CHAPTER_3_part_2_STUDENT.pptx;filename_= UTF-8''CHAPTER 3 part 2 STUDENT

7/25/2019 CHAPTER_3_part_2_STUDENT.pptx;filename_= UTF-8''CHAPTER 3 part 2 STUDENT

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CHAPTER 3:

UNDERSTANDING THE DRAMA (PART 2)

The Inspectors Cas

!" #$% Pr&est"


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SU%T'PICS

THEME P'T

SETTINGDRAMAT

ICDEICES


3/29

THEME * Each +e+!er o, the ,a+&"has a -&.erent att&t/-e to

respons&!&&t"$ The Inspector &s ta0&n1

a!o/t a coect&erespons&!&&t"$

The Inspector ante- each

+e+!er o, the ,a+&" toshare the respons&!&&t" o,Ea4s -eath: he tes the+56each o, "o/ hepe- to 0&her$6

Eer"one &s a part o, 6one!o-"7

Pr&est" sees soc&et" as+ore &+portant than&n-&&-/a &nterests$


4/29

The+e 2

Pr&este" &s tr"&n1 tosho that the /ppercasses are /naarethat the eas" &es

the" ea- rest /ponhar- or0 o, theoer casses$

Apart ,ro+ E-na the+a&-5 the cast o,the pa" -oes not&nc/-e an" oercass characters$


5/29

The+e 3

In the -a"s !e,ore o+en erea/e- !" soc&et" an- ha- not"et !een aar-e- the r&1ht toote 8 she as &n an een orsepos&t&on than a oer cass +an$

Een /pper cass o+en ha-,e cho&ces$ 9or +ost5 the !estthe" co/- hope ,or as to&+press a r&ch +an an- +arr"e$

9or or0&n1 cass o+en5 a o!as cr/c&a$ There as no soc&asec/r&t" at that t&+e5 so &tho/ta o! the" ha- no +one"$


6/29

oo0 at these ;/otat&ons5 sho&n1 theatt&t/-e to o+en o, so+e characters:

Mr %&r&n1 &s -&s+&ss&e o, the seerah/n-re- o+en &n h&s ,actor": 6


7/29

Mrs %&r&n1 co/-n4t !e&ee that 6a 1&r o,that sort o/- eer re,/se +one"$6 Her char&ta!e co++&ttee as a sha+: a s+a

a+o/nt o, +one" as 1&en to a s+a a+o/nt o,o+en5 har-" scratch&n1 the s/r,ace o, thepro!e+$

Why did Priestley decide to hinge his play on thedeath of a young working class woman rather than

the death of a young working class man?


8/29

The+e =

The o-er 1enerat&on sthe "o/n1er 1enerat&on$

She&a an- Er&c acceptthe&r part &n Ea4s -eathan- ,ee h/1e 1/&t a!o/t&t5 the&r parents are/na!e to a-+&t thatthe" -&- an"th&n1 ron1$

Gera- Cro,t &s ca/1ht &nthe +&--e5 !e&n1 ne&therer" "o/n1 nor o-$


9/29

This table looks at these contrasting ideas:Comparison 1

The Old

(r and rs !irling"

The o- are set &n the&ra"s$ The" are /tter"con?-ent that the"are r&1ht an- the" see

the "o/n1 as ,oo&sh$

The #oung

($heila and %ric"

The "o/n1 are open tone &-eas$ Th&s &s ?rst

seen ear" &n Act * hen!oth Er&c an- She&ae@press s"+path" ,orthe str&0ers 8 an &-eah&ch horr&?es %&r&n15

ho can on" th&n0 o,pro-/ct&on costs an-&1nores the h/+an s&-eo, the &ss/e$


10/29

Co+par&son 2

The Old

(r and rs !irling"

The o- & -o

an"th&n1 to protectthe+sees: Mrs%&r&n1 &es to theInspector hen he ?rstshos her the

photo1raph Mr %&r&n1ants to coer /p apotent&a scan-a$

The #oung

($heila and %ric"

The "o/n1 are honestan- a-+&t the&r ,a/ts$Er&c re,/ses to tr" tocoer h&s part /p5sa"&n15 "the fact

remains that I didwhat I did."


11/29

Co+par&son 3

The Old

(r and rs !irling"

The" hae neer !een

,orce- to e@a+&nethe&r consc&ences!e,ore an- ?n- the"cannot -o &t no 8 as

the sa"&n1 1oes5 4"o/can4t teach an o- -o1ne tr&c0s$4

The #oung

($heila and %ric"

She&a an- Er&c see theh/+an s&-e o, Ea4sstor" an- are er"tro/!e- !" the&r part

&n &t$ The" -o e@a+&nethe&r consc&ences$


12/29

Co+par&son =

The Old

(r and rs !irling"

Mr an- Mrs %&r&n1hae +/ch to ,ear,ro+ the &s&t o, the4rea4 &nspector!eca/se the" 0no

the" & oseeer"th&n1$

The #oung

($heila and %ric"

