Howard Stern :: essays research papers

Goodbye Good ProgrammingWhen unrivalled thinks of original, successful radio collections in the U.S., one show definitely comes to mind, Howard keister. The Howard Stern morning radio show has been the most successful radio show on the radio for some time now. Howard Stern created a show unlike any other it is a morning radio show that has it all. The show has interviews with famous people, listeners can call in to the show with there opinions, current news, and most notably its sexual content and controversial opinions on what is happening in the world we live in. The show has always pushed the limits of independence of speech while at the same time opened new doors and ideas within the limits. Currently in our country this show has become under dismissal by our government and is very close to being taken dispatch the airwaves. This is just one show that is in jeopardy of being taken off the air. Recently our government through its administrative agency for communications, th e FCC, has decided to send a message to the corporate media to clean up their broadcasts. The FCC de delightfuls indecorum as1. An middling person, applying contemporary community standards, must find that the material, as a whole, appeals to the prurient interest. 2. The material must depict or describe, in a patently noisome way, sexual conduct specifically defined by applicable law. 3. The material, taken as a whole, must lack serious literary, artistic, political, or scientific value.The fine for broadcast indecency has been raised to $275,000.00 from $27,500.00 per instance. The problem that has arisen from this new interest in cleaning up broadcasts to protect the general public from being exposed to this indecency is that some of our best programming is in jeopardy. There are some huge corporations behind this programming such as Time Warner, Viacomm, Clear Channel, etc. these corporations are becoming concerned that the government is starting to focus attention on how bi g they have become and how much power they have to dominance the media. Unfortunately, because of this new motivation to control our programming to the FCC?fs liking one avenue of our freedom of speech is being taken away from us. The public programming we before long have is perfectly acceptable and almost to conservative. It?fs not like we have one TV or radio station that everyone is forced to watch. If you don?ft like what your watching or listening to you can just change the channel or turn it off.

Immigration :: essays research papers

Like many other areas over the past years, the US has seen a rapid increase in immigrants who chip in come to the parting seeking better lives for their families. These immigrants, like those end-to-end U.S. history, are generally hard workers and make definitive contributions to the economy through their productive labor and purchasing power. about immigrants usually fill essential service jobs in the economy, which are vacant. Unfortunately, like new immigrants through away U.S. history, they experience conditions that are commonly deprived, oppressive, and exploitive (Conover, 2000). They are paying low wages with little potential for advancement, are subjected to hazardous working conditions, and are jeopardize with losing their jobs and even deportation if they voice dissatisfaction with the way they are treated. umteen work several jobs to make ends meet. Many also live in substandard lodgment with abusive landlords, fool few health cares options, and are victims of s tratagem and other crimes. Immigrant problems are related to trade agreements designed to enable large corporations to capture both(prenominal) consumer markets and cheap labor. These agreements protect rich investors, but not the workers or the environment. In the U.S., millions of production and assembly jobs are lost when corporations move operations overseas. Poor countries have had to sell state industries and open national borders to multinational corporations in order to meet a new economic order and payment of international debts. This work on has restricted markets for home industries, driven out local producers, and agonistic people to immigrate. The U.S. borders can never be sealed, because millions of people are seeking ways to stand-in their families, so will come to where jobs are available. Furthermore, American businesses pauperization and need these workers. While the multinational corporations and their rich investors benefit from corporate welfare deals and s eek out havens to avoid supporting society with their taxes, ordinary Americans have to foot up up their tab. This situation sounds familiar in American labor history, where immigrants have been a anchorman in the national workforce. It wasnt until the labor movement gained strength that workers in the U.S. were able to turn exploitive jobs into occupations that enabled them to support their families and improve their living conditions (Dougherty, 2004). Higher wages have also increased their purchasing power, stimulated economic growth, and higher(prenominal) standards of living. Labor contracts and new laws, regulations, and policies established a more open employment system, procedures for addressing complaints, and safer working environments.in-migration essays research papersLike many other areas over the past years, the US has seen a rapid increase in immigrants who have come to the region seeking better lives for their families. These immigrants, like those throughout U. S. history, are generally hard workers and make important contributions to the economy through their productive labor and purchasing power. Most immigrants usually fill essential service jobs in the economy, which are vacant. Unfortunately, like new immigrants throughout U.S. history, they experience conditions that are commonly deprived, oppressive, and exploitive (Conover, 2000). They are paid low wages with little potential for advancement, are subjected to hazardous working conditions, and are threatened with losing their jobs and even deportation if they voice dissatisfaction with the way they are treated. Many work several jobs to make ends meet. Many also live in substandard housing with abusive landlords, have few health cares options, and are victims of fraud and other crimes. Immigrant problems are related to trade agreements designed to enable large corporations to capture both consumer markets and cheap labor. These agreements protect rich investors, but not the workers or the environment. In the U.S., millions of production and assembly jobs are lost when corporations move operations overseas. Poor countries have had to sell state industries and open national borders to multinational corporations in order to meet a new economic order and payment of international debts. This process has restricted markets for home industries, driven out local producers, and forced people to immigrate. The U.S. borders can never be sealed, because millions of people are seeking ways to support their families, so will come to where jobs are available. Furthermore, American businesses want and need these workers. While the multinational corporations and their rich investors benefit from corporate welfare deals and seek out havens to avoid supporting society with their taxes, ordinary Americans have to pick up their tab. This situation sounds familiar in American labor history, where immigrants have been a mainstay in the national workforce. It wasnt until the labor mo vement gained strength that workers in the U.S. were able to turn exploitive jobs into occupations that enabled them to support their families and improve their living conditions (Dougherty, 2004). Higher wages have also increased their purchasing power, stimulated economic growth, and higher standards of living. Labor contracts and new laws, regulations, and policies established a more open employment system, procedures for addressing complaints, and safer working environments.

Causes of the Flu Essay -- Biology Essays Research Papers

Why We Still Get the FluThis winter, media reports of early in grippeenza (flu) deaths in Ameri mint and British children sparked a panic that is ventilation throughout the United States and the world. People are currently rushing to get flu shots to try to pr levelt this virus, which can be temporarily debilitating and even lead to death (1). With readily available flu vaccination and medication, it is a wonder that the flu is still an extant disease. In fact, in any disposed(p) year, the flu kills about 15 million people world wide, more people than are killed by AIDS, lung cancer, and heart disease combined (2). With so oft modern medical technology, why is it that we are still getting the flu?Influenza, commonly known as the flu, is a virus that infects the trachea (windpipe) or bronchi (breathing tubes) (1). Strains of the flu may belong to one of three different influenza virus families, A, B, or C (3). Symptoms include high fever, chills, severe muscle aches, headache, runn y nose, and cough. Complications can lead to pneumonia. Those most at risk of dying from the flu or contracting complications include asthmatics, people with sickle cell disease, people with long-term diseases of the heart, kidney, or lungs, people with diabetes, those who have weakened immunity from cancer or HIV/AIDS, children on long-term aspirin therapy, women who are on their second or third gear trimester of pregnancy, children under the age of nine, and adults over the age of 50 (1).Flu shots may be a miracle of modern technology, but they are not received by everyone. The flu is a world-wide problem. While Americans spend $2 billion treating and preventing the flu every year, those countries known as the Third or Developing World only if cannot afford su... ... VA Flu Vaccinehttp//www.fin.org/n_flu.html9)Fujian flu vaccine ready by next year news article on the Star Online, a Malaysian Newspaper.http//www.thestar.com.my/news/story.asp?file=10)ScienceDaily New Release Aus tralian National University Scientists Find Genetic Trigger For The 1918 Spanish Fluhttp//www.sciencedaily.com/releases/2001/09/010907081636.htm11)WHO 50th Smallpox Eradication, Site commemorating the 50th anniversary of the World Health Organization.http//www.who.int/governance/en/smallpox.htm12)FluMist No More Flu Shots? , On the Mayo Clinic website.http//www.mayoclinic.com/invoke.cfm?objectid=591BCB8D-4339-4653-86B9311B648BF02113)ScienceDaily News Release A expose FLU Vaccine? Nasal Spray Vaccine May Give More Protection Against Drifted Strains http//www.sciencedaily.com/releases/2003/12/031209081457.htm

Essay --

Realms of Cognition in Middle Childhood Realms of Cognition in Middle SchoolHow has technology impacted cognitive development in center of attention puerility? What practical advice should helping professionals give to parents who want to protect their children from harm but also proved them with the advantages of technology? For children at the start of middle school years, school and its peer group structure represents a new frontier(Broderick & Blewitt, 2010, p. 176). Another problems with childrens very early use of electronic media is that it displaces, or takes time away from, other activities that are more critical for positive development (Broderick & Blewitt, 2010, p. 182).How has technology impacted cognitive development in middle childhood?Televisions, video games, and computer has impact on cognitive development. Children needs some form of activities outside of the home. Riding bikes, and play with their friends. Playing video games, and watching televisions requires no exercise. Televisions is ok for educational programs to watch. ...

Helen Humphreys’ Afterimage and Anne Sexton’s poems, For John, Who begs

Helen Humphreys Afterimage and Anne Sextons poems, For John, Who begs Me Not to Enquire Further and The Black blind Woman artists have often been condemned as lesser artists than their male contemporaries, and this critical view appears in Helen Humphreys Afterimage and in Anne Sextons poems For John, Who begs Me Not to Enquire Further and The Black Art. The cleaning woman artists in these works use their creative talents to escape the mundane and sometimes painful realities of their lives. They are also experimental in their approach to subject matters and are eager to transgress societal beliefs. While their methods and journeys differ, the women in these works emerge as true artists through their distinct outlooks on life, their novel approaches to subject matter, and their transgressions of traditional beliefs.In Humphreys Afterimage, the protagonist Annie Phelan is a budding artist-model who has suffered from a life of loss and pain. To escape from reality, she flees to the imaginary world of Jane Eyre. Annie compares her new employers, the Dashells, to the characters in her favourite novel. She is disappointed, for she is unable to make her imaginary world come alive. This dreamy quality of the female artist resonates in the heart of the female narrator in The Black Art who hurts from feeling as well much (The Black Art 1). Like Annie, this poet senses ennui towards everyday life. She feels as if mourners and gossips/and vegetables were never enough (4-5). At the end of the poem, the narrator is still at odds with the real world in which the children leave in disgust (23). In Afterimage, however, Annie finds hope in Jane Eyre after she discovers that the Dashells are easygoing employers Perha... ...sitions, especially from male artists.Romanticizing their arts, the woman artists in these works gravitate towards escapism from their painful, mundane lives. If one loves something, one must set it free. Annie Phelan in Afterimage lets go of the burning boy get dressed as an angel. This burning angel evokes the image of the Fallen Angel. It is also symbolic of these woman artists works although their artworks transgress the rules of society, they make a lasting impact on all those who witness them, thus making these women influential artists. Works CitedHumphreys, Helen. Afterimage. Toronto HarperFlamingo, 2000.Sexton, Anne. For John, Who begs Me Not to Enquire Further. 1960. The Complete Poems. pp. 34, 35. Boston First Mariner Books, 1999.Sexton, Anne. The Black Art. 1962. The Complete Poems. pp. 88, 89. Boston First Mariner Books, 1999.

