Using+evidence

Evidence is derived from the **// experience //** of the play, from the text and from the context in which the play was written and performed.
 * Using Evidence**

Experiential evidence: Students may relate their experience of the play as maker or audience as evidence in written responses. Textual evidence: This includes evidence drawn directly from the text itself such as quotes from the dialogue or explanations of production elements Other evidence: This may include social, historical or cultural evidence forming the context of the play.

Performance Styles || // Ruby Moon // 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 || // 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 || // Ruby Moon // In the Daniel Morcombe case, a mannequin dressed as the missing boy was placed under the bridge where he disappeared. || Thematic concerns || // Ruby Moon // The sinister atmosphere of the play helps to evoke a sense of the theme of paranoia explored throughout the play || // 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”// || // 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. || Dramatic forms 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. || // Ruby Moon // The play uses the Brechtian technique of multiple characterisation to introduce the audience to the neighbors of the street and develop the narrative || // Ruby Moon // Multiple characterisation is a technique derived from the performance style of Brechtian Theatre || Changing artistic, cultural, social and political issues and concerns || // Ruby Moon // 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. || // Ruby Moon // The repeptitious use of the song Greensleeves reinforces the eerie atmosphere and suggests a new suspect at to end of the play. || // Ruby Moon // The disappearance of the character Ruby is reminiscent of cases of missing children such as Azaria Chamberlain, Madeleine McCann, Daniel Morcombe and JonBenet-Ramsey ||
 * Topic description (rubric excerpts) || Experiential evidence || Textual Evidence || Other Evidence ||

Wasn't sure where to post this, but if anyone has anything else they think of, include it :) – consisted of personal experiences of the issues such as isolation, racism and loss of identity || · Jimmy behind bed stand, creating an image of him being behind bars (jail) · Opening Image: lined across stage, staring into audience, suggestive of many stolen children waiting for their parents || Talking about the environment
 * Stolen Table**
 * Topic Description || Experiential Evidence || Textual Evidence || Other Evidence ||
 * Performance Style
 * Contemporary Australian
 * Takes elements from Epic, Indigenous, Absurdism || **Epic Theatre:** (breaking in and out of character onstage). The workshop when we went onstage as ourselves (out of character) then whilst in front of the audience would get into character
 * Indigenous:** storytelling to each other (our story) || **Epic Theatre:** Opening scene – stage directions
 * Indigenous:** Story of Mungee (pg 10) ||  ||
 * Thematic concerns
 * Stolen Generation
 * Abuse
 * Isolation
 * Racism || Performing a summary of an Aboriginals experience about being a part of the stolen generation (in separate groups) || * Ruby experiences abuse, rape, trauma until she eventually goes crazy.
 * Sandy – a rape victim (SV)
 * Anne received a ‘good’ life but still experiences a loss of identity || * “Bringing them home” (video)
 * Dramatic forms and conventions
 * Contemporary Australian (dramatic form)
 * Multiple characterizations || **Contemporary Australian** images:
 * “The earth was very hot and in the dry season it would make all the waterholes dry up” – pg 10 ||  ||
 * Changing artistic, cultural, social and political issues and concerns
 * Loss of culture/identity
 * Abuse of power over Aborigines (human rights/racism) ||  || “I thought they’d live in the country or in the outback or something. But they were in a housing commission flat…” || Context: Dispossession of land and sacred sites etc
 * Mabo
 * Landrights ||