Live Theatre Evaluation Essay Example for Free

Live Theatre Evaluation Essay I went to see the production ‘Blood Brothers’ at Wycombe Swan Theatre on the 24th April 2013. Blood Brothers is a musical about twin brothers Mickey (Sean Jones) and Edward (Mark Hutchinson) separated at birth who both find each other again and become blood brothers, but find out they’re brothers right before they die. Before I saw the play, my expectations were it was going to be boring and just plain acting, which I do not like. I was quite surprised to find out it was a musical. I was quite looking forward to see how they used the script to make it happy, sad or funny at times. When I looked at part of the script in class, I didn’t really understand what was going on The type of stage used was a proscenium arch which is looking through the fourth wall, which made the production effective because we could see what they were doing but they didn’t know the audience was there, which made it more naturalistic. The stage was also set up as a quite worn down estate, there was a wall with graffiti on in the background which made it look like it wasn’t a very nice area to live in. The lighting also helped create the effect by making it quite dark, dim and dirty. In the second part of the play, they moved to the country (Ms Johnstone, Mickey, Linda, Sammy etc. ) Which was much cleaner and a nicer place to live. They showed this by making the lighting brighter and whiter, changing the backdrop to a field and when Ms Johnstone hung her sheets on the line, they were much whiter and cleaner which represents peace and happiness. Costume represented the actor’s characters a lot during the play for example, Mickey was from a rough and dirty background so his clothes were dirty, ripped and stretched throughout the play, whereas Edward’s clothing were very smart and well looked after. Another key moment to represent Mickey and Edward’s friendship was that when Edward and Mickey first met, Mickey could pull his sweatshirt all the way over knees, because he played around a lot, and Edward couldn’t because he was seen as a ‘Mummy’s boy’ and listened to his Mother a lot. The closer Edward and Mickey got, the more Edward was coming away from his Mother and listening less to what she said. For example, when Mrs Lyons shouted at Edward he pulled his jumper right over his knees and also said to his Mother â€Å"You’re a fuckoff† which is very rude and not something a posh 8 year old should say.

Catcher In The Rye :: essays research papers

In The Catcher in the Rye, J.D. Salinger used symbolism throughout the novel. Four major symbols were the ducks, the Museum of Natural History, the hunting hat, and Jane Gallagher. They all represent Holden in a way, and Salinger uses these symbols very well. While Holden is wandering around New York City, he asks many people about what happens to the ducks in the pond when it freezes. I think this really symbolizes Holden. He isn’t really wondering about the ducks, he is wondering about himself. He wants to know what will happen to him when the weather gets really cold. He wants to know if he will have to go home, because he is really afraid to. This relates to the theme of going home, which is a recurring theme during the novel. The novel is basically his slow return to his home, and he is wondering whether he should go home or stay outside and freeze. The other two symbols, Jane Gallagher and the Museum of Natural History, both represent the theme of the past. Jane Gallaghe r was an old friend of Holden’s, and he mentions her many times during the story. He mentions that he will call her, but he never gets the nerve to. She is an important part of his past that he misses a lot, and he wants to go back and be with her again. The Museum of Natural History represents a different aspect of his past. While Jane Gallagher makes Holden want to return to his past, the Museum of Natural History sort of changes his mind. He remembers how he used to go there all the time, and how he was different, but the wax figures were always the same. He realizes that he can’t go back in time, because he is not the same as he used to be. He also realizes that he will never be the same as he used to be. One other important symbol is Holden’s hunting cap. I think that his cap represents security. He always seemed to be wearing the hat and every time he puts it on, he always mentions how it makes him feel better. It also represents his individuality. It make s him seem to be different from others since he is the only one to be wearing such a hat and people thinks that it is quite odd when they saw him wear it.