Educational Psychology - Teacher Interview :: essays research papers

Educational Psychology - Teacher InterviewI interviewed a teacher from the Philadelphia School territorial dominion and here is the result from my interview. I am a teacher in the moderate start program of Philadelphia .I have been with the head start program for 10yrs. I see children younger than kindergarteners with special needs. I see this problem not only with education but behavioral. Children with special problems can learn. You have to know how to dispense with children period. Regular children and special educational children each(prenominal) learn. Special educational children know exactly what theyre doing just as well as regular children. The teachers stake with the process is the teachers observes the children than fills out an application or suggest that this student needs some type of help if its with speech, or any other problem.In head start we have physiologist who get children mental health together and evaluate the children. They do a test and it is evaluated with staff and parents or guardian of the child. We are tangled in the Early Invention Programs. This program is even for younger children with behavioral problems and we get help from a supportive staff.ProsCons1.Test1.The terminology they slow the 2. costless (help) staff uses with parents.2. Not enough people to provideservices.3. Therapist does not follow up year to year4. Dedication from pre k-12 grade5. Parents dont show confidence in their childMy opinion on issue special education. We as teachers and therapist really need to take our jobs serious. They are children all over the world that need help.

Women and Veiling in Kashmir

WOMEN AND VEILING Traditionally Kashmiri women have enjoyed more freedom than women in other parts of the world. Particularly peasant women and lower class women used to work side by side with men. It was only upper class Syed families who wore burqas to stay fresh their elite structure and their foreign origin. The nationalist struggle wanted women to be politically mobilized and women found it a liberating opportunity. Their response was overwhelming to the struggle of 1990s.In Rita Manchandas Guns and Burqa women in Kashmirs conflict, according to a Kashmiri scholar in womens studies, Momin Jan, it was in the 14th century that purdah was impose on Kashmiri society. In Kashmir there was lack of womens organization working for gender justice and social reform. The organizations which came up in 1970s and mid-eighties in Kashmir were imbibed with an Islamic agenda. Many elite women who came into politics were through their involvement in promoting Islamic social reform. As far as veiling of Kashmiri women is considered it started in 14th century with the coming of Afghans.They forced women to put burqa and pushed them inside. This didnt last long the lower class women resisted this veiling by demanding freedom. nevertheless women did hold to manage their role in the economic activities by working side by side with men. They were politically mobilized with Asiyah Indrabi coming on the scene, the thrust to reveil Kashmiri women started. Even many fundamentalist organizations were determined to veil Kashmiri women. Pamphlets were thrown in the women colleges, warning Kashmiri women to check burqa and Kashmiri (Hindu) girls to wear a tikka.Posters were pasted on the walls of Mosques in different mohallas asking them to veil their women otherwise they would face dire consequences. just now the women resisted this thing. Writing under pseudonym, Sara Bano, in a letter to the editor in the daily Al Safa, questioned the legitimacy of linking wearing of burqa wit h the struggle for freedom and vowed that she would never wear a burqa even if she was kil take. The women did not accept to wear a burqa. But as the support to azaadi grew so the acceptance to purdah was also given.Many women workers were asked to wear burqa or to nock their jobs. Women like Nayeema Ahmed Mahjoor, a radio-star and executive producer with Radio Kashmir, were under double pressure, to be veiled and to quit jobs denounced as un-Islamic. Nayeema had colour thrown on her by purdah crusaders. People were blindly following the militants what the militants said would be considered as the voice of Allah. Even the people with the modern outlook and thinking would ask their wives to wear burqa. The veiling became compulsory for the women of Kashmir.The emphasis on the veiling of women showed the assertion of men of the control over their women. According to them veiling was necessary for women as this would save them from the humiliating treatment by the security forces. Bu t instead of giving them a sense of security it made them more vulnerable to the security forces. The militants in disposition to escape from the security forces used burqa. This developed a belief among the security forces that one in every three burqa clad persons was a militant. This led to the humiliation and sexual harassment of women at the hands of security forces.Due to this thing some of the militant groups declared that women need not wear a burqa. But it was for a short duration. Women organizations like DM or MKM started veiling campaign and asked women not to venture out unveiled. Those who disobey these orders had to face the wrath of these outfits. They had young colour thrown on them and also was there the reports acid being thrown on them. Asiyah denied the reports of acid being thrown on the women. Soon the campaign was withdrawn but not before it forced a backlash.Many of the urban and middle-class women turned away from the movement. Asiyah was not able to brin g the urban middle-class support for the movement. But we cant deny the fact that more women are wearing a burqa now than before the insurgency. But as we saw above, women were participants and not passive sites for reproducing a communal identity. This was most obviously reflected in their resistance to coercive veiling. But it was also discernible in womens ambivalent negotiations with the other, in this case the Kashmiri pandit.

American Industrialization

American Industrialization Nathan Bates AIU Online Abstract This paper explores industrialization and how the change impacted events in American history. The American Industrial Revolution was immensely consequential and fixd events which have produced the modern society of today. Secondly, this essay will provide descriptions of both, decreed and negative, effects that industrialization has had on the lives of Americans and the res publica as a whole. Lastly, an analysis of how the Industrial Revolution in American history served as a eudaimonia or a detriment to the farming and the citizens of America.American Industrialization Historically, industrialization of any society marks an experience and phase of historic significance. In addition to practices such as farm production, societies are awarded the process of manufacturing, producing an astounding and substantial impact in every aspect of life (Beck, 1999). As a settlement of the American Industrial Revolution, modern s ociety benefited from advances in technology, employment increases, and an overall improvement in the quality of daily life. American Industrial Revolution Positive EffectsDevelopments of industrialization positively affected Americans during the Industrial Revolution. two advances during this period that had an impact on society and escalated American advancement were transportation and the creation of jobs. Transportation vastly improved the lives of citizens with the completion of roads, canal systems, steamboats, the Transcontinental sandbag and public mass transit (Lipovac, 2011). Innovations in textiles, steam power and iron works produced numerous jobs which brought many individuals looking for work into the cities (Bond, 2003).As the great unwashed moved from countrified to urban areas, cities progressed and expanded which conduct to vast amounts of innovations, greatly improving the quality of life for citizens as well as improved commerce and economy for the body pol itic as a whole. American Industrial Revolution Negative Effects The speed at which progression and innovation were occurring led to many negatives as the nation scrambled to adapt. Damage to the environment as well as exploitation of workers are situations that arose during the Industrial Revolution.Factories and industry failed to adequately account for ecological considerations which have led to climate change being a modern day challenge (Han, 2012). Additionally, as employment exploded, the amount of hours worked, pay rates for employees, child project practices, and piece of work safety had little or no regulations (Hopkins, 1982). As time progressed many of the work focalize issues were addressed as well was the formation of organized labor which gave workers a voice.Despite the vast advantages the American Industrial Revolution provided society, the speed in which changes were taking place provided many opportunities to make mistakes and learn as a nation. in effect(p) or Detrimental to America Overall, the events and innovations that created the American Industrial Revolution were immensely beneficial to the America we know today. Although there were many opportunities to learn from the changes the farming encountered, the positive impact industrialization had on society was magnificent.Improvements in transportation caused the world as a whole to become a much smaller place as travel and communication greatly improved. Work place conditions and practices eventually became regulated, fair, and safer for the American workforce. Modern American society owes a great debt to industrialization as it was one of the most transformational series of events in the nations history. Conclusion Not unlike the prehistoric discovery of fire and the wheel, American industrialization go away future generations with a foundation and the tools for unprecedented innovation.The more recent revolution in technology, namely the internet and cell phone devices, owe a de bt to the extremist period of American industrialization. The United States as well as society worldwide has continued to grow, expand, and continuously innovate in the wake of the Industrial Revolution. References Beck, R. (1999). human race fib Patterns of Interaction. Evanston, Illinois McDougal Littell. Retrieved from http//www. owasso. k12. ok. us/webpages/gyankey/regadvhandouts. cfm? ubpage=174609 Bond, Gingerich, Archer-Antonsen, Purcell, & Macklem (2003-02-17). The Industrial Revolution Innovations. Industrialrevolution. sea. ca. Retrieved 2011-01-30. Han, S. (2012). From the Industrial Revolution to a green revolution. OECD Observer, 94-95. Hopkins, E. (1982). Working Hours and Conditions During the Industrial Revolution A Re-Appraisal. Economic History Review, 35(1), 52-66. Lipovac, N. , & Jandricek, A. (2011). THE LAND SURVEY AND TRANSPORTATION PLANNING IMPACT UPON MAKING OF AMERICAN CITIES. Prostor, 19(2), 443-455.American IndustrializationEarly American settle rs lived as primitive commonwealth during the antebellum but the gradual schooling changed their history that altered its identity and became the leader in industrialization. This change that started in few states had alter the whole country from a simple agrarian importer of manufactured goods to an industrial thrust. Goloboy stated that, Interruptions in trade associated with the American Revolution encouraged industrialization (p. xiii).Primarily, before American mint realized that they could possibly become as industrialized as its mother country, England, it went through some circumstances that caused developments in economy. First, American raft steadily became inform with buying instead of producing their basic needs this led to the increase of the demand for those needs. Second, along with the growing demand for goods they also discovered that goods could be produced more rapidly using the technology brought by the mother country.Third, the separation of America from England after the Independence War in 1812 led to the withholding of goods from Europe, which triggered Americans to build their own factories (p. xiv). By this time, many farmers left farming and moved to west to engage in factory works. It is said that industrial revolution that started in the early 19th nose candy had caused changes in the rural system of the country that transformed the whole society.The rural system emerged while improvements in the political system took place that gave American people much opportunity to cope with changes. High standard of living continued to develop among communities while people enjoyed social, political, and economic progress as a result of American Revolution. Many jobs were opened to American women, education was improved and became compulsory to children, middle-class society also emerged, many leisure activities became part of their lifestyle, and most of all, and families achieved a better standard of living with all its comforts.Cr others in his review of Meyers Roots of Industrialization emphasized that agricultural sector had fueled the industrial development in many cities and the supply and demand grew further, which caused increase in labor force and wages and capital investment (par. 2). Local market that emerged in a given city turned to urban place where most commercial services occurred. Cities like Boston became the center of major business transaction among those cities, which fit in to Crothers social networks of capital (Meyer, 70, cited in Crothers).Basically, industrial revolution in America brought changes in the living condition of the people primarily it transformed the rural system, which is the rise of urbanization. Urbanization came about due to the movement of more people to the cities where they got employment. Reformation follows as it brought both positive and negative impact in the life of American people. Some of the positive impact of urbanization is that it brought people many be nefits like finding solution to economic and social problems.For instance, education and health had improved people finally understood the causes of many diseases and made considerable actions to that like setting of safety and health standards in homes, public places, buildings, water system, etc. Another benefit is improvement in peoples lives. Because of plenty work opportunities they had the chances to enter the middle class. On the other hand, industrialization had weakened family life because parents who supposed to deal the children stayed in the factory during the day because of this, many children wandered in the streets and survived on their own.At this point of rapid industrialization, cities became prone to many social and environmental problems. The growth in population caused the dilemma of housing, sanitation, and health crime rate got high while more and more families suffered from diseases because of pollution and stressful work in the factories. Kuser stressed tha t Cities became overcrowded and polluted (p. 7). With the influence of Romanticism ideology, American suburbs improved in the mid-1800s as transit lines, railways and urban planning were incorporated in the development.This transportation mode served as link among major cities of the United States. Conclusion Industrialization in American occurred unexpectedly perhaps, but it happened because people responded objectively to meet the demands of life. Besides, along the national independence they gained after a series of war against its mother country, agriculture grew further in many parts of the region, and manufacturing business in other region.The industrialization with influence of Great Britain transformed the rural communities until each evolved as urban. Reference Crothers, G. A Review of David R. Meyers the Roots of American Industrialization. http//www. hbs. edu/bhr/archives/bookreviews/78/acrothers. pdf Goloboy, J. (2008). Industrial Revolution People and Perspective. regu lar army ABC-CLIO. Kuser, J. (2000). Handbook of Urban and Community Forestry in the Northeast. USA Springer.

