Drama Study Guide – The Crucible – Y10 ATAR Literature This resource is a helpful guide on how to effectively study a play with reference to The Crucible (Miller, 1953). In doing these things, you are preparing yourself with extensive notes that you can use when you are required to produce analytical responses in relation to studied texts. Pre-reading: Before (and/or during) reading a play, it is a really good idea to do some background reading and research. This includes: Contextual research About the writer General reading about the text Any introductions etc., included in your copy of the text Doing the above helps you to gain a more informed understanding of the text, and helps you to make meaning of things in the text (worth writing about) that you may miss if you do not have such background knowledge. For example, if you were to read Jane Eyre you would understand the main characters a lot more if you understood some of the contemporary societal attitudes towards, and expectations of, governesses in Victorian society. Reading: Whilst reading and studying a play, you should be conscientious about keeping on top of the following: Write Scene and Act summaries Make notes about how you are responding to the text (e.g. do you like the characters? How have you felt at certain points in the text? Etc.) You should make detailed (with page numbers) and well-organised notes on the following: o Dramatic conventions (e.g. stage directions, symbolism etc.) o Narrative conventions (characters, setting, narrative POV) o Generic conventions and tropes/elements (e.g. historical drama, gothic, fantasy, etc.) o Dialogue, language features and stylistic choices o Ideas, themes, issues, meaning, etc. o Context (how might the text reflect its context of production? Connect to its context of setting? Be received in various contexts of reception?) o Structure o Course concepts such as representation, voice, perspectives etc. The following pages/tables are examples of how you might make notes. You can download this document from Connect if you want to add notes directly to it. Or you can use it as a model for how to create notes in your work/note books. Some examples have been filled in to help you. Characterisation Characters Notes on characterization – and/or Groups Physical characteristics and in the novel speech; personality (VABs, ideologies, etc.) and actions; character development/arc; Who? relationships (to others and the plot); etc. What are the characters like? John Proctor Tragic hero (protagonist) A dissident? Critical thinker Has ‘skeletons in the closet’ Goody Proctor Abigail Group of girls Manipulative and influential. A bully Bitter Easily swayed, hysterical, volatile Tituba Rev Hale The other; slave; voodoo Devout Good intentions Seeker of truth Your observations on the characters – representations, ideas, responses (to them), purpose and effect (of them) – i.e. authorial intent? Important/relevant quotations and page #s from the text in relation to the characters/groups Why are the characters like this? Where is your evidence? Proctor represents individualism, rationality, dissidence etc. this character is mostly likeable, particularly to 1950s audience. Miller constructs JP in a way that readers respond sympathetically to him – he is our ‘hero’ and whose ethics seem the most reasonable. This encourages us to adopt or privilege the values and attitudes Proctor represents. Danforth, etc. Punitive Ambitious, hypocritical Rev. Parris Plot Summary of Plot/Scenes/Acts What happens in the narrative? Plot Structure (could plot this on Relevant Evidence and your a diagram) Observations and Responses to the Story What are the purposes and/or effect of the way the narrative is Your response? structured? Ending – tragedy (links with genre – theatre) Themes and Ideas What ideas are represented in the text What are the main themes/topics/issues/concepts (in relation to these themes? And how are they represented (examples/evidence explored in the text? to support)? What perspectives, opinions and points of view are there? What voices are offered? Which ideas are privileged? Marginalised? Promoted? Criticised What is communicated/conveyed to readers as a result of these representations? What do you think Miller is ‘saying’ to the audience and why is he ‘saying’ it? How do you respond to these messages/meanings? Society Power, authority and Control Justice Religion and belief systems Othering Class Gender roles and sexuality Human nature We are heavily shaped and influenced by the society and culture that we live in and morality is relative. Too much government control can lead to problems for individuals. Most people are willing to unjustifiably condemn and punish other people if it means they are ‘saved’. I feel like Miller is telling me that it is important to seek truth and real justice, even if it means experiencing persecution, losing our loved ones, and even our own lives if necessary. Setting What is the setting? Staging Details? Description; time and place, mood, atmosphere, weather, season, climate (geography), sense of place, relationship to plot and characters, etc. Salem town Courtroom Forest Proctor’s house and farm Reverend Parris’ home Language and Style Important quotes from the text illustrating this setting Purpose and effect of Miller’s construction of setting Your observations; representation, meaning and symbolism, etc. Language and Stylistic Features/Choices 17th C. USA vernacular & colloquialisms Extensive historical notes – Authorial intrusion Miller’s voice privileged – tone varies Literal language vs. figurative Symbolism of the forest Religious terminology Biblical references and quotes (intertextuality) Evidence/Examples from the Text Purpose and Effect (Analysis) Other Observations Genre - Content Identify aspects of the text that make it fall within these genres (you may need to review some of the conventions of these genres). Ensure you give examples and page #s from the text to support your observations. Tragedy Tragic hero The plot Historical Fiction/Drama Dramatised representation of actual historical events Dystopian Censorship and control – authoritarian and theocratic government Other – Gothic? Allegory? The Devil and the forest Allegorises McCarthyism Genre - Form Collate some points about the form and structural elements in relation to your understanding of dramatic conventions: How does the play conform to dramatic conventions? How does Miller adapt, manipulate, subvert dramatic conventions – and for what purposes/effects? How do your expectations of drama texts impact the way you read and respond to the play? Additionally, make notes and source textual examples in relation to dramatic conventions and elements in the text: Conventions and Features Staging and set design Symbolism, props, costumes Characters and dialogue Stage directions Examples from the Text Observations and Analysis of Examples – Purpose and effect Historical notes Dialogue Music Sound effects Proxemics Context Context of Production What contextual details are significant/important in developing a deeper understanding of the text? What social, historical, political, economic factors and events are related to the content of the novel? How might the text be reflective of its context of production? This includes relevant details on the author (his ideologies, etc.) What specific examples (with page #s) from the text can be used as evidence to support your observations/conclusions? Context of Setting Setting the play in a different historical setting to his own meant Miller could critique aspects of How does the play represent people, places, events, ideas (etc.) from a specific time and place? How does the play encourage you to respond to these representations? What are the purposes and effects of these representations? his own society implicitly, rather than explicitly. It is much easier for us to critique and condemn to “unenlightened” status those that came before us, rather than turning a mirror on our own flaws. This was also dangerous territory for Miller, since he was accused of communist tendencies himself, along with many other writers and artists. By using satire during many moments in the play, Miller highlights the absurdity of the events that took place, particularly the unjustified hanging of individuals based solely on unproven accusations and hysteria. Context of Reception What is it about your own circumstances that influence the way you read, interpret and respond to the novel? How might you respond different to readers from another time and or place? And why? How does your understanding of contexts influence the way you read and respond to the text? How do your own VABs affect the way you respond to the text?
