Question 1: Describe Mrs Johnstone's personality and her role in the play. How does her character influence the overall narrative?

Answer: Mrs Johnstone is portrayed as a caring, hardworking, and emotionally vulnerable woman. She is a lower-class mother who struggles financially and emotionally to support her large family. Her maternal instincts are strong, but her circumstances lead to her making difficult decisions, such as giving up her child. Her character influences the narrative by highlighting themes of social class, fate, and motherhood. Her emotional journey and tragic end serve as a catalyst for the play’s message about the destructive cycle of poverty and superstition.

Question 2: Perform a short monologue as Mrs Johnstone expressing her feelings about giving away her child. Use appropriate vocal and physical techniques to convey emotion.

Answer: Students should choose or craft a monologue that reflects Mrs Johnstone’s inner turmoil, guilt, and heartbreak. Use vocal techniques such as fluctuation in pitch, volume, and pace to express emotional pain. Employ physical techniques like trembling hands, facial expressions of sorrow, and slumped posture to enhance authenticity. The aim is to embody her vulnerable state, showing her conflicted feelings and maternal love gone awry.

Question 3: Compare the ways Mrs Johnstone and Mickey are depicted through stage directions and dialogue. What does this reveal about their characters?

Answer: Stage directions often describe Mrs Johnstone as wearing worn but practical clothing, with gestures that show weariness or concern, emphasizing her hardworking nature. Her dialogue reflects her caring and motherly instincts, often laced with emotional sincerity. Mickey, in contrast, is depicted as lively, impulsive, and sometimes rebellious, with stage directions indicating energetic movements or casual posture. His dialogue is colloquial and spontaneous, revealing his youth and working-class background. This comparison highlights the differences in their social status, personality, and emotional worlds, emphasizing themes of class and upbringing.

Question 4: Identify and explain two key moments in the play where Edward’s character is revealed through his dialogue and interactions.

Answer: One key moment is when Edward first appears, and his dialogue is formal and polite, revealing his privileged upbringing and education. His interactions with Mrs Johnstone, who is less formal, highlight class differences. Another moment is when Edward and Mickey meet and interact as children; Edward’s curiosity and innocence contrast with Mickey’s rougher demeanor, illustrating their different social backgrounds. These moments reveal Edward’s naivety and sense of entitlement, shaping his character as a product of his privileged environment.

Question 5: Describe how stage blocking can be used to depict the emotional distance or closeness between Mrs Johnstone and her children during key scenes.

Answer: Stage blocking can visually represent emotional distance by placing Mrs Johnstone physically apart from her children, such as standing at opposite ends of the stage or using physical barriers like chairs or props. Conversely, proximity, such as sitting close together or holding hands, can demonstrate emotional closeness. Movement patterns, like approaching or retreating, can also suggest shifts in their relationships, helping the audience understand the characters’ internal states without dialogue.

Question 6: Create a brief improvisation task where you imagine a scene where Mickey and Edward meet again as teenagers. Describe the setting, their body language, and what emotions they might display.

Answer: Students should set the scene in a familiar local environment, such as a park or street corner. Mickey might appear tense or defensive, with crossed arms or clenched fists, indicating lingering resentment or insecurity. Edward might seem awkward or overly polite, with open gestures or cautious eye contact, showing a mix of friendliness and uncertainty. They could exchange hesitant greetings, with tone of voice conveying surprise, nostalgia, or tension. Physicality and dialogue should reflect their complex emotions, illustrating the contrast between their past connection and their current feelings.

Question 7: How can you use lighting and sound cues to enhance the dramatic impact of Mrs Johnstone’s and Mickey’s final scene? Give specific examples.

Answer: Lighting can be dimmed or use stark contrasts to create a somber or foreboding mood, emphasizing the tragedy of the scene. Soft, focused lighting on Mrs Johnstone can highlight her emotional vulnerability, while harsh or flickering lights might represent chaos or internal turmoil. Sound cues such as a mournful music score, echoing footsteps, or distant sirens can heighten tension and evoke the audience’s emotional response. These cues reinforce themes of loss, regret, and the inevitable cycle of tragedy.

Question 8: Draw a character map of Mrs Johnstone, Edward, and Mickey. Include key traits, motivations, and relationships. (Describe what students should include in their drawing.)

Answer: Students should create a visual diagram with each character’s name at the center. For each character, include adjectives that describe their personality traits (e.g., Mrs Johnstone: caring, stressed; Edward: privileged, naive; Mickey: impulsive, loyal). Add arrows or lines showing how they relate to each other, such as 'mother of', 'friend', or 'conflicted.' Optional: include brief notes on their motivations (e.g., Mrs Johnstone: provide for her family; Edward: belong and find identity; Mickey: belong and prove himself). The map should visually represent the characters’ traits and their interconnected relationships.