‘Macbeth’ by William Shakespeare Essay

Shakespe be wrote Macbeth between 1603 and 1606 for King James 1st (England) and 6th (Scotland). Its intimately a tale of royalty treachery heroes and witches. During the harness of Queen Elizabeth 1 the public were full of tales of witches and evil. Witchcraft was a subject that the English took very seriously. They believed that a witch had a third nipple on a lower floor her arm. They burned women or threw them in lakes to travel to if they floated, if they did, they were sentenced to death. It is estimated that in Scotland between 1564 and 1603 eight thousand suspected witches were burned to death. These executions did not cease until the end of the seventeenth century. The horizon of witches in an Elizabethan theatre would have been terrifying for the audience.For my English coursework on Macbeth I have chosen to confront at act one expectation one, two and three. This is due to the simple fact that it is the introduction to the play and indeed it sets the feel to the who le playIn Shakespe bes play, we open during a thunderstorm this prepares us for the evil witches. Three witches act onto the stageWhen shall we three meet againIn thunder, lightning, or in rain?The first of all witch call fors what the fit shall be for their next meeting, thunder, lightning and rain conditions that most people would find frightening and would stay a elbow room from. The second witch says that they will meetWhen the hurlyburlys done,When the struggles lost and won.We thusly find step to the fore that they are overta great power to meet on the heath. They have insight into the future. The witches reassure us that they are going to meet Macbeth. We do not k presently who Macbeth is or why the witches are meeting him, but we think that he must be evil because he is linked with the witches. Their familiars call to them and they disappear chanting reliable is foul, and foul is fairThis expresses the main themes in the play, the reversal of fortunes, and the fact that appearance goat be deceptive. And we by and by attend Macbeth is fair in Duncans eyes but underneath he is foul, he will later onwards betray Duncan. The opening shooting is exactly thirteen lines long, thirteen is unlucky and in those times unlucky things were bad. So by this point the audience will have picked up that these are bad people.Scene two opens in a camp near the contendfield King Duncan, Malcolm and Donalbain, his sons, and Lennox are present. They see a bleeding police chief and ask him how the battle is going. The Captain tells them how easy Macbeth fightsFor brave Macbeth well he deserves that name-Till he unseamed him from the nave to the chops,And fixed his head upon our battlements.This is portraying a picture of a tall and strong earth who is highly regarded by the experienced fighters in the army.Duncan then praises Macbeth by calling himO valiant cousin, worthy gentlemanThis presents us with a very different moot of the main character, a relati ve of the kings, well brought up, a courtier, but still highly regarded. The Captain then goes on to tell us of how Macbeth and Banquo responded to a fresh attack by the Norweyan lord, SwenotheyDoubly redoubled strokes upon the foe.Except they meant to bathe in reeking wounds,Or to see an some other Golgotha,I cannot tell-Macbeth and Banquo had fought back twice as hard as if they meant to tear every man there or to create a newfound burial strand, he could not tell. This shows how good and strong Macbeth is in battle.The Captain goes and Ross and black Angus arrive. They tell Duncan that Bellonas bridegroom had won the battle. Macbeth had won and they were painting him as a god. They also tell Duncan that the Thane of Cawdor was a traitor, Duncan decides to reward Macbeth by giving him the Thane of Cawdors title. This is ironic because Macbeth will move around a traitor too. We immediately have two opinions of Macbeth, one evil Macbeth, linked to the witches, and one good Mac beth, a noble warrior who has fought well in battle to protect his country.The third scene is set on the heath, the witches are there, and telling each other what they have been doing since they last met. The first witch wants to put a spell on a sailor whose wife refused to give her chestnuts. She is going to toss his ship about and make sure that he does not sleep. This is reflected when Macbeth can not sleep later on in the play. The third witch shoutsA drum, a drumMacbeth doth come.They k at one time that it is Macbeth, this too shows the witches insight. A drum is material because it is a military symbol. We now meet Macbeth and Banquo. The first words Macbeth say areSo fair and foul a day I have not seen.This reflects the words of the witches Fair is foul, and foul is fair. Which tells us that he is in tune with them and therefore in tune with evil.It is Macbeth who demands to read what the witches have to saySpeak, if you can what are you?They acclaim him entirely hail Mac beth Hail to thee, Thane of GlamisAll hail Macbeth Hail to thee, Thane of CawdorAll hail Macbeth That shalt be king hereafterMacbeth starts and Banquo asks him why. The witches have seen his thoughts and know his ambitions, he is afraid to hear that other people know his desires. Banquo asks them what the future holds for him and the witches replyHailHailHailLesser than Macbeth, and greater.Not so happy, yet much happier.Thou shalt hire kings, though thou be noneThen they disappear again into the mist. Macbeth is not happy with the information he has received and demands that they stay and tell him how he is to become Thane of Cawdor and the king. The audience will now be itching to see if the latest predictions are true after all, the previous have all now happened.Ross and Angus arrive on the scene, they have come from the king to award Macbeth with the title of the Thane of Cawdor. Macbeth doesnt know that the Thane has been sentenced to death for betraying the kingThe thane of Cawdor lives. why do you come up meIn borrowed robes?Banquo is amazed that the witches are rightWhat, can the devil speak true?Macbeth thinks to himselfGlamis, and thane of CawdorThe greatest is behind.He thinks that they are evil and will bring about Macbeths downfallAnd oftentimes, to win us to our harm,The instruments of darkness tell us truths,Win us with honest trifles, to betraysIn deepest consequence.Macbeth thinks about Banquos words and fights with his ambition and decides to let red-hote take its courseIf chance will have me king, why chance maycrown me,Without my stir.In either screen meter reading, Macbeth on the Estate, I expect a great warrior, respected by the king and fellow noblemen of Scotland. His best friend, Banquo is always by his side, and twain dressed in armour coming from battle, with wounds. Macbeth should be about thirty-five to forty, he should be strong and masculine, as he has the strength to unseam a manfrom the nave to the chops.I review now two modern interpretations of the play the first will be, Macbeth on the Estate is set on the Ladywood Estate in Birmingham this is the first difference between the screen version and the text. We open on a desolate estate, you can hear the wind, it is misty, dull, dark and grey. The high rise flats break the skyline. The ground is covered in mud and rubble, approximatelything used to be there but has been destroyed. A character comes on scene, he isnt a witch, he is the Thane of Fife, Macduff. He is wearing a black tracksuit and speaks with a Jamaican accent, his words have rhythm. He tells us that what we are about to see, that Duncan is king and that he has become fat and lazy, he is no longer a good king. He tells us that there had been some problems and Duncan had told Macbeth to sort them out.The screen blacks and we see the title, when we return, we get a view from a smashed window, signifying violence. There is eerie music playing in the background, the estate is empty, abando ned. We get a clip of an alley, there are rats running well-nigh in it, this shows disease, dirt and decay. We then get a shot of a building, and a shot of another building with some children playing outside it, some men come along and they run away.The camera moves to the inside of a house, the door is kicked in and the men run into the house. The characters are introduced by freeze-frame the first man, the loss leader is Macbeth, he is wearing jeans and a dark jumper, this may suggest that he is evil. The other characters are introduced including Duncan, who is not at the battle.He is in a cosmos House smoking and drinking, he is wearing a bright shirt, which is not buttoned, he is lazy and immoral, he is not as nice a king as Shakespeares Duncan. This makes Macbeth seem less evil when he kills him. The production is not about good fighting evil, it is about bad fighting worse. Shakespeare meant this as a morality play, however this is not a moral king and I feel that it makes me feel more sympathy for Macbeth when he betrays Duncan.The camera brings us back to the house, they are victimization pepper spray and baseball bats. The image is extremely violent. The television is switched on and Macbeth is distracted by it. The National Lottery is on, he seems drawn to it and is then disgusted by it and smashes the screen. Upstairs Malcolm and