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TERMINOLOGY: onomatopoeia, repetition , alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony - PowerPoint PPT Presentation
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Form – set and stage directions
LQ: Can I analyse the dramatic form
and how it is used to highlight the
struggles in the play?
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic
ironyCONTEXT TERMS: misogyny, equality, gender equality, segregation,
marginalisation, segregation, discrimination, alienation, polygamy
Form – set and stage directions
LQ: Can I analyse the dramatic form and how it is used to highlight the struggles in the play?
Use the blog:Justuslearning.com > blog >
+ search “Streetcar”
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom
STRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
What are the generic differences that we need
to recognise when reading and analysing a play?
How can its form contribute to the
meaning?
EXT: Can you make reference to examples in your WIDER READING?
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play
present struggles
EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and
form present struggles in the play, using my knowledge of social and historical context
OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the
language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations
ARISTOTLIAN UNITIES:
The unity of action: a play should have one main action that it follows, with no or few subplots.The unity of place: a play should cover a single physical space and should not attempt to compress geography, nor should the stage represent more than one place.The unity of time: the action in a play should take place over no more than 24 hours.
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
SOME ARISTOTLIAN PRINCIPLES OF TRAGEDY:1. The protagonist should be prosperous but
have a change in fortune.2. This should generate pity and fear in the
audience (fear that it could happen to us)3. Harmatia4. Peripeteia5. Anagnorisis
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
Reading Scene 1:Read Scene 1 as a class.Active reading: which struggles are immediately presented – note quotations and struggles…
EXT: how does FORM highlight this?
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
Groups analyse closely:• Stage directions
• Set• Lighting/Music
HOW DO THEY
PRESENT/HIGHLIGHT/EMPHASISE struggles?
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
GOOD PROGRESS: I can articulate my analysis of the ways the language,
structure and form of the play present struggles
EXCELLENT PROGRESS: I can articulate perceptive analysis of the
ways the language, structure and form present struggles in the play, using my
knowledge of social and historical context
OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language,
structure and form present struggles in the play, using my knowledge of social
and historical context to illuminate alternative interpretations
FEEDBACK
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
GOOD PROGRESS: I can articulate my analysis of the ways the language,
structure and form of the play present struggles
EXCELLENT PROGRESS: I can articulate perceptive analysis of the
ways the language, structure and form present struggles in the play, using my
knowledge of social and historical context
OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language,
structure and form present struggles in the play, using my knowledge of social
and historical context to illuminate alternative interpretations
Using criteria, attempt a group paragraph to answer the question:
How does Williams use the dramatic form to present the characters’ varied struggles in the opening scene of A Streetcar named desire?
USE the criteria to guide group paragraphs
EXT: can you link social context?
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
GOOD PROGRESS: I can articulate my analysis of the ways the language,
structure and form of the play present struggles
EXCELLENT PROGRESS: I can articulate perceptive analysis of the
ways the language, structure and form present struggles in the play, using my
knowledge of social and historical context
OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language,
structure and form present struggles in the play, using my knowledge of social
and historical context to illuminate alternative interpretations
PEER ASSESS the paragraphs
EXT: can you offer improvements?
CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion
TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric
CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy
GOOD PROGRESS: I can articulate my analysis of the ways the language,
structure and form of the play present struggles
EXCELLENT PROGRESS: I can articulate perceptive analysis of the
ways the language, structure and form present struggles in the play, using my
knowledge of social and historical context
OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language,
structure and form present struggles in the play, using my knowledge of social
and historical context to illuminate alternative interpretations