CELTA Assignment: Southern Cross Teacher Training

Southern Cross Teacher Training Cambridge University CELTA Skills Assignment |Name |Submission date |Word count | | | | | |Signature to confirm the assignment is your own work | | | These are the criteria by which this assignment is assessed.Before submitting the assignment, double check to make sure you have specifically addressed each area of assessment sufficiently. |Criteria |Trainer Comments | |Correctly use terminology that relates to language | | |skills and sub-skills, e. g. make sure a task you | | |design and name as skim reading is indeed a skim | | |reading task. | | |Relate task design to language skills development, | | |e. . make sure you provide a rationale for each task| | |(e. g. why is the initial task a reading for gist? ). | | |Find, select, and reference information learnt about| | |skills development from one or more sources. | |Use written language that is clear, accurate and | | |appropriate to the task. | | | | | | | | | |Pass 1st submission | Resubm ission required | | | |Fail | | | | | | | | | | | | Skills Related TasksSection 1: Justification of text The text that I have chosen, a critical review of ‘Harry Potter and the Deathly Hallows: Part 2’, has the potential to be hugely engaging and I could create a very interesting and enjoyable lesson based from it. The film itself is very dramatic and universal to all audiences, and the text depicts this clearly. This allows learners to read the language on offer and use the video trailer in the lead-in as contextual background.Using a film review format, a format that the learners will be familiar with, means that there will be greater focus on the reading skills of the learners, as they maybe put off by an unknown format, such as a legal document or medical journal. In addition the format of a film review is one that all learners would have seen before in a ‘real-world’ context and therefore understand the purpose and delivery of this text. As the film is recent and the whole series of films and books are a worldwide phenomenon, learners may appreciate the relevance and understanding of the basic plot and characters in the film.This maybe an advantage than teaching a previously unknown book or film as extra class time may be required to explain the synopsis and context to the learners. As a film review, the text is specifically designed to inform and entertain the general public about the film in question. This means learners will hopefully enjoy reading the text and will be interested to find out the opinion of a professional film critic, and perhaps compare that to their own opinions of the film.I will get the learners to use their own opinions of films by asking them to write a film review of their own. The learners can use the given text as a film review model so that they know what sort of lexis, register and structure to use for their productive task. This task will allow for free practice, however with a modeled example and a lso practice on forming critical opinions. Section 2 – A means of developing receptive skills and sub skills I will be trying to develop the learners’ reading skills.I will vary the activities so sometimes they maybe reading for certain facts, or reading in depth for a full and detailed understanding of the text. The first task I will give the learners will be a simple and straightforward ‘gist-task’ where learners have to confirm their predictions they made in the lead in task. Learners will be reading for specific information so may not read the full text in detail. This type of ‘gist-reading’ or reading for basic understanding will hopefully get the learners engaged in the text and get them understanding the context of the text.Reading for pre-defined material is another subskill that I could use this text to develop, as Harmer states in Practical English Language Teaching[1] how vital â€Å"extensive reading for the development of our stu dent’s word recognition† is. He thinks that â€Å"students need to be involved in both intensive and extensive reading† and hence the reason why the gist task I have chosen focuses on extensive reading and the detailed task does so on intensive reading.I would ask learners to read again and set some basic comprehension questions, perhaps in a true/false format or multiple-choice format. They will then have the opportunity to confirm this by pair comparison and open class feedback, accompanied by delayed error feedback. Using both types of reading techniques helps to improve both types of reading skills, which is something that learners will need for practically using English outside of the classroom. For a lead-in to this text I would initially show the class the trailer of the film.This will give a good engaging context to the lesson and all learners, irrespective of those who have seen the film, are on a the same level of pre-existing contextual knowledge. This means a greater focus on reading skills and language can occur, rather learners being confused about the plot and characters. I could perhaps use the trailer to elicit predictions form the learners about what happens in the film. I would then go on to elicit predictions about the success of the film and whether it was it would get a positive or negative review.Learners will then be thinking about their own opinions of the film and would find an authentic film review very useful to compare their own ideas. This would then lead straight into me handing out the text and asking learners to complete the gist task. This lead-in should aim to get learners thinking about Harry Potter and then subsequently on the topic of film reviews and critical opinions. As this document is a published in an international newspaper there are a few words that will need clarification for intermediate learners.I plan on highlighting five previously unseen words that are crucial for understanding of the text and not possible for their meaning to be deducted from the context. Only after the gist task will I go to elicit the meanings from these words, perhaps using antonyms, connotations or example sentences, as most of the complex lexis in the text are adjectives. Using these type of methods to clarify meaning I will hopefully be able to increase the knowledge of the learners while giving the learners a higher level of detail in their comprehension.For example I would have to clarify the meaning of ‘grim’. In order to do this I explain it was the antonym of happy/cheery, it is usually meant to describe desperate/bleak situations, and show an example sentence such as â€Å"it was a grim situation when the engine stopped†. If the learners were having further problems with the lexis other than the five specific words, I would write some synonyms on the board. This will allow learners to be able to understand the entirety of the text as well as expand their vocabulary.Th e varied comprehension activities that focus on developing different types of reading skills are attached. The first task (Question 1) is the initial gist question, where the learners have to guess the probable title and subtitle of the text. This means the learners will have to read the content of the text quickly to find out what the theme and approximate content of the text. In addition I asked the learners to write the title in the same style as the text is written, therefore meaning the learners have to scan read quickly for what sort of the language the author is using.This is backed up by the familiarity of the type of text and the content, which gives learners a deeper contextual background. Even if the learners are unsuccessful in guessing the title and its form the pair work comparisons and controlled open class feedback will allow learners to be exposed to other learners ideas and language. Then I would move onto the detailed comprehension task. Once the learners have rea d the text once for the gist task they will have to go back and read it after reading the detailed questions (Question 2).The detailed comprehension questions results in learners having to read the text in depth. However the information in the questions are predefined information that directs the learner to the specific part of the text to read in detail. The learners should be able to complete this task individually but if there are any learners struggling I can pair them up with a stronger partner for the learner-to-learner feedback. After that is complete I will get the learners to mark their own answers by using the key.This is often one of the best way for learners to see their own errors and more importantly why the made the error that they did. After this I would bring the class together again in open class feedback and go through any of the harder questions and explain why the learners made the errors they did. Section 3 – Developing productive skills and sub-skills I am aiming to develop the writing skills, in particular the draft writing skills of the learners. The text I have chosen is a model of a film review, so I am going to ask the learners to write their own film review about a film they have seen recently.Therefore the learners know what type of language, register and lexis is needed to write a film review. The learners will need a good level of writing skills because, as Jim Scrivener in Learning Teaching[2] backs up, â€Å"many learners have a specific need to work on writing skills† and â€Å"writing involves a different kind of mental process, there is more time to think, to reflect, to prepare, to rehearse, to make mistakes and find alternative and better solutions†. After finishing the reading task I would get the learners to write down five different opinions they had about their chosen film.This preparation time would allow learners to formulate ideas and more importantly how to convey them, while also allowing the m to collect their ideas together without being under pressure. From the step I would then set a time pressured situation where the learners have to come up with a draft version of their review. The benefit of this they will not focus on grammar and language but on the actual content. In addition the time pressure means the actual draft writing skills of the learners will improve, as under no time pressure the learners could write an accurate film review but not increase their skills.The next stage would be to give the learners an opportunity to self correct their work. In this step they would focus on grammar and language mistakes. If they can recognize their own errors without prompting then this is an improvement in their writing skills, as they would have to know the correct language to identify a mistake. This also makes them aware of the errors they are making themselves so in future they can get it right first time.Depending on the practicality of the classroom layout, I woul d either put the film reviews on the wall and have the learners read each other’s in a gallery type format or have another learner read their review. This means other learners have the opportunity to correct other learner’s work and the errors that were not spotted in the first self-correction will be made obvious to the learners. I would finally finish the class with some open class feedback and delayed error correction. Again this adds to the learners writing skills development, as it is obvious where the learners can improve