Macduff are fighting when they see the Thane of Cawdor, Malcolm jumps out the window Macduff is pushed down the stairs and they go back to tell Duncan.Macbeth comes up the stairs and gets trapped with Banquo. We go back to the Public House, where Malcolm and Macduff have just arrived Macduff keeps pushing Malcolm away. He tells Duncan of how the battle is progressing. This is the role of the Captain in the play. In the play we dont see the battle, this shows us a more violent side to Macbeth, however it shows him as a warrior, not just a nobleman and a loving husband.We hear that Macbeth has won the battle and all the me n are praising him. Duncan decides to reward Macbeth with the title the Thane of Cawdor, he sends men to kill the present Cawdor and deliver the message to Macbeth. We then have another extra scene, they drag Cawdor to a car. Three children, the witches, have just broken the window. Cawdor is shut in the car and Malcolm sets it alight. He takes his punishment and does not attempt to escape. A close up on his face shows his disclaim for the learning Malcolm I think that Macbeth would do the same, they are a analogous, they are both traitors. The camera then follows the black smoke upwards. The eerie music is still playing in the background.We see Macbeth and Banquo walking old a building, voices start to shout from windows and doorways. The voices get faster and come from all over the building. The camera follows the sound. Macbeth moves to go into the building, he seems drawn to it, Banquo tries to stop him but he walks in. They go up some stairs, Macbeth seems to be following some thing and leads Banquo under some low gaps in the wall to a room. They go in and the witches are rest there. There are candles and tarot cards in the room. They speak to him and he scorns them. The witches are not as frightening as Shakespeares witches are they do not have the same effect. A car horn beeps and Banquo leaves, Macbeth lingers, again drawn to the evil, and keeps odouring at them, walking backwards through the door.They walk out onto the balcony, Macduff and Ross are waiting in a car below, and they tell Macbeth that he is the new Thane of Cawdor and that the old Thane is dead. They get into the car to go to Duncan. We get a close-up of Macbeth in the car, he looks out of the window and thinks about all that has happenedif chance shall have me King, why chancemay crown meWithout my stirRoss is saying the porters speech this scene is used after the murder of Duncan in the play. They reach the public house and again Macbeth is the first person to come through the door, he gives Duncan money and then starts a pretend fight with him. Duncan gives him his ring as a reward, he has a tattoo saying love on his hand. I think that this shows that he is close to Macbeth.The scenes in the screen version are not in the same order as in the play. The actors are using Shakespearean language in a modern setting. I do not think that this works well. I think that the Macbeth on the screen reacts well with the witches, he is drawn to them. The screen version of Macbeth is not what I imagined him to be desire he is not a well-built man. Banquo is closer to my image of Macbeth.He does not seem to be in an army, whereas in the play there was a military tie with the drum. The fight seems to be a turf-war over drugs. Duncan is not as moral as Shakespeare made him, he smokes and drinks alcohol, he is not a good king. The setting is different, the scenes are not the same, and the morality aspect has changed. The screen version does not portray Macbeth as the tragic hero . He is not the Macbeth I expected to see.The second screen version I am going to look at is Granada, again I expected to see a great warrior, but now I am more curious after seeing the Macbeth on Macbeth on the estate. The Granada version shows us an even more futuristic view of Macbeth but this time it uses actual warriors instead of vicious gangs of thugs, and they are actually fighting another country.We open on the waste with the witches. There are lots of bodies and old rubbish skips it looks as though there has been a battle fought here recently. We get a camera shot of the witches robbing the bodies anybody watching the scene can tell that these people are bad, evil almost as robbing the dead is frowned upon by anyone. The witches are dressed in rags and torn cloths they are grubby, they have rotten teeth and are wearing tacky plastic jewellery, They look like tramps. As they each say their lines we get a close up of each witch.When shall we three meet againI can see a mid dle aged woman rushing to strip the riches of a dead body, when the witches are all finished talking to each other we see them running away from the bodies and disappearing into thin air.there to meet with MacbethClutching watches in their hands. The camera then cuts a close up of Macbeth. This time Macbeth looks like I expected he looks strong, he looks like a warrior and he looks braver than the Macbeth we have seen from Macbeth on the estate.The camera cuts to scene two upon a hillock in the country side with Duncan, Malcolm an Donalbain, Malcolms sons and Lennox standing talking, we are not told that is who they are but any one who has seen Macbeth before will know that this is who they are. With an explosion the Captain arrives war torn and bleeding, he staggers up the hill towards the group of man with his rifle slung over his back. His rifle is the currant issue weapon to the British Army so again it shows the modern aspect of the play. The Captain falls to the ground I fron t of the men, Duncan grabs hold of the Captain and shakes him.I can see that this Duncan is also more healthier than the king from Macbeth on the estate, he demands to know what is happening with the war and what about Macbeth. The Captain tells him that they have won the battle and that Macbeth has unseamed a mans body from his nave to his chops. The group all cheer at this they are all proud of their warrior Macbeth. Duncan then realises the Captain and orders someone to take a look at his wounds. Then with another explosion Angus and Ross appear they give the king the news of the Thane of Cawdors betrayal, king Duncan gives the order of the Thane to be killed and Macbeth to be given his title. They turn and leave down the hillside with their guns slung over their backs.The next scene begins in an original sort of way as Macbeth and Banquo riding down towards the wasteland on scramblers. This indeed is futuristic portrayal of the events, maybe the scramblers are there to represent the horses. They are now walking through the wasteland and spot the witches the viewing audience can now see that the witches predictions are true. Banquo spots them huddled around a fire and asks Macbeth what they are, Macbeth draws his gun and asks them to speak to him.They tell Macbeth his fortune and make idea crowns to symbolise the king, Macbeth is shocked by this and bites his nails, Banquo is questioning why Macbeth is worried and shocked by what the witches have to say. He then goes on to ask the witches what will become of him he seems happy. The witches then burn the crown in a nearby fire, they disappear in a star-trek like way again. Macbeth breaks out of his trance and calls for the witches to come back. I can see the power on his face he is almost annoyed that they are leaving it shows that he likes what they are saying. Its like saying goodbye to all the things he has ever wished for.Almost as soon as the witches leave there is another gunshot as Ross and Angus ar rive, Macbeth is told that he has become the thane, he still seems shaken by the witches and now he seems disturbed. He turns his back on Ross, Banquo and Angus, this is what he will go on to do later on in the play to betray all the ones he knows on his quest to be King. He has his gun pressed against his cheek, he likes the power of the gun it makes him feel power, something that he longs to have, and we can hear his thoughtsif chance will have me king,why chance may crown me,without my stirWe can see instead of fighting everyone to become king he is waiting for chance to crown him, or make him king. He turns to his comrades and saysTill then tolerable come now friendsHe calls them friends now but would he be calling them friends if he knew he was going to kill his best friend Banquo divulge of the two screen versions I prefer this one it presents the Macbeth I think of when I read Shakespeares Macbeth. It shows good camera work to add to the effects. In this version the scenes are in the same order as the book unlike Macbeth on the estate which muddles them around. I also think the witches are cleanse portrayed as adults they seem more evil robbing the bodies.This Duncan is a good king I think this makes Macbeth seem even worse when he goes to kill him it shows that he is willing to kill good people to get where he wants to be. The war seems to be a proper war over land the way it would have been in Shakespeares time, not over drugs. This Screen version does portray Macbeth as the tragic hero I expected to see after first reading the book. Macbeth in both versions seems in a trance like state while the witches are around I think this is significant because the witches could be setting a spell on him.

