Tennessee Williams

The Context of the Play. In pairs produce a stimulating and exciting presentation and an accessible handout to inform the group about the following: 1)Biography of the playwright: Tennessee Williams 2)Literary Career of the playwright: Tennessee Williams 3)New Orleans: Where it is, the climate, the atmosphere of the city, the culture of the city: Jazz. 4)Genre: ‘A Streetcar Named Desire’ is a tragedy. What is tragedy? 5)Freud: Who was he? What were his main ideas? What ideas did he have about how a person protects themselves? Defence Mechanisms 6)American Theatre in the twentieth century. Plastic theatre/expressionism/the American method 7)Historical context: The Great Depression, The American Dream, values of the north versus the values of the south of the United States.

What do we want from a presentation?

The Context of the Play: A Streetcar Named Desire Learning Objective: To explore and understand the biographical, historical and social background to the play. Learning Outcome: To know information which can be applied to the text

Evaluation: How can we evaluate the power points?

Tell your partner all you can remember about the topic picked.

A Streetcar Named Desire Scene One

As we read through the play it is your responsibility to write a scene by scene synopsis.

Characters: Scene One Negro Woman A Man Sailor Vendor Stanley Mitch Stella Eunice Coloured Woman Blanche Steve

Characters: Scene Two Stanley Stella Blanche Vendor

Characters: Scene Three Steve Pablo Mitch Stanley Blanche Stella

Characters: Scene Four

Characters :Scene Five Stella Blanche Eunice Steve Stanley Young Man

Characters :Scene Six Mitch Blanche

Characters : Scene Seven Stanley Stella Blanche

Characters : Scene Eight Blanche Stanley Stella

Characters : Scene Nine Blanche Mitch Mexican woman

Characters : Scene Ten Blanche Stanley

Characters :Scene Eleven Stanley Pablo Mitch Eunice Stella Doctor Matron Steve

Essay Questions

Section A)Analysis question Section B) Production question Exam Questions Section A)Analysis question Section B) Production question

B Questions – possible genres 1st person narrative Dialogue within 3rd person narrative Diary extract Journal extract Letter Play script (if text is a play) Public / prepared speech (Less likely but possible, given text/ character) Magazine article (written by a character)

How does Williams portray Stanley and Mitch in scene three? In your answer you should consider: Williams’s language choices Dramatic techniques

Which is the best and why? In scene three the audience get the impression that Stanley is demanding. Stanley tells Mitch to ‘Shut up!’ whilst they are playing poker. The use of the exclamatory sentence shows that Stanley is demanding. In scene three the audience get the impression that Stanley is demanding. Stanley tells Mitch to ‘Shut up!’ whilst they are playing poker. The use of the exclamatory sentence suggests that Stanley is used to commanding people into doing things his way and he insists on being in control of the conversation and the action

Scene Four In this extract, how does Blanche try to convince Stella to leave Stanley? Comment on lexis, syntax and imagery.

Structuring an answer: Point (technique), Evidence, Explain effect Blanche attempts to persuade Stella to leave Stanley by using many exclamatory sentences, ‘he’s common!’, ‘not one particle, no!’. The character’s choice of syntax highlights her determination and certainty in her opinions; her attitude of disgust is made very clear to Stella. The use of the adjective ‘common’ suggests Stanley’s inferiority and serves to remind Stella of her more noble and aspirational past.

Lexis

Syntax

Imagery

Imagine that Blanche keeps a diary in which she records her thoughts and feelings. Write an entry for this diary after scene six where she reflects on Stanley and Mitch. (Remember scene five is the same day)

Revision: Streetcar

Eat sensibly - your brain cells need energy to function well. A revision plan will stop you missing vital topics and stop you wasting time. The more tired you are, the less effective your revision. Of what we learn we retain approximately 10% of what we Read 20% of what we Hear 30% of what we See in colours and pictures etc 50% of what we Hear AND See 70% of what we Say 90% of what we Say As We Do......" After a couple of hours of in-depth work your mind starts wandering.  Let it wander, do something else, and come back to the revision when you’re fully refreshed. Eat sensibly - your brain cells need energy to function well. It’s great to associate different elements of your revision with different study areas. Your desk, your bed, the kitchen, the bathroom, outside, in the library, in the laundrette, on a wall, anywhere you like!

Plot How many scenes are there? Name the scenes and briefly summarise what happens in each. Draw a picture that represents the scene to you.

In pairs tell each other what you can remember about each scene In pairs tell each other what you can remember about each scene. Alternate.

Two parts to section A question Language Choices Dramatic Techniques

Analysis Question Characters- How are they portrayed/presented? Relationships- How are they portrayed/presented? Themes-How are they portrayed/presented?

For each character, theme, relationship make a poster/ postcard Include colour/images/quotes

Relationships/Themes/Characters Stella and Stanley Stella and Blanche Mitch and Stanley Blanche and Stanley Mitch and Blanche Desire and sexuality Death and Violence Loneliness/identity Fantasy and lies Opposing backgrounds Stanley Stella Blanche Mitch

Bringing the play together Themes/ Relationships Work chronologically through the play Themes: look for Relationships 1)Examples/ evidence which link to the theme. 2)Key Quotes which are connected to the theme-language choices. 3)Characters who are connected to the theme 4)Theatricality: props, costume, sound effects entrances and exits 1)Key Adjectives 2)Evidence to support adjectives 3)Key quotes which show the character/theme. Language choices. 4)Themes which the characters/relationship seems connected to. 5)Theatricality: Props, costumes, sound effects, music.

Bringing the play together Characters Work chronologically through the play Find key scenes 1)Key Adjectives 2)Evidence to support adjectives 3)Key quotes which show the character/Language choices. 4)Themes which the characters/relationship seems connected to. 5)Theatricality: Props, costumes, sound effects, music.

A Questions Successful responses: Focus on the question: don’t discuss other characters/themes/re-tell the plot. Support ideas by exploring the language of relevant quotations: PEE but the explanation MUST discuss lexis, imagery, syntax or phonology. Provide a sense of overview : more important than concentrating on one scene. Produce sustained answers : at least two sides. Show a sound knowledge of literary and linguistic terms: USE THEM, REVISE THEM! Produce well expressed answers. Expression must be formal

B Questions Successful responses: Show a sound sense of form / genre Create a convincing sense of their character’s voice Reveal sound knowledge of the text Include apt content Produce sustained responses Produce writing that is well expressed and technically accurate

Improving essay performances

Which is the best and why? In scene three the audience get the impression that Stanley is demanding. Stanley tells Mitch to ‘Shut up!’ whilst they are playing poker. The use of the exclamatory sentence shows that Stanley is demanding. In scene three the audience get the impression that Stanley is demanding. Stanley tells Mitch to ‘Shut up!’ whilst they are playing poker. The use of the exclamatory sentence suggests that Stanley is used to commanding people into doing things his way and he insists on being in control of the conversation and the action

Display Work Characters Areas to cover Blanche Stella Mitch Stanley Key Adjectives Costumes Stage Directions Background Relationships IMAGES