout while the sisters drunkenly argued their way into the car. It was commented in feedback from the audience that this worked and that the darkness created uncertainty, which made the display of the bodies more shocking when the lights came up. We used the song, 'perfect day' by Lou Reed in this scene, we thought that the lyrics and theme of the song would be ironic to the situation on stage and that this would create tension in the audience. The lighting was also the same for the introduction, a spotlight, to represent the separation and observation of what happened in the performance.
Common topics in this essay:
Lou Reed,
Punch Judy',
,
audience understand,
monologue character,
help audience,
chose scene,
help audience understand,
performance blackout,
character feelings,
car crash,
scene scene,
lighting scene,
unforgiving tone,
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Acceptance Essays