A tableaux image of the four strong words in the poem: love, hate, war and peace

When I firstborn walked into the remark path, I initi anyy felt it was truly(prenominal) a good deal associated with era. There were the sound of alfileria ticking in the fend forground, in that respect were overly many ascertains of clocks scattered on the floor. As I tinctureed around the room I noniced it was clearly divided into three different sections. In the right hand section of the room, divided absent by police tape, there was a television performing a video registering a y out(p)hfulster in a womb, children tampering, and beca map a pair of eyes. The video and wherefore blossomed the children grow into crowings.This was followed by a sign organism put up slightly adoption and fostering and accordingly went rump to examine the range of mountains of the baby in the womb. The take ins were repeated continuously. alike(p)ly in the section was a baby in a cot, nursery books, a hopscotch specifying, several reports on the floor with the steer moving ins approximately Rape, a mirror, empty drink bottles, a train slating with the destination, To meet my first born and excessively written on the floor was Dear journal, Today I met up with some of my accomplices . I cerebrate the over entirely in all(prenominal) solution of this section of the room was the gone.The baby, nursery books and hopscotch marking all incorporate childishness and growing up. I similarly think there were many more themes in spite of appearance the section the hopscotch could besides re toast the journey by dint of with(predicate) deportment or the salutes of invigoration sentence. The train ticket with the destination To Meet My First Born could individualify life as a journey. The mirror could acquaint mull overing bum on your olden, similar to the Dear Diary, this could show how you reflect back on your past or your childhood through a diary you may sport kept.The compositions, ignoring their head crimps, could show how you can look back on the past, plainly non go back. The police tape dividing off that section of the room could as healthful mean that theres no going back, you cannot cross the police line back to the past. The baby and the nursery books, I think simply show the drawning of life, where it all began and highlighting the innocence of a young life. The empty vino bottles, I think show the stress of growing up, the bad times of your past. The newspapers with the headlines ab come out Rape alike show the darker side of your past, something you may want to for provoke.The video playing a continuous loop shows the life cycle, the baby in the womb, the children playing, then growing into adults. The flash of a somebodys eyes could mean the forge-paintings on the video were macrocosm looked at through somebodys eyes it was peradventure their remembering of growing up. The fiberisation showing a sign close to fostering and adoption could show perhaps that the baby in the cot was adopted, or that as you grow older you may not be able to wee-wee children. Often couples have to think about adopting or fostering a child. The whole section could represent genius psyches life.Perhaps they argon reflecting back on their life by and by literalising they in detail were adopted. They may look back realising that most of their life was a lie, many parents who adopt wait until their child is eighteen before telling them they were adopted. This could show the child expression back at his or her life, ad erecting to the fact he or she did not come from where they had been drive to believe they had. The empty wine bottles could show the stress of learning the truth about your past. The mirror could show how they reflect back at their life, or that you are excuse the homogeneous mortal within throughout your life.Although your physical appearance changes, and thats what the mirror shows, you dummy up re principal(prenominal) the same inside. The quote, Give me the child until he is seven, and I exit show you the man explains how you crack your characteristics by the age of seven and they remain with you for life. As I continued to look around this section of the room, I started to think more about the newspaper headlines, Serial Rapist. I started to see a pattern immerging, the headline about rape, the police tape, the empty wine bottles.This could all show a story about some cardinal getting raped, perhaps the baby in the cot was a result of this and then put up for adoption, the receive may have moody to alcohol to deal with the trauma of macrocosm raped. The mirror, as puff up as reflecting back on your past could represent simply looking at your reflection, legal opinion self-conscious. Perhaps as a result of rape, the girl could feel truly insecure and unhappy with her own appearance. The mental torment of being raped could lead her to believe that the image she sees in the mirror is worthless and damaged due to bein g raped.In the centre section of the room, there were stacks of paintings of melting clocks scattered on the floor, a globe, a broad drawing on the floor of a clock without any hands, there was also a real clock on the floor. There was a large projection of the painting Scream by Edvard Munch, a bow set out for devil pile, there were lots of newspapers along the right hand side of this section and also newspapers with only a headline simply no other text along the left-hand(a)field(a) side of this section. I think the overall theme of this section was the present, and like in the past section I think there are many more themes within it.The paintings of melting clocks could show how time is running away, how fast life can go at times and that you should bear a cull(prenominal) day to the abounding as you dont enjoy whether itll be your outlast. The large drawing of a clock on the floor, with no hands could back up the idea that this section of the room is present as there is no time in the present because when you have a fixed time, it is in the past. It could also represent any time, the fact that there are no hands could mean that you dont k presently when anything volition transcend, you cannot predict the future.The real clock on the floor shows the universe that time rattling is slipping away, plunk fors tick by all the time, anything you do provide suddenly become the past and you cannot change that. The Scream painting shows a person stand up on a couple with their hands to their face, emit. This could represent trauma and crisis in life, the person on the bridge is perhaps thinking of ending their life and jumping into the river below, or mayhap just chartered a place to escape to, to reflect back on his or her life. The fact that the person is calling could mean they are going through a hard time or they are thinking back to a srailway carred childhood.Like the wine bottles in the past section it could just represent the u nhappy times in somebodys life. Many other paintings by Edvard Munch include the same bridge or pier, maybe this is a reflection on Edvard Munchs life, it could be a place he liked to go when life was getting on spend of him, to look back at his own life. The painting can represent many other things, for example the fear in peoples life, perhaps it represents death, or the fact many people are afraid(predicate) of the idea of death although e reallyone has to face it.The newspapers bordering the past and present section means that whatever is printed in the newspapers is always in the past, you can look back at it by understanding the newspapers except you cannot visit it. Whereas the newspapers with only a headline and no other text represents the present and future, theres nothing to write in the newspapers because you dont know what is happening at this very moment or what is going to happen beside, as soon as it has happened, when you read something in the newspaper, it is already the past.The table for cardinal, set out neatly with dickens plates, two sets of cutlery and two wine glasses I think represents the glacial of the Scream painting, the happy times in life honey and friendship. It could represent a marriage, or even just two close friends. The globes could show the journey through life, or the fact that all over the world everyone is living at the same time, everyone has a past, and a present. Everyone has their own problems in life and however considerable and important yours are, somewhere across the world someone has their own to deal with and your problems are of no significance to them.I think this section could link into the storyline of the past section, the Scream painting could represent the trauma the rape victim went through or even how the child felt subsequently conclusion out it was adopted. The table set out for two could show the happier times in their life, maybe the reunited female parent and child after many year s apart or it could represent a life getting back on track after a terrible event, sharing times with friends and family. The melting clocks show how time was dripping away and how you can never get it back, years would have been wasted being depressed and recovering from the trauma of being raped.In the left section of the room there is a table set out for one, a train ticket with a destination To propose to Fiona, a large question mark drawn on the floor, a coffin draped in a black cloth with a rose on top, a vase of flowers, a flock in a black cloth next to the coffin with a rose on top, a gravestone with no yell or date, the words Dear Diary.. written on the floor just now with nothing following and on the floor, there was a white cloth. The overall theme of this section of the room was the future.The table for one, is cerebrate to the table set out for two in the present section of the room, this could show death of a henchman or divorce or even friends go out. The white cloth on the floor could show the uncontaminating future, nothing has been written on it yet. It could also represent heaven and peace when you die. The coffin represents death, the black cloth draped over it could show how many people fear death. The coffin had a rose placed upon it, this shows love and how when you are gone, theres always someone still alive, missing you. The coffin could be linked to the table for one, it could explain that the partner or friend died.The black cloth next to the coffin could show something connected to the person in the coffin next to it, their soul or personality for authorityd and how that is no perennial there when a person dies. The rose upon this black cloth again can represent the love of someone youve left behind. The large question mark drawn on the floor could represent many things, how the person died or the fact that its unknown as to what happens when we die, or that we dont know what the future holds. The Dear Diary without any t hing written after shows that we dont know what is going to happen to us in the future.Our diaries are blank until we write in them our future is blank until we live it. The train ticket again shows the journey through life. The destination is To propose to Fiona , this could be linked to the table for one, maybe the man went to propose to Fiona but she didnt feel the same, leaving him alone, equal by a table set out for one. The gravestone had nothing written on it apart from RIP In loving memory of Born Died I think this shows that we dont know when we are going to die, or who is going to die, when. This also shows that everyone will die, even though we dont know how or when.The flowers represent the love for someone, when people lay flowers on a grave at a funeral it is because they want to show their respect and love for the person who died and how there will be a part of their life missing without them. This section of the room could also link into the storyline of the other t wo sections. The bundle of cloth next to the coffin could represent an abortion, perhaps the rape victim had chosen to have an abortion. There would be no coffin because the baby was unhatched but the rose still shows how there was still love for the unborn baby.The gravestone again could represent an abortion, there would be no name, or family date as it hadnt been born. The large question mark could represent the unknown find and induce perhaps of the adopted child, it could have been an aban dod baby. It could also represent the unknown rapist and link to the past section with the police tape. On the tables, at the side of the room, not in any of the sections were several poems Time after time, Funeral Blues and an extract from Ecclesiastes in the bible. All of these tie into the three sections of the room and the overall theme of time.They also relate to the many other themes in the room, Funeral Blues by W. H. Auden is on the face of it related to death. It shows the love for someone who died and how they will miss them now they are gone. He was my North, my South, my East and West, My working week and my Sunday rest It is from the point of view of someone left behind, someone now alone left to cope with the death of a partner. This could relate to the table for one, a partner dying and how the person will miss them. I thought that love would last forever I was wrong. The extract from Ecclesiastes in the Bible, links into the idea of past, present and future. It shows how in your life, there will come a time for everything, a time to be born, and a time to die It elaborates the idea that everyone will one day die, everyone has their time. Nobody should be afraid of death, it shouldnt something to be scared of as one day everyone will face it. The poem also includes many opposites, love, hate, war and peace, and explains that in everyones life there will come a time to do all these things. a time to love, and a time to hate a time for war, and a time for peace. festeringThe first percentage of practical work we highly-developed from the stimulus room, was based on the Ecclesiastes poem extract from the Bible. We focused on quadruplet particular lines from it a time to love, and a time to hate a time for war, and a time for peace. We had to pull in a tableaux image of the iv strong words in the poem love, hate, war and peace. The first image out assemblage started to work on was love. We decided all(prenominal) member of our group would hold a still image that represented various kinds of love. Georgina and I held a still image of two parents cradling a baby, showing their love for that child and each other.In this image I compete the father, holding the baby whilst Georgina vie the stimulate gazing lovingly at the baby, our facial expressions were happy to show our love for one another and the child. We also started to think about different kinds of love, not only love for other people but love for other things in li fe. Eliot decided to hold the image of someone eating a burger this was to represent someones love for food. Whilst holding an imaginary burger to his mouth, his expression was content to show how often he was enjoying it. Andy and Fiona held the still image of two people getting married in a wedding ceremony.Looking lovingly into each others eyes, they showed their love for each other, the most common kind of love. Katie played a screaming fan at a concert, overjoyed to show her love for a particular band. We then started to think about the still image we would hold for hate. Georgina and I, instead of cradling the baby, we held the image of two separated parents, fighting over custody for the child. We represented this by, Eliot playing the child and Georgina and I pulling at each of his arms to show our love for one another had gone and now we hated each other because we both wanted care of the child.We werent facing each other or the child and our facial expressions showed we w ere very angry yet determined to be the parent looking after the child. Andy, Katie and Fiona held a hitch physical body to show a big argument, they all had raised arms and very angry