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

Evaluate the whole workshop both your work and work of others in the group. Look particularly at social, cultural and historical issues explored.

Extracts from this document...


Evaluate the whole workshop both your work and work of others in the group. Look particularly at social, cultural and historical issues explored. Before the workshop began, I knew little about the death penalty, what qualifies a criminal to receive this sentence, and countries in which the death penalty was accepted. The workshop included different methods of bringing the texts to life and to develop the classes understanding of each task. Each stimulus that was studied also gave a different viewpoint to the death penalty, by displaying opinions through a speculation or a monologue. Every stimulus also described scenes which differed from others socially, culturally and historically. Though each stimulus was studied using a variety of explorative strategies, and showed different situations where the death penalty was prominent, the majority of students in the class came to a conclusion on capital punishment. By the end of the workshop, (it is unknown whether the workshop influenced these opinions entirely) a total of four out twenty three students were for the death penalty, with a huge nineteen students standing opposed to the sentence. "Long Black veil" was sung by Joan Baez, and written by Danny Dill and Marijohn Wilkin. The melody is originally a 1950s song, though it was re-released in the 1980s. The song was written and sung as Anglo-American contempory folk music. This stimulus was the first of the drama texts we used in our workshop about capital punishment. ...read more.


This could be done by an increased volume and speed of the narrator's voice to represent the flustered and confused wishes and apologies. The almost diary-like narration allowed the audience to listen to every thought which occurred to the guilty, whether it was abstract or clear. Narration was used often with different tasks as the way voices are spoken emphasises a scene, the images being portrayed to the audience and the situation all the concerned actors are featured in. Following "The Hands of Time", we studied "Our Country's Good", a play written by Timberlake Wertenbaker and set in 1789. This stimulus was different to "The Hands of Time" because it was a play, describing the situation of a girl who knew she was guilty, and her prison officer supervising prisoners. "Our Country's Good" displayed a situation that was socially different from the two previous stimulus' studied. At the time, people who were of a lower class status were treated with more severity for their crimes. Criminals who were found guilty were deported from their homeland to Australia as prisoners. In 1789, when there was shortage of prison space, the government felt this was a situation which could be solved by taking criminals away from their country and taken to Australia, where they would follow strict regiments. This situation is also individual historically, as today deporting criminals is not practised. Using this "Our Country's Good", the class created (in groups of three- two actors, one director) ...read more.


Each of the four characters were at different levels, the character at the lowest having the least amount of hope. The characters were joined by holding hands, symbolising the chains of hope between each character. One character was stood at the front of the line, standing up straight, expressing a large amount of hope that while the individuals were incarcerated, there was still hope that their situations would improve. In my opinion, the death penalty does more harm than good, and so I'm comfortable living in British society where the sentence is not practised. Instead of issuing the death penalty to all murderous criminals, Britain incarcerates them. I feel this is a more beneficial procedure because studying confined prisoners may give a better insight to future criminals or a similar violent nature. My opinion is mine of my own, and families of murder victims may feel that capital punishment is the only answer for murderers. This is understandable, as I imagine losing a loved one at the hand of another person may drastically change your opinion of the death penalty. Personally, the workshop only reinforced my opinion that the death penalty was never the answer to murderous criminals. The different texts examined and the feelings of both the remorseful guilty and the accused only made it clear that while the death penalty may seem the easiest way to deal with murderers, it's not the right way. While rehabilitation and counselling may not be unable to change the character of murderers, killing them could not accomplish much more at all. January 2004 A??fe Murphy 11H ...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 Capital Punishment 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 Capital Punishment essays

  1. Dead man walking - Film analysis

    Straight after this, Matthew's mother talks about his funeral, and completely kills off the happy atmosphere. She realises that what she said was inappropriate immediately, as her face drops and there is a long silence. Tim Robbins shows how inappropriate this was by letting us see exactly how long the silence lasted.

  2. Free essay

    Dead man walking

    What examples about forgiveness were in the film? Helen forgiven and responded to Helenfrom either Helen or his mother becuase dlove and forgiveness=owards Matt. one and eventually grew to lovess to Matt was probably the strongest example of forgiveness in the film.

  1. Free essay

    Death Row Evaluation- Portfolio work

    I started by using a subtle tone of voice, virtually whispering to the audience. As I progressed through my monologue I would become very emotional and begin to have a tear in my eye as I apologise for the crimes which I have committed.

  2. Derek Bentley's Last Thoughts.

    Thinking of what position my family will be in actually makes me terrified. Think about how people will treat them. Will they feel sorry for them because of my loss? Will they be spiteful and malicious towards them? How will people remember me?

  1. Discursive Play script

    A lot of these people might be innocent, yet nearly all the time they will be put to death. I was a lucky one but most of the time innocent people don't get released. Catherine Nighting: Geraldine, what do you think to Morgan's story?

  2. Using an examination of Act One, Scene Three (punishment) as a starting point, explore ...

    The Liberal humanist view also emerges within the play. Great art connects us to universal truths and through art we learn what it is to be a human and art is seen as an agent of moral change. Furthermore Human Liberalism asserts that art and compassion inspire and motivate us as source of moral and spiritual guidance.

  1. Capital Punishment Workshop.

    This 1930 s play had lots of tension built up throughout it every little noise startled and worried the two characters. This highlighted to me what a powerful tool capital punishment is and how it can affect people's lives. I and my partner created a similar piece of dramatic tension

  2. What evidence is there to support the claim that Don Delillo is a disturbing ...

    who have the power and authority to make such universal pronouncements" (Middleton/Walsh) therefore the discarding of the metanarrative is the logical conclusion when no metanarrative can be seen as universally true. If none are true then none can be privileged over the other, the post-modernists encourage only "local Multiple, and marginal narratives" (Middleton/Walsh)

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