Could someone Give me tips on section 2 AQA drama logbook.

Section 2:
During the rehearsal process, our scene evolved significantly as we experimented with physicality, voice projection, and emotional depth. Initially, all the characters pretended to have phones by using their fingers, but we later decided to use real phones to make the scene more realistic and engaging. This change helped improve our interactions, allowing for more natural gestures and eye-line focus. In the play we have also adapted to stand and position ourselves in front of the audience to make sure we don't block any view, and it is clear what we are doing on stage, including our facial expressions. This was important because if the audience didn't see my facial expression when performing, they would have missed understanding the whole mood f the character.
I was told that during the scene where I had an argument with Brenda (my daughter) about her not having good grades and not focusing on school, my tone, pitch, and volume didn't demonstrate to the audience the point of the argument. The point of this argument was to show the toxic relationship between me and brenda I have adjusted my tone and pitch to imply to the audience †hat I am angry and frustrated with Brenda and increased my volume to reveal to the audience a heated argument rather than some bickering. I have done this adjustment as this would have a larger impact on the audience during my performance.
During the rehearsal process, one of my key focuses was developing clear character distinctions, as I played both Brenda Spencer’s best friend and her mother. Initially, it was difficult for the audience to interpret which role I was in at certain moments, so I adapted by changing the pitch and tone of my voice. When playing Brenda’s mother, I spoke in a lower, more frustrated, and authoritative tone to reflect her neglectful and pressuring nature toward Brenda. In contrast, as my best friend, I used a higher-pitched, jollier voice to convey a youthful and carefree attitude.
Additionally, to make the transition clearer, I incorporated a costume change by wearing a hoodie, which helped physically differentiate the two characters. Since the best friend is a schoolgirl and Brenda’s mother is a stay-at-home woman in her 30s, their dressing styles need to contrast. To further develop the scene, I watched back recordings to analyse my performance, took feedback from peers and the teacher, and researched similar character portrayals to enhance authenticity. These changes made my performance more engaging and ensured the audience could clearly distinguish between the two roles.
To develop our scene and create meaning, we focused on portraying real-life struggles that could resonate with the audience while linking back to our group’s aim of raising awareness about how personal hardships can escalate into devastating actions. We incorporated elements from Brenda Spencer’s true story, such as her toxic family environment, alongside relatable personal conflicts like betrayal from friends and cheating in relationships. By including these strong and serious themes, we added depth to the scenes, making them more impactful and emotionally engaging. Our research into Brenda’s real-life experiences helped us shape authentic interactions, particularly in scenes with her mother, where neglect and pressure were highlighted.
To ensure our message was effectively communicated, we observed audience reactions and gathered feedback, making adjustments where necessary. Watching back recordings helped us refine our delivery, ensuring key moments carried the intended emotional weight. By presenting these struggles on stage, we aimed to create a moment of reflection for viewers, especially for those who may relate to Brenda’s emotions, potentially opening their eyes to the consequences of unchecked mental distress and preventing real-life issues such as self-harm, suicide, or violence.