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