Blue Remembered Hills by Dennis Potter

This term we studied a con, origin whollyy written for television, called begrimed Remembered Hills by Dennis Potter. It is described as a deceptively simple account, the basis for this is that although the plot appears to specify the events of septenary West-Country septenary year olds on a summer afternoon during the Second World state of war it holds a completely different underlying meaning. Over the course of the profligacy the children play and fight as 7 year olds do. However Dennis Potter insisted that the seven year olds be played by adults. His reason for this was that he treasured his hearing to realise the true realities of childhood are not sheer with innocence, which he said himself. He didnt necessity the audience to match to two girls playing with doll with an indulgent ah he did not want people to see the adorable and seemingly innocent side to childhood.From his witness experiences he understood that he had some of the same feelings that he at once ha d a child. He recalls that when walking al 1 in the wrong part of New York he felt almost exactly the same guardianship that I had felt four decades earlier when he had been portlaid by superstar particular bully in the high hedge lanes. He says that he did not want these, or any other, emotions to be distanced by the strawman of young limbs, fresh eyes. And falsetto voices. He precious his audience to be able to feel some sort of resemblance between their experience feelings and those of the fictional characters in the play and these emotions were not all innocent peerlesss. Another reason he chose adults was beca social function he wanted his audience to see how children really played, as they subtly alter their deportment when they are being watched by adults. afterward reading the play carefully we then discussed the themes of Blue Remembered HillsDeath GamesWar Limitations ofChildhoodHappiness Loss of FearInnocenceBullying intimacy Child AbuseWe then narrowed these do wn into four main(prenominal) themesInnocenceGuiltBullyingWarWe then performed a mollify image on each of these four themes. My group had to perform the themes boss around and guilt. Preparing and carrying discover these still images helped us capture the emotions and reactions of the characters involved. blustering(a) GUILTBULLYING Levels were very important in this still image as they helped show the different status of each character. With this in mind, we decided to piss one character on a lower level than the others. This character was rest down curled up, whilst the other was standing in a rangy and confident way towering over him/her. This made it obvious to the audience who was in control of the situation. Also the positioning of the characters was important. We wanted to show how the one being bullied wanted to create distance that that the other wanted to dominate the situation. We did this by having the one being bullied shrinking away shield their face. To show h ow the character in charge was bullying the other they were pointing and express feelings whilst they had a slightly angry expression on their face.GUILT I rear this still image harder to create. We decided to have one character accusing another, whilst the accused character being the centre of attention so as to show they were guilty. Again we found levels very important. To emphasise who in the still image was guilty we had this character on a high level whilst looking slightly scared and anxious. We did this by having this character spiny their nails to show anxiety and standing with hunched shoulders as if to hide their guilt. The other character had an angry expression to show their mood. This character stood a obedient distance from the other as if they were trying to exclude the accused character. after(prenominal) having narrowed down the many themes into four main themes, we were able to use the still images to understand the emotions of the characters. We were able to explore deeper into how children the age of seven would have reacted and behaved in these situations. This helped us greatly when we did work off text.Another way in which we explored the play was with role-play. During one of our first of all lessons our teacher told us to play tag, something that seven year olds would do. At first we felt awkward but soon we were all running around the room. When we halt playing we discussed how we had felt.* thus far though it had been a long since playing tag I found it very invigorating.* Whilst playing I never halt to think just about whether I was tired or not, but once I stopped playing I completed I was very out of breathe.* I was surprised at how much energy I had and how I proceed to feel energised even after I had stopped playing.* I withal noticed how whilst we were playing, there had been no boundaries between any of the students and that we didnt care if the person we were chasing or running away from was a boy or a girl or if they were our friend or not.We then discussed the similarities between our behaviour whilst playing tagand the behaviour of seven year olds. I realised that without any preparation we had already imitated the behaviour of children. I realised how all the actions feelings I had whilst playing tag I had already had when I was seven years of age (this reminded me of Dennis Potters Quote which I included in the first paragraph). I noticed that many of the things I did when role playing, were things that a seven year old would do as well. For example, how I never stopped running or moving even when I was tired and out of breathe.