Thirty+two

Our stimulus is The Virginian Tech Massacre. We are using various Wikipedia entries, newspaper and magazine articles and internet articles as the stimulus materials for the performance. We have chosen The Virginia Tech Massacre to show the reasons why Seung-Hui Cho chose to perform the massacre (i.e. his mental health issues) and how he did it (obtained gun etc.). We also want to show the effect his actions had on different people (i.e. the family of the victims). For the sounds we will be using sound effects to enhance our performance (e.g. rewinding noises, gun shots etc.) We will also include a power-point as the background in our play to show the setting and also as a prop in various scenes (such as the classroom scene, it will serve as a whiteboard). During our performance we will need a small toy gun (representing the gun Seung-Hui Cho used) and small costume items such as scarves and hats (to represent a different character). Seung-Hui Cho took the risk of wanting attention, and the American governments risk was the risk of legalising guns. Our presentation is related to risk taking because it shows the risks Seung-Hui Cho took and the different consequences of his actions. Although the risk Cho took was large the audience can relate to the smaller aspects of it as well as the consequences to their actions. 1. What of the risk that Seung-Hui took? Seung-Hui Cho’s risk was the risk of wanting attention. 2. What was the risk that of the American Government? The American Government’s risk was legalising guns as well as not setting any rule about possession of guns on campus. 3. Why did Cho perform the Virginia Tech Massacre? The main reason why Seung-Hui Cho performed the massacre was because of his Selective Mutism, it made him fail to speak and extremely stressed. Because he couldn’t express his emotions through communication he committed the massacre. 4. What security measurements are in place at International Grammar School? At International Grammar School there are evacuation plans in place to protect the students and evacuate them if such an event occurs. These evacuation plans are practised during the year to assure that people know what to do. There are also security cameras around the school including the front gate; this prevents just anyone to walk in. 5. What are the laws regarding guns in Australia? In Australia the possession of guns is illegal, unless you have a Firearms Licence and must be over the age of 18. Before someone can obtain a firearm they must get a Permit to Acquire, and they must have a genuine reason such as: pest control; hunting; target practise or collecting. Self defence in Australian is not accepted as a reason. 6. What are the laws regarding guns in America? Gun laws in America vary from state to state and are defined by different federal and state statues. The law states that you must be only aged 21 to possess a handgun and a person over the age of 18 can possess/purchase a rifle or shotgun. You are ineligible to possess a firearm if are a fugitive from justice, convicted of felonies, minor and many other reasons.
 * Rationale **
 * Members of Group: ** Alexei Quick, Luke Todaro, Luke Ivan, Anzu Kawano, Beth Harris.
 * Stimulus: **
 * What we want the audience to get from it: **
 * Music/Sound: **
 * ICT/Technology: **
 * Props/Costumes/Instruments: **
 * The Risk: **
 * Questions **

7. Is there any law preventing possession of firearms by the mentally ill? Yes, there is. The American Government states that you are ineligible to possess/purchase a firearm if you have been adjudicated as mental defectives or incompetents or those committed to any mental institution and currently containing a dangerous mental illness. 8. Could this have been prevented? Seung-Hui Cho’s mental illness could have been easily spotted and therefore he could have seeked/received professional help. If his illness also had been spotted by law, he could not have obtained a firearm which caused the horrific massacre. Alexei: Good morning students, today in class we will be… // Luke bursts through the door with gun // Anzu (to the audience): On the date of April 16th 2007, Seung-Hui Cho a student from Virginia Tech performed the massacre of 32 people at the tech, wounding many others before committing suicide. // Luke shoots students then teacher then commits suicide. // Alexei (to the audience): Seung-Hui Cho’s risk was the risk of wanting attention. This is proved in his actions shortly before the massacre where he sent photos/videos, of himself holding the weapons he later used to commit the massacre, to the media. // Rewind noise // Anzu: You have to get ready quicker or you’ll be late for Uni // Luke says nothing // Beth: Seung-Hui Cho had selective mutism a form of autism which made him extremely anti-social. The disorder made him fail to speak in certain situations because he is uncomfortable to talk to people. The disorder also makes the diagnosed extremely stressed. // Luke leaves the stage in a hurry. // // Fast Forward Noise // Alexei: Good morning students, today in class we will be… // Luke bursts through the door with gun // // Luke shoots students then teacher, then commits suicide. // // Fast Forward Noise // Beth: How could this have happened? Luke (to the audience): By law, the American government has stated that the mentally ill may not purchase/possess firearms. Yet even though his obvious mental health issue Seung-Hui Cho was able to purchase the two handguns he later used in the massacre whilst still obeying the law. Anzu: My poor sister, I can’t believe she’s dead. If the government hadn’t legalised guns, this wouldn’t have happened. It’s not the first time something like this has happened. Alexei (to audience): The sister of Reema Samaha, one of the victims, Randa Samaha was a nursing student at university but after the tragedy of the massacre, she applied her life to making campus gun laws, preventing the possession of guns on campuses to prevent school massacres.
 * Script **
 * // Shooting Scene In Classroom //**
 * // Seung-Hui Cho preparing for school //**
 * // Shooting Scene In Classroom //**
 * // Families of victims //**