Question 1: Describe the character of Mrs. Johnstone. What are her main traits, and how do these influence her actions in the play?

Answer: Mrs. Johnstone is depicted as a caring, hardworking, and somewhat overwhelmed mother. She is compassionate but also stressed by her financial struggles. These traits influence her actions, such as her decision to give up one of the twins and her emotional reactions to her sons' lives. Her nurturing nature is evident in her protective attitude towards Mickey and her sorrow over her choices.

Question 2: Identify and explain two ways the character of Edward is portrayed differently from Mickey. Use drama terminology in your answer.

Answer: Edward is portrayed as privileged and sheltered, often shown through his confident and polished speech, highlighting his upper-class background (use of 'received pronunciation'). In contrast, Mickey is depicted as working-class, with a colloquial speech pattern, which emphasizes his social environment. These differences are portrayed through costume choices, vocal mannerisms, and physicality, such as Edward’s upright posture versus Mickey’s more relaxed stance.

Question 3: Practical task: Perform a short scene where Mrs. Johnstone reacts to the news of her twins. Focus on using facial expressions and gestures to convey her emotional state.

Answer: Students should embody Mrs. Johnstone’s emotional turmoil—initial joy, followed by shock and sadness. Use exaggerated facial expressions like widened eyes and a trembling lip, and gestures such as clutching her chest or covering her face. The aim is to communicate her internal conflict and deep maternal feelings without words, demonstrating expressive acting and physicality.

Question 4: How does the relationship between Mickey and Edward highlight themes of class and destiny? Provide examples from the script or character actions.

Answer: Mickey and Edward’s friendship shows how different social backgrounds can influence life paths. Despite their bond, Edward’s privileged background provides opportunities Mickey lacks, such as better education and social mobility. Their interactions often highlight class divisions, for example, Mickey’s envy or admiration for Edward’s lifestyle. The play suggests that class can determine destiny, as seen in how their life trajectories diverge over time, influenced by their environments and choices.

Question 5: Describe how you could use stage space to show the emotional distance between Mickey and Edward at different points in the play.

Answer: Use stage positioning to depict emotional distance: for example, standing apart with space between them to indicate separation or conflict during tense scenes. Close proximity can show intimacy or friendship, while moving apart can reflect estrangement or misunderstanding. You can also use levels—e.g., one character standing higher than the other to imply power dynamics or emotional imbalance. Movement and positioning help visually communicate changes in their relationship.

Question 6: Analytical question: What role does Mrs. Johnstone’s character play in highlighting the play’s central message about social class and fate?

Answer: Mrs. Johnstone’s character embodies the struggles of working-class life and the sacrifices made due to economic hardship. Her decisions, driven by love and circumstance, suggest that social class and fate are intertwined, often beyond individual control. Her tragic outcomes emphasize how societal structures influence personal destinies, reinforcing the play’s message about the power of social inequality.

Question 7: Draw and label a costume design for Edward and Mickey to reflect their social backgrounds. Describe your choices.

Answer: Students should create two costume sketches: one for Edward with polished, tailored clothing, possibly a blazer and tie, to depict upper-class privilege; and one for Mickey in casual, worn clothing like a jumper and jeans, indicating working-class status. Label each costume with descriptions such as 'smart' or 'casual' and explain that Edward’s costume shows wealth and education, while Mickey’s reflects a modest, working-class lifestyle.

Question 8: Explain how physicality and vocal tone can be used to distinguish Mrs. Johnstone’s emotional state at different points in the play.

Answer: Mrs. Johnstone’s physicality can shift from tense, hunched postures when distressed to more open gestures when nurturing. Her vocal tone may vary from shaky and trembling during moments of sadness or worry to stronger and more determined when she demonstrates resilience. Using these techniques helps communicate her internal emotions and makes her character more believable and relatable to the audience.

Question 9: Practical task: Create a short monologue for Mickey where he reflects on his friendship with Edward. Use dramatic techniques to express his feelings.

Answer: Students should write and perform a monologue where Mickey expresses nostalgia, pride, or jealousy. Use pauses for emotional effect, vary pitch and volume to emphasize key feelings, and employ physical gestures like clenching fists or looking away to portray inner conflict. This task encourages expressive acting and understanding of character perspective.