She&a an- Er&c hae

noth&n1 to ,ear ,ro+the &s&t o, the 4rea4&nspector !eca/sethe" hae area-"

a-+&tte- hat the"hae -one ron15 an-& chan1e$


13/29

%&PO$'T'O) *'$'+ ,CT'O) C-',&).,--'+ ,CT'O) *%$O-/T'O0

P'T


14/29

P'T

C&+a@

9a&n1Act&on

Reso/t&onE@pos&t&on

R&s&n1Act&on


15/29

E@panat&on

The!e1&nn&n1o,astor"3herethesett&n15charactersan-so+eear"e2entsare&ntro-/ce-$

E@pos&t&on

Thene@tsta1eo,astor"3here,/rthere2entsa--totheconB&ct!et3eenthecharactersortothepro!e+or+"ster"&nthestor"$R&s&n1

Act&onThe+oste@c&t&n1or&+portante2ent

&nastor"$

C&+a@

Parto,thestor"&sso2e-$9a&n1Act&on

Theen-o,thestor"3hereathe+"ster"orconB&ct&sreso2e-$

Reso/t&on


16/29

P'T

%position

The !e1&nn&n1 o, astor" here thesett&n15 charactersan- so+e ear" eents

are &ntro-/ce-

%ample

The %&r&n1 ,a+&" are

ho-&n1 a -&nner part"to cee!rate theen1a1e+ent o, She&ato Gera- Cro,t5 the

son an- he&r o, Mr%&r&n14s r&a &n!/s&ness$


17/29

*ising ,ction

The ne@t sta1e o, a

stor" here ,/rthereents a-- to theconB&ct !eteen thecharacters or to the

pro!e+ or +"ster" &nthe stor"$

%ample

Inspector Gooeanno/nces that he hasco+e to &nest&1atethe s/&c&-e o, a "o/n1or0&n18cass 1&r ho

-&e- that a,ternoon$


18/29

Clima

The +ost e@c&t&n1 or&+portant eent &n astor"$

%ample

A the %&r&n1s no0no the" pa"e- apart &n the 1&r4s -eath$


19/29

.alling ,ction

Part o, the stor" &ssoe-$

%ample

The ,a+&" rea&es the&nspector co/- hae a!een a ,ra/-$


20/29

*esolution

The en- o, the stor"here a the +"ster"or conB&ct &s resoe-$

%ample

Then the teephoner&n1s$ Mr %&r&n1

ansers &t5 an- a,terhan1&n1 /p tes the,a+&" that &t as thepo&ce on the &ne$

An &nspector &s on h&sa" to as0 ;/est&onsa!o/t the s/&c&-e o, a"o/n1 1&r$$


21/29

$%TT'+


22/29

Sett&n1 (In 1enera)

An Inspector Calls takes place at the end of theE-ar-&an era$ Th&s era correspon-s to there&1n o, &n1 E-ar- the II (*F*8**F)$

In the E-ar-&an Era5 o+en ere re1ar-e- er"-&.erent" ,ro+ +en &n the e"es o, soc&et" an- thea$

Pre1nanc" o/t o,e-oc0 as a er"

ser&o/s +atter

There as no soc&a sec/r&t"or Nat&ona HeathSer&ceo/- &0e" en- /p

at the or0ho/se or !e,orce- &nto prost&t/t&on to

s/r&e$


23/29

Sett&n1 (spec&?c)


24/29

9/rn&t/re

It has 1oo-so&- ,/rn&t/reo, the per&o-$

S/!stant&a hea&"

co+,orta!e!/t not cos"

an-ho+e&0e$

E@pens&e +o-ern,/rn&t/re notrea" art&st&c


25/29

DRAMATIC DEICES

Dra+at&c

De&ces

Iron"

S"+!o&s+

T&+epa"s

&1ht&n1


26/29

IR'NJ

A -ra+at&c -e&ce that aos the a/-&ence tohae 1reater 0noe-1e o, characters an-eents than the characters -o

Ear" &n the pa"5 Mr %&r&n1 +a0es seera !o- an- (as e 0no)/ntr/e state+ents: (*) T&tan&c &s 7a!so/te" /ns&n0a!eK (2)7there &snt a chance o, ar5K (3) an- that &n the ,/t/re

there & !e 7peace an- prosper&t" L eer"here$K

Pr&este" r&-&c/es %&r&n1 an-5 thro/1h -ra+at&c

&ron"5 e@poses the arro1ance an- &1norance o, the %&r&n1 ,a+&"ho represent the ,o" o, cap&ta&s+$


27/29

SJM%'ISM

S"+!o&s+ can aso !e /se- to reeaor s/11est &ntan1&!e con-&t&ons ortr/ths !" art&st&c &nent&on$

9or e@a+pe5 the na+e Inspector Gooe

&s a pa" on or-s h&ch can represent7Spectre Gho/$K


28/29

TIME PAJS

/s&n1 ar&o/s theor&es a!o/tt&+e as centra theatr&ca

-e&ces$

The &es o, thecharacters area.ecte- !" the

te+pora an-scapethe" enco/nter$

9or e@a+pe5An

Inspector Callscenters on aninvestigation

concerning a suicidewhich pa"s &th

,/t/re an- pastt&+e,ra+es &th&nrea t&+e (act&on

occ/rr&n1 as &n rea&,e)$


29/29

IGHTING

Inc/-e- &n the sta1e -&rect&ons&s the coo/r an- !r&1htness o,

the &1ht&n1$

The *st &1ht&n16p&n0 an- &nt&+ate6sho&n1 a 4ar+4 an- 4o",/4

at+osphere(!e,ore the Inspector arr&es)

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CHAPTER_3_part_2_STUDENT.pptx;filename_= UTF-8''CHAPTER 3 part 2 STUDENT