Pygmalion
Act I & Act 2 (Part 1):
Quiz
Act I: A Social Microcosm
1.
2.
3.
Characters—Major, Minor and the Crowd;
 class relations and language
Setting – St. Paul, Covent Garden and
Eliza’s
Plot Development and Themes
1 [A]. …. I shall simply get soaked for nothing.
[B] And what about us? Are we to stay here
all night in this draught, with next to
nothing on. You selfish pig—
Who is [B]?
1.
2.
3.
4.
The flower girl
The mother
The daughter
Another theatre goer.
2. Which of the following is NOT
an adequate description of the
flower girl?
1.
2.
3.
4.
She is cute and romantic.
Her hair needs washing.
She is as clean as she can be.
She needs some dentist work.
3. The Mother: Why does she care so
much about the girl’s calling her son
Freddy?
1. She does not remember it.
2. She wants to find out why the son is
famous.
3. She is worried that her son is
connected with this girl.
4. She is worried that the girl will call the
police.
4. The hubbub: Why is the flower girl
afraid of the Note-Taker’s taking notes
about her? (choose the wrong one)
1. She thought that he would charge her for
speaking to the gentleman.
2. She thought that it’s wrong to keep off the
curb.
3. She thought that he disagreed with her calling
him “captain.”
4. She thought that she was not supposed to
leave Lisson Grove.
5. The Two Gentlemen about
the flower girl (choose the wrong one)
1. The note-taker calls her names, such as
“squashed cabbage leaf.”
2. The gentleman speaks for the girl and says that
she means no harm.
3. The note-taker thinks that the flower girl’s
kerbstone English will keep her in the gutter
forever.
4. The gentleman is willing to buy flowers from the
girl.
6. Which of the following are NOT
Signs of Class Distinction
found on the Street?
1.
2.
3.
4.
Being called Freddy or Charley.
Language and accent
Dress and boots
The way one whistles.
2. Setting &
Stage Direction
-- Eliza’s and Higgins’ Rooms
-- St. Paul’s Church in Covent Garden
& issues of money, class and
spirituality
7. Setting: Why is the setting of the
church in the market important?
Choose the
wrong one.
1. There is in this play a contradiction between
the religious spirit of human equality and the
market’s evaluation of people in terms of the
money they have.
2. Covent Garden joins the east and west areas
of London.
3. It’s a place where people of different classes
meet.
4. It is a place of spiritual salvation.
8. How do Higgins’ room and Eliza’s
reflect the owners’ personalities
Choose the
respectively?
wrong one.
1. Higgins likes sweets, as is evidenced in
the chocolate he has.
2. Eliza has a bird as her pet.
3. Higgins has a lot of equipments,
reflecting his interest in science.
4. Eliza has a fashion plate of ladies,
suggesting her interest in becoming a
lady.
9. What are the significant sound
effects in Act 1 and what do they
mean?
1. The lightening suggests that the clash
between Eliza and Freddy is an important
one.
2. Higgins’ conscience is wakened up by the
clock.
3. The church clock also suggests human
mortality.
4. The sound of the rain creates a gloomy
atmosphere in Act 1.
10. Theme: Discussion of
Eliza’s Education
Choose the
wrong one.
1. Eliza is willing to offer 2/5 of her daily
income to get educated.
2. Mrs. Pearce asks about her position in the
household, as well as her future.
3. Pickering asks if Higgins knows that she has
feelings.
4. Higgins is rude and impetuous all the way
through.
11/2 Class Discussion Questions
1. What is Act I about? How do you learn it from stage
direction?
2. Do you have any experience similar to Act I? Why is
the Note-Taker (Higgins) offensive? Why is accent
important to him? What do you think about people
speaking in different accents?
3. After reading Act 1 and Act 2, what do you think the
play is about? Are there any stories you can
associate with this play? How?
“Related” Stories:
1) “Cinderella” story: Pretty Woman,
2) Human Creation story: Frankenstein, etc.
3) “Self-Made Man” (from Rags to Riches) vs. Class Differences
4) PYGMALION STORIES & ART http://www.bluemorning.org/pygmalion/stories/index.htm
Every Group: Characters
About the story you chose, or
Pygmalion
What do you think of the characters? How do they act? What
are their gestures? Clothing, etc. Are there any symbols
associated with them?