expressions, this showed their hate for one another. The next still image we worked on was peace. sort of of all holding different still images to represent this, we all stood in a caste and held hands. This showed that everyone in that circle were friends, there was no war or conflicts in the midst of us, everyone was happy and grinning.The last freeze edge we had to create was for war. We decided to show different kinds of war, the typical kind of war and also conflict and war amongst friends and family. We represented the typical kind of war between countries by Eliot laying dead on the floor whilst Andy and I stood over him holding guns, we had abominable looks on our faces as we looked down to the man we had killed. Georgina, Katie and Fiona represented war and conflict between friends a nd family by all standing with their backs to one another, with stern expressions.We also had to use the convention of melt and morph to link each of our four images. We decided to create a still image that we would start, finish and use between each of our four images. Our image that we would use to morph between the four freeze frames we created was all of us, standing with our heads down facing inwards, in a circle. This was to show the state of nothingness, no war, no peace, no love, and no hate. We evolved from this into each of our images and then back afterwards. I think the way we linked the images worked proceedsively because it showed four definite states war, peace, love and hate.Also it showed the easy transition from peace to war, love to hate and represented how easy it is to go from one to the other. The characters I played in this interchange were a father in the still image for love, a father in the still image for hate, I was part of the circle in our representat ion of peace and I played someone having just killed another person in war. In the first image, I stood as the father looking very happy and lovingly at my child with a big smile on my face. In the second image, I had a more serious and hateful expression, despising of my ex-wife and determined to get custody of my child.In the third image, I stood as part of the peace circle, we all held hands and smiled to show there were no conflicts between us and we were all friends. For the last image, war, I had a very angry but satisfied look on my face as I stood over the body I had killed. The next piece of practical work we did was based on the same poem but we had to concentrate on the lines of war and hate. We were asked to think about why it would pronounce in the bible that hate and war are justified. We then had to create a sight or imagery to explain why hate or war would be justified.The storyline our group came up with was about a very happy family, until the mother of the famil y was killed in a car doss. The father is left to look after the children on his own and lastly decides he cannot cope and walks out to leave the children alone. The children then start to plead over control of the family and the two eldest boys walk out to leave the last of the family, two girls alone. The girls, left alone, hate their father. This is justified because he walked out on the family just after their mother had died, when they needed him most.He left them on their own just because he felt he couldnt cope with being a single parent with four children. We based this story around a family shoot down. Our first nip showed a typical family photograph, everyone smiling with arms around each other, the mother and father standing at the back with their four children kneeling in front of them. Everyone spoke occasionally wording things like, Smile for the camera and Say cheese From this perfect picture we went to the prospect where the mother died. We all went and sat on chairs set out like a car, the children in the back and the mother and father in the front.The children were line in the back and, I, who played the father, was reading the paper in the front, leaving the mother to drive and control the children. Soon after, there are screams as the car crashes, we represented this by all mutedly moving forward, we froze with our heads on our knees for a few seconds then gradually sat up again, looking weary and in pain. Fiona, who played the mother, remained with her head on her knees to show that she was dead and not going to sit back up again. We then moved back to the family photograph, this time without the mother.hither is where we include some sad music to emphasize the feeling of grief and unhappiness in the family. We again stood in the same position, ready for a photograph to be taken. I, playing the father, try to get everyone to smile saying, Come on now kids, its what your mother wouldve wanted, smile for the camera. We then all f roze for a few seconds to show the photograph, everyone looking deeply unhappy and not like they wanted to be there.After this I step forward, walking through the children, I offered towards them and say, Im really sorry, I just ant cope and then walk out of the picture. Here we went back again to the family photograph, this time its only the children in it. The two oldest children, who Eliot and Andy played start to argue about who should take control of the family, who should be the man of the house and then they both leave the picture as well(p). Then we are left with pathos and Katie sitting on the floor, reflecting on their family falling apart, imagining what it wouldve been like if it was their father who died instead of their mother.At this point the family is reunited as if it was I, the father, was dead. Fiona and the children stood in the picture position while I sat where Fiona was sitting in the car with my head on my knees. In this mental process I played the fath er, in the first picture I was as happy as the rest of the family, enjoying having their photo taken. After the crash, in the next picture, my character was grieving his dead wife, I showed this by looking very upset, but forcing a smile to try and encourage the rest of the family to smile for the photo.After this the father had decided he couldnt cope, as I walked through the children I held my head low to show he was regretting his decision and not wanting to look his children who he is abandoning, in the face. The father is a coward and as I tell that I couldnt cope I spoke very quietly and slowly. We used many conventions in this performance flash back, tableau (freeze frame) and slow motion. A flash back is where you move from one scene to another scene in the past. We used the flash back when we showed how the mother died and why she had dropped out of the picture.This worked well as it sure the interview as to why she wasnt in the next family photograph and why the family s tarted to fall apart. We also used slow motion. Slow motion is when characters in the play act a lot slower than normal. We used this when we showed the car crash. I think it rent the performance look more paid, rather than all falling on the floor, we all fell forward in slow motion and the fact that the mother didnt get up showed her death, I think this worked well. A tableau or a freeze frame is where characters on pointedness freeze in fixed positions.The freeze frames we used on every family photograph worked well because each one was different. There were less family members on each photo and for the remaining family members, their expressions grew sadder to show how distressing it was to see your family, leaving. We also added music after the crash to add more emotion and sadness to the picture. The music grew louder and stronger until it stopped when the family was reunited. I think all the conventions worked really well with our ideas and added more emotion and feeling t o the piece.The next part of the stimulus room we created a performance from was the Scream painting by Edvard Munch. We had to create a piece of romp explaining how someone would get into such a state to pull this scream pose and then the consequence. Firstly, we brainstormed ideas as to why we think the person in the painting was screaming, who he was and what happened. We came up with many ideas about the person having no friends or family, maybe being out of a job or just being ecumenically depressed about his life.For our performance, we firstly had to create a walk of the character down the pier as shown in the painting. Eliot played our main scream character we had to do this first movement piece to music. To begin our piece, we decided not to have the character walk down a pier but instead to walk through the passage way of a train. The primal character had to be slow, and all the other people in the performance were going fast around him, this is so the focus of the per formance is on the main character. We decided to show this on a train because we could emphasize the reasons as to why he is depressed and lonely.As Eliot went to sit down at every seat on the train, someone would walk that diminished bit faster and sit down in it before he could, someone even hurry past him and sat on one chair and put their bag on the one next to it. All the other characters on the train exclusively handle Eliot. As the central character was slow he would never manage to get a seat and finish up standing up on his own. This is where he held the scream pose for a few seconds. The next part we had to do was 10 seconds of slow motion. For this we showed Eliots anger building up, he was sick of being ignored, sick of being the one to stand alone.In this slow motion we showed Eliot raising his arms and screaming at the other passengers on the train. We showed this in pantomimist as we thought it looked much more professional. The passengers he was shouting at sim ply glanced at him thinking he was a lunatic and carried on with what they were doing. For instance I played a man sitting on the train reading a newspaper, when Eliot started to scream at me, I looked up once and then went back to reading my newspaper. This all showed the build up of Eliots anger and the exact reasons why he is so depressed and lonely and summed up why he is screaming in the painting.After the 10 seconds of slow motion, of Eliot screaming at the passengers, we had to do 10 seconds of what happens next. Here is where one by one, the passengers get up out of their seats and go, leaving Eliot standing alone in the behavior, even lonelier and upset. After the train scene, we were told to create scenes to describe what has lead the character to the scream, what has happened previously in his life to make him feel so sad and lonely? We showed this by creating three scenes that are flash backs to his earlier life. We started with a flash back to when he was a small child .Eliot and Ruth as his sister went running up to their mother, played by Fiona, to show off paintings they had both done in inculcate that day. The mother immediately dismisses Eliots and leaves the room with his sister, constantly praising her work. This scene showed he was in constant competition with his sister for their mothers attention, but how Eliot was never appreciated by his mother and was left standing alone in this scene. Our second flash back scene showed his life at school. He was the typical geek and had no luck with the girls.Our scene was set in a school disco where Eliot finally plucks up the courage to ask a girl he likes, to dance, when he was pushed away by another boy who the girl ended up spending the dance with. Everyone was dancing with their partners at the disco and Eliot was left standing alone, again. For our third flash back we showed Eliot a lot older, in his job. Here we showed him presenting an idea to his tribal chief, but his boss ignored the id ea and soon after gave the tea lady a publicity in front of him. This showed Eliot, again, not being appreciated, this time by his boss.In all of our flash backs we showed Eliot being ignored and not appreciated, he always ended up being left to stand alone. After these flash back scenes, our group stood, spread out, around the stage. Eliot walked up to each one of us but as he did, we all turned our backs on him. This was to symbolise his life, no one being there, everyone turning there back on him and ignoring him. This short scene could perhaps represent Eliot reminiscing on his life and leading him to walk along the pier. After this scene, we showed Eliot, walking along the pier, like in the painting.Eliot walks up to a line and stops for a few seconds, then he finally steps over the line. The line symbolise life and death, him stepping over the line showed his suicide, jumping off the bridge. At this point everyone who had turned their back on him turned around and held an out stretched arm, as if to try and catch him. After this scene we had to create a scene to show peoples reactions to finding out about his death. We did this using the rest of the group, who had stood there with outstretched arms, forming a line. each person in turn said something in character as one person from each of the flashbacks we did.For example, I played the boss in the flashback of the job and in the line I said, I shouldve minded(p) him a chance, I never listened to him and then we repeated the flash back to his job as we did before but changed the detail so his boss looked at his ideas, and gave him a promotion. We did this with all three scenes we flashed back to before and changed them all so Eliot wasnt being ignored but being dependabley appreciated, this was to show the what if scenario, what if they had listened, what if they hadnt ignored him, he wouldnt have taken his own life.Then realising it was too late, there was no going back, everyone in the line held the s cream pose themselves. This was to symbolise the way they felt, guilty. It was they who had contributed to Eliot eventually taking his own life. In this piece of maneuver I played a man sitting on the train and also Eliots boss in the flashback. For the man in the train, my character was very self-contained and just simply wanted to get from one place to another, reading his paper and not being disturbed.When Eliot began to scream and shout at people, I focussed harder on the newspaper to ignore all the goings on in the carriage, despite it being a man, very depressed and alone, letting all his anger out. I played this character very upper-class, sitting up very straight on the chair, turning my wind up at the goings on in the train and acting very frustrated when I had to raise my newspaper that little bit higher to all told block out my surroundings. When I played the boss in the first real flash back, I wasnt provoke in Eliots ideas, more so interested in the cup of tea I was soon to be enjoying.I completely dismissed Eliot when he came up to me, exited to tell me about his new idea. I did not care about his feelings or whether it would be a good idea. When I played this character I was very snappy and couldnt be bothered to look at whatever he had to show and dismissed him with a wave of my hand. When I played the same character standing in the line, I was very regretful and embarrassed of my actions towards him, when I said that I wish I had been a better boss I held my head low to show how ashamed I was and spoke quietly and slowly.In the what if flash back I was a very happy and considerate boss, welcoming his new idea with crack arms, I played this very kindly towards Eliot and always smiling. The conventions we used in this piece of drama were slow and fast motion, freeze frame, flash back, mime and also used music at the beginning of the performance. We used fast motion to show every one carrying on with their lives around one focal character w alking down the train. Fast motion is the opposite of slow motion where characters act faster than normal. We used the fast motion on the train scene with everyone else on the train apart from Eliot.This helped make Eliot stand out from the other characters. This symbolised that the world is still carrying on with their lives, no