Question 1: Describe how Priestley explores the theme of social responsibility through the character of Mr. Birling. Use specific examples from the play.

Answer: Priestley presents Mr. Birling as a symbol of self-interest and capitalist values, often dismissing the idea of social responsibility. For example, his speech about the unsinkable Titanic and his dismissal of worker rights reflect his belief in individual success over community well-being. His attitude contrasts with the Inspector's message that everyone has a duty to consider others, highlighting the play's critique of social irresponsibility.

Question 2: Identify two moments in the play where class distinctions are evident. Describe how these moments can be portrayed physically on stage.

Answer: One moment is when the Birlings and Gerald discuss their social status at the dinner table—actors can use placement, posture, and tone to emphasize class differences, such as upper-class characters sitting upright with confident gestures. Another is when the Inspector questions each character separately, allowing actors to adopt contrasting demeanors—more restrained for lower classes and more authoritative for upper classes—to illustrate social hierarchy.

Question 3: Practical task: In groups, create a short performance scene where a character from a lower social class confronts an upper-class character about social inequality. Use specific stage directions to highlight class conflict.

Answer: Students should develop a scene where a lower-class character, perhaps a worker, challenges the upper-class character’s views. Stage directions might include positioning the lower-class character in a lower physical level (e.g., kneeling or sitting), using open gestures to express frustration, while the upper-class character stands tall with closed body language to signify superiority. Dialogue should reflect tension and social disparity, emphasizing the theme of class conflict.

Question 4: How does the character of Sheila change in response to the Inspector’s messages about social responsibility? Provide examples of her actions or dialogue.

Answer: Sheila begins the play somewhat superficial and concerned with appearances but gradually becomes more aware of her social responsibilities. For instance, she admits her role in Eva Smith’s downfall and expresses remorse by saying, 'But these girls aren’t cheap labor – they’re people.' Her change signifies her evolving understanding that social responsibility applies to everyone, regardless of class.

Question 5: Draw a diagram of the social hierarchy depicted in the play. Label the different classes and explain how stage blocking can be used to emphasize class differences.

Answer: Students should sketch a pyramid, with the Birling family at the top (upper-middle/upper class), and Eva Smith and other workers at the bottom (lower class). Stage blocking can place upper-class characters elevated or at the back of the stage, with lower-class characters lower or nearer to the audience, symbolizing social hierarchy. Actors can also use distance and positioning to reflect social status.

Question 6: Choose a monologue from any character that reveals their attitude towards social responsibility. Perform it and analyze the performance choices that convey this attitude.

Answer: Students could choose Sheila’s monologue about her guilt or Mr. Birling’s dismissive speech about future prosperity. Performance choices should include tone, pace, gestures, and facial expressions. For example, a remorseful tone with slow delivery and hand gestures can convey genuine guilt (Sheila), while a confident, dismissive tone with pointed gestures reflects arrogance (Birling). Analysis should connect these choices to their understanding of the character’s attitude.

Question 7: How can a performance highlight the contrast between characters’ views on social responsibility? Suggest at least two staging or acting techniques.

Answer: One technique is contrast in physicality: showing characters with contrasting body language—tensed, closed posture for selfish characters versus open, relaxed posture for empathetic ones. Another is dialogue delivery: actors can emphasize differences through tone, pitch, and pacing to show disagreement or agreement. For instance, a sharp, commanding tone can underline arrogance, while a softer, pleading tone can suggest remorse.

Question 8: Reflect on how the play encourages audiences to think about their own social responsibilities today. Write a brief paragraph with your personal response.

Answer: Priestley's play prompts us to consider how our actions affect others, especially those in less fortunate circumstances. It challenges us to reflect on whether we take responsibility for our community and to act ethically. Today, it reminds us that social responsibility is essential for creating a fairer society, and we should be aware of our impact on others.

Question 9: Discuss the significance of the play’s ending in relation to the themes of social responsibility and class. How might this be staged to maximize impact?

Answer: The ending, with the mysterious return of the Inspector and the possible repetition of events, emphasizes the ongoing nature of social responsibility. It suggests that society must continually reflect on its class divisions and moral duties. To stage this effectively, directors can use stark lighting and a tense, unresolved atmosphere, perhaps with characters frozen in silence, to leave the audience contemplating the play’s message about societal change.