About the story you chose, or
Minor Ones:
• The Upper Class vs. the Flower Girl: How would you
characterize the traits and relationship of the mother (Mrs
Eynsford Hill ), daughter(Clara Eynsford Hill), and son (Freddy
Eynsford Hill)? How would you compare and contrast them
with the flower girl (Eliza Doolittle)?
Major Ones:
• Two Scientists: How would you describe the gentleman
(Pickering)? How does he compare and contrast with the
note-taker (Higgins)? Pay attention to their different
treatments of the flower girl.
In-Class Practice
• Character Sketch
• Line Rehearsal*
• Role Study -- http://www.spike.com/video/p/978359 4:00;
12:48
• Director: Main Idea
• Script Writing: Scene Division and Focus
Utah State Office of Education
Cockney the Trick: a nasal tone quality
• Standard American • Cockney
• [t] as in “little”
• Stressed [i] as in “bee”
• Unstressed [i] as in “silly”
and “country”
• [aU] as in “out”
• Becomes a glottal stop [?],
“li’l”
• Becomes [eI] as in “paid”
• Becomes [I] as in “bit”
and “little”
• Becomes [æ + ƏU]
Utah State Office of Education
MY FAIR LADY
Transcribe in groups of 4 or 5
• “I ain’t done nothing wrong by speaking to the
gentleman. I’ve a right to sell flowers if I keep off
the curb. I’m a respectable girl: so help me, I
never spoke to him except to ask him to buy a
flower off me.”
• “What did you take down my words for? How do
I know you took me down right? You just show
me what you’ve wrote about me. What’s that?
That ain’t proper writing. I can’t read it.”
Utah State Office of Education
MY FAIR LADY with Standard American
• 6:40 “I ain’t done nothing wrong by sp[i]king to
the gen[t]leman. I’ve a right to sell flowers if I
k[i]p off the curb. I’m a respectable girl: so help
m[i], I never spoke to him except to ask him to
buy a flower off m[i].”
• “What did you take down my words for? How do
I know you took m[i] down right? You just show
m[i] what you’ve wro[t]e about m[i]. What’s that?
Tha[t] ain’t proper wri[t]ing. I can’t r[i]d it.”
MY FAIR LADY with Cockney changes
• “I ain’t done nothing wrong by sp[eI]king to the
gen[?]leman. I’ve a right to sell flowers if I k[eI]p
off the curb. I’m a respectable girl: so help m[eI],
I never spoke to him except to ask him to buy a
flower off m[eI].”
• “What did you take down my words for? How do
I know you took m[eI] down right? You just
show m[eI] what you’ve wro[?]e about m[eI].
What’s that? Tha[?] ain’t proper wri[?]ing. I 6:40
can’t r[eI]d it.”
11/9 Class Discussion
Questions
• Act 2: Language and Rhetoric –What are the rhetorical
skills used by Mr. Doolittle? Why are his statements
funny? Choose 2 of his ideas and 1 if Higgins and
discuss how you agree and/or disagree with them.
• Act 2 and 3: Comedy of Manners: What are the comical
elements in these two acts?
• Eliza’s Education: What has she achieved in the first part
of Act 3 (the at-home party), and where does she fall
short?
• Act 3 Higgins and Pickering vs. Mrs. Higgins
Every Group: Creative Adaptation
About the story you chose, or
Pygmalion – Finalized Script
1. What is the theme and main message of your work, as
opposed to the original one? (They can be the same.)
2. Which scene do you want to focus on in your text?
3. Which perspective? Mrs. Pearce?’s On Homer
Barren’s?
4. How much dialogue? Among whom? Are you going to
fill out the gaps in the original texts?
5. Setting – location and main props
6. Casting
Mini Play Contest: Tentative
Schedule
Play
10月26日 General Introd
Act I and Act II. (pp.
11月2日
11-37)
11月9日 Act II & III (pp. 38-71)
Act III-IV (pp. 71-87 +
11月16日
Act V)
Group
Job Division
11月23日 Act V and Postscript
Theme and
Presentation
Rehearsal
11月30日 Mid-Term (2)
12月7日 Performance Day
Character Analysis
Creative Adapation
Set and Prop
(11:10-1:30)