Question 1: Identify and explain how Priestley presents the theme of social responsibility through the character of Mr. Birling. Include specific examples and stage directions in your answer.

Answer: Priestley presents Mr. Birling as a symbol of capitalist self-interest and a lack of social responsibility. Mr. Birling is portrayed as dismissive of the idea that individuals should take responsibility for others, emphasizing personal gain over community welfare. An example is his speech about how 'a man has to mind his own business and look after himself,' which reflects his selfish attitude. Stage directions often describe him as confident and assertive, reinforcing his dismissive stance. Through his dialogues and demeanor, Priestley critiques this worldview, highlighting the importance of social responsibility.

Question 2: Describe a practical performance task where students portray the different social classes represented in the play. Outline key vocal and physical choices you would encourage.

Answer: Students could perform a scene where each character's social class is emphasized through costume, posture, and diction. For example, characters from the upper class, like Mrs. Birling, might speak with formality and stand confidently with upright posture, while lower-class characters like Eva Smith could have more relaxed, hesitant movements. Vocal choices include varying pitch, pace, and language complexity: upper class characters may use refined diction and a composed tone, whereas lower class characters might speak more colloquially and with emotional immediacy. This activity helps students understand class distinctions and how they influence behavior and attitudes.

Question 3: Analyze how Priestley uses stage directions to highlight the moral awakening of Sheila and Eric regarding social responsibility.

Answer: Priestley uses stage directions to track Sheila and Eric’s changing attitudes, often describing their gestures, facial expressions, and tone of voice. For example, Sheila’s initial innocence transforms into regret, with directions noting her 'tearful' or 'remorseful' expression. Similarly, Eric’s physicality shifts from defensive to remorseful, with directions indicating he becomes more open and vulnerable. These cues visually signal their moral awakening and serve to dramatize their internal shifts, reinforcing the play's message about personal responsibility.

Question 4: In a practical performance, how would you direct a scene where the characters confront the reality of their social responsibilities? Include suggestions for use of space and actor positioning.

Answer: Direct actors to gradually close the distance between themselves as they realize their collective responsibility, symbolizing unity and shared moral awakening. Initially, characters might be spaced apart, reflecting emotional distance and denial; as the scene progresses, they move closer, perhaps circling or converging towards the center of the stage. Use of levels can also emphasize hierarchy and eventual equality—lowered positions or more open stances indicate humility and willingness to accept responsibility. Facial expressions and physical gestures like pointing or open palms can be used to convey realization and remorse.

Question 5: What techniques can actors use to convey the theme of class divide during the play? Provide at least two specific drama strategies.

Answer: Actors can use vocal contrast, such as different accents or speech patterns, to distinguish social classes—more formal, precise diction for upper-class characters, and colloquial language for lower-class characters. Physicality can also be effective: upper-class characters may stand upright and use expansive gestures, while lower-class characters may have more closed or hesitant postures. Additionally, the use of space—such as positioning higher or lower on stage—can symbolize social hierarchy.

Question 6: Describe how you would use improvisation to explore a scene where the characters debate their moral responsibilities. What questions or prompts would you give to stimulate discussion?

Answer: Students could improvise a scene where each character argues their point of view about social responsibility. Prompts might include: 'Should we feel personally responsible for Eva Smith’s death?', 'What does being responsible mean to you?', or 'How can we make amends?' Encourage students to explore different perspectives—selfishness versus altruism—through their dialogue and physical responses. This activity promotes empathy and understanding of the play’s moral themes while developing improvisational skills.

Question 7: Draw or describe how you would stage a confrontation scene where the Birlings realize the inspector’s message about social responsibility. Focus on stage positioning and actor blocking.

Answer: Students should imagine a stage where the Birlings are initially gathered apart, representing their individual denial or ignorance. As the inspector’s message sinks in, actors move closer together, perhaps forming a semi-circle around the inspector to symbolize collective moral awakening. The inspector might stand at or near the center, with characters gradually approaching him and each other, indicating unity and shared responsibility. Use levels—actors lowering themselves physically or leaning forward—to suggest humility and understanding.

Question 8: How can the play’s themes of social class and responsibility be communicated through lighting and sound during a performance? Provide specific ideas.

Answer: Lighting can be used to differentiate social classes: brighter, more polished lighting for upper-class characters, and dimmer, warmer tones for lower-class characters to evoke humility or hardship. During key moments of moral revelation, lighting can shift to focus on the inspector or key characters, highlighting their emotional change. Sound can include background noises like factory sounds or street noise to set the scene and elevate the social context. A sudden silence or somber music during moments of realization can underscore the play’s moral messages.

Question 9: Reflect on how the character of the Inspector acts as a catalyst for exploring themes of social responsibility and class. Write a brief paragraph explaining your view.

Answer: The Inspector acts as a moral catalyst in 'An Inspector Calls,' challenging the characters and the audience to consider their own social responsibilities. His probing questions expose the characters' prejudices and selfish attitudes related to class, forcing them to confront the consequences of their actions. As a symbol of social conscience, he bridges the gap between individual morality and societal obligation, prompting reflection on how class divisions can perpetuate injustice. His presence and interrogations serve as the moral backbone of the play, inspiring characters and viewers alike to evaluate their role within society.