A Streetcar Named Desire Critique
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Instructions:
A Streetcar Named Desire Critique
Description
Cinema- Understanding motion pictures
Use the concepts of Acting techniques in explanation (Classical, Chekhov etc) and dramatization
Do not use a lot of parenthetical sources. Please follow the format and write honest review. Please go through the rubric attached. Thank you.
A Streetcar Named Desire
The principal actors in this film (excepting Vivian Leigh) are from the Actors Studio (Group) in New York, where they were trained in the “method” school of acting (others included James Dean, Marilyn Monroe, and Dennis Hopper).
Per your readings, method acting is a style of acting in which an actor tries to understand and feel the emotions of the character he or she represents, to draw from their own inner experience and imbue the character with the reality of feeling, as opposed to putting on the “mask” and uttering the lines. Virtually, overnight the “classical” acting style, with its perfect elocution and sophisticated leads, gave way to a more naturalistic and earthy performance that made past performances seem almost artificial.
Prompt: Analyze and evaluate the acting and dramatization (select at least two principle actors) in terms of how effectively the portrayals evoke the theme using the template link below as a guide.
Consider:
What do the two character you discuss represent in regard to the theme? How do the performances establish these representations. How do the performers reveal inner motivation, psychology, characterization through expression, body language, gesture, dialogue delivery, etc.
How do the performers act/react to each other, or when they are not the main focus of the scene and how do these interactions between these particular characterizations create the conflict.
Be sure to cite specific scenes/moments to support your views.
A Streetcar Named Desire Critique
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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