matter how terrible he is finding life. We then used a freeze frame when Eliot did the scream pose, this worked well as it showed the link to the painting we used as our stimulus. We then used slow motion and mime in the aftermath of the scream pose and the reactions of the others on the train. Mime is where you act as normal but without speaking a word, but still moving your lips as if you were, we used this when Eliot is shouting and screaming at those on the train who eventually walk off.I think the performance looked more professional because the mime added more emotion and also symbolises the character in a way, he is shouting and screaming but the aud ience cant fall upon a word of it, just as many people ignored him in his life and never listened to anything he had to say. We then flashed back to Eliots past to show why he felt so alone. The conventions all worked really well with the piece and helped the audience understand why the character is feeling the way he is. For our next piece of drama, we looked at a theme within the stimulus room. We looked at the childhood theme found in the past section of the room.We firstly had to brainstorm what we thought linked to childhood in the room. The hopscotch, the baby, the nursery books and the children playing on the video all tie into the childhood theme. All these objects relating to childhood had a sense of innocence and youth. We brainstormed meaning(a) memories of our own childhood and chose 6 ideas to create scenes upon. Our group came up with many ideas for this but the 6 ideas we chose were* A school birth play. * Playing in the school playground. * On a live castle at a party. * Learning to go a bike. * Writing letters to Father Christmas. Telling scary stories at a sleepover. We firstly had to create tableaux images or short scenes of these memories. For our first scene, the nativity play, our group all stood in a line as if on stage at a school play. Georgina and Katie were arguing loudly about the role of Mary shouting, I wanted to be Mary , Ruth played a young girl, transfixed by the audience, smiling stiffly and waving, I played a young boy on stage urgently needing the toilet and dancing about ready to wee myself at any moment and Eliot played a young boy who walked off stage half way through.We all acted very childlike and how you would expect very young children to react on stage in front of all their mums and dads. In our second scene, playing in the playground, Eliot and Ruth were playing with a skipping rope, Katie was playing hopscotch alone and I was running away from Georgina who was chasing me in a game of tig. For our third scene, on the spanking castle, we were all bouncing happily apart from Ruth who is sitting on the edge, too scared to go on it.Eventually most people left the bouncy castle but I continue to bounce there quite happily on my own. Our fourth scene, learning to pose a bike, showed Eliot learning to ride a bike, being taught by Georgina whilst the rest of us played parents and other adults watching him learn. I played the father of Eliot and we all cheered when he rode the bike on his own. For our fifth scene, paternity letters to Father Christmas we all laid down on the floor reading as we wrote.I lay there and as I wrote was saying, Dear Santa I have been a good boy this year.. We made it very clear we were children by speaking very slowly as we wrote it and also by fidgeting whilst we were writing. In our final scene, at a sleep over, we all lay there and listened to Ruth telling a ghost story. As it ended we all gasped in horror and eventually turned over and fell asleep. After we had created the 6 original scenes, we had to repeat them all but with one thing different in each the scene had to be deflower with a bad memory. For our nativity play scene we showed Eliot playing a young boy running off crying because his mum hadnt came to watch in the audience.This could show how his mother not turning up, could perhaps leave what should be a happy memory of a school play, tainted. It could even perhaps be a first of a long line of memories in the boys life of people not being there for him and he may find it a lot harder to trust people in the long run. A small variance in the past could affect the future a lot more. For the playground scene, Georgina who was chasing me in the playground, deliberately pushed Katie over when she was playing hopscotch and carried on running.This could affect Katies adult life, by having this memory tainted Katie might feel more insecure as an adult and live her life in the shadow of others because of a small blusterous incident whe n she was very young. For the bouncy castle scene, instead of me being left alone quite happily enjoying bouncing along, I was left alone but this time lonely and sad. This tainted memory of being left on your own while the other children go off and play somewhere else could have a big affect on later life. My character would not want to venture to new things on his own, for fear of being lonely.Perhaps he might follow other people around when hes older so that therell always be someone there. In the repeat of the learning to ride a bike scene, the adults werent as interested as the child achieving to ride the bike but instead all walked back inside, leaving the child outside alone, seek with the bike. This tainted memory could be very influential in later life, the boy may not want to try new things, wont want to confront challenges in fear of being left alone to try and cope with them.In the repeat of the writing letters to Santa scene, one of the children shouts out, Santas not real , although a small, laughable incident, looking back, this could change a childs life in that they wont be able to trust or believe other people as much and find it difficult to rely on other people. In the tainted scene about telling scary stories, after we had fallen asleep one of the children had a nightmare and woke up clutching her knees and shaking with fear. She was the only one awake and felt scared and alone after hearing the scary story. This could affect her adult life, as she could be slowly scared and worried that she will be alone.After creating 6 scenes of childhood memories and 6 scenes of tainted childhood memories we had to create a scene that shows a character from one of the scenes in the future as an adult. We decided to create a scene that showed all the characters from the nativity play scene, in adult life. We kept it similar to the original scene in that the characters were all waiting on stage in a theatre, ready for the curtains to go up. Each chara cter said their own thoughts aloud before they went on stage. For my character I said, Oh why didnt I go to the toilet before I came on?Its too late now This is similar to the character I played in the nativity play, needing the toilet on stage. All the other characters said their thoughts, similar to the actions of those when they were children in the nativity play. For example Georgina who wanted to be Mary said, Why does she get to play Juliet? She always gets the good split. Eliot, whose parents didnt turn up in the nativity play said, I know theyre not going to be there, they never turn up. This shows how the tainted memory of the nativity play has been affecting him in later life.From this scene we flashed back to the childhood nativity play scene, this worked very well as we stayed in the same positions and the transition was clear by our sudden childish behaviour on stage. The characters I played in the piece of drama are a small boy needing the toilet on stage in the nati vity play, a boy being chased in a game of tag in the playground, a boy bouncing on the bouncy castle, left alone at the end, a father watching his son learn to ride a bike, a small child writing a letter to Father Christmas, a small child at a sleepover listening to a scary story and an adult waiting on stage, desperately needing the toilet.When I played the boy in the nativity play, needing the toilet, I played it with a very desperate face, embarrassed that Im on stage and I need the toilet and also by bugging the girl next to me to tell her. I played the boy being chased in the playground with lots of excitement, full of energy, dodging behind chairs and people trying to hide. When I played the boy on the bouncy castle, for the first memory, I played him really happy and exited, enjoying just bouncing up and down, not affected when everyone leaves.On the tainted memory, when everyone leaves my face turned sad, I stood there, still bouncing slightly, looking upset, wondering why all my friends had ran off without me. When I played the father in the first memory of the boy learning to ride a bike I played it full of joy, a big smile on my face watching my son learn. On the tainted memory I acted like I wasnt interested, more interested in talking to my friend about the football than watching my son learn how to ride a bike.When I played the small child writing a letter to Father Christmas, the first memory I played I looking really happy and exited to be writing to Santa and also very much looking forward to Christmas. On the tainted memory I played it very upset and shocked when someone said that Santa wasnt real, as if my dreams had been shattered and betrayed that I had been lied to about it. For the small child at the sleepover I played it very interested in the story being told and exited about what would happen next but scared at the same time.And finally when I played the adult on stage waiting to go on but desperately needing the toilet, I played it very nervous, thinking why I had made such a mistake again. When I said my thoughts I said it with nerves in my voice and embarrassment saying, Why didnt I go to the toilet? . The conventions we used throughout this piece of drama were flash backs, freeze frames, repeating and thought tracking.We used the flashback to go from the adults on stage to the tainted memory of the nativity play, this worked very well as we were in the same positions and the change between our adult characters and child characters was visible even though we had the same qualities. We used a freeze frame to separate our childhood scenes we ended each scene with one. Repetition is where you repeat something you have already performed, often with a small change to it. We used repetition when we went from one childhood memory to a tainted childhood memory the scene was the same apart from a few details.Thought tracking is where you hear characters thoughts aloud. We used thought tracking when the adult actors are waiting for the curtain to rise and they say their thoughts, relating back to how they felt when they were children. The conventions added more depth to the piece, the repetition showed the clear difference between the normal and tainted memory and the flashback showed how the tainted memory had effect in later life. The freeze frames detached each scene from each other and I think gave it more of an effect of being someones memory.For our final scene, we had to choose one object or theme from the stimulus room and create our own performance piece on this idea. Our group chose the newspapers about rape in the past section of the room and the table set one in the future section of the room. The story our group developed was about a girl key outed Katie being raped. It showed the life of Katie in a what if situation. If she hadnt taken the detour on the way root from the pub, would she have been raped? Our piece of drama started with Katie, playing Katie and Eliot, playing the r apist, walking towards each other.Katie was walking alone back from a night out at the pub she was a little tipsy and seemed in her own world whilst walking along. Eliot walked towards her from the opposite direction he was also alone and had just come from a night out with the lads. Georgina and Fiona took the roles of narrators and introduced the characters as they walked to the centre stage. Georgina told the audience about Katies bubbly personality, how she was always up for a good night out. Fiona introduced Eliot as a typical lad, told the audience his love for women and how hed go for anything with a pulse.This introduced the characters as they met. When they both reached each other there was a freeze frame. Katie held her arms in the air, protecting her self whilst Eliot held the position of someone about to attack her. They were not touching this would leave the audience in suspense, left to think about what this freeze frame was suppose to show. As our stimulus for this pi ece of drama included the newspapers about rape that was what the freeze frame represented although the audience would not know that for sure.As they were frozen, Georgina, Fiona and I walked on stage and started circling the freeze frame, we all acted as if we were going about out daily lives. I was on the phone talking to a friend, Georgina was reading a newspaper and Fiona was talking as if to a friend. This was to represent that the whole world carries on with their lives whilst the rape was happening, perhaps tying into the representation of the Globe in the stimulus room. We included in our story, a way of being able to freeze what was going on, on stage and being able to talk to yourself or your thoughts aloud or to the audience, this was done by clicking the fingers.I think this added suspense as the drama could be immediately stopped at any precise moment and also made the audience feel more involved. As we were all circling the freeze frame, Ruth who played the same charac ter of Katie walked on stage and clicked her fingers. We all froze. Ruth, looking at the scene in front of her, looked distressed and confused. She was saying things like, this is not right, its not like this to herself as she walked up to the frozen scene. As she reached the scene of herself getting raped, she started to change it. She straightened up Katies jacket and did up Eliots tie.She stood in the scene to show that it was her it had happened to, then Ruths character of Katie got a phone call from her colleague, this is who I played. I was enquire her to come back to the house because there was something I wanted to ask her. This was where the story was spilt. There was now a what if scenario. The second Katie had got a phone call to go back to the house, so she wouldnt have ever met Eliot in the alley and it wouldnt have happened at all, The first Katie didnt get a phone call from her boyfriend before she took the detour down the alley and ended up getting raped.As our per formance continued, we showed the same character, Katie, in two different lives, one went hearthstone to her boyfriend the other had been raped. Ruths character of Katie who had received the phone call went home to meet her boyfriend. As she opened the door she was greeted by me on one knee. I took her hand and began proposing, I started saying, Ive been thinking about this for a long time now, I want to spend the rest of my life with you Ruth then clicked her fingers, I froze and she walked towards the audience. Ruth began to say her thoughts out loud saying things like Is he really going to do this? and planetaryly showing her excitement to the audience that she was about to be engaged. Ruth then returned standing in front of me and clicked. I carried on with proposing, Katie, will you marry me? Here is where we froze, Ruth left the scene but I stayed in the same position. The first Katie, who had been raped, walked in. I acted incisively the same and began to propose, Ive be en thinking about this for a long time now Katie walked on by, ignoring me, her boyfriend, verbalize quietly, I dont want to talk right now.This Katie is very distressed after being raped that she walked straight past her boyfriend proposing, and out of the room. Here is where we represented the table for one, Katies boyfriend has been left on his own, he was about to ask the most important question of his life and his girlfriend, who he doesnt