Identifying The Real Risk Of Children Essay - 1939 Words

Identifying the real risk to children New Zealand is constantly rated in one of the top locations to live in the world. We were at the forefront of woman getting the vote, have beautiful scenery and recently was votes top of a social progress poll. However, behind this great kiwi image we still have one of the worst family violence rates, and even worse, one of the highest child maltreatment statistics. On average 10 children a year a killed. There are 27,000 – 30,000 CYF referrals/year. It is estimated about 9,000 NZ children are traumatized, abused or neglected each year. The issue is not simply a family law or enforcement issue but a problem of the NZ society in general. How did we end up here? When it comes to human rights New Zealand prides itself in being a huge advocates. Why then when it comes to protecting our children, the most vulnerable humans of all, we fall short. Article 19 of the United Nations Convention on rights of a child states the duty â€Å"to protect the child from all forms of physical, mental violence, injury, abuse, neglect, maltreatment, exploitation, sexual abuse, neglect treatment†. The sad truth behind our troubling child abuse statistics is that it is normally those closet to the child that are miss treating them. There is socially something terrible wrong when the ones who are meant to protect you are the ones hurting you. The most troubling of all is when a parent kills their child. The act of a a parent killing a son or daughter is referred toShow MoreRelatedEvaluation Of The Refugee Crisis921 Words   |  4 PagesThe Model of Inquire will examine the refugee crisis in Turkey by identifying various possible so lutions, analyzing its contextual content, identifying possible barriers as well as identifying necessary resources, identifying its consequences and assessing the overall content. 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