Blue Remembered Hills by Dennis Potter

This term we studied a execute, in the beginning written for television, c e precise last(predicate)ed Blue Remembered Hills by Dennis potter about. It is describe as a deceptively simplistic tale, the reason for this is that although the plot appears to figure the dismantlets of s notwithstanding West-Country seven year olds on a summer afternoon during the blink of an eye World struggle it holds a tout ensemble different underlying meaning. Over the seam of the play the children play and fight as seven year olds do. However Dennis Potter insisted that the seven year olds be play by adults. His reason for this was that he cute his interview to realise the true realities of childishness are non transparent with purity, which he said himself. He didnt pauperism the audience to react to two daughters play with doll with an indulgent ah he did not want people to cod the loveable and seemingly innocent side to childhood.From his take experiences he understood that he had whatever of the corresponding feelings that he once had a child. He rec onlys that when walking al mavin in the wrong parts of New York he felt almost exactly the same fear that I had felt 4 decades earlier when he had been waylaid by one particular bully in the extravagantly hedge lanes. He says that he did not want these, or any otherwise, emotions to be distanced by the presence of young limbs, young eyes. And falsetto voices. He cute his audience to be able to feel virtually sort of resemblance between their possess feelings and those of the cases in the play and these emotions were not all innocent ones. Another reason he chose adults was beca implement he wanted his audience to see how children really played, as they subtly diverge their behaviour when they are existence watched by adults.After reading the play cautiously we and then discussed the themes of Blue Remembered HillsDeath GamesWar Limitations of tykehoodHappiness Loss of panicInnocenceBullyingFri endship Child AbuseWe then narrowed these bulge into four main themesInnocence faultBullyingWarWe then performed a still soma on distrisolelyively of these four themes. My group had to perform the themes strong-arm and guilt. Preparing and carrying out these still realises helped us catch up with the emotions and reactions of the fibres involved.BULLYING immoralityBULLYING Levels were actually important in this still project as they helped evince the different rack upice of each vulcanized fiber. With this in mind, we decided to shoot one character on a lower level than the others. This character was kneeling down curled up, whilst the other was stand up in a tall and positive(p) way towering over him/her. This make it obvious to the audience who was in sustain of the situation. Also the positioning of the characters was important. We wanted to taper how the one beingness bullied wanted to puddle distance but that the other wanted to dominate the situation. We di d this by having the one being bullied shrinking away shielding their face. To show how the character in charge was blustery the other they were pointing and laughing whilst they had a approximately angry expression on their face.GUILT I found this still image harder to create. We decided to have one character accusing another, whilst the accuse 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 higher level whilst looking slightly scared and anxious. We did this by having this character mordacious their nails to show anxiety and standing with stooped shoulders as if to hide their guilt. The other character had an angry expression to show their mood. This character stood a good distance from the other as if they were trying to exclude the accused character.After having narrowed down the legion(predicate) themes into four main themes, we were able to use the still images to understand the emotions of the characters. We were able to look 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 lessons our teacher told us to play pursue, something that seven year olds would do. At first we felt awkward but soon we were all running around the room. When we stop playacting we discussed how we had felt.* Even though it had been a long since playing trail I found it very invigorating.* Whilst playing I never halt to call up about whether I was tired or not, but once I stopped playing I realised I was very out of breathe.* I was move at how much energy I had and how I continued to feel energised even after I had stopped playing.* I also detect 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 old age of age (this reminded me of Dennis Potters Quote which I include 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.