Interpretation of characters’ personalities and goals

In an essay of three to four pages, you will design the look for your production of Oleanna.
Pretend you are the director for a production of Oleanna. Explain how you would use either costumes and
make-up, or sets and lighting, to convey your interpretation of the play to the audience.
Start your essay with an explanation of the theme or main idea you want to bring out in your production. Do not
give a plot summary. Instead, explain what your interpretation is of the characters’ personalities and goals in
the play. Then, think symbolically as to how the costumes and make-up, or the set and lighting, will reflect what
you are trying to tell the audience.
Be sure to explain WHY you made these choices (i.e. why is Carol wearing white and John in gray?). What is
the symbolic meaning behind your choices?
Oleanna has three acts. Reexamine your ideas for each act. How have things changed? Have costumes, set,
lighting, etc. reflect that change.
Remember to think in terms of color. Also, for costumes, make-up and hair count as part of the costume. As
each act takes place on a different day, characters should change clothes.
The physical set will not move (the walls of John’s office, his desk, etc.), however, items around the room can
change. Things on the wall, on the desk, on a bookshelf, shades or curtains on a window, etc. Plan out the
office first, then think about how it will change each act.

 

Sample Solution

e: Employment, Affordability, Age, Learning Advances, Employer Perceptions and Burning Out. Underneath said concerns, descriptions are stated involving information that may not be known by future learners. However, in addition, Sabell also notes information that gives awareness of how to address and overcome said concerns. ‘I’m too old to study’ shows ones age as a negative barrier. Whereas, ‘age is their greatest advantage,’ attains a positive quality and illustrates their experiences of the world and their knowledge gained from the importance of learning. This piece of research is dated from 2017 and is considered relevant and fairly up to date. Also, the source reference of this article is from The College for Adult Learning, reassuringly confidence is given in that the knowledge and information published is creditable, as it’s from an educational setting.

According to Caschera (2013), the three biggest challenges facing adult learners are balancing school and life, accessibility and costs. The realisation of how time management is essential when deciding to enter or re-enter education is evident in all aspects of living. ‘The Balancing Act’ is detrimental to the success of progression, but many adult learners have family and work obligations. Furthermore, these ‘additional responsibilities can lead to stress and frustration for adult learners.’ It is then considered that accessibility is linked to time commitments and therefore attendance to classes may become more difficult during the regular course timetable, as employment and childcare may cause conflict. In turn, reluctance in the pursuit of higher education may occur. The long-term cost of higher education can also have a major impact on adult learners living situations.
However, knowledge of these concerns is being addressed by many educational institutes, resulting in more flexible options being made.
Moreover, positive information is given first and then the concerns are then listed after, giving the backward impression that the concerns are the dominant issues. Concerns therefore may not have occurred to some adult learners and still may not have any effect on further studies.
This piece of literature is written by London Council for Adult Education Co-chairperson and can therefore be assumed valid. However, 2013 is time restricted when it comes to society ada

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