1. B Brecht CAUCASIAN CHALK CIRCLE A FEW POINTS TO CONSIDER: BRECHT’S LIFE (PLAYWRIGHTS CONTEXT) BACKGROUND OF THE PLAY (SOCIAL CONTEXT/ ORIGINS) THE PLAY (ANALYSIS/INTERPRETATION) “OUR” LEARNERS (CONTEMPORARY CONTEXT)

2. BRECHT (1898-1956) 1898-1933 (IN GERMANY)  Born Augsburg- Mother a Lutheran, Father a Catholic (he showed in interest in the Bible)  At school – indifferent, quietly rebellious learner  Enrolled as medical student, later worked as medical order in a military hospital.  Lived a bohemian life initially, later influenced by the views of Marx.  Worked with Erwin Piscator in 1927- beginnings of Epic theatre (communist political theatre) 1933-1947 (EXILE)  Hitler come into power (1933)- Brecht fled Germany  Against Fascism  CCC initially written for Broadway  Leaves US after appearing before the House committee of Un- American Activities 1947-1956 (RETURN TO GERMANY)  Berliner Emsemble established (opened in East Germany)  Second version of CCC published.

3. IMPORTANT CONCEPTS  MARXISM: “ The philosophical theory of economics & history derived from Karl Marx. History seen as a series of class struggles, with classes being defined in terms of their relation to the means of production..”  COMMUNISM: “A political and economic system derived from Marx & Engels in which all wealth is owned collectively & shared equally among al members of society. Based on the principle –From each according to their ability, to each according to their need..”

4. CAUCASIAN CHALK CIRCLE SOCIAL CONTEXT:  Initially written for Broadway (explains the uncharacteristic happy ending) 1944  First Performance of CCC in English omits the prologue.  Second version published 1948  End of WW2 (Hitler loses the war; Germany divided.) SOURCES:  King Solomon from the Bible  The play by Klabund (Circle of Chalk) derived from the ancient Chinese play

5. CAUCASIAN CHALK CIRCLE ANALYSIS/INTERPRETATION~ STRUCTURE Play-within-the play Contextualizes the play  Prologue (Act 1) Struggle for the valley (Soviet-Caucasian village after WW2) The Parable (reinforces the ideas of the prologue; highlights the evil of the alternative system of Governance)  Story of Grusha (Act 2-4) The Noble Child (Grusinia -city of Nukha) Journey to the Northern Mountains Northern Mountains Story of the Judge (Outside the city of Nukha/in the city)  Story of Azdak (Act5)  The two stories converge (Act 6) The Chalk Circle (Nukha)

6. CAUCASIAN CHALK CIRCLE ANALYSIS/INTERPRETATION~ GENRE  Epic Play  Modern Drama  Political Play  Didactic Play (Lehrstuck-Learning Play)  Parabolic Play

8. CAUCASIAN CHALK CIRCLE ANALYSIS/INTERPRETATION~ THEMES  EVILS OF FEUDAL SYSTEM (CLASS SYSTEM-CAPITALISM): Seen in actions of Governor’s wife, women at caravansary, Ironshirts, treatment of Grusha and Azdak.  JUSTICE :Prologue show Utopian society-justice by the people, highlights that law not stagnant (tractor girl) ~Communist perspective correct. Law separate from justice. Law manipulated by power-Governor’s attitude, Azdak’s bribes, Prince Kazbeki’s nepotism, Lawyers for the rich, mock trial of Grand Duke & Chalk Circle trial. Law exists only to perpetuate the system that exists i.e. Feudal system therefore justice can only be attained by manipulating/subverting the law- Azdak the judge (sits on the law books, frees thieves, punishes the middle class,)  CORRUPTION: Power corrupts (Grusha saves Michael from his class), social facade- the pious sister-in-law, the deceitful invalid husband of Grusha.

9. CAUCASIAN CHALK CIRCLE ANALYSIS/INTERPRETATION~ CHARACTERS ACTIONS DETERMINED BY SOCIAL RATHER THAN PSYCHOLOGICAL FACTORS GGRUSHA INITALLY STUBBORN, SUBMISSIVE, GOOD, NOT CORRUPT, NAÏVE, GIRLISH, EXEMPLIFIES THE “BACKWARDNESS OF HER CLASS”, SAVING MICHAEL WAS A HUMAN NOT MATERNAL ACT (READ SINGER’S COMMENTS) “TERRIBLE IS THE TEMPTATION TO DO GOOD” (PARADOXICAL STATEMENT BY SINGER): DOES THE RIGHT THING BUT SACRIFICES EVERTHING IN THE PROCESS. CHANGE IN ATTITUDE AFTER HITTING THE CORPORAL AND CROSSING THE BRIDGE. EVENTUALLY OUTSPOKEN, NO LONGER IGNORANCE AND SUBMISSIVE, AWARE OF CLASS PREJUDICE/EXPLOTATION YET STILL SIMPLE. LINKED TO THE FRIUT GROWERS IN THE PROLOGUE AAZDAK ERRATIC BEHAVIOUR, DISILLUSIONED REVOLUTIONARY, EQUIPPED WITH MARXIST VIEW, BEHAVIOUR MAY BE DESCRIBED AS ANARCHIC. ROGUE, DIRTY, DRUNK, CYNICAL, OPPORTUNISTIC, ARROGANT, PATHETICALLY SUBMISSIVE AT TIMES(PLAYING THE FOOL), LOVES TO TALK, TRIES TO “SAVE HIS OWN SKIN”, HEART IS IN THE RIGHT PLACE, INTELLIGENT, CREATES THE HUMOUR, COLOURFUL CHARACTER ON STAGE. NO CHANGE IN CHARACTER AS HE CHOOSES TO REMAIN DETACHED FROM THE SYSTEM. CONTRAST TO GRUSHA- HE IS THE INTELLECTUAL WHO CHOOSES TO ALINE HIMSELF WITH THE POOR AND MANIPULATE THE RICH.

10. CAUCASIAN CHALK CIRCLE ANALYSIS/INTERPRETATION~ STAGING

11. OVER TO YOU