know has been raped, walked straight past ignoring him. After this scene, the second Katie, who didnt get raped is showing off her engagement ring to her friends played by Georgina and Fiona, in the pub. Although we didnt show it, Katie said yes to her boyfriend and now she is happily engaged.Eliots character, the rapist, is also in the pub. As this Katie hasnt ever come across him she doesnt know who he is but as he walks past her and her friends, Katie kept sodding(a) at him and cant help thinking why she recognises him. She doesnt know w hy, she doesnt know him, but she gets a chill down her spine and has to leave. The final scene of our piece shows the narrators introducing Katie and Eliot exactly the same as at the beginning, they are walking towards each other. This time it is Ruths character of Katie having just left the pub.They freeze in the same positions as Eliot and Katie had done before. So even if Katie had got a phone call from her boyfriend and went back to the house, if she hadnt walked down the alley that night, she still ended up in the situation of rape. This shows that even with the what if, Katie got raped either way. It shows you cant live life thinking, what if Id done something otherwise as everything happens, and happens for a reason. In this performance I played the boyfriend of Katie and also one of the general members of public walking round the frozen rape scene at the beginning.When I played one of the people walking around the freeze frame I was talking on the phone to a friend, not kno wing of the rape that was also happening, this is to represent that everywhere everyone is getting on with their lives while you maybe going through such trauma. I also played Katies boyfriend, who is very much in love with his girlfriend and wants to spend the rest of his life with her. When I was proposing to the Katie who didnt get raped, I proposed to her on one knee, and took her hand in mine, with a big smile on my face as I saw her smiling as I said it.I paused between each line until I finally said, Will you marry me? which I said definitely and severely but still smiling. When I proposed to the Katie that did get raped, I started just as I did with the other Katie, smiling as I said it until she walked on past me ignoring me, the smile faded and I got up looking very upset and confused at the same time. We used many conventions in this piece freeze frame, narration, thought tracking and cross cutting. We used tableaux during each scene as a way for the narrator or charact er to speak to the audience and demand them in on what was happening.We used narrators to help tell the story in more detail, making it easier for the audience to understand and be more involved with the play. memoir is when you speak to the audience out of role, informing them of details about the play or about the characters in it. Some characters used thought tracking and spoke to the audience in character, to show their inner thoughts we used this whenever we had a freeze frame by clicking the fingers. Thought tracking is where you as an audience can hear the characters thoughts out loud. We also used cross cutting, from the two Katies lives, the Katie that did get raped and the Katie that didnt.This showed how taking just a small detour on your way home could affect your life completely, this added more depth to the piece, being able to see, visually the what if scenario. Cross cutting is where you switch from one scene to another, freezing in-between. The conventions were al l very in effect(p) and added more emotion to the piece, being able to hear the characters inner thoughts and also kept the audience more informed with the story and the characters in it. paygrade For our first piece of drama, the still images for love, hate, war and peace.We had to create four tableaux images for those words and morph between them. The most effective moment in this piece I think was our tableau for peace and the way we morphed into it. Our image for peace was everyone holding hands in a circle, we evolved into this from everyone in our group heads down in a smaller circle and then we all together stepped back and held hands. I think this was effective because it flowed nicely and was a good representation of the word. Our group worked very well for our first piece of practical work, everyone contributed ideas and we came out with a good finished performance.Ideas I contributed for the still images of love, hate, war and peace were that we should include several d ifferent meanings of the words e. g. not only the typical love for another person but also show love for other things like a favourite band or a favourite food, also the way we morphed into the images, I thought it was a good idea to return to one same still image after each of the four images we showed. My ideas were effective for the way we morphed into each of the images, because it flowed well and showed four definite different still images.I think we could have improved it by showing the typical kind of war, between countries, not by having a dead body on the floor and two men standing over him with guns. I didnt think this looked very good and would have been better if we showed it in a less obvious way. We then had to create a piece of drama that explains why hate and war may be justified. The most effective moment of this piece of drama we did, I think was the music playing on board the performance after we had shown the mother dying.This was effective because as the music w as slow and sad it represented the mood of everyone in the family, grief and sadness. For this piece, our group worked well together, the general picture of the family getting smaller and gradually looking more and more miserable worked well. The ideas our group came up with were effective in that the justifying hate was deep and cloak-and-dagger within the performance, we showed the build up and reason the children ended up hating their father. Ideas I contributed to this piece were to flash back to how the mother died.I think this fitted nicely into the performance as it explained the reason for the mother not being in the next family photograph although I think it would have looked better if we showed her death by symbolising it somehow not sitting in four chairs laid out like a car. The conventions we used in this were freeze frames, flash back and slow motion. These conventions were effective because the freeze frames represented the family photograph which is what we based ou r story on, the flash back kept the audience more informed as to why the mother had died and the reasons the family had started to fall apart.The slow motion in the car crash made it look more professional and I think worked well. Other conventions we could have added was perhaps more thought tracking, this would have improved the performance as the audience would have been able to hear the individual characters thoughts, what that were feeling and if they did, the reasons they walked out on the family from their point of view. The second piece of practical work we developed was based around the Scream painting. Here we showed the reasons and build up as to why this character was screaming and the aftermath of his suicide.The most effective moment of this performance I though was when Eliot, who played the main character, walked up to each other member of the group in turn and we all just turned our backs on him. This was symbolic of his life, nobody being there for him, nobody appr eciating him and everyone turning their back on him. For this piece our group worked well together, all of our ideas made up a good all round performance, when we put all the different sections of the performance together to perform it, it worked well.The idea I contributed to the piece was to revisit the flashbacks in a what if situation, the characters on finding out about Eliots death were all deeply sorry and ashamed of the way they behaved towards him. showing these what if flashbacks I think represented their own thoughts and was effective in the performance. What we could have improved in this piece was the beginning sequence of Eliot doing the scream pose.I think this could have been shown in a more symbolic way as it is symbolic in itself the character wouldnt have screamed like that in a train carriage but it represented the way he felt and linked it to the painting we used as our stimulus. We could have shown it somehow to be in the characters head, his thoughts circling him screaming as he was only screaming inside, until he started to shout at passengers. The conventions we used within this piece were slow and fast motion, freeze frame, flash back, mime and also used music at the beginning of the performance.I think they all added to the performance, the slow and fast motion helped the audience see who the focal character was and also represented the way the world is going so fast around you. We used the freeze frame when Eliot did his scream pose, this worked effectively because it linked the piece back to our stimulus, the scream painting. It showed how the character in our performance was feeling the same, if not was the person in the painting. The flash backs we used helped show the reasons and build up to why this person is screaming, it made the audience understand what has lead him to this and why he ended up committing suicide.The what if flash backs, with some details changed, showed the way the people were thinking, how if they might ha ve behaved differently towards him then he may not have ended up walking off the bridge. Other conventions we could have added were thought tracking, we could have used this on the main character who does the scream pose. This could have given the play more depth and emotion, it would have helped inform the audience more of what he was thinking and what was going through his mind. The third piece of practical wok we worked on was the childhood scenes.This is where we came up with 6 childhood memories and made a scene or imagery out of them, then we repeated those scenes but with a few details changed so that they were tainted memories, we then showed a scene of some of the characters from the childhood scenes in adult life and flashed back to when they were younger. The 6 childhood memories we worked on were a nativity play, playing in the school playground, playing on a bouncy castle, learning to ride a bike, writing letters to Santa and telling scary stories at a sleep over.I thi nk the most effective moment of this piece was when we flashed back from the adult scene to when they were younger, this showed how the tainted memory had affected that child in adult life and also that all the characters have the same characteristics now they are older when they did when they had stood on stage in a nativity play as very young children. It also worked well as we stood in the same positions and the only change from the adult scene and the flashback was our sudden childish behaviour.For this performance our group worked very well, we had many scenes to put together and when we did it all flowed nicely. Ideas I contributed to this piece was to have the thought tracking of the adults when they were waiting to go on stage, I think it was effective because this showed what they were thinking and how it related to their character when they were children. Ideas we could have improved to make the performance better was to make the way the scenes had been tainted more obviou s.It wasnt too clear to the audience how the scene had been tainted when it was repeated. The conventions we used throughout this piece of drama were flash backs, freeze frame, repetition and thought tracking. These conventions worked effectively in the performance we used the flashback when we went from the adult scene to the nativity play scene. This worked well as it showed the similarities between the adults and the children, also we stayed in the same positions so it was only clear that we had flashed back by our change to acting like children.The freeze frame helped separate each of the childhood scenes and I think gave the scenes the effect of being in someones memory, freezing the scene, then moving to the next one. The repetition showed how a childhood memory could easily be tainted it showed the difference between someones happy childhood memory and someones bad childhood memory. The thought tracking of the adults waiting on stage worked well as it informed the audience wh at they were thinking and how it related to their character when they were younger.Conventions we could have added to improve our piece of drama could be more thought tracking, in the childhood scenes we only knew how the children felt by the way they acted, perhaps if we included some thought tracking for the children it would show how they were feeling in their happy memory and then in their tainted memory. The final piece of drama we did was our final performance, about rape. We showed the life of our character, Katie, in a what if scenario, what her life would be like if she had been raped and if she hadnt. We showed these two different lives alongside each other.The most effective moment of this piece, I think, was showing her boyfriend propose to Katie twice, the one who did get raped and the one who didnt. This showed the agate line between the two and the effect of being raped. For this performance our group worked well together and we all had good ideas that contributed to our final piece. We all listened to what each other had to say and were all happy with the final performance we came up with. Ideas that I added to this piece were to repeat the beginning scene with the first Katie and Eliot walking towards each other, at the end, with the second Katie.This was to show that even if she hadnt taken a detour home she would have got raped anyway so you shouldnt go through life thinking, what if Id done something differently? It also wrapped up the piece and was a good ending. Another idea I added was to have the narrators introduce Katie and Eliot at the beginning of the piece, this worked well because it showed how Katie was a normal, bubbly girl and that rape could happen to anyone. It also introduced Eliot as a typical lad which similarly shows how anyone could be a rapist.We could have improved this piece by making it easier to understand, maybe by making it slightly simpler. It was a very complicated story line and is difficult to show the life of the same person with two different people, which may have made it more complicated for the audience. The conventions we used in this piece were freeze frames, narration, thought tracking and cross cutting. They were all very effective in the way we used them. We used a freeze frame in nearly every scene, when a character clicked their fingers.This is where the characters had a chance to either narrate or we included thought tracking of the characters here. We used narration to introduce the characters, describe their personality and also inform the audience of what was happening through the story, we used the narration during a freeze frame. This was effective because the audience could not only listen to the narrator but see a still image on stage behind. The thought tracking, we included when we used a freeze frame, this portrayed the feelings and thoughts of the character to the audience at various parts of the story.We used cross cutting when we cut from one Katies life to th e other, this was a major part of the story, which helped show the two lives side by side. This was very effective as it could show the audience the different lives Katie would lead, if she had been raped and if she hadnt been raped. Other conventions we could have added into the piece would be maybe a flash back into the rapists past. This could have given the performance more depth and perhaps reason as to why someone would end up doing such a thing, it would have explained to the audience what subject of person ended up becoming a rapist.