“Blood Brothers”
But Miss I don’t know it!!!
CHARACTERS
Mrs Johnstone:
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A mother “so cruel” – this is the first impression we are
given of her. From the narrator in the prologue.
Creates sympathy for her straight away in contrast.
How?
Throughout, shown to want the best for her children.
Four examples: (start from first few pages).
Her deal with Mrs Lyons could be seen to confirm she
is “cruel” or has “heart of stone” – why?
However, various aspects can make us sympathetic
towards her, such as? (try for at least 3?)
The aftermath of the birth of the twins – “Living on the
never, never” and the way Mrs Johnstone is treated by
the Lyons – do these create sympathy? How? Why?
Mrs Johnstone’s often hugs the children – an obvious
sign of what aspect of her character?
Mrs Johnstone continued
How is Mrs Johnstone treated by authority figures /
characters with some power (the debt
collectors[p12], the policeman[p42], the judge[p52])
, the Lyons and even the milkman)? Does this make
us sympathise with her?
 Think about Mrs Johnstone’s meetings with Edward
over the years. How does she act towards him?
(look for specific examples)? What does it show
about her? Is she wrong to act as she does?
 How does Mrs J. react to the boys trying to sneak
off to watch an erotic film? How could this be seen
as a good reaction? A bad one?
 How successful a mother is Mrs J? How much does
Russell suggest she is responsible for this?
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Mrs Lyons
Could be seen as the villain of the play, but
when we first see her we sympathise with her.
Find a quote for each of the following: acts in a
friendly way to Mrs J., seems lonely, wants
children
 The first thing that might make us lose
sympathy with her could be when she
manipulates Mrs J. into agreeing to the deal.
How does she manipulate the other woman?
(think of at least 3 ways.)
 How does Mrs Lyons go back on her promise
to Mrs J. after the twins are born? Why is this
not the right thing to do? Why might we
sympathise with her actions?
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Mrs Lyons Continued
“They say that if either twin learns that he once was
a pair, they shall both immediately die.” When Mrs
Lyons says this to Mrs J. why does she say it? What
goes on to happen?
 What kind of relationship does Mrs Lyons have with
Edward? (Think about how Edward himself speaks
and behaves, think about the scenes we see in the
Lyons house, think about her reaction to not
knowing where Edward is when he’s seven, think
about the scene where they dance together).
 There are two main events which show how
destroyed by jealously and fear Mrs Lyons becomes.
What are they? What reasons are there to feel
sympathetic towards her? What reasons are there
for not feeling sympathetic?
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Mickey
Sympathise with him from start: bullied by
Sammy, friendly to Eddie, sensitive (look at
how he looks up to his brother and his
reaction to the game).
 More street smart than Edward but still
innocent – knows swear words but doesn’t
know what they mean.
 Constantly shown the lack of opportunities
he has in comparison to Edward which
creates sympathy (the Dictionary, sweets,
school, future)
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Mickey continued
Differences between Mickey and his
brother Sammy create more sympathy for
M. because he is “good”. (look at the bus
incident)
 Mickey’s inexperience and lack of
confidence with girls also creates sympathy
– give examples.
 Mickey’s actions play an important part in
the tragedy at the end of the play. In what
ways is he responsible for them? In what
ways isn’t he responsible for what happens?
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Edward
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When we first meet Edward his protective
upbringing is very clear from the things he says
and doesn’t understand. Give examples.
We are sympathetic towards Edward because
he is a “good” boy, he is friendly, polite and
caring, but we’re always shown that he has an
easier life than Mickey.
When Edward makes mistakes the
consequences are never as serious – think
about the scene with the Policeman.
In songs like “My best friend” and “If I was like
him”, Edward and Mickey are shown as equal in
their feelings of friendship and insecurity.
Edward continued
How does the writer make us think about Edward
in the scene before he goes to University when his
feelings for Linda are revealed?
 Eventually Edward’s background make him grown
apart from Mickey. This is shown in the scene when
Edward comes back from University – how?
 How do we feel about Edward at this point?
 Edward’s actions – helping Linda and Mickey, being
involved with Linda etc – are crucial to the tragedy
at the end. What do you make of the fact that we
don’t really see him in these scenes? Does this
make us sympathise with him or Mickey?
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Linda
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“Leave him alone” The first thing we see about
her is her protectiveness towards Mickey in
the game at the start. Where else is her
protectiveness shown?
She is always shown as the one in control of
the relationship with Mickey, the confident one.
Her ability with the air pistol could represent
this. Think of examples from when they’re
growing up of her being in control or more
confident.
Up until the end of the play Linda’s feelings for
Mickey are shown to be constant (they don’t
change), even when Edward tells her how he
feels.
Linda continued
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“Who’d tell the girl in the middle of the pair /
The price she’ll pay for just being there?” How
might this quotation suggest the writer wants
us to feel sorry for Linda at the end of the
play?
How does Linda react towards Mickey going
to prison and his medication? Do we
sympathise with her or not?
What do you think Linda is actually guilty of in
her “light romance” with Edward? How do you
feel about what she does? How do you think
the writer wants us to feel? evidence?
The Narrator
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There are a number of different ways the
Narrator can be interpreted:
◦ His title “narrator” suggests he should simply be
telling the story – does this seem to be the case?
◦ He seems to be manipulating the reader’s ideas
about the characters. Look at the opening song or
the song he sings when the children age from 14 to
18.
◦ He is sometimes seen as a devil like character,
tempting the characters in the play or pushing them
into doing the wrong things – can you think of
examples of this? Does the way he plays some of
the other roles support this?
Narrator continued
◦ Could he also be seen as a kind of conscience
of the characters?
◦ He definitely highlights key moments, ideas and
themes in the play. Look at two or three key
moments such as the pact between Mrs L and
Mrs J or the moment Edward and Mickey
become blood brothers and look at how his
words might affect the audience.
• How would you suggest the lines of the
narrator be played? Why?
THEMES
Violence
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The idea of violence is present throughout
the play. How is it present in each of the
following:
◦ The title.
◦ The opening scene.
◦ Childhood.
◦ The Teen years.
◦ The end.
•How does the violence increase throughout the
play?
•What does the play suggest about inequality and
violence?
Class
“Blood Brothers” is based upon the
premise that the class you belong to will, to
a large extent, determine your life chances.
 How far do the lives of Mickey and Edward
show this? Try to find three examples.
 We can also compare the lives of Mrs
Lyons and Mrs Johnstone. Think about
similarities and differences between their
lives. Does the class they belong to effect
their choices and the things that happen to
them?
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Gender
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What do we know about Mr Johnstone and
Mr Lyons? Does this suggest a positive view of
men/ fathers, or a negative one?
What stereotypes of women are shown in the
play? (Think about Marilyn Monroe, Mrs
Johnstone and her life, Mrs Lyons and her life,
Linda, Donna Marie)
How does Linda suggest a different role than
Mrs Johnstone or Mrs Lyons? Think about how
she is shown to be strong.
Do you think Russell wants us to be
sympathetic towards the women in the play?
Superstition
“And do we blame superstition for what
came to pass?” Narrator
 What superstitions appear in the play?
 How do superstitions effect the characters?
 Does the writer want us to believe
superstitions come true or is his point
about what happens when we allow
ourselves to believe in them? Think about
what happens to Mrs Lyons and the part
she plays in the events at the end.
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