• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Unman Wittering and zigo by Giles Cooper. Scenes 3 ,9 &24

Extracts from this document...


You have been asked to direct a radio production of Unman Wittering and Zigo, focusing on scenes 3, 9, 24. Elaborate how you would convey the growing tensions and changing relationships between the pupils and John in these scenes. We have been studying the play Unman Wittering and Zigo, which was written by Giles Cooper in the 1960's. Giles Cooper was born in Dublin in 1918 into a privileged home. His father was a naval officer, who later became a judge. Giles Cooper's father wanted him to become a diplomat or a lawyer but Giles chose to go to drama school rather than university. He was educated in a public school, subsequently the story is based on his own experiences of authoritarian teaching while he was a student. Giles Cooper was concerned about the effects of authoritarian teaching and as a result wrote this play. The play is about a teacher, John Ebony, in his first job who wants to make a good impression. He finds that the boys he is teaching are fractious and have a nasty habit of gambling. His life as a teacher rapidly descends in to a nightmare, and as the story goes on he begins to uncover the mystery surrounding the death of the previous school master. ...read more.


The students take advantage of John's inexperience and in doing so gain an advantage over John When the Head walks in, the boys carry on with the lesson and by doing this makes us think that they have done this before. This is the chance John has to tell the Headmaster about what they had said, but foolishly he doesn't. This shows that John's confidence has diminished. Furthermore John presumably does not want to tell the Head because it could create the impression that he cannot handle the class. In scene 8, convinced that the boys have committed some sort of crime, John takes Mr Pelham's wallet to the headmaster and suggests that it should be given to the police. However, (contrary to John expectations) the headmaster tells him off for leaving the class and ignores his concerns. "'It was in his pocket when he was killed' 'It is a practice which is always discouraged here. Every period should be worked through whatever happens'" The headmaster then changes the subject, suggesting he doesn't want to discuss John's concerns, by saying he wanted to invite him for dinner. This shows that the headmaster does not give John any support but more importantly does not want the secrets of what happens in the school to be exposed. ...read more.


The students begin to realise that they can't hold anything against John and moreover the fact that he doesn't seem to care anymore. Now it is the students that begin to panic. When John refuses to teach the lesson, the students retaliate by trying to show that they don't need him and haven't lost anything. They try to prove how little his withdrawal affects them so attempt to continue with the lesson themselves. "'And he's taking it out on us' 'It's not fair' 'Are we going to let him?' 'No. We'll go on ahead without him. Cuthbun, you're the best at history you take us'" This attempt fails as their independent learning skills have not been developed, and soon there is chaos when they begin to bully Wittering, taking all their frustration out on him. This is where the writer shows that, although too much authority has disturbing consequences, totally removing it would be just as harmful because anarchy would be the result. The confession and revelation of Mr. Pelham's death plays an essential role throughout the play. Not only does it disclose what characters authoritarian teaching can create. It also shows the extent of Cooper's passionate views regarding authoritarian teaching. The play is about violence and authority, the questions posed by the play are- Does authority prevent violence, or does authority cause violence? ?? ?? ?? ?? Mohammed Imran Daji Unman, Wittering and Zigo English Assignment ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Aldous Huxley section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Aldous Huxley essays

  1. How do directors use musical scenes to engage the audience and create atmosphere?

    Instead of just using one style, it uses a medley to doesn't need to keep changing around one particular style, it can do it in a totally different way; it can blend all the different styles together. As it is a medley, a completely different song can be used at

  2. Great Expectations

    They give us this sense of tension because the feeling of the character is put into the feeling of the reader. It connects the reader to the character and gives them a sense of a rush and hurry.

  1. Great Expectations

    Her character helps connected everything together so the novel has some continuity. Without her Estella would not be the character she is, a cold hearted and arrogant Lady, and without Estella having that personality the whole novel would be seen differently.

  2. Great expectations

    and that it will be told through their eyes and their point of view and in this case that is Pip's. As the chapter opens, Pip describes how his ideas of his parents' appearances were "unreasonably derived from their tombstones" and that from them he "drew a childish conclusion".

  1. Forbidden Secrets

    "My whole business could have been ruined!" Clive shouted. "There would have been no money for food or clothes. You would have had to work instead, because I would be banged up in some prison." "I'm sorry. I don't know how it happened." stuttered mother Why would Clive have been put in prison?

  2. Above and Beyond - The return

    "Yes, I talk with God. Yes, He talks to me." Darien jumped up from his chair. "Who are you?!" "I'm Kaley Embry, your assignment. Remember?" aley was silent. "Griffin broke up with you?" "Yes. Darien tried to see me, but I wouldn't talk to him.

  1. Writing to narrate - Not What It Seems.

    The packing was hard; it was very hard. I mean, how did they expect me to pack all my life in one suitcase and in less than half a day. I had to decide what was going and what was not.

  2. Writing to entertain.

    We were very poor, the only income we had was benefit (I had given up my job in order to live with him). Society has a habit of demoralising people who have been in prison, so no one had any intention of giving him a job.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work