contrasting opposites
DESCRIPTION
TERMINOLOGY: onomatopoeia, repetition , alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, g ender equality, segregation, marginalisation , segregation, discrimination, alienation, polygamy. - PowerPoint PPT PresentationTRANSCRIPT
Contrasting Opposites
LQ: Can I analyse
Williams’ use of opposites to
highlight struggles for
identity?
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 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
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
These are the struggles named that could be found in the exam Section 1:•Gender • Ethnicity • Sexual Orientation • Religion • Discrimination • Cultural Diversity • Class • Alienation and Dislocation • Self-knowledge and Autonomy
Can you link any of these to the characters so far?EXT: Can you link the characters struggles to 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
Each group has a different struggle:• Class• Gender• DislocationFocussing on opposites presented in the opening scene, re-read the opening scene1. gather quotations which demonstrate opposites.2. Then analyse Qs using lit terms?3. What influence does the social context have on our understanding?EXT: link to your wider reading?
FEEDBACK TO CLASS –
Active listening – you are
expected to either:
question, argue or extend.
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 to write sample
paragraph:How does Williams
STRUCTURE the opening scene of A Streetcar Named
Desire, to highlight struggle?
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
In the opening scene, Williams structures the scene to highlight the extremes in American society and their struggle to coexist in 1940s America. Blanche’s pretentions to be upper class is clear when introduced to Stella’s black neighbour. From a plantation Estate family, Blanche would be shocked to see her sister’s neighbour is black, let alone her landlady “We own this place, so I can let you in”. Williams develops the awkward conversation, once inside, as Blanche still aims to maintain an air of superiority.
Eunice: … it’s real sweet.Blanche: Is it?Eunice: Uh, huh, I think so. So you’re Stella’s sister?Blanche: Yes [wanting to get rid of her] Thanks for letting
me inWilliams causes the audience to feel uncomfortable watching the differences between the two characters demonstrated in Blanche’s minimal and often monosyllabic responses. By juxtaposing the two women, Williams demonstrates through the dialogue and stage directions both the black woman’s struggle to be respected as an equal in 1940s New Orleans, and the alienation and dislocation felt by a white woman descended from a plantation family who has had to sell her estate since the end of slavery. Williams immediately creates a scene of New Orleans as a melting pot of cultures with its “blue piano”, but also one of decay and tension: “which invests the scene with a kind of lyricism and gracefully attenuates the atmosphere of decay “.
Can you identify:
• the point• more than
one quotation to develop the response, • social context,
• mention of generic form,
• literary terminology
• sophisticated language?
Using criteria, attempt to write sample
paragraph:How does Williams
STRUCTURE the opening scene of A Streetcar Named
Desire, to highlight struggle?
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