Revision Questions for Things That Matter

Note: When answering the following question you will want to find and provide physical examples from the production. A physical example is when you describe, with specificity, what is happening on stage at the time. Get down to specific detail, for example, explaining how the actor/performer is standing or moving, how far away from the audience they are, what is happening with technology, where exactly they are in space, etc. The more detail, the better!

DRAMA TECHNIQUES: BODY, VOICE, MOVEMENT AND SPACE:

• Describe how an actor who you found interesting or compelling used drama techniques in moments where they broke the fourth wall.

• Describe how two actors used proximity during a moment of tension.

• Discuss how an actor uses drama techniques during a solo moment on stage. What were they aiming to communicate? What did you understand at that moment?

• Explain another actor’s use of drama techniques and how they created a sense of authenticity within the performance.

• Choose specific moments where you felt the actor used their body, voice, movement and space in combination to create impact, focus or to support an important idea.

• Discuss why you think authenticity is important in a contemporary New Zealand performance

• Thinking about the actors who played Raf and his family:

• How did they use techniques to create their family dynamic?

• How did they use techniques to communicate their history?

• What moments of subtext were important?

• How did an actor use drama techniques to communicate subtext in their performance? Use a specific moment and example to discuss this use of subtext.

• Discuss what you found compelling about an actor’s use of drama techniques in the performance. Choose a specific moment to focus on.

CHARACTER:

• Discuss Raf and what his character communicated to the audience; how did Ian Hughes portray him? Plot his character arc and describe how he uses techniques to communicate this.

• Discuss the purpose of the characters Leon and Roza:

• What impact do they have on the narrative, as well as the audience and actors' relationship?

• How does the actor's use of techniques communicate their purpose in the performance?

• What was the purpose of the Minister of Health in the play? Why are they integral in this particular story and what do they make you think about?

• Explore the ensemble: what purpose do the patients brought into Middlemore serve in the narrative?

• What was the purpose of each of the characters in the play? Construct notes for each character in the performance around the following bullet points:

• Actor’s use of drama techniques to communicate the character

• What did you understand about the characters and the story?

• How they challenged you as an audience member

• How subtext was used in a specific moment to communicate an important idea.

DIRECTOR/DESIGNER CONCEPT:

• Discuss how technology or design was used during ensemble medical scenes? What do you think was at stake within the scene?

• Discuss the purpose of the performance and how the themes or ideas link to what is happening in the world; socially, politically or historically. Link your ideas to specific moments or examples from the performance.

• How did the way the performance was realised, impact the style of delivery of the narrative/story?

• How does the content of the play challenge and serve the audience?

• Discuss how the director brought the story to life using Drama Components - Elements, Conventions, Techniques and Technologies.

• What do you think Polata’viao is asking you to think about in the way she has directed Things That Matter?

• How did the acting and staging choices affect you as an audience member?

• What was the impact of the way the design, directorial and acting choices worked together? Choose a moment that surprised, shocked or excited you to talk about.

• Discuss why the use of strong sound and lighting design was integral to this performance?

DRAMA CONVENTIONS - STRATEGIES ESTABLISHED TO MAKE MEANING AND CONNECT TO WIDER CONTEXT:

(NB - make sure you are familiar with what the established Drama Conventions are by discussing this with your teacher)

• Identify a moment in the performance where Drama Conventions were used to create focus, mood or atmosphere:

• Explain how the convention or combination of conventions were used in the performance

• Discuss the impact of the use of the convention or combination of conventions in this moment

• Discuss how meaning was created for you, as an audience member, in this moment

• Discuss how the use of a convention or combination of conventions in a specific moment helped you think about the big ideas and themes of the play.

• What was the wider context (socially, historically, politically or geographically) that this moment linked to?