Question 1: Identify and describe a scene in 'An Inspector Calls' where the theme of social responsibility is clearly portrayed. How does the director use staging and character interactions to emphasize this theme?

Answer: A key scene is when the Inspector visits the Birling family and questions them about Eva Smith. The theme of social responsibility is emphasized through the Inspector’s serious tone, the stark lighting focusing on the characters, and the close physical proximity of characters to create a feeling of confrontation. The director might use minimalistic staging to focus on dialogue and body language, highlighting the characters’ moral responsibilities towards others in society.

Question 2: Choose two characters from the play who represent different social classes. Using drama terminology, describe how their dialogue and body language reflect their social status.

Answer: Mrs. Birling, representing the upper class, often uses formal, dismissive language and maintains rigid posture, reflecting her social superiority. She may avoid eye contact and use gestures that assert dominance. In contrast, Eva Smith (though not physically present), is symbolized through her backstory and actions, representing the working class; her dialogue might be simple and direct, with open gestures, indicating humility and vulnerability. By contrasting their body language and speech, the play highlights class divisions.

Question 3: Perform a short improvisation where you play a character from the play (choose either Mr. Birling, Sheila, or the Inspector). Focus on using vocal tone and gestures to express their attitude towards social responsibility. Describe your choices.

Answer: If I perform as Mr. Birling, I would use a confident, slightly dismissive tone with a firm volume to emphasize his capitalist views. My gestures might include pointing or hand-shaking to assert authority, and standing with a broad stance to show self-assurance. These choices reflect his belief in individualism and resistance to social responsibility.

Question 4: Analyze how Priestley uses dramatic irony to highlight social class issues in the play. Provide an example and explain its effect on the audience.

Answer: Priestley uses dramatic irony when Mr. Birling makes confident assertions about the impossibility of war and the benefits of capitalism, which are proven wrong by historical events. This irony highlights the arrogance of the upper classes and encourages the audience to question their assumptions about social mobility and responsibility. It creates a sense of tension and prompts reflection on societal issues.

Question 5: Describe a practical activity where students can explore the concept of social responsibility through improvisation. Outline the task and its learning goal.

Answer: Students will create a short improvisation scene where they act as community members faced with a moral dilemma, such as deciding whether to help a stranger in need. The scene should include body language and dialogue that show their attitudes towards social responsibility. The goal is to develop empathy and understand how drama techniques can express moral choices and societal values.

Question 6: How does the play use lighting and sound to reinforce themes of class and social responsibility? Describe a specific example and its effect.

Answer: Priestley uses stark, cold lighting during the Inspector’s interrogation to create a serious atmosphere, emphasizing moral gravity. Sound effects like the abrupt ringing of the telephone or the bell at the beginning signal tension and the intrusion of social issues into the family’s private space. These techniques heighten the audience’s awareness of societal conflicts.

Question 7: Draw or describe a stage layout that could highlight the contrast between the Birling family’s private world and the Inspector’s moral questioning. Explain your choices.

Answer: Students should imagine a divided stage: one side for the Birling family’s domestic setting, with warm lighting and furniture, and the other side for the Inspector’s questioning area, with stark lighting and minimal props. This contrast visually emphasizes the clash between personal self-interest and societal responsibility, using staging to reinforce thematic tensions.

Question 8: Reflect on how the theme of class impacts character development in the play. Choose one character and explain how their attitude towards class evolves during the performance.

Answer: Sheila initially appears naive and privileged, but as she listens to the Inspector’s questions, she begins to realize her social responsibility. Her attitude shifts from superficial concern to genuine remorse, which is shown through more open gestures, softer tone, and reflective pauses. This evolution highlights the play’s message about moral growth across social classes.

Question 9: Create a short monologue as a character from the play, expressing their view on social responsibility. Use appropriate drama language to craft your speech.

Answer: Sample monologue: 'I used to think that success was all that mattered. But now, standing here, I see the truth—each of us has a duty to look out for others. Social responsibility isn’t just a word; it’s a responsibility we all share. We can’t just live for ourselves and ignore the impact we have on others.' In delivering this, I would use an earnest tone, open gestures, and maintain eye contact to show sincerity and moral conviction.